Individual Professional Development Plan 2015-2016

Date: 9-29-2015

Teachers Name: Crystal Betts

Complete the following sections prior to starting the PD plan:

1. Determine the purpose of the work that ties directly to student learning.
a. What is the goal for student learning? The first grade students will meet the
CBM Reading benchmark goal of 70 words per minute by the Spring FAST
testing date.
b. How does the goal connect to our district goals? District Reading Goal:
Continually increase the percent of students with proficient and advanced
reading skills.
2.
Learn from the student evidence.
a.
What student work samples will inform your thinking? All students scores on FAST
assessments will be used. Students who are at risk will be monitored weekly on the state
website. Students who are substantially deficient (and other based on teacher discretion)
will also be monitored weekly and receive an intervention of Read Naturally or Repeated
Reading. This intervention will provide weekly graphs to show student progress.
b.
How will you analyze student work? Each week individual teachers will use informal
observations and individual IDR conferences of all students reading during small group
time. Each week individual teachers will use the progress monitoring and Reading
Naturally graphs to analyze. Every other month the team will bring the students graphs
to PLC time to analyze.
c.
What can you learn when you analyze the student work? Through daily informal
observations of all students, teachers will observe which reading strategies are students
strengths and weaknesses. Teachers will observe how students are using meaning,
syntax and visual cues while reading (i.e., Does it look like words on the page? Does it
sound grammatically correct? Does it make sense?) Daily informal observations and
FAST scores will help teachers look at specific reading skills students may be excelling
in or needing extra support with. Some examples of these reading skills may include
sight words or phonetics. This analysis will be used to plan lessons for whole class,
small group, and individual instruction. It will also help plan additional interventions as
necessary.

Complete the following sections after analyzing of student work:

3.
Extend your learning.
a.
What is your specific student learning goal?
b.
What new learning do you need to commit to?
c.
What can you commit to study (books, chapters, videos, classroom observations) to
extend your thinking?
4.
Design the instructional plan.
a.
How will your teaching look the same or different now that you have analyzed the
student evidence?
b.
What will you do next?

c.

What lessons will you design?

Requested support:
TQPD funds requested:
The first grade team would like to visit other first grade classrooms in two up and
coming school districts. The team would like to visit two different districts on two
separate days. Each day would involve 4 teachers visiting. We would like these days to
be during the week of Feb. 8-11, 2016.
Cost.8 substitute teachers x $122.14 = $977.12 and transportation $0.40 per mile x
maybe 600 miles = $240. For a total of $1217.12.
Coach/Administrator support requested:
We would like help from coaches to find two districts that would have great examples of
fluency interventions for us to observe.
Administrator Approval: _____________________________

Date: ________________

Complete the following section individually upon completion of PD plan:

5.
a.
b.

Revisit student work to measure students growth.

What was the impact of your work on students?
What did revisiting the work teach you?

Signatures (Indicates the evaluator and teacher have discussed the progress on the
Professional Development Plan.)
Teacher: __________________________________________ Date: _________________
Evaluator: _________________________________________ Date: _________________