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Professional Development Plan 2016-17

Name ___Abby Hasebroock__________ Department ___English____________ Date __August

31, 2016___

Professional goals selected

Goals should speak to specific areas that the teacher has identified as priorities in his/her professional growth this year.
At least 1 goal must be related to classroom performance / teaching strategies from Criteria attached. These are in bold.

C2. Educator relates the subject matter to students' own experiences.

E4. Educator updates class materials that model the Ignatian Pedagogical Paradigm in order to meet the individualized instructional needs
of all students.
E5. Educator develops lessons and offers learning opportunities that will broaden students' awareness and encourage them to consider the
viewpoints of others.
Plan for meeting each goal
What will you do/ learn/ practice/ develop? How will it be measured / observed?
(Verification that plan has been met will be completed as part of your Summative Reflection at the end of the year.)
C2- This will be a challenge in my new course, English 130 (British Literature). Beyond the scope of the curriculum, I need to consciously
incorporate regular reflection and contemporary readings, primarily nonfiction, to present an alternative lens or modern adaptation.
E4- I plan to update presentation material to include many more visuals, from images to maps to videos. I want to create new learning
experiences though visual engagement every day.
E5- I plan to apply strategies from my doctoral studies in multiculturalism into classroom practice. I aim to create a classroom culture of
respect where bias and different experiences are seen as a resource. This can only begin through introspection and reflection, where
students are asked to identify their biases, experiences, and world view. I want students to learn how to broaden their worldview and build
knowledge not just through literature, but through conversation with classmates. This will require the explicit instruction on listening skills in
order to encourage student agency. This will be of primary focus in freshmen World Literature.
List any other information/ reflections you feel would be helpful for your PDP conversation.

X Please check this box if you are considering creating a Portfolio for column advancement this year.

Signature/ date following PDP submission & discussion

Teacher Abigail Hasebroock

Criteria for Teacher Evaluation

I. Academics II. Professional Development III. School Culture IV. Formation/Religious
A1. Educator provides tutoring outside of class time. A1. Educator submits Professional A1. Educator communicates in a A1. Educator understands the values
A2. Educator makes an effort to know and care for Development Plan and summative professional manner. present in foundational documents, such
students in the spirit of Cura Personalis. evaluation documents as directed and A2. Educator actively participates in as The Graduate at Graduation, What
A3. Educator inquires about students lives outside the attends all required meetings. leading honest and respectful dialogue Makes a Jesuit School Jesuit?, First
classroom. A2. Educator adjusts instructional that provides feedback to colleagues and Principle and Foundation, and Men for
B1. Educator enforces all school policies outlined in the practices based on feedback from students. Others.
Parent-Student and Faculty-Staff Handbooks. students and colleagues, when A3. Educator serves in a leadership role, A2. Educator integrates Ignatian
B2. Educator demonstrates sound classroom management appropriate. modeling and leading honest and values and references into the
and maintains an effective learning environment. A3. Educator evaluates effectiveness effective dialogue. classroom when possible.
B3. Educator demonstrates superior classroom of change and shares it with others, A4. Educator calls students and A3. Educator works with colleagues and
management and maintains an effective learning when appropriate. colleagues to appropriate decision- students on ways to incorporate themes
environment. A4. Educator helps others to be making. from foundational documents into the life
B4. Educator participates in peer evaluation process. critically reflective and to strive for self- B1. Educator works in collaboration of the school.
B5. Educator mentors, guides, and supports colleagues. improvement. with others. A4. Educator leads initiatives that
C1. Educator creates and maintains an effective learning B1. Educator establishes a B2. Educator solicits feedback from, and incorporate foundational principles into
environment. constructive and collaborative provides feedback to, students and education. Educator brings this
C2. Educator relates the subject matter to students' own relationship with departmental colleagues in order to build a positive leadership to areas outside of Saint
experiences. colleagues on curriculum and other school culture. Ignatius as well; for example, JSEA,
C3. Educator initiates or generates ideas that improve the initiatives. B3. Educator takes a leadership role in Chicago Archdiocese, and other
quality of student learning. B2. Educator establishes and school projects and initiatives. organizations.
C4. Educator models lifelong learning through continuous maintains constructive and B4. Educator develops and implements B1. Educator participates in the Adult
professional development and improvement. collaborative relationships with other school-wide initiatives. Formation Program, Ignatian Values
D1. Educator submits and verifies grade reports on time and as members of the school community. C1. Educator participates in the life of the Days, and Faculty/Staff Retreats.
directed. B3. Educator cultivates relationships school as required during the school day. B2. Educator understands and uses
D2. Educator solicits feedback from students through course with colleagues from other schools to Attends outside of school events. Treats core principles of the Spiritual
surveys. gather information about best practices students and colleagues fairly and with Exercises and/or the Ignatian
D3. Educator regularly seeks feedback from students and in order to foster school improvement. respect. Pedagogical Paradigm in individual
implements changes to course curriculum based on student B4. Educator presents best practices C2. Educator models generosity. Takes lessons, assignments, and/or
survey results, when appropriate. at JSEA, Archdiocesan or other an active role by engaging in, promoting, assessments.
D4. Educator participates in the peer evaluation process. conferences, and/or leads change and/or supporting school events and B3. Educator consistently embeds the
D5. Educator incorporates peer evaluative strategies into initiatives for the broader school programming. Encourages school spirit. core principles of the Spiritual Exercises
teaching, when appropriate. community. Supports students. and/or Ignatian Pedagogical Paradigm in
D6. Educator provides timely and constructive feedback to C1. Educator participates in ongoing C3. Educator designs and/or leads curriculum planning for individual courses.
students using a variety of methods. professional development. initiatives that challenge Ignatians to B4. Educator leads and supports others
D7. Educator works with students outside of class time. C2. Educator actively engages in serve. in experiencing the Spiritual Exercises
D8. Educator collaborates with educators from other professional development C4. Educator develops and implements and/or using the Ignatian Pedagogical
departments to support student learning. opportunities outside of school, beyond school-wide initiatives that challenge Paradigm.
D9. Educator initiates implementation of a new school learning those related to certification/licensure Ignatians to serve. C1. Educator models faith and justice
initiative. or Masters requirement. D1. Educator informs parents or in the classroom.
D10. Educator tracks student progress and maintains accurate C3. Educator models the importance guardians about the academic and social C2. Educator purposefully and
student records. of lifelong learning. progress of the students. appropriately addresses justice and
D11. Educator uses assessment in daily instruction. C4. Educator leads initiatives in the E1. Educator understands and promotes faith issues with students.
D12. Educator uses high-quality feedback from many sources. school and/or the educational field, as the school mission through active C3. Educator collaborates with students
D13. Educator develops new curriculum based on research and a result of ones professional participation in school liturgies, Ignatian and colleagues to promote and practice
best practices. development. Value Days, and other school day events. faith and justice.
E1. Educator is highly proactive in serving students. D1. Educator follows initiatives set by E2. Educator participates in and C4. Educator leads initiatives that deepen
E2. Educator adapts methods and strategies according to the trustees. contributes to optional activities devoted the schools promotion and practice of
abilities of the students. D2. Educator supports initiatives to service and/or faith. faith and justice.
E3. Educator develops course curriculum materials that focus through implementation and feedback. E3. Educator leads co-curricular or class D1. Educator supports the vision and
on specific outcomes aligned with curriculum goals. D3. Educator collaborates with programs that encourage students to mission of the school to students,
E4. Educator updates class materials that model the Ignatian colleagues on implementation. grow as men and women for others. colleagues, and the general public.
Pedagogical Paradigm in order to meet the individualized D4. Educator takes leadership in E4. Educator leads initiatives where D2. Educator contributes to the vision
instructional needs of all students. planning and implementation of school student Ignatian leadership is developed. and mission of the school in word and
E5. Educator develops lessons and offers learning improvement initiatives. F1. Educator follows initiatives set by action.
opportunities that will broaden students' awareness and trustees. D3. Educator collaborates with students
encourage them to consider the viewpoints of others. F2. Educator supports initiatives through and colleagues in initiatives that shape
E6. Educator serves as department leader in updating and implementation and feedback. the schools vision and animate the
evaluating curriculum. F3. Educator collaborates with schools mission.
F1. Educator provides reasonable accommodations for colleagues on implementation. D4. Educator leads initiatives that shape
students with Individualized Learning Plans and F4. Educator takes leadership in the schools vision and animate the
recommendations from school counselors. planning and implementation of school schools mission.
F2. Educator adapts course materials to accommodate student improvement initiatives. E1. Educator follows initiatives set by
needs. trustees, local province of the Society of
F3. Educator is open to new research on student learning and Jesus, and the Archdiocese.
incorporates strategies for different learning styles. E2. Educator supports initiatives through
F4. Educator corrects, critiques, and returns student work implementation and feedback.
within a reasonable time frame. E3. Educator collaborates with
F5. Educator uses various assessments that evaluate colleagues on implementation.
different skills and knowledge. E4. Educator takes leadership in planning
F6. Educator instills a passion for the Magis. and implementation of school
G1. Educator demonstrates competence in subject area(s). improvement initiatives.
G2. Educator provides a variety of learning opportunities
to help students gain knowledge of the subject and to
develop a variety of skills.
G3. Educator treats religious and social justice issues
appropriately in his/her academic discipline.
H1. Educator utilizes the technology available to develop
lesson plans that incorporate the appropriate use of
H2. Educator regularly uses technology tools to enhance
H3. Educator serves as a school technology leader.
H4. Educator actively promotes learning using technology at
JSEA meetings, Archdiocesan or other conferences.
I1. Educator follows initiatives set by trustees.
I2. Educator supports initiatives through implementation and
I3. Educator collaborates with colleagues on implementation.
I4. Educator takes leadership in planning and implementation of
school improvement initiatives.