CCPS Teacher Professional Development Plan
Florida State Statute 1012.98 requires Individual Professional Development Plans (IPDPs) for all instructional employees that are aligned as a “seamless component” of the school improvement plan. In particular, the statute requires principals to ensure that a plan is developed for every instructional employee that must:
- Be related to specific performance data for the students to whom the teacher is assigned.
- Define the inservice objectives and specific measurable improvements expected in student performance as a result of the inservice activity
- Include an evaluation component that determines the effectiveness of the professional development plan.
IPDPs are developed annually at the beginning of the school year and evaluated at the end of the school year. The IPDP is also reviewed mid-year to determine if modifications are needed.
The IPDP may include annual goals and/or long-term goals with annual benchmarks. The plan should be developed and reviewed collaboratively between the employee and the principal. Teachers may work collaboratively toward common IPDP goals as long as the IPDP reflects each employee’s individual improvement objectives, activities, expected outcomes, and final evaluation.
Although not part of the personnel appraisal system, the IPDP can be used in conjunction with the alternate appraisal system for eligible employees.Guidelines for Completion
To be completed in the Fall before the first conference:
Goal Statement - This statement should address improvement(s) related to student performance in classroom and/or professional practice. The goal should be SMART:
- Specific – Usually limited to one desired improvement
- Measurable – Data can be collected to determine goal attainment
- Attainable – the goal should be something “doable”
- Relevant – the goal should relate to specific needs of student performance and/or professional practice
- Time-bound – The goal should have a finite time period with beginning and end dates. Multiple year goals should have annual benchmarks (example: “by the end of year 1, 30% of the goal should be attained…..”)
How….identified? Indicate the data sources used and the findings that were reached in identifying the student performance area
What specific….plan? Identify the standards, benchmarks, specific skills, or concepts that the plan
What training…goals? Identify the professional development needs which may include direct inservice, study group/ professional learning community work, college/university courses, independent study, etc.
What strategies…training? Describe the anticipated change(s) in classroom/professional behavior as a result of training implementation
The above information is reviewed during the mid-year conference for needed modificationsTo be completed in the Spring before the final conference:
What change(s)….noted? Provide an honest reflection of the impact on student performance as a result of the changes noted above.
Strategies….applied – Please list the strategies implemented including changes, adaptations, etc.
Describe….data – Provide a brief description of the evidence collected that verifies the improved student performance, which must include student assessment information – state, district, or local assessment data.
Signatures and conference dates must be recorded for the initial and final conference. If interim conferences are held, they do not need to be documented on the form.Upon completion, the school will make four copies distributed to: Human Resources (personnel file), Professional Development Academy (professional development records), the teacher, and the principal (Professional Development System Evaluation Protocol (PDSEP) school portfolio).