Adapted from Rhode Island 8/2012
Sample Professional Learning Plan for Teacher
Please indicate with ‘x’ in box, if teacher is on a plan of improvement Plan of Improvement
Setting Goals with Primary Evaluator
The Primary Evaluator will assist the educator in setting specific and measurable Professional Learning Goals for the year. The Beginning-of-Year Conference in the
beginning of the year is a time for the educator and primary evaluator to discuss and finalize goals and identify appropriate sources of professional development to
help the Teacher meet those goals. Although districts may offer professional development opportunities that overlap with the Teacher’s Professional Learning Goals,
each Teacher is personally responsible for improving their own practice and achieving their own goals.
When to Revise the Professional Learning Plan
The Mid-Year Conference provides a formal opportunity for the Teacher and evaluator to discuss the Professional Learning Plan. If a Professional Learning Goal has
been met before the end of the first semester, the educator should identify a new goal based on the priorities in his or her Self-Assessment and/or needs identified by
the evaluator. If, at the end of the year, a Professional Learning Goal is still in the process of being achieved, and the Teacher and evaluator feel as though it is
important for the Teacher to continue working toward the goal, the Teacher can keep the same goal for up to one additional year. If, at the end of the second year, the
goal is still not met, it should be revised such that the action steps will better lead to the goal being met (given the goal remains relevant).
Name:
Position/Title:
New
Date Developed:
District:
New
Date Revised:
School(s):
New
Educator
Signature
X
Grade Level(s):
New
Subject(s):
New
Evaluator
Signature
X
Adapted from Rhode Island 8/2012
A Framework for Teaching, Charlotte Danielson, 2011
Domain 2
The Classroom Environment
a. Creating an Environment of Respect and Rapport
Teacher Interactions with Students Including Both Words and Actions
Student Interactions with Other Students, Including Both Words and
Actions
b. Establishing a Culture for Learning
Importance of the Content and of Learning
Expectations for Learning and Achievement
Student Pride in Work
c. Managing Classroom Procedures
Management of Instructional Groups
Management of Transitions
Management of materials and Supplies
Performance of Non-Instructional Duties
d. Managing Student Behavior
Expectations
Monitoring of Student Behavior
Response to Student Misbehavior
e. Organizing Physical Space
Safety and Accessibility
Arrangement of Furniture and Use of Physical Resources
Domain 3
Instruction
a. Communicating with Students
Expectations for Learning
Directions for Activities
Explanations of Content
Use of Oral and Written Language
b. Using Questioning and Discussion Techniques
Quality of Questions/Prompts
Discussion Techniques
Student Participation
c. Engaging Students in Learning
Activities and Assignments
Grouping of Students
Instructional Materials and Resources
Structure and Pacing
d. Using Assessment in Instruction
Monitoring of Student Learning
Feedback to Students
Student Self-Assessment and Monitoring of Progress
e. Lesson Adjustment
Response to Students
Persistence
Professional Learning Goals
Record three Professional Learning Goals below. Your goals should be specific, measurable and aligned with specific competencies within the evaluation rubrics.
Rank your goals in order of priority, recognizing that each goal is important. On the following pages, complete the Professional Learning Plan form for each goal.
Alignment to Evaluation Components
Professional Growth Goals
Status
Achieved
In Process
Not Achieved
Example:
Teacher Professional Practice 3d: Using Assessment in
Instruction, Monitoring of Student Learning
Example:
In an effort to ensure all of my students make adequate yearly growth, I will
create simple formative assessment strategies to include in my daily math
lessons, especially those that are strongly connected to common core state
standards.
In Process
Professional Learning Goal #1:
Action Steps and Data:
Include detailed steps and
the data you will use to
determine whether each
benchmark is met
Benchmarks and Data:
Set benchmarks to check your progress throughout the year (minimum 3). Also include data
you will use to ensure your progress is adequate at each benchmark.
Evidence of Achievement:
How do you know that your goal
has been met?
Action Step 1:
By:
By:
By:
By:
Data:
Data:
Data:
Data:
Action Step 2:
By:
By:
By:
By:
Data:
Data:
Data:
Data:
Professional Learning Goal #2:
Action Steps and Data:
Include detailed steps and
the data you will use to
determine whether each
benchmark is met
Benchmarks and Data:
Set benchmarks to check your progress throughout the year (minimum 3). Also include data
you will use to ensure your progress is adequate at each benchmark.
Evidence of Achievement:
How do you know that your goal
has been met?
Action Step 1:
By:
By:
By:
By:
Data:
Data:
Data:
Data:
Action Step 2:
By:
By:
By:
By:
Data:
Data:
Data:
Data:
Professional Learning Goal #3:
Action Steps and Data:
Include detailed steps and
the data you will use to
determine whether each
benchmark is met
Benchmarks and Data:
Set benchmarks to check your progress throughout the year (minimum 3). Also include data
you will use to ensure your progress is adequate at each benchmark.
Evidence of Achievement:
How do you know that your goal
has been met?
Action Step 1:
By:
By:
By:
By:
Data:
Data:
Data:
Data:
Action Step 2:
By:
By:
By:
By:
Data:
Data:
Data:
Data: