Professional Growth Plans (PGPs) should focus on maximizing the payoff in student success, growth, or achievement from educator’s learning. PGP’s should provide for teacher autonomy while aligning efforts to school-wide goals. The focus is on the teacher engaging in a learning process, individually or collaboratively, to gain skills and/or strategies that will positively impact students. Two words can help leadership teams communicate the desired message: hypothesis and evidence.
Hypothesis a belief that taking certain actions would create a desired outcome. Articulating and justifying assumptions starts the learning process. The growth plan should outline the path that the teacher will take to investigate the hypothesis. The plan carried out, may identify the hypothesis as faulty. This finding can be the start of new learning, leading to a modified hypothesis. So, learning from faulty or proven hypotheses can continue the drive to increased teacher and student success.
A professional growth plan should be supported with evidence that the plan was carried out and the necessary reflection occurred. Insights that emerged are the concluding element.
This interactive session will provide an opportunity to investigate modifications to existing PGP practices that can increase educator learning. PGPs can move from a discipline plan (doing what I already know) to a learning plan. PGPs can take on an organic process rather than a calendar driven process. PGPs can model the best of what student learning process should look like. Your thoughts, questions, and experiences will shape the workshop session.