INDIVIDUAL CAREER DEVELOPMENT PLAN

Teacher Name Building

Evaluator Date

General Focus: (Related to Student Achievement/Student Learning):

Specific Goal(s):

Rationale for the Plan

Student Learning Concerns Addressed: (Include building-level/class data for analysis of
the goals and progress – See possible examples on page 5 of this document.)
Alignment With District and/or Building-Level Student Achievement Goals:
(Mark the goal(s) below that will provide the focus of your individual career development plan.)

Goal 1: All K-12 students will achieve at high levels in reading comprehension and
demonstrate preparedness for success beyond high school.
Goal 2: All K-12 students will achieve at high levels in mathematics and demonstrate
preparedness for success beyond high school.
Goal 3: All K-12 students will achieve at high levels in science and demonstrate
preparedness for success beyond high school.
Goal 4: All K-12 students will achieve at high levels across the content areas enhancing
reading, language, math, and/or science skills.
Goal 5: All K-12 students will use technology in developing proficiency in
reading/language, mathematics, and science.
Goal 6: The district will continue to create a safe, nurturing, drug-free and positive
learning environment that enables all K-12 students to function at their academic
potential.

Specific Building-Level Student Achievement Goals (If Different Than District Goals).

Professional Development Opportunities, Collaborative Team Activities, Individual

Learnings, Other Learning Activities:

Professional Development Opportunities:

Collaborative Team Activities:

Individual Learnings/Other Learning Activities:

Iowa Teaching Standards and Criteria – Which will be the focus of your plan? (Mark 2-3 Standards)
STANDARD: Demonstrates an ability to enhance
1 academic performance and support for implementation
of the school district’s student achievement goals.
Criteria – The teacher:
Monitor Learning Assessment
a. Provides evidence of student learning to students,
Academic Achievement
families, and staff.
b. Implements strategies supporting student, building,
and district goals.
c. Uses student performance data as a guide for
decision making.
d. Accepts and demonstrates responsibility for creating
a classroom culture that supports the learning of
every student.
e. Creates an environment of mutual respect rapport,
and fairness.
f. Participates in and contributes to a school culture that
focuses on improved student learning.
g. Communicates with students, families, colleagues,
and communities effectively and accurately.
STANDARD: Demonstrates competence in content
2 knowledge appropriate to the teaching position.
Classroom Management
Criteria – The teacher:
a. Understands and uses key concepts, underlying
Content Knowledge
themes, relationships, and different perspectives
related to the content area.
b. Uses knowledge of student development to make
learning experiences in the content area meaningful
and accessible for every student.
c. Relates ideas and information within and across
content areas.
d. Understands and uses instructional strategies that
are appropriate to the content area.
STANDARD: Demonstrates competence in planning
3 and preparing for instruction.
Criteria – The teacher:
Professional Growth
a. Uses student achievement data, local standards and
the district curriculum in planning for instruction.
b. Sets and communicates high expectations for social,
Planning
behavioral, and academic success of all students.
c. Uses student developmental needs, background, and
interests in planning for instruction.
d. Selects strategies to engage all students in learning.
e. Uses available resources, including technologies, in
the development and sequencing of instruction.
STANDARD: Uses strategies to deliver instruction that
4 meets the multiple learning needs of students.
Criteria – The teacher:
Classroom Management
a. Uses research-based instructional strategies that
Content Knowledge
address the full range of cognitive levels.
b. Aligns classroom instruction with local standards and
district curriculum.
c. Demonstrates flexibility and responsiveness in
adjusting instruction to meet student needs.
d. Engages students in varied experiences that meet
diverse needs and promote social, emotional, and
academic growth.
e. Connects students’ prior knowledge, life experiences,
and interests in the instructional process.
f. Uses available resources, including technologies, in
the delivery of instruction.
STANDARD: Uses a variety of methods to monitor
5 student learning.
Criteria – The teacher:
a. Aligns classroom assessment with instruction.
b. Communicates assessment criteria and standards
to all students and parents.
c. Understands and uses the results of multiple
assessments to guide planning and instruction.
d. Guides students in goal setting and assessing their
own learning.
e. Provides substantive, timely, and constructive
feedback to students and parents.
f. Works with other staff and building and district
leadership in analysis of student progress.
STANDARD: Demonstrates competence in classroom
6 management.
Criteria – The teacher:
a. Creates a learning community that encourages
positive social interaction, active engagement, and
self-regulation for every student.
b. Establishes, communicates, models and maintains
standards of responsible student behavior.
c. Develops and implements classroom procedures
and routines that support high expectations for
learning.
d. Uses instructional time effectively to maximize
student achievement.
e. Creates a safe and purposeful learning
environment.
7 STANDARD: Engages in professional growth.
Criteria – The teacher:
a. Demonstrates habits and skills of continuous inquiry
and learning.
b. Works collaboratively to improve professional
practice and student learning.
c. Applies research, knowledge, and skills from
professional development opportunities to improve
practice.
d. Establishes and implements professional
development plans based upon the teacher needs
aligned to the Iowa Teaching Standards and
district/building student achievement goals.
STANDARD: Fulfills professional responsibilities
8 established by the school district.
Criteria – The teacher:
a. Adheres to board policies, district procedures, and
contractual obligations.
b. Demonstrates professional and ethical conduct as
defined by state law and individual district policy.
c. Contributes to efforts to achieve district and building
goals.
d. Demonstrates an understanding of and respect for
all learners and staff.
e. Collaborates with students, families, colleagues,
and communities to enhance student learning.
 Action Planning Form
Strategies and Steps to Achieve Goal:

Data That Will Be

Intended Results Resources Needed Timeline
Collected

Teacher Signature and Date Evaluator Signature and Date

Copy To Be Placed In Personnel File and Reviewed Annually

Student Learning Concerns Addressed: (Include building-level/class data for analysis of the goals
and progress. See possible examples below that you can adapt and/or change to meet your needs. Delete the
ones that do not apply to you. Add more and/or different learning concerns. Copy and paste to the Student
Learning Concerns on page one of your plan...)

There is an achievement gap between ELL and Non-ELL students in reading comprehension and/or math on
ITBS and/or MAP and/or ITED.

The majority of the Asisan/Hispanic students are scoring below the 40th NPR in reading comprehension
and/or math on ITBS/ITED.

The students with IEP’s are below the 40th NPR in reading and/or math on ITBS/ITED. (With the No Child Left
Behind legislation, special education students are expected to make yearly progress toward proficiency--above
40th NPR)

There is an achievement gap between low socioeconomic status (SES) students and non-socioecnomic status
students on ITED/ITBS.

The percent of ow low socioeconomic status (SES) students performing below the proficient level is below the
state trajectory, and the percentage of studetns performing in th advanced level are decreasing.

The Item analysis summary from ITBS/ITED shows that our students are below the state average in the areas
of ___________________.

The MAP sub goal information is showing that our students need continued work in the areas of ________.

The state trajectory for MS reading expects that 66.7% of all of our students and 66.7% all of our sub groups
(ELL, Special Ed, SES) will be proficient for reading comprehension for 2005-06. (Grades 5, 6, 7, and 8)

The state trajectory for MS reading expects that 65% of all of our students and 65% all of our sub groups
(ELL, Special Ed, SES) will be proficient in math for 2005-06. (Grades 5, 6, 7, and 8)

The discipline data results show …

The attendance data results show …

The resiliency data results show . . .

At the high school level, there is concern with the the percentage of students failing _______ classes.

At the high school level, there is a concern with the number of students completing the core curriculum (four
years of English, three years of math, three years of sicence, and three years of social studies)

The CBM, DIBELS, and/or GRADE data results show …