14
Although the law is silent on what exactly must be included in a professional
development plan, these are the elements that should be included based on best
practice and what the statute does provide:
•
Date the plan was developed
•
Description of each identified area that needs improvement
•
Explanation of the behavior and/or outcomes that must be observed for the identified area to be considered
improved
•
Deadline for improving the identified area
•
Description of the supports that will be provided by the district to assist the teacher with addressing each area that
needs improvement
•
Deadline for completion of entire professional development plan
•
Description for how the plan’s completion and the teacher’s improvement in the identified areas will be assessed
(e.g. summative evaluation)
The length of the plan should match the deficiency being addressed by the plan. For example, if the plan is
focused on classroom management deficiencies, a teacher may only need 30 days to demonstrate improvement. If the
plan addresses a teacher’s deficiency in knowledge of the content area being taught, however, a teacher may require
60 days to complete professional development and demonstrate improvement in content knowledge. At the designated
deadline for the plan’s completion, a summative evaluation of the teacher should occur to assess whether the
identified areas have sufficiently improved.
The description of the deficiencies being addressed by the plan should be specific enough to provide the teacher
with sufficient notice of the areas that need improvement. For example, if the teacher must improve his or her delivery
of instruction, the plan should specify what specifically within the area of instruction must be improved, such as
providing differentiated instruction during math lessons. Supports provided by the district will vary depending on the
areas being addressed by the plan, and may include professional development, observations of “master teachers,”
mentor teachers, required reading and trainings, and review of lesson plans.
For example, if a teacher needs improvement in his or her classroom management skills, the components of the
plan might include the following:
In addition to these components, the plan should include the performance standards the teacher must meet to
successfully complete the plan move back to a “proficient” rating. A teacher who does not complete the professional
development plan successfully may be moved to an unsatisfactory rating at the next summative evaluation.
As with all teacher evaluation issues that could lead to dismissal, it is advisable to consult with the District’s
attorney regarding the development and implementation of a professional development plan.
(Continued from page 13)
Area that needs
improvement
Description of
deficiency
Behavior/
outcomes to be
observed
Districts
supports
Deadline for completion
Classroom
Management
Students frequently off-
task during class in-
struction, group and
independent work
Consequences for vio-
lations of classroom
expectations not con-
sistently applied
Expectations for group
activities not articulated
Students consist-
ently on-task dur-
ing class instruc-
tion, group and
independent work
Consistent articu-
lation and imple-
mentation of
classroom expec-
tations and con-
sequences.
Opportunity to
observe master
teacher
Book: “Mastering
the Art of Effec-
tive Classroom
Management”
30 days from the date the
plan was developed
Summative evaluation to
take place within 2 weeks
after the deadline for the
plan’s completion
Legally Speaking
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