You are on page 1of 2

Individual Professional Development Plan 2016-2017

Date: September 2016 Teachers Name: 3rd Grade PLC

Team: Emilee Metcalf, Karen Erhardt, Sally Kittleson,
Jennifer Riewerts, Kelsey Bies, Debbie Holst, and Jess Heying

Complete the following sections prior to starting the PD plan:

1. Determine the purpose of the work that ties directly to student learning.
a. What is the goal for student learning?
Students will improve reading comprehension and fluency through
enrichment, practice or intervention while developing life-long reading habits.
Teachers will investigate research- based reading strategies to use as
interventions such as PRESS. Teachers will start by utilizing Read Naturally and
RAZ Kids (as well as as other tools to be determined) to provide practice for
students. Students participating in the Read Naturally intervention will have their
progress graphed and work with the teacher to set goals for themselves.

b. How does the goal connect to our district goals?

Increasing student accountability and achievement. Continuing our previous
work in Data Teams, applying the four questions to our PLC work, utilizing district

2. Learn from the student evidence.

a. What student work samples will inform your thinking?
aReading and CBM FAST Testing, RAZ Kids quizzes, and weekly progress on
Read Naturally
b. How will you analyze student work?
Question analysis and fluency scores on Read Naturally, RAZ Kids quizzes
each unit and with our PLC team and will determine expectations with new
c. What can you learn when you analyze the student work?
We will learn what interventions work well with our students.

Complete the following sections after analysis of student work:

3. Extend your learning.

a. What is your specific student learning goal?
To have 90% of third graders in the district meeting the benchmark on aReading
and CBM FAST Tests (students with a reading IEP goal are not included in this data)
b. What new learning do you need to commit to?
Our team needs to find some research based interventions to utilize, we need to
establish goals for our practice and enrichment groups
c. What can you commit to study (books, chapters, videos, classroom
observations) to extend your thinking?
It would be worthwhile for our team to read a little about successful strategies
teachers have utilized to increase reading comprehension and reading fluency.

4. Design the instructional plan.

a. How will your teaching look the same or different now that you have analyzed
the student evidence? Our teaching will be changed most in the way we do our
interventions. These will be targeted to meet each students need.
b. What will you do next? Our IDR conferences will be structured to remediate student
c. What lessons will you design? The only lessons necessary are for intervention and for
IDR conferences. It will all be individual and based on student need.

Requested support:
TQPD funds requested:
$100 or more to attend training or purchase materials

Coach/Administrator support requested:

Not sure yet! HELP US FINISH ASSESSING STUDENTS! We need the F & P data and have no
time to give the assessments.

Administrator Approval: _____________________________ Date: ________________

Complete the following section individually upon completion of PD plan:

5. Revisit student work to measure students growth.
a. What was the impact of your work on students?

b. What did revisiting the work teach you?

Signatures (Indicates the evaluator and teacher have discussed the progress on the
Professional Development Plan.)

Teacher: __________________________________________ Date: _________________

Evaluator: _________________________________________ Date: _________________