Professional Development Plan 2016-17

Name ___Abby Hasebroock__________ Department ___English____________ Date __August

31, 2016___

Professional goals selected

Goals should speak to specific areas that the teacher has identified as priorities in his/her professional growth this year.
At least 1 goal must be related to classroom performance / teaching strategies from Criteria attached. These are in bold.

C2. Educator relates the subject matter to students' own experiences.

E4. Educator updates class materials that model the Ignatian Pedagogical Paradigm in order to meet the individualized instructional needs
of all students.
E5. Educator develops lessons and offers learning opportunities that will broaden students' awareness and encourage them to consider the
viewpoints of others.
Plan for meeting each goal
What will you do/ learn/ practice/ develop? How will it be measured / observed?
(Verification that plan has been met will be completed as part of your Summative Reflection at the end of the year.)
C2- This will be a challenge in my new course, English 130 (British Literature). Beyond the scope of the curriculum, I need to consciously
incorporate regular reflection and contemporary readings, primarily nonfiction, to present an alternative lens or modern adaptation.
E4- I plan to update presentation material to include many more visuals, from images to maps to videos. I want to create new learning
experiences though visual engagement every day.
E5- I plan to apply strategies from my doctoral studies in multiculturalism into classroom practice. I aim to create a classroom culture of
respect where bias and different experiences are seen as a resource. This can only begin through introspection and reflection, where
students are asked to identify their biases, experiences, and world view. I want students to learn how to broaden their worldview and build
knowledge not just through literature, but through conversation with classmates. This will require the explicit instruction on listening skills in
order to encourage student agency. This will be of primary focus in freshmen World Literature.
List any other information/ reflections you feel would be helpful for your PDP conversation.

X Please check this box if you are considering creating a Portfolio for column advancement this year.

Signature/ date following PDP submission & discussion

Teacher Abigail Hasebroock
Department
Chair
Administrator
Criteria for Teacher Evaluation
(from the SAINT IGNATIUS PROFILE OF AN IGNATIAN EDUCATOR Grid)
I. Academics
A1. Educator provides tutoring outside of class time.
A2. Educator makes an effort to know and care for
students in the spirit of Cura Personalis.
A3. Educator inquires about students lives outside the
classroom.
B1. Educator enforces all school policies outlined in the
Parent-Student and Faculty-Staff Handbooks.
B2. Educator demonstrates sound classroom management
and maintains an effective learning environment.
B3. Educator demonstrates superior classroom
management and maintains an effective learning
environment.
B4. Educator participates in peer evaluation process.
B5. Educator mentors, guides, and supports colleagues.
C1. Educator creates and maintains an effective learning
environment.
C2. Educator relates the subject matter to students' own
experiences.
C3. Educator initiates or generates ideas that improve the
quality of student learning.
C4. Educator models lifelong learning through continuous
professional development and improvement.
D1. Educator submits and verifies grade reports on time and as
directed.
D2. Educator solicits feedback from students through course
surveys.
D3. Educator regularly seeks feedback from students and
implements changes to course curriculum based on student
survey results, when appropriate.
D4. Educator participates in the peer evaluation process.
D5. Educator incorporates peer evaluative strategies into
teaching, when appropriate.
D6. Educator provides timely and constructive feedback to
students using a variety of methods.
D7. Educator works with students outside of class time.
D8. Educator collaborates with educators from other
departments to support student learning.
D9. Educator initiates implementation of a new school learning
initiative.
D10. Educator tracks student progress and maintains accurate
II. Professional Development
A1. Educator submits Professional
Development Plan and summative
evaluation documents as directed and
attends all required meetings.
A2. Educator adjusts instructional
practices based on feedback from
students and colleagues, when
appropriate.
A3. Educator evaluates effectiveness
of change and shares it with others,
when appropriate.
A4. Educator helps others to be
critically reflective and to strive for self-
improvement.
B1. Educator establishes a
constructive and collaborative
relationship with departmental
colleagues on curriculum and other
initiatives.
B2. Educator establishes and
maintains constructive and
collaborative relationships with other
members of the school community.
B3. Educator cultivates relationships
with colleagues from other schools to
gather information about best practices
in order to foster school improvement.
B4. Educator presents best practices
at JSEA, Archdiocesan or other
conferences, and/or leads change
initiatives for the broader school
community.
C1. Educator participates in ongoing
professional development.
C2. Educator actively engages in
professional development
opportunities outside of school, beyond
those related to certification/licensure
or Masters requirement.
C3. Educator models the importance
III. School Culture
A1. Educator communicates in a
professional manner.
A2. Educator actively participates in
leading honest and respectful dialogue
that provides feedback to colleagues and
students.
A3. Educator serves in a leadership role,
modeling and leading honest and
effective dialogue.
A4. Educator calls students and
colleagues to appropriate decision-
making.
B1. Educator works in collaboration
with others.
B2. Educator solicits feedback from, and
provides feedback to, students and
colleagues in order to build a positive
school culture.
B3. Educator takes a leadership role in
school projects and initiatives.
B4. Educator develops and implements
school-wide initiatives.
C1. Educator participates in the life of the
school as required during the school day.
Attends outside of school events. Treats
students and colleagues fairly and with
respect.
C2. Educator models generosity. Takes
an active role by engaging in, promoting,
and/or supporting school events and
programming. Encourages school spirit.
Supports students.
C3. Educator designs and/or leads
initiatives that challenge Ignatians to
serve.
C4. Educator develops and implements
school-wide initiatives that challenge
Ignatians to serve.
D1. Educator informs parents or
guardians about the academic and social
IV. Formation/Religious
A1. Educator understands the values
present in foundational documents, such
as The Graduate at Graduation, What
Makes a Jesuit School Jesuit?, First
Principle and Foundation, and Men for
Others.
A2. Educator integrates Ignatian
values and references into the
classroom when possible.
A3. Educator works with colleagues and
students on ways to incorporate themes
from foundational documents into the life
of the school.
A4. Educator leads initiatives that
incorporate foundational principles into
education. Educator brings this
leadership to areas outside of Saint
Ignatius as well; for example, JSEA,
Chicago Archdiocese, and other
organizations.
B1. Educator participates in the Adult
Formation Program, Ignatian Values
Days, and Faculty/Staff Retreats.
B2. Educator understands and uses
core principles of the Spiritual
Exercises and/or the Ignatian
Pedagogical Paradigm in individual
lessons, assignments, and/or
assessments.
B3. Educator consistently embeds the
core principles of the Spiritual Exercises
and/or Ignatian Pedagogical Paradigm in
curriculum planning for individual courses.
B4. Educator leads and supports others
in experiencing the Spiritual Exercises
and/or using the Ignatian Pedagogical
Paradigm.
C1. Educator models faith and justice
in the classroom.
C2. Educator purposefully and
student records.
D11. Educator uses assessment in daily instruction.
D12. Educator uses high-quality feedback from many sources.
D13. Educator develops new curriculum based on research and
best practices.
E1. Educator is highly proactive in serving students.
E2. Educator adapts methods and strategies according to the
abilities of the students.
E3. Educator develops course curriculum materials that focus
on specific outcomes aligned with curriculum goals.
E4. Educator updates class materials that model the Ignatian
Pedagogical Paradigm in order to meet the individualized
instructional needs of all students.
E5. Educator develops lessons and offers learning
opportunities that will broaden students' awareness and
encourage them to consider the viewpoints of others.
E6. Educator serves as department leader in updating and
evaluating curriculum.
F1. Educator provides reasonable accommodations for
students with Individualized Learning Plans and
recommendations from school counselors.
F2. Educator adapts course materials to accommodate student
needs.
F3. Educator is open to new research on student learning and
incorporates strategies for different learning styles.
F4. Educator corrects, critiques, and returns student work
within a reasonable time frame.
F5. Educator uses various assessments that evaluate
different skills and knowledge.
F6. Educator instills a passion for the Magis.
G1. Educator demonstrates competence in subject area(s).
G2. Educator provides a variety of learning opportunities
to help students gain knowledge of the subject and to
develop a variety of skills.
G3. Educator treats religious and social justice issues
appropriately in his/her academic discipline.
H1. Educator utilizes the technology available to develop
lesson plans that incorporate the appropriate use of
technology.
H2. Educator regularly uses technology tools to enhance
curriculum.
H3. Educator serves as a school technology leader.
H4. Educator actively promotes learning using technology at
JSEA meetings, Archdiocesan or other conferences.
I1. Educator follows initiatives set by trustees.
I2. Educator supports initiatives through implementation and
feedback.
of lifelong learning.
C4. Educator leads initiatives in the
school and/or the educational field, as
a result of ones professional
development.
D1. Educator follows initiatives set by
trustees.
D2. Educator supports initiatives
through implementation and feedback.
D3. Educator collaborates with
colleagues on implementation.
D4. Educator takes leadership in
planning and implementation of school
improvement initiatives.
progress of the students.
E1. Educator understands and promotes
the school mission through active
participation in school liturgies, Ignatian
Value Days, and other school day events.
E2. Educator participates in and
contributes to optional activities devoted
to service and/or faith.
E3. Educator leads co-curricular or class
programs that encourage students to
grow as men and women for others.
E4. Educator leads initiatives where
student Ignatian leadership is developed.
F1. Educator follows initiatives set by
trustees.
F2. Educator supports initiatives through
implementation and feedback.
F3. Educator collaborates with
colleagues on implementation.
F4. Educator takes leadership in
planning and implementation of school
improvement initiatives.
appropriately addresses justice and
faith issues with students.
C3. Educator collaborates with students
and colleagues to promote and practice
faith and justice.
C4. Educator leads initiatives that deepen
the schools promotion and practice of
faith and justice.
D1. Educator supports the vision and
mission of the school to students,
colleagues, and the general public.
D2. Educator contributes to the vision
and mission of the school in word and
action.
D3. Educator collaborates with students
and colleagues in initiatives that shape
the schools vision and animate the
schools mission.
D4. Educator leads initiatives that shape
the schools vision and animate the
schools mission.
E1. Educator follows initiatives set by
trustees, local province of the Society of
Jesus, and the Archdiocese.
E2. Educator supports initiatives through
implementation and feedback.
E3. Educator collaborates with
colleagues on implementation.
E4. Educator takes leadership in planning
and implementation of school
improvement initiatives.
I3. Educator collaborates with colleagues on implementation.
I4. Educator takes leadership in planning and implementation of
school improvement initiatives.