Individual Professional Development Plan Fall School Improvement Conference December 2, 2009.

Individual Professional Development Plan

Fall School Improvement Conference

December 2, 2009

Agenda

• Welcome

• Setting the Michigan Context

• Short Video

• Overview of IPDP Online Tool and Process

• IPDP and Phases

• Closing

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Setting the Michigan Context

Section 1526:

• Mentor

• Individual Professional Development Plan

• 15 days of PD across first 3 years

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Setting the Michigan Context

• Michigan Standards for Ensuring Excellent Educators

• Vision and Standards for Professional Development

• Professional Learning Strategic Plan

IPDP Aligns with:

• School Improvement Plan

• Professional Standards for Michigan Teachers

• Content Expectations

• Registry of Educational Personnel

IPDP Focus

• Data-based Decisions

• Student Achievement

• Attention to Content AND Pedagogy

• Evidence of Improvement

• Reflective Improvement

• Implementation of Educational Technology (On-line Tool)

How Did We Get Here?

• Input of Stakeholder Groups

• Support of Great Lakes East

• Reactions of Focus Groups

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IPDP & PD Reflection Cycle

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Video

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IPDP Overview

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“Wizard” Approach

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User-Friendly

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Identifying Student Needs

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Identifying Student Needs

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Tips, Tools & Checklists

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Identifying Professional Needs

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17

Identifying Professional Needs

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Identifying Student and Professional Needs

In groups…

• Discuss what Mr. Kimball’s students might need and what data sources might be helpful.

• Brainstorm what Mr. Kimball’s professional needs might be.

• Name other content needs may connect to the GLCEs.

• Neighbor Nudge.

Developing Professional Goals

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Developing Professional Goals

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Developing Professional Goals

In groups…

• Discuss some potential goals and measurable objectives for Mr. Kimball that align with his student and professional learning needs.

• Relate content goals to specific GLCEs in your content area.

• Share with the group.

Planning Learning Activities

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Planning Learning Activities

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IPDP and Phases

© Foundations in Mentoring. New Teacher Center @ University of California, Santa Cruz

Reflecting After Activities

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Reflecting After Activities

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Collecting Evidence of Student Change

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Collecting Evidence

In groups…• Discuss how Mr. Kimball might collect

data to assess his learning AND his students’ learning in relation to his professional development activities and goals.

• Share with the group.

Adjusting as Needed

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Completing Annual Reflection

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Completing Annual Reflection

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• How well did I meet my goal(s) and measurable objective(s)? What evidence do I have? Which professional learning activities most helped me move toward my goal(s)? How?

• How well did I meet my goal(s) and measurable objective(s)? What evidence do I have? Which professional learning activities most helped me move toward my goal(s)? How?

• What changes did I make to the plan throughout the year and why?

• What went right? What went wrong?

• What would I do differently next time?

• Did my plan work as expected? Why or why not?

• What does my work on this plan contribute (or not) to my plan for next year?

• Based on this experience, what goal(s) might I consider for next year?

Where Are We Now?

• Regional Field Test Sites

• Online tool used by novice teachers and mentors

• Field Test through June

• Feedback via survey and interviews

• Improved based on feedback

• Roll out Fall 2010

Questions & Answers

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Contact Information

• Karen Hairston– [email protected]

• Donna Hamilton– [email protected]

– 517.241.4546

• Bonnie Rockafellow– [email protected]

– 517.373.7861

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Closing

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