LSB App_K_Sample

SAMPLE Individual Professional Development Plan Format

Name ________________John Smith__________ Date ______Feburary 3, 2005____

District/Supervisory Union __________Our Town Supervisory Union____________

Endorsement(s) held: _____30-90 Superintendent 3-91 Principal ______________ _____________ 2 – 13 Mathematics _________

Introduction (results of self-assessment)

We are in the midst of great change in our district. We are merging the faculties and programs of two existing schools into one blended school. The challenge I face is to provide leadership so that the integration of these existing schools into the new blended school is effective.

In addition, we are preparing for evaluation by the New England Association of Secondary Schools. I need to provide the leadership to guide my administrative team in more deeply understanding the development of curriculum and expectations for student learning, the design of related performance standards and assessments, and, in particular, their implementation in secondary school programs.

After meeting with my principals, I believe that we all must have a clearer understanding of data based decision-making. Budgets and faculty in-service programs need to reflect the importance of these issues.

I need to remain up-to-date in the teaching of critical thinking and math problem solving strategies.

SMART GOAL 1 2 3

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S I will increase my knowledge and skills in management and facilitating organizational change. I will focus on learning techniques to use with faculty, students, the Board of Education and community members that will allow their many voices to be heard and will promote the development of a sense of shared ownership.

M The transition to a blended school is expected to occur in three years. This change will go through several stages before its success will be determined. I will develop benchmarks of success for each stage of change which will include evaluations from a committee of stakeholders.

A This goal has the support of most of the stakeholders. The understanding for the need for managerial leadership is clear.

R The plan to merge schools is part of the Supervisory Union strategic plan.

T While the implementation of a blended school is to occur in three years, my quest to develop managerial and leadership skills is on-going.

(please turn over)

SMART GOAL 1 2 3

please circle

Please check which of the IPDP requirements listed below are appropriate for this particular goal. The following chart also serves as a reminder that professional development and activities relating to your goal must have connections with the Five Standards for Vermont Educators; to your endorsement, your school action plan and student achievement. Activities connected to this goal are expected to be documented in your portfolio through artifacts.

Your portfolio must also include a reflective narrative on this goal as described in the Licensing Regulations (p. 41 of the Handbook).

Learning Professional Knowledge Colleagueship Advocacy Accountability
Principle 1 Principles 2 –10 Which? Principle 11 Principle 12 Principles 13 – 16 Which?
x 3 and 5 x x 14

Professional development considered:

I will participate in the It’s All About Leadership (IAL) series presented by the Vermont Leadership Consortium as well as other leadership workshops sponsored by that consortium.

I will take advantage of my memberships in the Vermont Superintendent’s Association, the Principal’s Leadership Network, the National Association of Secondary School Principals and the Association for School Curriculum Development to pursue workshops, conferences, reading, and colleague conversations.

Endorsement knowledge or performance standards addressed

Principal 91 Superintendent 90

Leadership Categories: 1) Visionary Planning

1.1 identifies the need for systemic change and can serve as an agent for that change 2) Interpersonal Skills

2.4 understands and effectively uses skills and strategies of problem solving, consensus

building, conflict resolution, stress management and crisis management 3) Collaborative Skills

  1. uses knowledge of motivational theory, group dynamics, process skills, organizational theory/management and systemic change to create conditions for success for students, families and staff
  2. demonstrates shared leadership practices and empowers others in fulfillment of school vision

School/educational Initiative addressed

Your Town Supervisory Union Strategic Plan page 3

To better meet the needs of our students and be fiscally responsive to our community, we will continue the implementation of the merger of My Town Middle School with Your Town High School. Study completed in May 2003. March 2004 vote approving merger to take place in September, 2007.

Name __________________________________________ SMART GOAL 1 2 3

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S I will increase my knowledge of the development of expectations for student learning and the design of related performance standards. I will also increase my knowledge of their implementation of secondary school programs. This includes both standards related to specific curriculum and standards for successful completion of secondary school (graduation). A primary focus will be the expectations for the student learning standard of the New England Association of Secondary Schools.

M I will be able to promote restructuring of curriculum and instruction as well as the development of authentic assessments to measure standards based student achievement. I am looking forward to begin the curriculum restructuring as part of the blended school implementation. Progress will be evaluated on a monthly basis. Our evaluation by the New England Association of Secondary Schools will also serve as a

measure.

A I will rely on the curriculum coordinator and other supervisory union staff to provide expertise and support as I pursue this goal and my professional development associated with it

R This goal coordinates with aspects of the supervisory union strategic plan

T The new curriculum and associated performance based assessments will be ready for implementation during the 2008 – 2009 school year

(please turn over)

SMART GOAL 1 2 3

please circle

Please check which of the IPDP requirements listed below are appropriate for this particular goal. The following chart also serves as a reminder that professional development and activities relating to your goal must have connections with the Five Standards for Vermont Educators; to your endorsement, your school action plan and student achievement. Activities connected to this goal are expected to be documented in your portfolio through artifacts.

Your portfolio must also include a reflective narrative on this goal as described in the Licensing Regulations (p. 41 of the Handbook).

Learning Professional Knowledge Colleagueship Advocacy Accountability
Principle 1 Principles 2 –10 Which? Principle 11 Principle 12 Principles 13 – 16 Which?
x 4,6,7,8,9 x x 14 and 15

Professional development considered:

I will take advantage of my memberships in the Vermont Superintendent’s Association, the Principal’s Leadership Network, the National Association of Secondary School Principals and the Association for School Curriculum Development to pursue workshops, conferences, reading, and colleague conversations.

I will participate in the School Development Institutes we will sponsor focusing upon developing K – 12 curriculum and related assessments and work associated with our upcoming evaluation.

Endorsement knowledge and performance standard(s) addressed

Leadership Categories 1) Visionary Planning

  1. builds with others a shared vision of standards-based learning and teaching
  2. with others, develops and plans implementation of a comprehensive action plan to improve student learning within the school and assesses student performance under the plan

3) Collaborative Skills

3.3 demonstrates shared leadership practices and empowers others in fulfillment of school vision

School Initiative addressed

Our Town Supervisory Union Strategic Plan p. 2

Focus administrator involvement on leadership to support standards based curriculum development and monitoring and the development of related performance based assessments. 

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