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Plane 1 Forms
and Professional
Development Portfolio Suggestions
Outline of Plan I – Individual Development All non-tenured teachers, regardless of experience, will be
on Plan I prior to achieving tenure. In order to continue in the Plan,
teachers must have successful evaluations. Formal Observations: At least two formal observations will be required each
year. Additional formal
observations may be scheduled at the discretion of the administrator. Informal
observations will be made throughout the year. Each formal observation must have a: *
Pre-observation conference * Post-observation
conference Timeline for Formal Evaluations: *
Prior to November 1st – Administrator distributes
forms and reviews expectations,
portfolio collections, and evaluation timelines with all
non-tenured teachers.
Administrator meets with each teacher individually to develop an
Individual
Development Plan. * End
of first semester – First required formal observation must be completed. * Prior
to March 30th – Summative Evaluation must be completed. Portfolio: A cumulative professional portfolio will be created, maintained and kept by the non-tenured teacher. The administrator will review and discuss the portfolio with the teacher. PLAN 1 - INDIVIDUAL
DEVELOPMENT PLAN PURPOSE The Individual Development Plan is designed for all newly
hired teachers. Teachers
previously tenured in the State of Michigan will complete years one and
two of the Individual Development Plan.
All other teachers, regardless of experience, will complete four
years of the plan. In order
to continue in the Individual Development Plan, teachers must have
successful evaluations. A
teacher in the Individual Development Plan will be supported by the Bay
City Public Schools and BCEA mentoring program. The purposes of the Individual Development Plan are
to: * Introduce
beginning staff to programs, procedures, policies and expectations * Educate
newly hired staff on the Bay City Public Schools Domains for Effective
Teaching * Provide
support for new staff * Provide
ongoing professional development experiences * Promote
professional self-reflection * Evaluate
performance for continuing employment Required
activities for beginning teachers include: AN
INDIVIDUAL DEVELOPMENT PLAN MEETING Prior to November 1st, a building
administrator will meet with all non-tenured teachers to review the
Individual Development Plan expectations, professional portfolio
collections, and evaluation timelines.
At this time, the administrator will provide teachers with copies
of all evaluation forms. AN
INDIVIDUAL DEVELOPMENT PLAN A building administrator will meet with each teacher to
develop an Individual Development Plan based on the Domains for Effective
Teaching. The primary goal
for all non-tenured teachers is to satisfactorily perform the Bay City
Public Schools four Domains for Effective Teaching.
Teachers should choose one additional goal to work on each year of
probation, which is an extension of the Bay City Public Schools Domains. FORMAL
OBSERVATIONS At least two formal observations will be conducted for
each teacher. The Summative
Evaluation must be completed by March 30th.
Each observation will have a pre-observation and a post-observation
conference. The teacher must
complete and be ready to discuss the Pre-Observation Form with the
administrator at these conferences (Form 1B).
At least one of the formal observations will be conducted before
the end of the first semester. The second observations must be at least sixty (60) days
after the first one. A post-observation conference must be conducted after
each observation. The
purposes for the post-observation conferences are to: * Review
the lesson(s) with a focus on student learning * Reinforce
the strengths of the teaching performance * Identify
areas for improvement * Offer
specific feedback on classroom management * Review
the professional development portfolio * Direct
the new teacher toward relevant professional development opportunities * Provide
opportunities for self-reflection The administrator may make informal observations
during the year, which may be used as sources of information for the
summative evaluation. If
at any time it becomes apparent that a non-tenure teacher proves to be
unsatisfactory, the Administrator will use Form 1I with copies sent to
Human Resources and the BCEA. A
PROFESSIONAL PORTFOLIO A cumulative professional portfolio will be created
and maintained by the probationary teacher until the teacher attains
tenure. The professional
portfolio serves as a catalyst for substantive growth in areas of
teaching, philosophy, methods, and goals.
Moreover, the portfolio provides administrators with concise,
selective, evidence-based information from a wide variety of sources.
This gives the non-tenured instructor a highly individualized,
credible, and factual document for the purpose of evaluation.
The administrator and probationary teacher will review and discuss
the portfolio at scheduled conferences. |