Professional Development Plan

School Year: 2013-2014 Years of Experience: 28

Professional Status (Probationary, Tenured, Tenured Under Evaluation): P X T TE

Name: Position/Subject Area: Title 1 School:

Mentor: Position/Subject Area: School:

A. District Goals (CSIP Goals) Building Goals (BSIP Goals) Indicator(s) to be Addressed

Goals

Design rigorous units of study relevant to 21st century demands including critical thinking, problem solving, communication, and collaboration skills. (1.1.1.2)

Goal 1 – To improve reading, writing, and math achievement for all students.

5.1 – Motivates and affectively engages students.

Individual Teacher PD Goal(s) Seventy-five percent of first- and second-grade students will be reading at grade level expectations. I will increase my reading strategy knowledge to assist students in reading. I will investigate and implement research-based strategies in decoding, fluency, and comprehension. I will use formative and summative assessments and use the data gathered to guide instruction. I will investigate ideas for engaging students to help with critical thinking.

This section aligns with Element 1 on the Professional Development Plan Scoring Guide.

B. Sequence of PD Activities that are Aligned to PD Goals (include at least 3) Include timeline. Describe (a) collaboration (who, where, when). Describe how this plan will help you improve (b) student engagement, (c) differentiation, and (d) family or community involvement in the learning process.

Teacher’s Strategies

1. I am attending Pathways to Reading training with district staff. I will be trained with K-2 staff members in the program along with other district staff. Staff will be trained at district meetings and before and/or after school. We will also be meeting during scheduled collaboration meetings. Pathways to Reading will help the students improve with phonics and phonemic awareness skills, I was trained MANY years ago so this will be a refresher along with learning the new strategies and additions to programs since the 1990s.

2. Book Study (September 2013 to May 2014) – The Title 1 reading department will be reading When Readers Struggle: Teaching That Works by Irene Fountas and Gay Su Pinnell. I hope to be able to work with fellow Title 1 teachers during grade-level meetings and /or in-services to discuss strategies and ideas in this book.

3. Parent meetings during parent-teacher conferences to give strategies for home (October 24, 2013 and February 13, 2014) – At these meetings, I will share information for parents to use at home to help with the reading success of their child.

4. I am also going to read Teaching for Comprehending and Fluency by Fountas and Pinnell and discuss the strategies with

the rest of the Title 1 department. I am particularly interested in the engaging the reader sections. 5. I am using Leveled Literacy Intervention with my students (September 2013 – May 2014). I will group students with similar

needs and differentiate instruction based on skill level.

Data Used to Determine Need Provide examples, such as the previous year’s Summative Report, observation data, student survey results, self-assessment, etc.

DRA scores from the end of the school year (2012-2013) were used to determine need. The Title 1 reading program currently services students with most need. 2012-2013 DRA data for first grade shows that only 62% of students met the grade level benchmark of Level 16. 2012-2013 DRA data for 2nd grade shows that only 53% of students met the grade level benchmark of 28.

Developmental Reading Assessment (DRA) Target Goals Percent of students meeting grade level target

Year 2011 2012 2013 2014 2015 2016

Kindergarten 89 % 79% 73%

First Grade 75% 56% 62%

Second Grade 66% 44% 53%

Third Grade 78% 57% 71%

Fourth Grade 82% 77% 71%

Fifth Grade 92% 92% 72%

Annual Goal 75% 75% 75% 75% 80% 83%

So far this school year (2013-2014) 20% of first graders and 32% of second graders have qualified for Title 1 reading intervention.

Research Base for PD Activities Explain the connection between cited research and PD activities that will affect student performance.

1. Pathways to Reading (PTR) is a Teacher Professional Development Training Program and reading curriculum for beginning readers in grades K-2 and struggling readers in upper grades. The reading curriculum is comprehensive and includes manuals, lesson plans, assessments, and small group and large group instruction strategies. The primary focus of PTR is to help teachers understand and apply in the classroom the five scientifically validated core components of the reading process. The five core components are Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.

2. Fountas and Pinnell are guided reading experts. They have authored several books and resources. When Readers Struggle: Teaching That Works provides detailed information about instructional practices you can use to help struggling readers become successful. They are also authors of the reading curriculum Leveled Literacy Intervention used in the Title 1 reading classroom.

Prior Related PD Provide a brief description regarding how these PD activities build upon prior PD or whether they are a new venture. **This is not required for a first-year teacher.** Pathways to Reading training will be an ongoing process throughout the next two years. I was trained several years ago on the program. I am now learning about recently revised components. The books I will be reading are by authors I am familiar with and they are authors of the curriculum used by the Title 1 department for the last several years. I will be going deeper in to the information this year to better be able to assist my students with reading. The parent meetings/trainings are a yearly activity I do to try and get Title 1 parents involved and educated in ways to help their child at home with reading skills. Our building has been very involved with Stephanie Harvey’s Strategies That Work comprehensive strategies for several years. We have also been pretty extensively trained in guided reading techniques.

This section aligns with Elements 2-8 and 10 on the Professional Development Plan Scoring Guide.

REFERENCE NOTE FOR #6: Family involvement can occur at school or at home, such as supervising homework, volunteering at school, or attending learning activities. Families should be invited to be collaborators in their child's learning, but not be forced to do so. Involvement should be structured for success regardless of family resources. Research suggests this may be especially important for low-SES and ethnic minority students, and caution is warranted regarding homework because some parents lack skills, or might “help” in ways that cause confusion and/or tension. Community involvement can take many forms, such as guest speakers with content expertise, field trips to community sites relevant to the content, etc.

Pre-Implementation Approval:

Teacher’s Signature: Date:

Mentor’s Signature: Date:

Administrator’s Signature: Date:

Plan: Individual Monitored Directed

Professional Development Plan – Mid-Year Review to be completed by (date)

Teacher: Academic Year:

C. Data-driven Evidence of Progress Toward Specific Goals Provide explicit evidence of how the PD activities impacted your teaching practice (observation data) or student performance (assessment data).

Data-driven Evidence of

Progress

This section aligns with Element 9 on the Professional Development Plan Scoring Guide.

D. Teacher’s Comments Mentor’s Comments Administrator’s Comments

Narrative

Teacher’s Signature: Date:

Mentor’s Signature: Date:

Administrator’s Signature: Date:

Professional Development Plan – End-of-Year Review to be completed by (date)

Teacher: Academic Year:

E. Data-driven Evidence of Progress Toward Specific Goals to be Addressed/Enhanced Provide explicit evidence of how the PD activities impacted your teaching practice (observation data) or student performance (assessment data).

Data-driven Evidence of

Progress

This section aligns with Element 9 on the Professional Development Plan Scoring Guide.

F. Goal 1 was successfully completed YES NO Goal 2 was successfully completed YES NO

Goal 3 was successfully completed YES NO Goal 4 was successfully completed YES NO

G. Teacher’s Comments Mentor’s Comments Administrator’s Comments

Narrative

Teacher’s Signature: Date:

Mentor’s Signature: Date:

Administrator’s Signature: Date:

Additional Comments if Needed: