Teacher Professional Growth Plan - Role of the teacher
Responsibility of a Teacher
(a) is teacher authored, growth - directed and continuous
(b) reflects an assessment of professional learning needs by the individual teachers
(c) shows a demonstrable relationship to the teaching quality standard, and
(d) takes into consideration the education plans of the school and the Calgary Board of Education.
(b) expected outcomes/desired results
(c) action plans/strategies
(e) descriptors of completion/indicators of success
(a) may be a component of a long-term, multi-year plan or
(b) may include a component of supervising a student teacher or mentoring a teacher
Teacher professional growth plans are written to extend a teacher's professional growth through reflective practice. Each plan is unique to each individual, based on self assessment and guided by the teaching quality standard. It is also informed by the following documents: Quality Learning document, School Improvement Plan, Calgary Board of Education Vision/Mission Statements.
There is no prescribed format but the plan must include the required components outlined in Section 6. It is understood that each plan will reflect the unique needs of the author and within a school setting there will be diversity in plan content.
Each teacher must incorporate these 6 components into their growth plan.
The teacher professional growth plan is best supported in a climate of inquiry. Each teacher must be actively engaged in the implementation of their plan in order to derive the maximum benefit from their established goals. The implementation of the plan is ongoing work and will evolve throughout the school year. It may be necessary to modify the elements of the plan. Changes to a plan should be communicated to the Principal and/or Review Body so that these colleagues are better able to support the outcomes of the teacher's growth plan.
It is recognized that due to the nature and complexity of some goals, a multi-year timeline may be appropriate. This timeline may extend over several years but must reflect year by year outcomes.
(a) principal or
(b) the review body, if a review body has been established.
(a) to the principal and
(b) to the review body, if applicable
Some teachers may wish to develop a goal that involves the sponsorship of a student teacher or the formal mentorship of a colleague. Goals developed in these areas must include the six basic components. When a teacher reviews their progress in either of these goal areas, the focus is on their own professional growth, not that of the student teacher or colleague. Information shared with the review body or other colleagues must be guided by the Code of Professional Conduct
The purpose of a plan review is to encourage a reflective conversation about the individual teacher's professional growth as it relates to their plan. Through discussion of the options for review, each faculty determines their procedures for plan reviews, the actual number of review bodies, and membership. Regardless of the faculty's decision to establish a review body or bodies, a teacher always has the option to request a plan review with the principal. If the principal and faculty decide to establish multiple review bodies, the principal works collaboratively with the review bodies to ensure consistency in the review process.
At the initial review, the principal and/or the review body gives feedback to ensure that the teacher has incorporated the components of the plan as outlined in Section #6. This discussion provides the teacher with the opportunity for collegial support around the teacher's intentions for professional growth.
Regardless of the review process selected by the school, the principal always receives a copy of each teacher's teacher growth plan
If review body is selected, each member receives a copy of the teacher growth plan.
In either instance, the plan is to be submitted within 60 days of the beginning of the school year.
11. The teacher must retain a copy of their teacher professional growth plan and a copy is retained for the school year by the principal and the review body, if applicable.
12(2) The principal or review body must arrange for and complete an oral review of the teacher professional growth plan within the last 60 days of the school year.
13. The principal or review body, in consultation with the teacher, must make a finding whether the teacher has completed the requirements of a teacher professional growth plan that complies with this policy.
14. If a teacher professional growth plan review finds that a teacher has not completed the requirements of a teacher professional growth plan that complies with this policy, the teacher may be subject to disciplinary action.
The principal and the review body, if applicable, retains the teacher growth plan for the school year. Following the end of the year review, all copies of the plan are returned to the author.
The review body in consultation with the teacher must identify a place for safe storage of the growth plan
Within the last 60 days of the school year, the principal must ensure that each teacher has the opportunity for an oral review of the progress made towards plan completion.
The principal and/or review body meets with each teacher to discuss the successes and challenges the individual has had in the implementation of the teacher professional growth plan. The emphasis of the discussion should be on the overall process, the personal insights gained and the impact on continuous professional growth.
Alberta Education requires that all certified teachers write a growth plan. If a teacher refuses to write a teacher professional growth plan or to work effectively towards its achievement, then the teacher may be subject to disciplinary action. Disciplinary action is a three step process:
The principal meets with the teacher and outlines the inappropriate behaviour. The expectations are reviewed in terms of appropriate actions and timelines. If the teacher does not comply with the expectations as outlined in the verbal warning, then disciplinary action moves to the next step.
15(1) Unless a teacher agrees, the content of a teacher professional growth plan must not be part of the evaluation process of a teacher.
15(2) Notwithstanding Section #15(1), a principal may identify behaviours or practices of a teacher that may require an evaluation provided that the information identified is based on a source other than the information in the teacher's teacher professional growth plan
The principal writes the teacher a letter in which the inappropriate behaviour is identified and the appropriate actions and timelines are restated. If the teacher does not comply with the expectations as outlined in the letter then the matter is referred for review to the Superintendent of Human Resources.
The Superintendent of Human Resources reviews the case and may recommend to the Chief Superintendent that the teacher's employment be terminated with the Board.
The teacher growth plan belongs to the teacher. It is the teacher's personal statement of commitment to ongoing professional growth and may not be used without the teacher's permission, as part of an evaluation process. If a teacher requests an evaluation, that teacher may also request that the teacher growth plan be included in the evaluation documentation.
The principal, through ongoing supervision, may initiate an evaluation based on information drawn from other valid sources.
As a result of supervision the principal may identify the same or similar areas of growth that might appear in a teacher's growth plan. The principal continues to assist the teacher as part of the supervisory role.
At the conclusion of the same year, the principal and/or review body/bodies returns all copies of the teacher growth plan to the teacher following the end of year review.
17. The principal must ensure that teachers receive information and understand teacher professional growth plans by providing
(a) access to supporting documents
(b) access to system communication including information meetings and workshops
(c) opportunities to discuss teacher professional growth plans as a faculty and to decide the process for development and review in each school setting, and
(d) an outline of the school's process for teacher professional growth plans must be included in the school staff handbook or other appropriate document.
18. The principal must make provisions for each teacher to meet with the principal or review body within the first 60 days of the school year.
(a) to receive the teacher professional growth plan
(b) to orally review the teacher professional growth plan, and
(c) to discuss the opportunities available for mentoring, coaching and support throughout the year.
19. The principal must ensure each teacher's teacher growth plan
(a) reflects goals and objectives based on an assessment of professional learning needs by the individual teacher,
(b) shows a demonstrable relationship to the teaching quality standard and
(c) takes into consideration the education plans of the Calgary Board of Education.
20. The principal must maintain an awareness of the implementation status of each teacher's teacher professional growth plan.
21. The principal and if applicable, the review body must,
(a) hold a copy of the teacher professional growth plan for the school year,
(b) make provision for a review of the completed teacher professional growth plan within the last 60 days of the school year, and
(c) return the teacher professional growth plan and any additional documents to the teacher once the completed plan has been reviewed.
22. The principal must ensure that all teachers meet the annual requirements
(a) to develop a teacher professional growth plan, and
(b) to review their teacher's professional growth plan with the principal or review body.
23. The principal must report on teacher growth, supervision and evaluation in the school's annual report.
24. The principal may identify behaviour or practices of a teacher that may require an evaluation provided that the information identified is based on a source other than the information in the teacher's teachers professional growth plan.
The principal plays a key role in support of teacher professional growth plans.
Teachers require easy access to relevant documents.
The principal must ensure there is an opportunity for faculty to determine the nature of the review process.
Teachers always have the option of reviewing their plan with the principal. The principal and faculty may also decide to form a review body or review bodies. In this case, the composition of the review body must also be agreed upon.
All expectations for the teacher professional growth plan process must be clearly communicated in writing to staff. (For example, timelines, review process, tracking etc)
The principal must take an active role in supporting the review process through scheduling meeting times or other actions deemed appropriate. A crucial component of this process is the professional dialogue associated with the review of the plan.
It is essential that the review process be consistent for each teacher and that throughout the annual cycle, membership within each review body will remain constant.
(See Section #5)
Through the supervision process the principal is aware of the status of each teacher's plan. This process will naturally vary according to the context of each school.
The plan belongs to the teacher and must be returned at the completion of the review.
It is an expectation the each school develop procedures to monitor the completion of the annual growth plan cycle. It is the principal's responsibility to ensure that all teachers meet the requirements.
Teacher professional growth is an emphasis in the Calgary Board of Education. For accountability purposes, each school's annual report must include the number of teachers who submitted a plan and participated in both the initial and end of the year reviews. The specific content of the plan is not to be referenced.
(See Section #5)