Teacher Professional Growth Plans - TNTP
Rocketship Education
Professional Growth Plan
Teachers
Working Document
2010-2011
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|Principal | |Teacher |
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|School | |Grade and Subject |
| | | |
| | | |
|Date | |Semester |
STRENGTHS
|Overall Teacher Key Strengths |Next Steps to build this strength and to leverage this strength for the school |
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SMART GOALS
Grade Level SMART Goals for the Year:
1.
2.
3.
4.
5.
|Goal Content Area |September |November |January |March |June |
|Sight Words | | | | | |
| | | | | | |
SMART Goal(s) for 8 week cycle:
Example: At the end of the 8 week cycle, all classes will have an average of 72% or higher (meaning
a 15% or more growth for all classes).
1.
2.
SMART Goals for Focus students:
Example: Cesar will improve from 67% on his EOY exam to 80% or higher upon being reassessed in 4
weeks and will conclude the year at 90% or higher.
1.
2.
3.
4.
Rocketeer Characteristics
This section is a discretionary decision by the manager. They may select to highlight a Rocketeer characteristic due to it being exemplified during the previous eight weeks, as a focal point for growth in the next eight weeks, or even as a key lever to accomplishing other areas of the PGP in the next eight weeks. (Managers, please do not focus on all characteristics, but focus on a maximum of two to three.)
|Rocketeer Characteristics |Evidence |Strengths and/or Challenges |
| | |Feedback |
|Mission Driven | | |
|Rocketeers believe that every child should go to college, and that requires| | |
|both outstanding schools and thousands of them. Their language and actions | | |
|with parents, educators, students and co-workers reflect their passion | | |
|about closing the achievement gap through Rocketship’s unique model. | | |
|High Achiever | | |
|High achieving Rocketeers continuously overcome obstacles to find better | | |
|ways to build schools and support a child’s education while consistently | | |
|working to improve and accomplish significant results. | | |
|Adaptable | | |
|When the ground suddenly shifts Rocketeers don’t panic, they calmly assess,| | |
|quickly regroup and move forward believing something better can be realized| | |
|ahead. Rocketeers are open-minded, proactive, self-aware and demonstrate a | | |
|positive attitude in addressing change. | | |
|Collaborative | | |
|Rocketship is all about teams and Rocketeer’s trust that the collective | | |
|efforts of the team will move us much faster and further than going it | | |
|alone. Rocketeers value working relationships, understand how important | | |
|working relationships are for the organization, and work at making their | | |
|relationships function well. | | |
|Planner | | |
|Rocketeers have strong organizational skills (pre-crastinator) and | | |
|demonstrate them in their timeliness and focus by prioritizing effectively,| | |
|managing their time, making strategic decisions, and thoroughly planning | | |
|for events in the present and future. | | |
|Innovative | | |
|Rocketeers bring diverse experiences, new ideas and new viewpoints to their| | |
|jobs in order to question existing assumptions and push conversations in | | |
|new directions. | | |
|Mature | | |
|Rocketeers demonstrate maturity by keeping their eye on the Rocketship | | |
|vision and conducting themselves with the bigger picture in mind. Their | | |
|behaviors demonstrate the ability to access the entire situation, the | | |
|ability to make good decisions, keep an optimistic attitude despite any | | |
|challenges, and understand the need to take care of one’s mind and body. | | |
|Internal Locus of Control | | |
|Rocketeers don’t blame others, they chart their own paths and they go after| | |
|them with the belief that there is no failure, only feedback. They take | | |
|responsibility for their actions and find ways to directly or indirectly | | |
|affect outcomes to move the organization forward. | | |
|Eternally Positive | | |
|Rocketeers take their work seriously, but not so much themselves. They | | |
|display a persistent, positive attitude to problem solving and recognize | | |
|that goals are achievable, even with obstacles. They constantly make | | |
|positive assumptions and have a generosity of spirit. | | |
Section I. Planning
|Planning Focus |Indicators |Specific Evidence/Student Data to Support Rating |M |P |IP |DNM |
|Areas | | |(4) |(3) |(2) |(1) |
| | |Next Steps: |Complet| | | |
| | | |ion | | | |
| | | |Date: | | | |
| | |Next Steps: |Complet| | | |
| | | |ion | | | |
| | | |Date: | | | |
| |Next Steps:
|Completion Date:
| | | | | |Flexibility |Fluidly adjusts to the constantly changing start-up environment. (Objective) | | | | | | | | |Next Steps:
|Completion Date:
| | | | | |Effective Oral and Written Communication |Communicates effectively with diverse audiences. Written and oral communication is clear, accurate and influential. (Objective) | | | | | | | | |Next Steps:
|Completion Date:
| | | | | |Ability to Give Feedback |Delivers feedback in an effective manner that influences others to implement the feedback. (Objective) | | | | | | | | |Next Steps:
|Completion Date:
| | | | | |Ability to Receive Feedback |Seeks out feedback from others on ways to improve. He/She hears the feedback without becoming defensive and appropriately acts on it. (Objective) | | | | | | | | |Next Steps:
|Completion Date:
| | | | | |
Teacher PGP Objectives:
These objectives are based on 4 - Mastery: Teacher consistently exceeds expectations and is an exemplar for this standard.
PLANNING:
TAL Set Big Goals:
• Following each assessment section the teacher shares data with all Rocketeers, sets SMART class and individual goals based on this data, and has a public in-class system to track their Rocketeer’s progress.
• Has Agenda and Standards Driven Objectives on the board daily and ensures that 100% of lessons are driven by standards, rigorous objectives, and SMART goals.
TAL Plan Purposefully
• 100% of daily lessons are standards-based and include rigorous objectives that the teacher can ensure have been realized within the lesson. All lessons are also scaffolded based on student’s prior knowledge from previous lessons.
• Teacher completes a data analysis form by the appropriate deadline and uses a thorough analysis of data to establish SMART goals for the class and focus students that provide the Principal/Dean with a thorough understanding of next steps and how progress will be assessed.
• 100% of student activities each day (centers or whole class) are scaffolded and differentiated for each group of students, but also include some type of formal or informal assessment of student learning from the lesson and assume misunderstandings within the lesson in order to address them prior to any confusion/obstacles in the lesson.
EXECUTION:
Rocketship Top 100
• 100% of culture items within Rocketship Top 100 are implemented 100% of the time and 100% of students realize these expectations.
Lemov—Sweat the Details
• Teacher notices small, minor details (un-tucked shirt, student off-task, student sitting crooked, etc.) and immediately addresses them prior to the culture of the class being affected.
Lemov—Strong Voice
• Teacher maintains effective control of the classroom 100% of the time through a calm presence that initiates all seven components of Strong Voice (economy of language, do not talk over, do not engage, square up/stand still, quiet power, self-interrupt, and ‘register’).
Lemov—100%
• 100% of the time students meet the goal of the lesson, follow 100% of the directions, and 100% of the students create the expected product.
Lemov—Precise Praise
• 100% of the time, teacher strategically uses positive recognition and effectively differentiates between acknowledgment and praise.
Lemov—Pacing
• All minutes in class are used effectively and all six components of Pacing are effectively implemented (change the pace, brighten lines, all hands, every minute matters, look forward, and work the clock).
Lemov—Format Matters…
• When responding to a question, students always use complete sentences, stretch their answers, and prove their work/responses.
TAL Execute Effectively
• During each lesson during the day, the teacher has a teaching strategy that is purposefully embedded (different learning styles, technology, etc.) to increase participation and facilitate better learning for all students.
• All assessments included higher order thinking questions and a majority of students are successful in responding to these questions in their entirety.
TAL Invest Students and Families
• Classroom environment embodies all of the Rocketeer core values and inside of the class, all four of these values can be visibly seen and are constantly demonstrated by the students.
• All home visits completed in a timely manner, 100% of parent/family meetings realized in a timely manner and have 80% attendance or higher, and teacher has some type of systems to keep parents regularly (at least monthly) informed of student progress.
DIFFERENTIATION:
TAL Continuously Increase Effectiveness
• Guided reading/differentiation occurs for at least 60 minutes daily and is effective, which is demonstrated by a majority of students realizing significant gains.
• All lessons include explicit, standards based differentiation plans for Tier 1 and Tier II students.
• During each lesson during the day, the teacher has a teaching strategy that is purposefully embedded (different learning styles, technology, etc.) to increase participation and facilitate better learning for specifically students in integrated services.
Lemov—No Opt Out
• 100% of the time that a question is asked of a student, the sequence ends with that same student responding to the question through whatever scaffolding is necessary.
ELL Instruction
• On a daily basis, teacher purposefully interweaves ELL instruction into guided reading, other sections of the day, and daily ensures that there is an ELL center provided during guided reading as well.
GLAD CCD
• This strategy is used on a consistent basis, when it is most relevant, and is executed in an incredibly effective manner that ensures all students master the vocabulary and word analysis skills.
GLAD Farmer in the Dell
• This strategy is used on a consistent basis, when it is most relevant, and is executed in an incredibly effective manner that ensures all students master sentence patterns and structures with the application of taught vocabulary.
GLAD Input Charts
• This strategy is used on a consistent basis, when it is most relevant, and is executed in an incredibly effective manner that ensures all students master the content (vocabulary and concepts) of the lesson and includes active student participation.
GLAD Expert Groups
• This strategy is used on a consistent basis, when it is most relevant, and is executed in an incredibly effective manner that ensures all students master the content by applying note taking skills through reading material while also working in a positive, collaborative group experience.
GLAD Songs and Chants
• This strategy is used on a consistent basis, when it is most relevant, in thoughtful ways with purposeful chants and songs, and is executed in an incredibly effective manner that ensures all students master the vocabulary, content, and language art skills of a lesson.
GLAD Process Grid and Mind Map
• This strategy is used on a consistent basis, when it is most relevant, and is executed in an incredibly effective manner that ensures all students master the ability to utilize advanced organizers with reading material for content and academic vocabulary.
GLAD Cooperative Strip Paragraph or Group Frame
• This strategy is used on a consistent basis, when it is most relevant, and is executed in an incredibly effective manner that ensures all students master the writing process.
LEADERSHIP:
Embedded Leadership Opportunities
• 100% of expected outcomes of ELO are realized in a timely manner that meets all deadlines.
Effective Time Management/Planning
• Meets 100% of deadlines
• Always gives appropriate advanced notice in requests from others (at least 48 hours)
• Manages schedule so that personal needs do not negatively affect professional responsibilities
Flexibility
• Always maintains a positive and proactive attitude even in the face of great change (i.e. mid-year schedule or curriculum changes)
• Moves at a fast to adopt and implement new practices
• Admits to and learns from mistakes, moves on quickly
Oral and Written Communication
• Always and connects point of view, ideas, and rationale and in a clear, concise and compelling manner
• Always demonstrates appropriate speech, tone, and visual cues (in oral communication) that convey professionalism (i.e. in communications to families and staff)
• Tailors message to the audience
Giving Feedback
• Builds strong professional relationships with others so that they are receptive and responsive to feedback
• Gives feedback consistently, directly, and in a way that motivates
• Follows through on feedback given (i.e. checks that feedback is being implemented)
Receiving Feedback
• Always listens attentively to feedback, asks questions to clarify, and seeks to understand (i.e. in 1:1s with principal or dean)
• Seeks out feedback from people in different roles within the organization and from diverse backgrounds and perspectives
• Always implements constructive appropriate feedback from manager(s) and peers.
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