Individual

Development
Plan

PBES Handbook (Revised 2003) 1

 Development of Individual Development Plan
The Chief Executive Officer, folliwng the Maryland State Department of Education mandate as defined
in COMAR 13A.12.05, requires that all certificated employees develop a yearly Individual
Development Plan.

The IDP is a personalized tool for facilitating the professional growth and development
of certificated employees in the Baltimore City Public School System.

The IDP is a road map that describes the knowledge, skills/behaviors, attitudes and/or
interests that an employee wishes to develop to improve job performance. It includes
specific goals, enabling activities, time frames and outcomes.

The IDP should be used to address areas in need of improvement if a teacher’s

performance in any Performance-Based Evaluation System domain is weak or marginal.

The IDP should be flexible and responsive to the ongoing growth requirements of the
employee.

The IDP is a focused, achievable plan designed by the employee with input from the
supervisor as appropriate. The IDP describes the employee’s professional growth and
development. It is a requirement for renewing a certificate or advancing to another
certificate for certificated employees.

The IDP is cumulative and transferable to new worksites.

The IDP should address the coursework needed to staisfy requirements for certificate
renewal.

The IDP should not be used as a resume or a recollection of disparate workshops and
activities.

PBES Handbook (Revised 2003) 2

 Baltimore City Public School System 2016-2017

Individual Development Plan

___Tobass___ __Michael___ ___E___ __136968874__

Last Name First Name Middle Initial Social Security Number

School Name _Carver Vocational Tecnhical High School_ School Number # 454_ Supervisor’s Name _Shanea Williams_

Job Title: _ English Teacher__ Years in BCPSS: _____2_____ Years in Present Position: 2

GOALS:
 ObtainActivity
a Master of Science in Education with a concentration
Timeline Anticipatedin Educational Studies
Credits fromOutcomes
Observable Johns Hopkins
University by the end of 2018.
 Obtain a Master
 Continue to of Scienceteaching
improve in behavior management by communicating and
andPresent- Obain Masters from
collaborating with Johns
Education with
teachers and staff membersinacrossAugsut
a concentration 2018
departments. Hopkins University.
Educational
 By the endStudies fromsemester,
of each Johns at least 75% of students will show mastery of the  Create portfolio
materials coveredas when
part of
Hopkins University
reading by thein
and listening end
theoftarget language. the Masters program.
the 2017-2018 school year.
 By the end of the semester, at least 60% of students will show mastery of the  materials
Become covered
a leader when
in the
Classesand
o writing to speaking
complete:in the target language. classroom who truly
 ED.813.601: Seminar Fall 2016 1 credit encourages and fosters
in Transformational transfomrational change
Leadership & Teaching and success
I  Be able to limit
 ED.813.611: Fall 2016 – 1 credit distractions and off task
Spring 2017

PBES Handbook (Revised 2003) 3

 Activity Timeline Anticipated Credits Observable Outcomes
Classroom students by 80%
Management 1 Fall 2016 – 3 credits  Have 80 percent of
 ED.813.621: Effective Spring 2017 students engaged at any
Practices in Teaching given point in a lesson
and Learning I :
General Educators Spring 2017 3 Credits  Be a stronger teacher in
 ED. 813.663: Teaching reading, and increase
Reading in the Content iReady grade level
Areas reading scores

PBES Handbook (Revised 2003) 4

 Activity Timeline Anticipated Credits Observable Outcomes

 Plan in collaboration with other  Entire • By the end of each

English teachers as well as English
Department Head to make sure
objectives are properly alinged to LDC,
and that sutdents are proerly mastering
the materials.
 Attend systemic PD to learn more
about the LDC and its focus, as well as
increasing students’ abilties to read
informational texts and cite text to
support arguments.
 Observe other veteran teachers.
academic semester, at least 70% of
year students will show mastery of
the materials covered when
reading and listening in the
 PD’s target language.
throughout • By the end of the
the year. semester, at least 50% of
students will show mastery of
reading, understanding, and
evaluating informational texts.
 Entire  Pick up on different
academic strategies that are used to add
year to my own craft.

 Facilitate and administer an after-  Starting at  Learn about students on a

school faith based club (which never the end of more personal level, and
took off last year sadly) Quarter 1. coninue to develop
relationships outside of the
 Continue to host the Magic the  Fall 2016- classroom environment.
Gathering club in my room, and Spring
continue to develop relationships with 2018
these students.

 Plan a college field trip this year in  Plan

order to provide students the access between  Students learn valauble

PBES Handbook (Revised 2003) 5

 Activity Timeline Anticipated Credits Observable Outcomes
that they need to explore and Quarter 1 information about different
understand college and the college and Qaurter coleges and the college
application process. 2, and application process.
attend
 Serve as a GEAR UP tutor after school Quarter 3  Improve student Reading
to prepare students for college. or 4. SAT scores by 25%.

The employee and the supervisor shall sign this document to indicate that it has been reviewed and discussed. Keep one for your file.
An additional copy should be submitted to your surpervisor.

Employee’s Signature ________________________________________________________________________________________

Supervisor’s Signature _______________________________________________________________________________________

Date ______________________________________________________________________

PBES Handbook (Revised 2003) 6