North Branch Area School District
Administrative Guidelines
 

3221 - INDIVIDUAL DEVELOPMENT PLAN

Use of IDPs

Individual Development Plans are required for the following teachers:

 A.all probationary teachers;
 B.tenured teachers rated minimally effective or ineffective on their previous year-end performance evaluation*

IDPs must identify goals and specify a time limit not to exceed 180 days in which the teacher must meet the goals.

A teacher's progress on an IDP must be assessed on a teacher's annual year-end performance evaluation.

*No precluded from placing a tenured teacher on an IDP who has been rated effective or highly effective, but still has some individual performance concerns. Generally, these teachers will be addressed through the Teaching Performance Concern Awareness Process (below).

Teaching Concern Awareness Process

The following "Awareness Process" may be utilized when a concern regarding teaching performance is identified by a building administrator during a school year prior to development of the summative evaluation for any teacher who did not receive a "Minimally Effective" or "Ineffective" rating on his/her North Branch Area Schools Teacher Evaluation completed the prior school year. For a teacher who has received such a rating, any concern regarding teaching performance generally is addressed within an IDP rather than with the following process. The goal of this process is to help the teacher eliminate concern regarding teacher performance in order to enhance teaching performance and facilitate growth designed to result in teaching performance that will be rated as "Effective" or "Highly Effective". This process is consistent with Board Policy 3220 and is used in coordination with the Marzano Art of Science and Teaching Framework (Domains 1 - 4).

Building administration may identify concern regarding teaching performance through a variety of sources such as the following:

 A.observation and monitoring of the teacher's classroom strategies and behaviors (Domain 1);
 B.monitoring of the teacher's responsibilities relating to areas such as planning and preparing for teaching and student learning (Domain 2), reflecting on teaching (Domain 3), and promoting District and school development (Domain 4);
 C.observation of the teacher's interactions with colleagues, students, and/or parents as well as input pertaining to such interactions (Domain 4).

At the sole discretion of building administration, a teacher initially may be notified of such concern regarding teaching performance by completion of the teacher's North Branch Area Schools Teacher Evaluation or by the completion of this "Awareness Process". If this process is used prior to completion of a teacher's evaluation, the process will begin with a meeting involving building administration and the teacher. In addition to the administration identifying concern regarding teaching performance during the meeting, the administration and teacher may discuss potential ways that the concern could be addressed and eliminated, and the teacher is directed to develop and implement a Professional Growth Plan designed to eliminate the concern and improve overall teaching performance. Following this meeting, the administration sends the teacher a memorandum summarizing the meeting, and a copy of the memorandum summarizing the meeting, and a copy of the memorandum is placed in the teacher's personnel file. The Professional Growth Plan is monitored by the administration, and the teacher's actions pertaining to the concern addressed therein and the teacher's progress in addressing said concern are reflected in the teacher's subsequent summative evaluation. The "Awareness Process" ends with the completion of said summative evaluation.

Mid-Year Progress Report

A teacher who is in the first year of the probationary period or any teacher who received a minimally effective or ineffective rating in the most recent evaluation must have a mid-year progress report which:

 A.is based at least in part on student achievement;
 B.is aligned with the teacher's IDP; and

 C.includes specific performance goals for the remainder of the school year.

Individual Development Plan

Individual Development Plan for: _______________________________________________

Tenure Status: ______________________

Previous Year Evaluation Rating(s) (if applicable): ________________________________

Building: _____________________ Administrator Name: _____________________________

Date: _______________________ Draft Date: __________________________

Date(s) of Review: ______________________, ___________________, _____________________

Mid-Year Review Date (if applicable): __________________________________

Goal: #1

(It is recommended that you incorporate the Beebee factors into the goals/standards)

Beebee Test (Legal Standards for Teacher Incompetency)
 A.the teacher's knowledge of the subject;
 B.his/her ability to impart it;
 C.the manner and efficacy of his/her discipline over his/her students;
 D.his/her rapport with parents and other teachers; and
 E.his/her physical and mental ability to withstand the strain of teaching;

Proof of Adverse Effect (factors which might indicate adverse effect include):

 A.demands from parents that students must be transferred;
 B.teacher impairing a proper teacher/student relationship and no longer being able to act as a proper role model for students;
 C.demand for transfer from students;
 D.reduction in the number of students electing the course;
 E.children who previously liked school wanting to stay home;
 F.children who transferred from one class having to complete a great deal of "catch-up" work in new class;
 G.improperly hampering pursuit or completion of legitimate goals (e.g., failure to complete projects); failure to administer tests needed to measure student achievement;
 H.other school district or community group withdrawal of support of programs or refusal to participate in programs involving teacher;
 I.teachers creating dissension which threatens and impairs function and purpose of school district (e.g., where incidents cause fear, trauma, upset and embarrassment to those present and become "the subject of inquiry and comment among faculty and students"
 J.inability to maintain a positive learning environment in classroom - where students in the classroom are inattentive and engage in disruptive, unproductive, and occasionally unsafe behavior;
 K.insubordinate conduct causing administrators to be upset and meetings to be unproductive and rescheduled;
 L.breakdown of rapport with other staff members.

Purpose of the Goal/Area of Concern:

Domain which this Goal addresses (if applicable)[Check all that apply]:

o Classroom Strategies & Behaviors

o Planning & Preparing

o Reflecting on Teaching

o Collegiality & Professionalism

Teacher Plan of Action:

Administrative Support:

Examples of Remediation Suggestions - the following are typical remediation or improvement suggestions.

 A.advising the teacher to be more assertive with students;
 B.advising the teacher to be sure that all students come into the classroom when the bell sounds;
 C.advising the teacher not to allow students to congregate around the teacher's desk;
 D.advising the teacher to deal with students on an individual basis;
 E.advising the teacher to identify students who are problematic and to call their parents;
 F.suggesting that the teacher consult with and observe other teachers who may serve as role models;
 G.assigning "MASTER" teacher to work with the teacher;
 H.recommending books and publications;
 I.suggesting the teacher attend identified seminars or take identified course work;
 J.describing means by which the teacher can acquaint himself/herself with different teaching techniques and suggesting techniques to use;
 K.identifying consultants that the teacher can talk with for assistance;
 L.providing the teacher with an opportunity to be evaluated by others;
 M.advising the teacher to not commence instruction until all students are in their seats;
 N.advising the teacher to not talk over disruptive students, but rather to engage the students in some redirect activity;
 O.advising the teacher to place lesson objective on the board;
 P.advising the teacher to ensure there is transition work for students to complete between tasks;
 Q.advising the teacher to engage in proximity control activities;
 R.advising the teacher to establish clear norms and rules for classroom behavior;
 S.advising the teacher to use rubrics at the beginning of the lessons so that students are clear on the teacher's expectations.

End of the Year Evaluation Summary:
     

Signature of Evaluator

  

Date
     

Signature of Teacher

  

Date

The teacher's signature indicates that s/he has discussed and read the contents of this report with the evaluator. This signature does not indicate that the teacher is in agreement with the contract.

Sample Individual Development Plan

Individual Development Plan for: SAMPLE TEACHER

Tenure Status: Probation-third year

Previous Year Evaluation Rating(s) (if applicable): Minimally Effective

Building: NBHS Administrator Name: Mr. Principal

Date: Sept. 17, 2013 Draft Date: Sept. 17, 2013

Date(s) of Review: Oct. 17, 2013, Nov. 17, 2013, Dec. 17, 2013

Mid-Year Review Date (if applicable): n/a
 

Goal: #1

To develop a learning community in the classroom that help the students to create positive behavior and engage in learning.

Purpose of the Goal/Area of Concern:

To focus on developing effective classroom environment and the management of student behavior to enhance student opportunities to learn.

Domain which this Goal addresses (if applicable) [Check al that apply]:

√ Classroom Strategies & Behaviors

o Planning & Preparing

o Reflecting on Teaching

o Collegiality & Professionalism

Teacher Plan of Action:

Administrative Support:

End of the Year Evaluation Summary:

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

     

Signature of Evaluator

  

Date
     

Signature of Teacher

  

Date

The teacher's signature indicates that s/he has discussed and read the contents of this report with the evaluator. This signature does not indicate that the teacher is in agreement with the contract.

Individual Development Plan - Teacher Name

Individual Development Plan for: ______________________________________________

Tenure Status: ______________________________

Previous Year Evaluation Rating(s) (if applicable): ____________________________

Building: _______________________ Administrator's Name ________________________

Date: __________________________ Draft Date: ________________________________

Date(s) of Review: __________________, __________________, ____________________

Mid-Year Review Date (if applicable): ________________________________________
 

Goal:

Purpose of the Goal/Area of Concern:

Domain which this Goal addresses (if applicable) [Check all that apply]:

o Classroom Strategies & Behaviors

o Planning & Preparing

o Reflecting on Teaching

o Collegiality & Professionalism

Teacher Plan of Action:

Administrative Support:

Goal:

Purpose of the Goal/Area of Concern:

Domain which this Goal addresses (if applicable) [Check all that apply]

o Classroom Strategies & Behaviors

o Planning & Preparing

o Reflecting on Teaching

o Collegiality & Professionalism

Teacher Plan of Action:

Administrative Support:

Goal:

Purpose of the Goal/Area of Concern:

Domain which this Goal addresses (if applicable) [Check all that apply]

o Classroom Strategies & Behaviors

o Planning & Preparing

o Reflecting on Teaching

o Collegiality & Professionalism

Teacher Plan of Action:

Administrative Support:

End of the Year Evaluation Summary:
     

Signature of Evaluator

  

Date
     

Signature of Teacher

  

Date

The teacher's signature indicates that s/he has discussed and read the contents of this report with the evaluator. This signature does not indicate that the teacher is in agreement with the contract.