The Educator′s Professional Growth Plan: A Process for Developing Staff and Improving Instruction - Paperback

by Jodi Peine (Author)

"Outlines a systematic method that helps professional educators focus their energies on lasting professional growth. Strategies and templates assist teachers in reflecting on their own professional performance, setting their own learning targets, and managing their own progress toward greater professional success."
--Scott Estes, Principal
Glendale School, East Peoria, IL

"Offers the school leader a well-organized and effective plan. Reveals that true professional growth occurs through systematic reflection and analysis of one′s strengths and weaknesses."
--Bonnie Watson, Writing Lab Coordinator
Owensboro 5-6 Center, KY

Empower teachers with growth opportunities that build rich professional collaborations and raise student achievement!

Recognizing that student achievement is intrinsically linked to high-quality teaching, Jodi Peine offers an invaluable guide that helps educational leaders strengthen teachers′ instructional practice with an individualized and robust professional development process.

The author provides administrators and staff developers with step-by-step guidance for designing, implementing, and sustaining a professional growth plan. Grounded in research at elementary, middle, and high school levels, the process is delivered in manageable sections with reproducible forms for every step. With a refined method that includes formal data analysis, this guidebook:

• Demonstrates how participants can develop their own goals and action plans
• Provides current terminology and topics for individual growth plan development
• Examines steps to take after completing first-generation professional growth plans
• Helps redefine school improvement efforts to produce enduring systemic change

The Educator′s Professional Growth Plan, Second Edition, provides a targeted approach that accommodates the unique needs of individual teachers. Within a supportive context, educators can assume responsibility for their own learning, witness changes in their professional practice, and realize substantive gains in student performance.