Section 4: Prepare for a Successful Review of Your Growth Plan
In this section:
Initial Review or Approval of the Growth Plan
Once you have developed your professional growth plan, you will meet with the school principal or designated group of teachers to present and discuss it. School principals will meet with the Superintendent or designate to present and discuss their professional growth plan.
The Teacher Professional Growth, Supervision and Evaluation Policy (Policy 2.1.5) states:
A teacher employed by a school authority or ECS operator:
(c) must submit for review or approval at a time specified in the policy that annual teacher professional growth plan to:
(i) the principal
(ii) a group of teachers delegated by the principal, if such delegation is provided in the policy
The policy of the school authority will stipulate:
- whether the teacher growth plan will be submitted to the school principal for review or approval
- whether the principal can delegate the review or approval of the teacher growth plan to a group of teachers, such as the school professional development committee, the leadership team or the professional learning team (a group of teachers having the same curriculum or grade level).
- timelines for the submission of professional growth plans, as well as its review and approval
- discipline procedures for the failure to submit an annual professional growth plan within policy guidelines
The goals of the review process are to:
- empower the teacher in the review process
- encourage professional reflection and collegial dialogue
- link professional development to improved practice and the Teaching Quality Standard
- discuss the support required to facilitate future professional growth
- discuss the teacher's role in achieving school and district goals
- promote a collegial model for professional growth
The teacher's role in the review or approval process is to:
- be prepared for the review
- lead the discussion (after all, the teacher owns the growth plan)
- provide a rationale for the goals and strategies identified in the plan
- lead the administrator through the critical parts of the growth plan
- identify resources that may help support the growth plan
The school administrator’s role in the review or approval process is to:
- link information gained through supervision into the reflective questions asked of the teacher (for example, “We discussed the work you were doing with assessment for learning during our last conversation. How is that coming along and could you see it becoming something that you would include?”)
- ask reflective rather than evaluative questions
- ask questions of clarification
- help to identify the resources needed to complete the growth plan
- act as a “critical friend”
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Implementing the Plan
The plan is a guide to professional growth rather than a recipe to be followed without question. Think of it as a proposal that needs to be scrutinized and reflected upon. Ask yourself, “Is the plan working? Do I see change? Does the plan need more work? Have I underestimated the resources needed?”
Document your activities and collect evidence along the way by using portfolios and reflective journals. Be aware that change and movement toward your goal will take time. Results may be slow in coming.
The principal/supervisor needs to be aware of your progress and needs to be informed of any major changes to the plan. You retain ownership of the plan, but the principal/supervisor should assist you in implementing it. You should discuss the situation with your principal/supervisor before changing your growth plan.
Your roles in the implementation phase are to:
- identify resources (financial and human) required to fulfil the growth plan
- establish collaborative support, if needed
- schedule activities that involve others or require prior approval
- seek out activities and resources to support your plan
- be aware of and follow school and district policy and administrative practices
- keep records of your progress and measures that you have used to demonstrate your progress
- inform your administrator of any changes, challenges and short term successes
- be proactive in scheduling your year-end review conference
The administrator’s roles in the implementation phase are to:
- help you implement your growth plan
- gather information regarding your progress
- be aware of the learning needs of all teachers on staff and keep them up to date with materials, PD opportunities and information about new developments in their area of professional growth
- recognize the hard work, commitment and accomplishments of each teacher
The roles of peers and colleagues in the implementation phase:
- The PD committee should support all teachers as they implement their growth plans.
- The department head needs to be aware of your goals and should help you to achieve them.
- The Professional Learning Team leader should work closely with the PD committee and all teachers to plan staff development opportunities.
- Mentors, critical friends and peer coaches should be aware of the growth plans of their colleagues so that they can help them in their professional learning
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