December 10, 2018

Plan II Process for Administrators


DATE: 12-20-2012

July 2006


Plan II – The Professional Growth Cycle


We believe that:

  • Professional development and evaluation are intrinsically linked.
  • Professional development and evaluation have student learning, growth, and well-being as their focus.
  • Professional development and evaluation should be about what all educators do to help kids learn.
  • Professional development and evaluation are linked to the mission of the district and school.
  • Professional learning and growth are continuous processes.
  • Growth - both personally and professionally - happens in a collaborative context.
  • Professional development and evaluation are a professional responsibility and an organizational expectation.
  • No one can say, “I know all there is to know.”
  • No one should be expected to do it on his/her own.
  • Both individual and organizational growth are important.
  • Professional development and evaluation must take into account that individuals may be at various levels/stages of growth.
  • Professional development and evaluation includes evidence of growth for both educators and students.

So, based on our beliefs, our professional growth process needs to provide each teacher with ample opportunities for three things:  Information,  Reflection, and Communication (dialogue & feedback).

Furthermore, dialogue between the teacher and an administrator or peer should focus on 4 key questions (with evidence that supports the responses to each question):
  1. What specifically are you doing to achieve the school’s goals (action plan)?  (Assumes that the school’s goals are focused on student learning.)
  2. What specifically are you doing to achieve the team’s goals?  (Assumes that the team’s goals are focused on student learning.)
  3. What have you done to help your team (i.e., to support and ensure collaboration)?
  4. What individual short- and/or long-range goals do you have?  (This is the last, rather than first, consideration.)

Plan II-
The Professional Growth Cycle It is intended for an experienced educator who has a level II license and has fulfilled the requirements of Plan I.  This is a professional educator who is continually growing and developing his/her practice. This educator is neither on probation nor demonstrates marginal skills.

The Professional Growth Plan provides a structured, supportive and collaborative process for continuous professional reflection with students’ learning, growth and well-being as its focus. Educators may, in addition to school and team goals, develop individual goals to improve their proficiency with regard to these standards.

Standards for Professional Educators are the professional standards that we expect educators in Plan II to meet at the proficient level. Educators will use these standards as a tool to reflect and evaluate their performance.

An Administrator’s Responsibilities includes the learning and development of all students within his/her building or program. As part of that responsibility, it is expected that the building administrator(s) will be in and out of classrooms frequently.  Whenever necessary, the administrator may call to a teacher’s attention any instructional practices or professional conduct that should be changed, even when the educator is not involved in a formal evaluation process. It is also expected that an educator can ask an administrator for feedback or to conduct an observation at any time.

Cycle

Educator

Administrator

Peer/Team


Year 1 & 2

Formative Growth Process





































































Year 3

Summative Growth Process
1st semester:

  • Completes self-evaluation regarding standards
  • Completes Professional Growth Plan (PGP)
  • Between May 1 and October 1, provides a copy to administrator of self-evaluation, PGP and request for feedback from peer, team or administrator.
  • If selecting a peer or team for feedback, the educator must provide the name(s) of the peer or team members to the administrator.
  • Schedules meeting with peer, team or administrator to review self-evaluation and PGP.
  • If meeting with a peer or team, documents meeting and provides copy to administrator.


2nd semester:

  • Schedules 2nd meeting with peer, team or administrator.
  • Reviews self-evaluation—revises if necessary.
  • Reviews PGP—revise if necessary.
  • Identifies and reflects upon information that relates to progress on PGP and student learning.
  • Discusses progress and seeks feedback regarding PGP with peer, team or administrator.
  • If meeting with peer or team, documents meeting and provides copy to administrator.




  • Signs up with building administrator for pre-observation conference.
  • Surveys students, parents, and colleagues as appropriate.
  • Summarizes survey results.
  • Completes self-evaluation.
  • Revises PGP.

  • Identifies information that relates to progress on PGP and student learning.
  • Submits all materials one week prior to either the pre-observation or post observation conference.
  • Participates in conference.


1st semester:

  • Posts list of available conference times to meet with educators.
  • By October 1, ensures that s/he has a copy of each educator’s self-evaluation, PGP and request for feedback.
  • Responds to the educator’s request to receive feedback from peer or team. The administrator may approve the request, approve the request but ask to be included in the process, or deny the request and provide the educator with feedback during that year.
  • If meeting with an educator as part of their feedback cycle:
    • Reviews self-evaluation & PGP before conference.
    • Provides feedback to educator regarding their self-evaluation, PGP and how those relate to school and team goals.
    • Documents meeting.


2nd semester:

  • Meets with educators who have selected the administrator for feedback and documents meeting.
  • By the last contract day, collects documentation from each educator related to his/her progress on the PGP.








  • Posts list of available conference times for teachers in Year 3
  • Conducts a formal observation, including documentation.
  • Within 10 days of a formal observation, the administrator will contact the teacher to arrange a mutually convenient date to discuss the observation.
  • Reviews all material submitted by educator and prepares for conference with educator.
  • Meets with educator and provides feedback on his/her progress on their PGP.
  • Completes Rec. & Comm. Form, with copy to teacher and official personnel file in SOS office.
1st semester

  • Meets with and provides feedback to the educator regarding the self-evaluation and PGP.
  • Provides feedback in a professional and straightforward manner.
  • Provides the educator with feedback that will lead to improved student learning.


2nd semester

  • Meets with the educator and provides feedback on his/her progress towards the goals on the PGP.




Note: It is expected that educators who select peer/team feedback will, in turn, serve as a peer or team member to provide a colleague with feedback.

















Not applicable.


Year 4 & 5

Formative Growth Process
Repeat years 1 & 2

   

Year 6

Summative Growth Process
Repeat year 3    

 

Peer/Team & LSB Rep


Year 7  

Re-licensing
1st Semester

  • Complete self-evaluation and revise Professional Growth Plan.
  • Provide self-evaluation and PGP to building administrator.
  • Identify a team (including the LSB building representative and your building administrator) to present your portfolio to.
  • Provide the names of the team to your administrator.
  • Assemble portfolio (include PGP for year 1 in the cycle)
  • Schedule portfolio presentation.




Second Semester

Upon completion of portfolio presentation and receipt of Vermont DOE re-licensing forms, educator will submit re-licensing form to LSB building representative.



Educator will submit signed re-licensing form, all required paperwork and fees to the Vermont Department of Education.

  • By October 1, ensures that s/he has a copy of each educator’s self-evaluation, PGP and names of portfolio review team.
  • Participates as a member of the review team.

  • Meets with educator to hear portfolio presentation and review portfolio.


  • LSB representative would ensure that all required components of portfolio are met.