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| Plane 1 Forms
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.
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:
Timeline for Formal Evaluations:
Prior to November 1st – Administrator distributes
forms and reviews expectations,
portfolio collections, and evaluation timelines with all
Administrator meets with each teacher individually to develop an
of first semester – First required formal observation must be completed.
to March 30th – Summative Evaluation must be completed.
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
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
beginning staff to programs, procedures, policies and expectations
newly hired staff on the Bay City Public Schools Domains for Effective
support for new staff
ongoing professional development experiences
performance for continuing employment
activities for beginning teachers include:
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.
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.
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:
the lesson(s) with a focus on student learning
the strengths of the teaching performance
areas for improvement
specific feedback on classroom management
the professional development portfolio
the new teacher toward relevant professional development opportunities
opportunities for self-reflection
The administrator may make informal observations
during the year, which may be used as sources of information for the
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 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.