module two - ontario · web viewmodule two builds on the appraisal context addressed in core module...

Core Module Two

The Annual Learning Plan:

A Meaningful Vehicle for Experienced Teacher Growth and Development

Core Module Two – The Annual Learning Plan

Table of Contents

2.0 The Annual Learning Plan (ALP)

2.1 Intent

2.2 Approach

2.3 Requirements

2.4 Participant Expectations

2.5 Sample At-A-Glance Agendas

2.6 Slides, Facilitator Notes and Activities

2.6.1 Opening: Introduction to Core Module Two (Slides 1 - 5)

2.6.2 Features and Requirements of the ALP (Slides 6 - 11)

2.6.3 Effective Practice (Slides 12 - 16)

2.6.4 Working with the ALP: Activity One – The Role of Professional Dialogue in Developing the ALP (Slides 17 - 19)

2.6.5 Working with the ALP: Activity Two – Identifying Professional Growth Goals and Strategies: Contemplating the 16 Competencies (Slides 20 - 21)

2.6.6 Working with the ALP: Activity Three – Updating the ALP (Slides 22 - 24)

2.6.7 Working with the ALP: Activity Four – Considering Parental and Student Input in Identifying Professional Growth Goals and Strategies (Slides 25 - 26)

2.6.8 Closing: Guided Reflection (Slide 27)

2.7 Using Sample Completed ALPs

2.7.1 Sample Completed Form for Denise Beaulieu (Two Versions)

2.7.2 Sample Completed Form for Peter Stockard (Two Versions)

2.7.3 Sample Completed Form for Seema Mohammed

2.8 Sample Tips, Strategies and Effective Practices

Implementing the Revised Performance Appraisal Process for Experienced Teachers – Spring 2008 (Web Version) i


2.0 The Annual Learning Plan

2.1 Intent

The Annual Learning Plan (ALP) is an essential component of the revised performance appraisal process that has been enhanced to recognize experienced teachers as professionals and support their development and growth both in their evaluation year and in the intervening years between appraisals.

The ALP is a teacher-authored and directed plan developed in consultation with the principal.

Experienced teachers are responsible for maintaining a high standard for their own professional development and growth through the development of their ALP. They are required to review and update their ALP on an annual basis and are encouraged to reconsider and amend their ALPs as frequently as their professional growth goals and strategies change.

The ALPo is a living document in which teachers document their practice, set goals and plan strategies for their

own development on an ongoing basis o provides an opportunity for teachers to reflect on their professional learning and growth each yearo highlights the importance of positive, respectful working relationships and professional dialogue in

fostering teacher growth and development.

2.2 Approach

Principals play a critical role in the experienced teacher’s ALP by providing support to teachers in identifying the growth goals and strategies that lead to improved teaching practice and student achievement.

Principals set aside time to talk with teachers about their growth goals, strategies and timelines within the context of the school and school board improvement plans and priorities.

The development and maintenance of an ALP provides teachers and principals with opportunities to collaborate and engage in meaningful discussion about teacher performance and growth strategies on a regular and ongoing basis.

Reflective conversations about the contents of the ALP and the teacher’s ongoing growth and plans for future learning foster the establishment of collaborative, respectful and trusting professional relationships among principals and teachers.

Through regular professional dialogue with teachers, principals can identify and organize school-based professional learning that complements the learning individual and groups of teachers may wish to pursue. This in turn can enhance collective learning opportunities for the whole staff and contribute to the school learning community becoming a growth-oriented context that supports meaningful performance appraisals.

Principals play a critical role in the experienced teacher’s ALP by planning for supports and allocating the appropriate resources to help the experienced teacher meet their identified growth goals.

2.3 Requirements

The requirements for school boards, supervisory officers, principals, vice-principals and teachers in the implementation of the performance appraisal of experienced teachers are set out in Part X.2 “Teacher Performance Appraisal” of the Education Act and in Ontario Regulation (O.Reg.) 99/02 and O. Reg. 98/02, as amended.

The requirements and ministry guidelines for the Annual Learning Plan (ALP) including the processes, steps, timelines and sample form to be completed to ensure effective and consistent implementation are

Implementing the Revised Performance Appraisal Process for Experienced Teachers – Spring 2008 (Web Version) 0http://www.edu.gov.on.ca/eng/teacher/teachers.html

http://www.e-laws.gov.on.ca/html/regs/english/elaws_regs_020098_e.htm

http://www.e-laws.gov.on.ca/html/source/regs/english/2002/elaws_src_regs_r02099_e.htm

http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90e02_e.htm


further outlined in Appendix D of the Performance Appraisal of Experienced Teachers: Technical Requirements Manual , 2007 .

2.4 Participant Expectations

The overall goal of this module is to build understandings about the ALP, its requirements, how to complete it and effective practice that transforms the ALP into a meaningful vehicle for teacher growth and development.

In this module, participants* will:

learn about the revised ALP and how it has been strengthened to support experienced teacher growth and development

participate in cooperative activities that connect the ALP to:o teaching and leadership practiceo the 16 competencies that form the basis of the performance appraisal for experienced teachers o the improvement goals of their school and school boardo input from parents and students.

practice collaborative skills while working through realistic scenarios related to the development of the ALP.

*Please note that “participants” refers to teachers, vice-principals, principals and supervisory officers.


http://www.edu.gov.on.ca/eng/teacher/technicalRequirementsManual.pdf



2.5 Sample At-A-Glance Agendas

Timing Program Responsibility Notes, Materials & Resources

Option One: Stand-Alone Session (2 Hours)*

20 Minutes Opening (Slides 1 - 4) Participant Appraisal Experience with the ALP (Slide 5)

15 Minutes Features and Requirements of the ALP (Slides 6 - 11) Effective Practice (Slides 12 - 16)

60 Minutes *Choice* between four cooperative learning activities: Activity One: The Role of Professional Dialogue in Developing

the ALP (either Version One or Two), (Slides 17 - 19) Activity Two: Identifying Professional Growth Goals and

Strategies Using the 16 Competencies (Slides 20 - 21) Activity Three: Updating the ALP (Slides 22 - 24) Activity Four: Considering Parental and Student Input in

Identifying Professional Growth Goals and Strategies (Slides 25 - 26)

25 Minutes Questions and Answers Guided Reflection (Slide 27)

Timing Program Responsibility Notes, Materials & Resources

Option Two: Full-Day Session (5 hours)*

A.M. (2hours and 35 minutes)

Opening (Slides 1 - 4) Participant Appraisal Experience with the ALP (Slide 5) Features and Requirements of the ALP (Slides 6 - 11) Effective Practice (Slides 12 - 16) Activity One: The Role of Professional Dialogue in Developing

the ALP (Slides 17 - 19) Activity Two: Identifying Professional Growth Goals and

Strategies: Contemplating the 16 Competencies (Slides 20 - 21)

Questions and Answers

45 Minutes Break / Lunch

P.M. (2 hours and 25 minutes)

Review agenda for the afternoon and housekeeping Activity Three: Updating the ALP (Slides 23 - 24) Activity Four: Considering Parental and Student Input in

Identifying Professional Growth Goals and Strategies (Slides 25 - 26)

Questions and Answers Closing: Guided Reflection (Slide 27)

*Please note: This sample agenda is designed for groups of 25 participants or less. Timing would require adjustment for groups that exceed this number.

2.6 Slides, Facilitator Notes and Activities



2.6.1 Opening – Introduction to Core Module Two (Slides 1 - 5)



FACILITATOR NOTES: Opening – Introduction to Core Module Two (Slides 1 - 5)

Timing Considerations: Allow 20 minutes for this part.

Purpose: To introduce participants to the module, clarify what they can expect to learn by participating in the activities and provide an opportunity for participants to reflect on their current understandings and questions related to the ALP

Suggested Approach: Begin the conversation about how participants will work together in this module to build a shared

understanding of the opportunities provided through the strengthened requirements of the ALP.

Acknowledge participant background and experience with teacher performance appraisal and their experience with the ALP in the former appraisal process.

Show slides 3 - 5 to review expectations of the module.

Take a moment to ask whether the participants have additional expectations.

Plan to give participants enough time with the index cards to identify their own questions about the ALP and to share their questions and ideas with other participants.

Encourage and allow opportunities to check for understanding and clarity.

Key Messages: Module Two builds on the appraisal context addressed in Core Module One and establishes linkages with

Core Module Three, which focuses on the summative report. For example, the principal’s recommendations in the summative report play a significant role in guiding teachers to identify professional growth goals, strategies and timelines in their ALP.

The strengthened ALP requirements reflect a shift in philosophy about the purpose and function of the ALP in performance appraisal of experienced teachers.

With this approach, teachers take responsibility for their own learning and growth as experienced professionals and principals provide leadership and support to help teachers thrive in the context of a supportive school learning community.

The module focuses on helping participants identify unique opportunities provided through the process of developing, reviewing and updating their ALP, for example: o building positive, respectful and trusting working relationshipso engaging in ongoing collaboration and professional dialogueo identifying a professional growth plan based on realistic and achievable goals that can be supported

in the context of the school and school board.

By the end of the module, participants will have an in-depth understanding of the requirements of the ALP. They will also be familiar with their specific roles and responsibilities in meeting those requirements and ways to maximize the opportunities provided through the development, review and update of the ALP each year.

Instructional Repertoire: Mini-lecture, Guided Discussion



2.6.2 Features and Requirements of the ALP (Slides 6 - 11)



FACILITATOR NOTES: Features and Requirements of the ALP (Slides 6 - 11)


Purpose: To provide an overview of the features and requirements of the revised ALP and provide suggested effective appraisal practices

Suggested Approach: Clarify the distinction between the requirements of the ALP and other aspects suggested as effective

practice for teachers and principals.

Suggested effective practices support an enhanced approach to implementation of the ALP.

Note the use of words such as “must/shall/will” to reflect requirements and “may/could/might” to signal suggested effective appraisal practice.

Acknowledge participant experience with the ALP in the former appraisal process.

Show slides 6 - 11 drawing on Key Messages below to outline the features and requirements of the ALP.


Key Messages: The requirement for every experienced teacher to have an ALP each year remains the same as in the

former appraisal process.

The main difference in the revised appraisal process is that the ALP requirements have been strengthened to include opportunities for a regular review and update of the teacher’s ALP each year.

The requirements provide a structure for the development, review and update of the ALP. Principals and teachers build on this structure through collaboration and professional dialogue that supports relationship building.

The ALP process includes opportunities for identifying professional growth goals and strategies that not only benefit the individual teacher but also contribute to the broader school and school board improvement goals and plans.

Throughout the cooperative activities in the module, participants will have the opportunity to:o clarify and reinforce their understanding of the revised requirements of the ALPo investigate and examine how teachers can make use of the ALP as a meaningful vehicle for

supporting their growth and development in their evaluation year and in the intervening years between appraisals

o consider how principals can support teachers in their use of the ALP.




2.6.3 Effective Practice (Slides 12 - 16)



2.6.4

FACILITATOR NOTES: Effective Practice (Slides 12 - 16)


Purpose: To build understandings about the opportunities provided through the ALP each year

Suggested Approach: Confirm that this section of the module focuses on suggested effective practice for teachers and

principals that can enhance the ALP process.

Show slides 12 - 16 drawing on Key Messages below to outline effective practices.


Key Messages: The cooperative activities in this module have been designed to show how principals and teachers can

collaborate and take advantage of the opportunities provided through the revised ALP process, in particular:

The teacher’s role in: o setting and maintaining a high standard for the their professional learning and growtho identifying a growth path based on realistic and achievable goals which can be supported in the

context of the school and school board improvement plan and prioritieso setting timelines for achieving the teacher’s goals that takes into account the teacher’s current stage

of development as well as future directions and aspirations o reviewing and making changes in the teacher’s ALP on an ongoing basis throughout each year; this

includes talking with the principal on a regular basis about progress, new ideas, possible changes in direction and to seek advice on next steps.

The principal’s role in leading and supporting teachers by:o communicating school and board improvement goals and prioritieso identifying at the beginning of each year any professional learning opportunities that are planned so

that teachers can take them into consideration when developing their ALP o providing clarity about what types of professional learning will be supported as well as any timing

considerationso reinforcing the linkages between the teacher’s professional growth goals and strategies and the 16

competencies that form the basis of the performance appraisal o making thoughtful recommendations for the teacher’s professional growth and development in the

summative report of the teacher’s performance appraisalo inviting the teacher to engage in regular and ongoing dialogue, both formal and informal, about

progress, new ideas, possible changes in direction and to seek advice on next stepso inviting the teacher to ask for help when needed and offering to review and discuss drafts of the ALP

as necessary.

A meeting between the principal and teacher to discuss the teacher’s ALP provides the principal with an important opportunity to determine and plan for supports to help the experienced teacher meet identified growth goals.




2.6.5 Working with the ALP: Activity One – The Role of Professional Dialogue in Developing the ALP (Slides 17 - 19)



FACILITATOR NOTES: Working with the ALP – Activity One (Slides 17 - 19)The Role of Professional Dialogue in Developing the ALP

Timing Considerations: Allow at least 50 minutes for this activity.

Purpose: To consider the role of professional dialogue in the development of the ALP

Suggested Approach: Take five minutes to introduce and explain the activity.

Explain that participants will work in small groups and that each group will select a member to take notes, manage the time, present ideas to the larger group and manage the discussion.

Part One

For part one allow 30 minutes.

Explain that groups will select either version one or version two of the WORKSHEET to use with this activity. Version one provides a definition of professional dialogue. Version two is open-ended and asks participants to create their own definition.

Ask participants to form small groups of three to five people to work on this task, or use a group formation strategy to divide them into groups.

For a large or small number of participants adjust the organization of the groupings.

Provide instructions for the activity shown on the WORKSHEET. Then:o ask each member of the group to read the definition of professional dialogue on the WORKSHEETo once all group members have read the definition, use the questions that follow to discuss professional

dialogue. o once finished discussions, the reporter for each group will have an opportunity to share the group’s

ideas with the whole group.

Part Two

For part two allow 15 minutes.

Ask each group’s reporter to share the most important ideas from group discussion and record them on chart paper. Time management is important – allow two to three minutes for each group.

As the groups report, a co-facilitator should record the ideas on chart paper. Look for common themes and ideas to highlight.

In the debrief, summarize the discussion reinforcing key messages about professional dialogue. Some anticipated responses are that it:o leads to collective meaning and shared understanding.o is based on mutual respect and trust.o uses a common language.o helps participants see issues from other perspectives.

Note that since this activity is focused on professional dialogue between the principal/vice-principal and the teacher, it is recommended that small groups be mixed to include principals, vice-principals and teachers.

(Continued)

For this activity, you will need: Activity One WORKSHEET (either version one or two)



Pens or pencils, masking tape, paper for group recorder Chart paper and Markers

Key Messages: Principals and teachers should take advantage of the numerous opportunities for professional dialogue

that arise day-to-day in the school environment.

Professional dialogue is multi-dimensional and should be viewed as an integral aspect of daily teaching life rather than as an event. It can include all kinds of exchanges; for example: o unstructured lunch time conversations about practice among teacherso discussions at teacher planning sessionso grade level/department meetings and staff meetingso talks with parents or studentso casual 15-minute consultations with the principal about a new idea for the teacher’s ALPo more structured conversations with the principal or a colleague.

Principals should take time to point out and assure teachers that professional dialogue is already a regular part of their day and feature of their teaching practice.

Draw participant attention to the definition of professional dialogue in the glossary of terms and the references to books about professional dialogue.

Instructional Repertoire: Small Group Discussion and Application, Whole Group Debrief


http://www.edu.gov.on.ca/eng/teacher/references.pdf

http://www.edu.gov.on.ca/eng/teacher/glossary.pdf

WORKSHEET VERSION ONEWorking with the ALP: Activity One

The Role of Professional Dialogue in Developing the ALP

Here is one possible definition of professional dialogue:

“Professional dialogue is a respectful and collaborative sharing of ideas that deepens common understandings. Professional dialogue is based on trust, sustained effort and community building among members of a learning community. Professional dialogue requires participants to suspend their assumptions and enter into a genuine “thinking together”. Professional dialogue between the principal and the teacher is a cornerstone of the performance appraisal process. It is also a key feature of an effective and collegial learning community”.* Senge, P. (1990) The fifth discipline: The art and practice of the learning organization . New York: Doubleday Currency, p. 10.

1. How can professional dialogue support a growth-oriented teacher performance appraisal process?

2. On a practical level, what are some strategies teachers and principals use to improve the quality of their professional dialogue? How can professional dialogue take place throughout the school year as teachers revisit their ALP?

3. Decide on and record the two or three most important ideas for each part of your discussion. Be prepared to present these ideas to the larger group.

WORKSHEET VERSION TWOWorking with the ALP: Activity One


The Role of Professional Dialogue in Developing the ALP

1. Work with your group to create your own definition of professional dialogue in a few sentences.

2. How can professional dialogue support a successful growth-oriented teacher performance appraisal process?

3. On a practical level, what are some strategies teachers and principals could use to improve the quality of their professional dialogue? How can professional dialogue take place throughout the school year as teachers revisit their ALP?

4. Decide on and record the two or three most important ideas for each part of your discussion. Be prepared to present these ideas to the larger group.


2.6.6 Working with the ALP: Activity Two – Identifying Professional Growth Goals and Strategies: Contemplating the 16 Competencies (Slide 20)


2.6.7

2.6.5 Working with the ALP: Activity Two – Identifying Professional Growth Goals and Strategies: Contemplating the 16 Competencies (Slide 21)


FACILITATOR NOTES: Working with the ALP – Activity Two (Slides 20 - 21)Identifying Professional Growth Goals and Strategies: Contemplating the 16 Competencies


Purpose: To provide participants with an opportunity to work with the 16 competencies and to connect them to effective practice, goal setting and the development of the ALP

Suggested Approach: For large groups organize participants into 16 small groups, one for each competency. For smaller

groups adjust groupings and instructions to ensure that all 16 competencies are considered.

For large groups where there are sufficient participants to have 16 groups, provide the following instructions:o Receive number from one to sixteen for group organization. o Find your group.o Each group will get one competency to work with. o Use HANDOUT questions to guide your group discussion. o You will have 15 minutes to complete this activity. o Once you have finished, a spokesperson for each competency group will have one minute to share

their group’s work with the whole group.

Refer participants to Table 1: The 16 Competency Statements on page 22 and to the Log of Teaching Practice (Appendix F) on pages 59 - 77 in the Performance Appraisal of Experience Teachers: Technical Requirements Manual, 2007 .

Spend ten minutes introducing and explaining the activity. Give participants about five minutes to find their competency group and their space to work.

Part One Distribute one WORKSHEET to each group. Allow 15 minutes for the competency groups to complete

their written task on the WORKSHEET.Part Two Ask each group to choose a spokesperson that will have approximately one minute to share the group’s

most important or more interesting ideas. Allow 20 minutes for competency group spokespersons to share their group’s ideas (16 competencies, approximately one minute each).

Part Three Allow ten minutes for debrief and discussion. To introduce the discussion, distribute the 16

Competencies HANDOUT to each participant. Emphasize that the competencies do not exist in isolation but rather as an integrated whole.

Ask participants to share ideas about how the 16 competencies are interdependent and together describe what good teaching looks like in practice.

For this activity, you will need: 16 HANDOUTS (one for each group) 16 Competencies sheet cut up into strips (one competency per strip) 16 Competencies HANDOUT (one for each participant) SMART Goals Handout on page 38 Pencils or pensKey Messages:




The competencies are descriptors of skills, knowledge and attitudes that are based on the Ontario College of Teachers’ Standards of Practice for the Teaching Profession. The competencies do not exist in isolation. They are interdependent and together describe what good teaching looks like in practice.

The competencies are not intended to be used as checklists to create professional growth goals and strategies. However, they do form the basis of the performance appraisal and principals and teachers need to understand them and their relationship to their teaching practice.

The pre-observation and post-observation meetings provide opportunities for principals and teachers to discuss which competencies could be the focus of the performance appraisal, including the classroom observation.

Use 16 competencies as the basis of discussion at staff or division meetings, or feature one or two competencies in the context of relevant professional learning sessions or as appropriate at staff/division/department meetings.

Principals and teachers should take time to acknowledge that teachers demonstrate the 16 competencies in their daily practice. The competencies make explicit the skills, knowledge and attitudes that make up teachers’ work.

Principals must consider all 16 competencies in their appraisal. Comments in the summative report, which directly inform the development of the professional goals and strategies in the ALP, are derived from the 16 competencies.

The Log of Teaching Practice provided as a resource tool in the Performance Appraisal of Experience Teachers: Technical Requirements Manual, 2007 is a sample, record-keeping resource that both teachers and principals may find helpful in keeping track of specific occurrences of an experienced teacher’s performance in relation to the competencies.

Instructional Repertoire: Group Work, Application




WORKSHEETWorking with the ALP: Activity Two

Identifying Professional Growth Goals and Strategies: Contemplating the 16 Competencies

1. In your small groups, discuss how the competency you have been given connects to effective teaching practice. Record a few of your ideas.

2. How might the competency be observed in a school, classroom, or learning community?

3. How is an understanding of this competency helpful to a teacher in creating a professional growth goal and strategy?

* Reviewing and updating the ALP with the image of a teacher in mind….

(Continued)


4. Create a professional growth goal that would reflect or relate to the competency. (Using the SMART. guidelines, the professional growth goal should be specific, measurable, attainable, realistic and timely.)

5. Create a strategy for working towards achieving the goal you have created.

6. Write a rationale for the professional growth goal and strategy.

7. Create a realistic and reasonable action plan and timelines for working towards achieving the goal.

*Select someone from your group to present your work to the large group.


HANDOUTWorking with the ALP: Activity Two

Identifying Professional Growth Goals and Strategies: Contemplating the 16 Competencies

Teachers demonstrate commitment to the well-being and development of all pupils.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers are dedicated in their efforts to teach and support pupil learning and achievement.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers treat all pupils equitably and with respect.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers provide an environment for learning that encourages pupils to be problem solvers, decision makers, lifelong learners and contributing members of a changing society.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers know their subject matter, the Ontario curriculum and education-related legislation.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers know a variety of effective teaching and assessment practices.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers know a variety of effective classroom management strategies.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers know how pupils learn and factors that influence pupil learning and achievement.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers use their professional knowledge and understanding of pupils, curriculum, legislation, teaching practices and classroom management strategies to promote learning and achievement of their pupils.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers communicate effectively with pupils, parents and colleagues.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers conduct ongoing assessment of pupils’ progress to evaluate their achievement and report results to pupils and parents regularly.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers adapt and refine their teaching practices through continuous learning and reflection using a variety of sources and resources.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers use appropriate technology in their teaching practices and related professional responsibilities.


-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers collaborate with other teachers and school colleagues to create and sustain learning communities in their classrooms and in their schools.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers work with professionals, parents and members of the community to enhance pupil learning, pupil achievement and school programs.-----------------------------------------------------------------------------------------------------------------------------------------------------Teachers engage in ongoing professional learning and apply it to improve their teaching practices.


2.6.8 Working with the ALP: Activity Three – Updating the ALP (Slides 22 - 24)


FACILITATOR NOTES: Working with the ALP – Activity Three (Slides 22 - 24)Updating the ALP


Purpose: To provide participants with an opportunity to practice updating an ALP

Suggested Approach: List the sources of information that must be taken into account in the review and update of the ALP each

year:o comments from the summative report from the most recent performance appraisalo the ALP from the previous yearo their learning and growth over the previous year.

Explain that there are other sources of information that the teacher may choose to consider in the review and update of their ALP:o school goals and focus areaso parental and student inputo their perceived career patho self-assessment of their strengths and areas for growtho personal commitmentso their sense of self-efficacy.

Take time to confirm that these profiles are suited to your audience. It may be necessary to develop additional appropriate profiles or to modify these.

Refer to previous discussions about the role of professional dialogue in building a positive working relationship between a teacher and the principal.

Explain that participants will practice filling out several sections of the ALP basing their work on a description of a fictional teacher.

Tell participants they will be working with a partner of their choice.

Refer to the information on the teacher profile and the other HANDOUTS they will use to fill out the sections of the ALP that have been provided on the WORKSHEET:o professional growth goalso professional growth strategies to help reach goalso rationale for professional growth goals and strategieso action plan and timelines.

Refer to slides 22 - 24 and point out that there are three versions of this activity:o a version which uses the profile of a fictional grade 2/3 teacher (Denise Beaulieu) as source material

with a corresponding WORKSHEET o a version which uses the profile of a fictional grade 6 teacher (Peter Stockard) as source material with

a corresponding WORKSHEET ando a version which uses the profile of a fictional secondary teacher (Seema Mohamed) as source

material with a corresponding WORKSHEET.

Review the HANDOUTS for this activity before beginning the activity.

(Continued)For this activity, you will need: Copies of the appropriate (elementary - grade 2/3 or grade 6, or secondary) teacher profile and

corresponding WORKSHEET


16 Competencies HANDOUT on page 37 SMART Goals HANDOUT on page 38 Pens or pencils and paper

Allow five minutes to introduce and explain the activity.

Part One Reserve 35 minutes for part one of the activity and provide the following instructions:

“To begin this activity, you will each read the profile of a fictional teacher (Denise Beaulieu, Peter Stockard or Seema Mohamed). You will also have a HANDOUT listing the 16 competencies which form the basis of the performance appraisal process and a HANDOUT about SMART goal-setting.

Part Two

Reserve ten minutes for part two of this activity and provide the following instructions: “For this part of this activity, work individually to record one insight you had about the goal-setting process in the development of the ALP. Then, if time allows, each person will share an insight with another participant.”

If time allows, ask a few volunteers to share some of their insights.

Key Messages: Although most teachers in a school will be in a non-evaluation year in any given year, all teachers are

required to review and update their ALP on an annual basis. This is a legal requirement, but as effective practice, teachers are encouraged to revisit their ALP more frequently to reflect the changes in their thinking and the opportunities they have had to learn and grow professionally.

In an evaluation year, teachers may decide to review their ALPs in preparation for the pre-conference with the principal and then again, once they have received their summative report. In this way, teachers can take into account the recommendations in their summative report as well as the suggestions that arose in professional dialogue with their principals throughout their appraisal process.

Instructional Repertoire: Case Discussion, Analysis and Application


HANDOUT #1Working with the ALP: Activity Three – Updating the ALP

Teacher Profile – Elementary Version (grade 2/3)*

Denise Beaulieu is an early-career teacher who is in the 2nd year of her first evaluation cycle. She teaches a grade 2/3 grouping in an inner city school. She has several students in her class with Individual Education Plans and several who are getting extra help on an informal basis with their reading. About half of Denise’s students are from immigrant families and most are learning English as a Second Language. In addition to her classroom teaching, Denise coaches junior girls’ volleyball with a colleague and sits on the primary play day committee.

Denise is in the process of reviewing and updating her ALP. To do this, she looks at the recommendations in the summative report from her NTIP: TPA and her ALP from the previous year and considers the growth and learning she experienced since she last reviewed her ALP. She also reviews her progress towards her goals in the year prior.

Although it is not required in a non-evaluation year, Denise requests a meeting with the principal to review her ALP and to engage in professional dialogue about goals for her own growth and about how to accomplish them. Meetings with the principal throughout the NTIP: TPA process and when Denise started to develop her ALP have helped the principal and Denise to develop a trusting and respectful professional relationship. To prepare for the meeting, Denise summarizes the growth she believes she has demonstrated in the previous year and writes down some ideas about the goals and strategies she would like to include this year in her ALP. Denise is working on improving her strategies for teaching literacy since language and reading difficulties are common in the school in general and in her class in particular. She has participated in several workshops provided by her board and in the school and is working with her grade level team to improve the literacy levels in the grade two and three cohorts. She is also registered to take her Reading Part I qualification in the fall term. This will be a challenge because Denise is helping to care for her ailing father. Although she is pleased with her growth since last reviewing and updating her ALP, she realizes that there is much more to learn about literacy.

She finds the meeting very helpful. The principal is very pleased with Denise’s growth since their last ALP review and compliments her on her efforts to improve her practice. He encourages her to continue building her strengths in the reading and literacy areas since those are focus areas for the school. He suggests that she look at some of the professional journals about reading and literacy to which the school subscribes for ideas she could try in her classroom if they appeal to her and meet the needs of her students. The principal is also pleased to engage in dialogue about Denise’s longer-range goals. Denise would like to learn more about special education and plans to take courses in the future. For the time being, however, she believes she has “enough on her plate” with her busy classroom, her extra curricular commitments and her personal responsibilities. The principal agrees and reminds her that her goals and strategies should be reasonable and achievable. He gives Denise a copy of the SMART goals HANDOUT he received at his boards TPA professional learning session as a support. They also spend some time talking about the work she is doing with her division colleagues and what she is able to contribute to that work. Denise shares with the principal that she enjoys the collegiality of her team and learns a lot from her more experienced colleagues.


(Continued)

Recommendations from the Most Recent Summative Report

The following professional growth goals and strategies were recommended on Denise’s NTIP: TPA summative report. Denise considers them in developing her ALP. Create and maintain a system for tracking communication with parents Continue to experiment with and evaluate the success of various classroom management

strategies Involve students in decision-making in the classroom in age-appropriate ways Focus on broadening understanding of assessment strategies

School Goals and Focus Areas (from the school profile) Promoting a high quality literacy program through a concentration on balanced literacy,

reading and writing across the curriculum Focus on “Welcoming, Safe and Positive School Climate” Nurturing meaningful partnerships between the school and parents Commitment to sharing effective practices On-going school-based professional development for all staff

Parent and Student FeedbackDenise has a friendly relationship with her students’ parents. She sees many of them on a nearly daily basis when they come to pick up their children. Although language is sometimes a barrier, she often has casual conversations about what is going on in the class. Denise has asked parents to volunteer in her class but has had little response to that request. Parents do come on class trips on occasion. At report card conferences, Denise uses interpreters when appropriate and available. Some of the parents have difficulty understanding the Ontario education system but are generally supportive of her efforts to help their children learn. Denise tries to keep track of parent feedback with anecdotal notes but her system is not very “user friendly” and her record-keeping is inconsistent. Denise’s students appear to be happy in her classroom. From time to time, she asks them to draw a picture of a favourite activity or to write a sentence or two about what they think about school.

Denise’s ALP from the previous year:

Professional learning and growth that I have experienced over the past year(s): Set up an anecdotal record-keeping system to keep track of parent conversations Attended a workshop on classroom management Attended two board-sponsored workshops on language and literacy at the primary level Participated in a school-based workshop about Reading Recovery Regular professional dialogue with my grade-level colleagues about literacy issues Read Shared Reading for Today's Classroom: Grades K-2 by Carleen Dacruz Payne and

implemented some of the strategies from the book


http://www.amazon.ca/Shared-Reading-Todays-Classroom-Grades/dp/0439365953/ref=sr_1_2/701-0611690-8824306?ie=UTF8&s=books&qid=1182954692&sr=8-2

* This sample form is intended for learning purposes only and is not intended to be replicated for performance appraisals taking place in schools.

The name used in this sample is not intended to reflect the performance appraisal of any practicing teacher either now or in the future.


Teacher Profile – Elementary Version (grade 6)*

Peter Stockard is a teacher in the 4th year of his second evaluation cycle. He teaches grade 6

core subjects, as well as visual arts, drama and physical education. He has several students in

his class who have Individual Education Plans and several who are learning English as a Second

Language. Peter is in the process of reviewing and updating his ALP. To do this, he reviews the

recommendations in the summative report from his most recent performance appraisal, his ALP

from the previous year and considers the growth and learning he experienced over the course of

the year since his last ALP. He also reviews his progress towards his goals in the three years

prior.

Although it is not required in a non-evaluation year, Peter requests a meeting with the principal to

review his ALP in order to engage in professional dialogue about his goals for his own growth and

get input about how to accomplish his objectives. Meetings to discuss previous ALPs have

helped the principal and Peter to develop a supportive professional relationship. To prepare for

the meeting, Peter reviews his ALP, summarizes the growth he believes he has demonstrated in

the previous year and writes down some ideas about the goals and strategies he would like to

include this year in his ALP. He hopes the principal will have some suggestions about how he

can develop his teacher leadership skills in the school. He also wants to know more about

authentic assessment strategies and how to explain them to students and parents.

The meeting is very helpful. The principal is able to make some useful suggestions about books

and articles on teacher leadership that he might find interesting and suggests he attend a

workshop that specifically addresses authentic assessment. She is also pleased to engage in

dialogue about his long-term leadership aspirations. Since Peter is looking for ways to practice

his teacher leadership skills and there are several teachers on the staff who are interested in

learning more about authentic assessment, she encourages him to consider initiating a teacher

study group to look at the topic as a strategy for supporting teaching and learning. The principal

also encourages Peter to connect his professional growth goals and strategies to the goals of the


school and the junior division if he can and to consider the input about his program that he has

been getting from parents and students. (Continued)


The name used in this sample is not intended to reflect the performance appraisal of any practicing teacher either now or in the future.Recommendations from the Most Recent Summative Report

The following professional growth goals and strategies are recommended for Peter to take into account in developing his ALP. Establish and refine formal and informal systems for communicating with parents about the

curriculum, the classroom program and individual student progress Continue to experiment with and evaluate the success of various classroom management

strategies Involve students in decision-making processes in the classroom in age-appropriate ways Focus on improvements in mathematics programming moving towards more hands-on,

problem-solving approaches

School Goals and Focus Areas (from the school profile) Promoting a high quality literacy program through a concentration on balanced literacy and

reading and writing across the curriculum Improving student skills in information technology and using it to support learning across the

curriculum Cooperative learning Focus on “Welcoming, Safe and Positive School Climate” Nurturing meaningful partnerships between the school and parents On-going school-based professional development for all staff

Parent and Student InputDuring report card conferences, Peter consistently has questions about how student work is assessed and why quizzes and tests are not given more weight in his marking scheme. Some parents have complained to him through the student agenda about the amount of homework students are given – some think there is too much while others don’t think there is enough. In a survey that Peter gives to his students each year, students tell him that they appreciate the tone in the classroom and think of him as fair and consistent. They like that they have a say in the class rules and routines and enjoy the class meetings they have to discuss issues and solve problems. A few students think there is too much emphasis on group work in the class and suggest that when students work in groups, some do most of the work while others “coast”.

Peter’s ALP from the previous year:

Professional learning and growth that I have experienced over the past year(s): Instituted a daily student agenda program and monthly class newsletter to keep parents

informed about the classroom program and to give them a way to communicate comments, questions or concerns with me; introduced these communication tools to parents at Curriculum Night

Set up record-keeping system to keep track of important parent comments, questions or concerns

Attended several workshops on classroom management techniques to expand my repertoire Implemented classroom meetings and involved students in setting up the classroom rules


Attended conference on cooperative learning as a school representative and shared information with the staff (February 2006)

Taking Computers in the Classroom Part II to complete my specialist in information technology Arranged to visit a colleague’s classroom to observe the use of concrete materials in the junior

math program Using problem-solving resources recommended by the math consultant and colleagues to

supplement my math program planning


Teacher Profile – Secondary Version*

Seema Mohammed is a teacher in the 4th year of her first evaluation cycle. She teaches at the secondary level and her timetable includes university-destination biology and chemistry courses in grades 11 and 12 as well as one grade 9 applied science course. Seema has had consistently successful appraisal ratings and is starting to look for opportunities to share her skills with her colleagues and broaden her teaching experiences. Seema is in the process of reviewing and updating her ALP. To do this, she looks at the recommendations in the summative report from her most recent performance appraisal, her ALP from the previous year and considers the growth and learning she experienced over the course of the year since her last ALP update. She also reviews her progress towards her goals in the three years prior.

Although it is not required in a non-evaluation year, Seema requests a meeting with the vice-principal to review her ALP in order to engage in professional dialogue about her goals for her own growth and get feedback about how to accomplish her objectives. Meetings to discuss previous ALPs have helped the vice- principal and Seema to develop a supportive professional relationship. To prepare for the meeting, Seema reviews her ALP and summarizes the growth she believes she has demonstrated in the previous year and writes down some ideas about the goals and strategies she would like to include this year in her ALP. In the future, Seema would like to become a department head. As part of the meeting, she would like to discuss strategies for achieving that goal. Last year in her applied science course, Seema was aware that some of the students were not as engaged as she would have liked and since she has been assigned another applied level course for the upcoming year, she would also like to focus her professional growth goals and strategies on improving student engagement. In keeping with the school’s direction, she would like to improve her understanding of formative assessment strategies and effective feedback practices to support student learning as a way to support teaching the applied courses.

The meeting is very helpful. The vice-principal is able to make some useful suggestions about books and articles about formative assessment and meaningful feedback that Seema might find interesting and suggests she attend a workshop that specifically addresses those topics. The


vice-principal is also pleased to engage in dialogue about Seema’s leadership development and explore strategies for achieving that goal. Since there are several teachers on the staff who are interested in learning more about ways to engage students in the applied courses, she encourages Seema to consider participating in a teacher study group to look at strategies to support student engagement and learning in the applied courses. The vice-principal also encourages and supports Seema to connect her professional growth goals and strategies to the goals of the school and the science department and to consider the input about her program that she has been getting from parents and students.

(Continued)* This sample form is intended for learning purposes only and is not intended to be replicated for performance appraisals taking place in schools.

The name used in this sample is not intended to reflect the performance appraisal of any practicing teacher either now or in the future.Recommendations from the Most Recent Summative Report

The following professional growth goals and strategies were recommended in the summative report for Seema’s most recent evaluation. Work towards increasing understanding of how to adapt instructional and assessment

strategies for students in applied courses Continue to practice and refine planning for student success using backwards design Focus on improvement in integration of technology in her science courses for students Create vehicles to promote positive relationships with parents and increase understanding of

the science curriculum

School Goals and Focus Areas (from the school profile) Promoting literacy and numeracy across the curriculum Continued development of information technology integration and access throughout the

school Continued focus on a safe, welcoming and positive school environment Strengthening links with community partners through cooperative education programming Improvement of assessment and evaluation practices, including communication with parents On-going school-based professional learning for all staff

Departmental Goals Increase opportunities for collaboration on planning, assessment and other issues of common

interest Continue student participation in national science competitions Continue leadership in integration of technology in courses

Parent and Student InputDuring report card conferences, Seema often hears questions from the parents of students in her senior courses about how assignments are graded and how report marks are determined. This past year, Seema has had more phone calls than usual from parents, a few of them from parents of students in her applied class expressing concern about their children’s lack of interest in her course. In class, students sometimes complain that they need more feedback on their work, or that the feedback they get isn’t helpful. On a more positive note, some students in her grade 11 biology class would like to form an environmental group but need guidance and a staff sponsor/supervisor.


Seema’s ALP from the previous year:

Professional learning and growth that I have experienced over the past year(s); Set up record-keeping system to track parent comments, questions or concerns Attended a workshop on backwards design as a school representative and shared information

with the department (February 2006) Completed specialist qualification in Computers in the Classroom Integrated technology into my senior biology course by developing a unit using stethoscopes

to listen to heart sounds, sphygmomanometers to measure blood pressure and antigens to determine blood types


The name used in this sample is not intended to reflect the performance appraisal of any practicing teacher either now or in the future.


WORKSHEET #1 (DENISE BEAULIEU)Working with the ALP: Activity Three – Updating the ALP

Elementary Version – Grade 2/3

Work with a partner for this activity.Using the background information you have been given, fill out each of the sections below which have been taken from the sample ALP form provided in Appendix D of the Performance Appraisal of Experienced Teachers: Technical Requirements Manual , 2007 . Some questions have been listed to guide your thinking. Use the “Creating SMART Goals” HANDOUT to help you.

Professional Growth GoalsWhat are Denise’s professional interests and needs? How will her learning over the previous year be taken into account? How will the recommendations from Denise’s most recent summative report be taken into account? What comments from the principal, parents, or students might help Denise set goals for her professional growth? Using the SMART goals approach, which goals and how many goals would be reasonable.

Professional Growth Strategies to Help Reach GoalsHow could Denise plan to start working towards reaching her goals? What kinds of professional learning might meet her needs?

(Continued)Rationale for Professional Growth Goals and StrategiesHow do the goals that Denise is setting for her own professional growth support her practice as a teacher? Are they reflective of the 16 Competencies? How will they link to and support the work




of the school? How will they contribute to the school’s learning community? How will they lead to improved student learning?

Action Plans and TimelinesUsing the SMART guidelines, devise a short term (this school year) and a long term (over the next few years) action plan with reasonable timelines for Denise to use as she works towards reaching her goals.


WORKSHEET #2 (PETER STOCKARD)

Working with the ALP: Activity Three – Updating the ALPElementary Version – Grade 6

Work with a partner for this activity.Using the background information you have been given, fill out each of the sections below which have been taken from the sample ALP form provided in Appendix D of the Performance Appraisal of Experienced Teachers: Technical Requirements Manual, 2007 . Some questions have been listed to guide your thinking. Use the “Creating SMART Goals” HANDOUT to help you.

Professional Growth GoalsWhat are Peter’s professional interests and needs? How will his learning over the previous year be taken into account? How will the recommendations from Peter’s most recent summative report be taken into account? What comments from the principal, parents, or students might help Peter set goals for his professional growth? Using the SMART goals approach, which goals and how many goals would be reasonable.

Professional Growth Strategies to Help Reach GoalsHow could Peter plan to start working towards reaching his goals? What kinds of professional learning might meet his needs?

(Continued)




Rationale for Professional Growth Goals and StrategiesHow do the goals that Peter is setting for his own professional growth support his practice as a teacher? How are they reflective of the 16 Competencies? How will they link to and support the work of the school? How will they contribute to the school’s learning community? How will they lead to improved student learning?

Action Plans and TimelinesUsing the SMART guidelines, devise a short term (this school year) and a long term (over the next few years) action plan with reasonable timelines for Peter to use as he works towards reaching his goals.


WORKSHEET #3 (SEEMA MOHAMMED)Working with ALP: Activity Three – Updating the ALP

Secondary Version

Updating the ALP (Secondary Version)

Work with a partner for this activity.Using the background information you have been given, fill out each of the sections below which have been taken from the sample ALP form provided in Appendix D of the Performance Appraisal of Experienced Teachers: Technical Requirements Manual, 2007 . Some questions have been listed to guide your thinking. Use the “Creating SMART Goals” HANDOUT to help you.

Professional Growth GoalsWhat are Seema’s professional interests and needs? How will her learning over the previous year be taken into account? How will the recommendations from Seema’s most recent summative report be taken into account? What comments from the principal, parents or students might help Seema set goals for her growth? Using the SMART goals approach, which goals and how many goals would be reasonable.

Professional Growth Strategies to Help Reach GoalsHow could Seema plan to start working towards reaching her goals? What kinds of professional learning might meet her needs?

(Continued)




Rationale for Professional Growth Goals and StrategiesHow do the goals that Seema is setting for her own professional growth support her practice as a teacher? How are they reflective of the 16 Competencies? How will they link to and support the work of the school and the science department? How will they contribute to the school’s learning community? How will they lead to improved student learning?

Action Plans and TimelinesUsing the SMART guidelines, devise a short term (this school year) and a long term (over the next few years) action plan with reasonable timelines for Seema to use as she works towards reaching her goals.


HANDOUTWorking with the ALP: Activity Three – Updating the ALP

The 16 Competencies

Domain: Commitment to pupils1 and pupil learning. Teachers demonstrate commitment to the well-being and development of all pupils.

Teachers are dedicated in their efforts to teach and support pupil learning and achievement.

Teachers treat all pupils equitably and with respect.

Teachers provide an environment for learning that encourages pupils to be problem solvers, decision makers, lifelong learners and contributing members of a changing society.

Domain: Professional Knowledge Teachers know their subject matter, the Ontario curriculum and education-related

legislation.

Teachers know a variety of effective teaching and assessment practices.

Teachers know a variety of effective classroom management strategies.

Teachers know how pupils learn and factors that influence pupil learning and achievement.

Domain: Professional Practice Teachers use their professional knowledge and understanding of pupils, curriculum,

legislation, teaching practices and classroom management strategies to promote the learning and achievement of their pupils.

Teachers communicate effectively with pupils, parents and colleagues.

Teachers conduct ongoing assessment of pupils’ progress, evaluate their achievement and report results to pupils and parents regularly.

Teachers adapt and refine their teaching practices through continuous learning and reflection using a variety of sources and resources.

Teachers use appropriate technology in their teaching practices and related professional responsibilities.

Domain: Leadership in Learning Communities Teachers collaborate with other teachers and school colleagues to create and sustain

learning communities in their classrooms and in their schools.

Teachers work with other professionals, parents and members of the community to enhance pupil learning, pupil achievement and school programs.

Domain: Ongoing Professional Learning Teachers engage in ongoing professional learning and apply it to improve their teaching

practices.1 In the Education Act, students are referred to as “pupils”.


HANDOUTWorking with the ALP: Activity Three – Updating the ALP

Creating SMART Goals

Specific - A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions:

*Who: Who is involved? *What: What do I want to accomplish? *Where: Identify a location. *When: Establish a time frame. *Which: Identify requirements and constraints. *Why: Specific reasons, purpose or benefits of accomplishing the goal. A general goal would be, "Improve my assessment practices.” However, a specific goal would say, “Read How to Grade for Learning: Linking Grades to Standards by Ken O’Connor and draft a plan to implement new assessment strategies.”

Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal.

To determine if your goal is measurable, ask questions such as...How much? How many? How will I know when it is accomplished? “I will become familiar with and implement at least 2 new assessment strategies.”

Attainable - When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities and skills to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.

You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals, you build your self-image. You see yourself as worthy of these goals and develop the traits and personality that allow you to possess them.

Realistic - To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. However, be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labour of love.

Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal.

Timely - A goal should be grounded within a time frame. With no time frame tied to it there's no sense of urgency. If you want to lose 10 lbs, when do you want to lose it by? "Someday" will not work. However, if you anchor it within a timeframe, "by May 1st", then you have set your unconscious mind into motion to begin working on the goal. “I will read the book by January 1st, draft an implementation plan by February 1st and implement at least two new assessment strategies by March break.”

T can also stand for Tangible - A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight, or hearing. When your goal is tangible, you have a better chance of making it specific, measurable and thus attainable. “I will see visible change in my student progress record-keeping.”

Creating SMART Goals adapted from http://www.topachievement.com/smart/html, accessed 06/13/07


http://www.topachievement.com/smart/html

2.6.9 Working with the ALP: Activity Four - Considering Parental and Student Input in Identifying Professional Growth Goals and Strategies (Slides 25 - 26)


FACILITATOR NOTES: Working with the ALP – Activity Four (Slides 25 - 26)Considering Parental and Student Input in Identifying Professional Growth Goals and Strategies


Purpose: To provide participants with an opportunity to consider ways teachers could seek input from parents and students about their teaching practice

Suggested Approach: Begin the conversation about why teachers might feel challenged about seeking input on their practice

from parents and students.

Invite participants to reflect on various ways teachers communicate with parents and how this feedback can be valuable in informing teacher practice.

In the context of this conversation, work with participants to identify strategies that have worked for teachers.

Ask participants to suggest ways that parental and student comments, questions, or concerns can inform goals and strategies on the ALP.

Draw on participant suggestions to create a list of ways to establish a safe and supportive environment for constructive input.

Let participants know that they will be working in small groups of three to five.

Distribute the Parental Input WORKSHEET to half of the table groups and Seeking Student Input WORKSHEET to the other half. Groups will work simultaneously on these two activities, which will take approximately 30 minutes.

Part One

Reserve 30 minutes for group discussion and provide the following instructions: “You will be given one of two activities to work on and you will be given written instructions. In every small workgroup, there should be: o Someone to manage the time o Someone to record the ideas of the groupo Someone who will speak on the group’s behalfo Someone who will manage the discussion.

Facilitators will visit your tables to be sure everything is clear and to answer questions. You will have 30 minutes to work on the first part of this activity and then we will ask you to share some of your ideas.”

Part Two Reserve 15 minutes for a debrief of the activity.

Ask each group to report on the ideas they generated. Allow two to three minutes for each group to contribute their ideas – time management is important.

Ask participants for comments about the activity and for the interesting ideas and areas of agreement they were able to identify.

Circulate among the table groups to offer support and to be sure they understand the task.

Debrief with the whole group and summarize the ideas and discussion as outlined below.For this activity, you will need: Activity Four - Parental Input WORKSHEETS for half the tables


Seeking Student Input WORKSHEET for half the tables Pens or pencils, masking tape, chart paper and markers

Key Messages: “The main reason to create [school, family and community] partnerships is to help all youngsters succeed

in school and in later life. When parents, teachers, students and others view one another as partners in education, a caring community forms around students and begins its work.” Epstein, 1995, p. 701

A synthesis of over 50 studies shows that for parent involvement to have an impact on achievement, schools must link parent activities to student learning goals and be respectful of differences among families. Schools that succeed in engaging families from very diverse backgrounds: o Focus on building trusting collaborative relationship among teachers, families and community

members o Recognize, respect and address families' needs, as well as their differences o Embrace a philosophy of partnership where power and responsibility are shared.

From: Henderson, A.T. & Berla, N. (2002). A new generation of evidence: The family is critical to student achievement.

Teachers are encouraged to gather parent and students input in developing, reviewing and updating their ALP each year.

Seeking parental and student input is an important vehicle for informing a teacher’s professional learning and teaching practice.

Parental and student input also help foster positive relationships, a sense of openness and fairness and an atmosphere of trust and respect. These are all hallmarks of a school operating as a learning community that is inclusive of parents and students.

When soliciting feedback from parents as part of developing goals for the ALP, teachers must be sensitive to issues that may hinder parent participation in the process. Some considerations to keep in mind are:o most parents understand schooling in terms of their own childhood experienceso parents have different levels of English facility and literacyo some parents are uncomfortable when asked to comment on the program of a teacher.

Suggest that participants refer to additional resources on seeking parental and student input in the effective practices section of this module and in the references provided in section 4 supplementary materials section.

Instructional Repertoire: Case Discussion and Analysis and Application




WORKSHEET #1Working with the ALP: Activity Four – Parental Input

Before you begin, be sure your group has: Someone to manage the time Someone to record the ideas of the group Someone who will speak on the group’s behalf Someone who will manage the discussion

I. Small Group Brainstorm 10 minutesBrainstorm the sorts of communication strategies a teacher might have in place that could be used as tools for collecting input from parents about the classroom program and suggestions for the teacher. Record your ideas and select someone to share your list with the larger group. You will have ten minutes to brainstorm.

II. Discussion 20 minutes1. What concerns might a teacher have about asking for input from parents about their practice?

2. What opportunities do teachers envision in asking for input from parents about their practice?

3. In your experience, what are examples of comments, questions or concerns parents have about classroom programs?

4. As a teacher, how might you integrate a frequently-mentioned comment, question or concern from parents into your professional growth strategies?


5. How could a principal encourage a teacher to seek parental input for their ALP?

6. How could members of the school learning community support each other in seeking parental input?

7. Do you believe that using existing communication strategies to gather input on your program is a useful strategy? Why?

8. What process might a teacher try in order to gather some important feedback from students and parents about student learning?


WORKSHEET #2Working with the ALP: Activity Four – Seeking Student Input

Before you begin, be sure your group has: A time-keeper to manage the time Someone to record the ideas of the group Someone who will speak on the group’s behalf Someone who will manage the discussion

I. Creating an atmosphere for giving constructive input 15 minutes

1. What kinds of opportunities do teachers have to converse with students in the classroom?

2. What are some of the concerns that a teacher might have about asking for input from students?

3. What sort of benefits might a teacher see in seeking student input about the classroom program and teaching practice?

4. What are some of the issues that would have to be addressed in the classroom to establish an atmosphere where students could be taught how to give meaningful input?

5. How could members of the school learning community support each other in seeking student input?


6. How could principals encourage teachers to seek student input?

7. How could this process be connected to other student learning in the classroom such as life-long learning and the importance of goal-setting?

II. Collecting student input 15 minutes

1. With a particular grade level in mind, what activity could you design to collect information from students about their view of life in the classroom?


2.6.10 Closing: Guided Reflection (Slide 27)


FACILITATOR NOTES: Guided Reflection (Slide 27)


Purpose: To provide participants with an opportunity to consider what they have learned in the session and how it applies to their own practice

Suggested Approach: Introduce the activity by sharing the quote on slide 27.

Ask participants to complete the WORKSHEET. Point out that there are no right or wrong answers.

Give participants the option of working independently or in pairs to complete the WORKSHEET. If participants choose to work independently to fill in the WORKSHEET then provide an opportunity for them to discuss their responses with the person next to them.

Key Messages: As you return to your practice, take what you have learned through this session and consider ways in

which it can be applied to your setting and the development, review and update of the ALP each year.

Consider ways in which you may share and perhaps continue the dialogue about what you have learned in this session with other colleagues.

Instructional Repertoire: Guided Discussion


WORKSHEETGuided Reflection

Reflection is what allows us to learn from our experiences: it is an assessment of where we

have been and where we want to go next.~ Kenneth Wolf

1. What have you learned from today’s session?

2. What will you be able to use immediately in your own practice? How will you implement this idea?

3. What will you be able to use sometime in the future in your own practice? How will you plan for implementation of this idea?

2.7 Using Sample Completed ALPs


The sample completed ALPs that are included with this module are provided as a starting point for discussion about:o the purpose of the ALPo different ways teachers might use the ALP to support and reflect on their learningo the relationship between the ALP and the context and culture of the school and school boardo the potential for professional growth and development through meaningful discussions between the

teacher and the principal about the ALP.

These sample completed ALPs are not models of effective practice. Instead, they have been developed for the exclusive purpose of providing realistic materials that participants in professional learning contexts can discuss and draw on to inform their use of the ALP. The samples are intended for learning purposes only and are not intended to be replicated for performance appraisals taking place in schools. The names used in the samples are not intended to reflect the performance appraisal of any practicing teacher either now or in the future.

The ALPs have been created with fictional teachers in mind. These teachers have different backgrounds, personal lives, years of teaching experiences, expertise, interests, learning styles and professional goals. They teach at different grade levels and have different kinds of relationships with their colleagues and administration. Their schools are situated in different communities; the staff and administration of each school is different; school goals differ and the schools are at different stages in terms of developing a collaborative learning community. As in life, these fictional teachers have taken different approaches to the development of their professional growth goals and strategies and have done so in the context of the school and school board in which they are working.

There has been a deliberate effort to honour the SMART goals principles that include:o approacho limiting the goals to a manageable numbero setting realistic and measurable time lines and o respecting the career stages and personal circumstances of each teacher.

In practice, some teachers might have more goals and strategies as part of their ALP and may write more extensively about each one.

As participants work through the activities related to these ALPs, they are encouraged to put themselves in the role of the principal and the teacher to consider where there may be opportunities for meaningful professional dialogue between the teacher and the principal might lie.



2.7.1 Sample Completed Form for Denise Beaulieu (Version One)*

Annual Learning Plan (ALP) (Sample Form)

Teacher’s Last Name Teacher’s First Name

Beaulieu Denise

Principal’s Last Name Principal’s First Name

Principal A.

Name of School Name of Board

Inner City Elementary School An Ontario Board

Description of Teacher’s Assignment (Grade(s), Subject(s), Full-time/Part-time,Elementary/Secondary, etc.)

This is my third year teaching and my assignment is a full-time elementary grade 2/3 class. I provide prep time for a junior colleague and teach the physical education program for grade 6.

I have fourteen grade 2 students and nine grade 3 students. At the beginning of the year, I reviewed assessment information on hand or passed on to me by previous teachers. The range of reading levels in my class spans primary diagnostic reading levels 4 - 38. Our primary team will be focusing on developing effective guided reading programs and each month we plan to review the tracking board and discuss strategies to help students improve in reading.

Many of my students are English language learners in different stages of development. I have four stage 1, five stage 2, four stage 3 students. I also have three students with Individualized Education Plans.

I collaborate with colleagues through monthly grade team meetings. I co-coach the girl’s volleyball team. In June, I will be planning with a committee to organize a play day for students.

Background to Inform Professional Growth Goals, Action Plan and TimelinesRecommended professional growth goals and strategies from the summative report of my most recent performance appraisal:

Create and maintain a system for tracking communication with parents Continue to experiment with and evaluate the success of various classroom management

strategies Involve students in decision-making in the classroom in age-appropriate ways Focus on broadening understandings of assessment strategies

* This sample form is intended for learning purposes only and is not intended to be replicated for performance appraisals taking place in schools. The name used

in this sample is not intended to reflect the performance appraisal of any practicing teacher either now or in the future.

Annual Learning Plan (ALP) (Sample Form) Version One (continued)



Professional learning and growth that I have experienced over the past year(s):

Attended a workshop on classroom management

Attended two board-sponsored workshops on language and literacy

Participated in a school-based workshop about Reading Recovery

Regular professional dialogue with my grade-level colleagues about literacy issues

Read Shared Reading for Today’s Classroom: Grades K-2 by Carleen Dacruz Payne and implemented some of the strategies from the book

Reflections on parental and student input to inform my professional learning and teaching practice:

Set up an anecdotal record-keeping system to keep track of parent conversations

I can see through my anecdotal record-keeping system that I am having conversation with some parents frequently, but have not had an opportunity to speak with other parents. I have some parents who do not speak English, but have a friend or relative to assist with translation which is very helpful to facilitate ongoing communication.

Our team will be organizing a multi-lingual literacy night, where we can explain our literacy program to parents, share strategies that they can do at home and answer questions they may have about how parents can communicate with the teacher and the school. We hope this type of structured event will reach more parents and help develop more consistent communication.

As a team, we are also using self-assessment with our students to help them talk about their own progress in reading that they can share with their parents, as part of the borrow-a-book program, a program that all primary teachers have in their classrooms.



Professional Growth Goals Professional Growth Strategies to Help Reach Goals

Rationale for Professional Growth Goals and Strategies

Action Plan and Timelines

To collaborate with primary team colleagues to create a tracking board of student reading assessments and share effective practices to support consistency in primary guided reading programs

To collaborate with primary team and the parenting centre to hold a multi-lingual Literacy Night for parents and students

To foster staff and student participation in a June play day that supports a “welcoming, safe and positive school climate”

Broaden understandings of assessment through AQ Reading Part 1

Collaborate with primary team colleagues to create an action plan with timelines related to the guided reading program

Incorporate the use of some of the board professional development days to learn more about assessment for instruction to improve student progress

Collaborate with primary team on strategic decision making related to purchasing resources for the primary team and allocating extra human resource support for guided reading

Plan with the parenting centre, incorporate interpreters, send translated letters home

Family groupings of students, parents grouped by language needs

Plan with colleagues key points, choose books, choose strategies

Co-plan primary play with colleagues with a focus on trust, responsibility and caring with older students helping younger students at the play stations

I would like to learn more about the guided reading program in order to differentiate instruction for students based on assessment. I am most interested to learn class management strategies that will allow me to sit for a sustained period of time with a small group of students while other students are engaged on other activities

This goal aligns with school and board goals of promoting a high quality literacy program and commitment to sharing effective practices

A multi-lingual literacy night will help parents better how to support children’s learning. The team has created a more user-friendly borrow-a-book tracking form that gives more responsibility to the children to self-assess and communicate their reading progress to parents.

This goal aligns with our school values which are trust, responsibility and caring. Primary and junior students are building relationships through reading buddies and the play day build upon those positive relationships

September Begin Additional Qualification Course

Reading Part 1 Complete student assessments for the

primary tracking board based on diagnostic reading assessments and post on tracking board

October Begin my own guided reading program

and observe a colleague’s program Participate in monthly discussions on

strategies to help struggling studentsJanuary February March Participate in professional development

days with team (articles, videos)

November Multi-lingual literacy night for parentsDecember At interviews, talk with parents about

child’s reading progress and self-assessments and seek parent feedback on progress in reading behaviours at home

May June Co-create and propose plan to

administrators and staff at May meeting describing play day activities

Solicit suggestions from others how to support positive participation by all students, organize and provide detailed schedule in June

* This sample form is intended for learning purposes only and is not intended to be replicated for performance appraisals taking place in schools. The name used in this sample is not intended to reflect the performance appraisal of any practicing

teacher either now or in the future.




Other Comments (Teacher)

As a grade 2/3 teacher, achieving the above goals will help me better meet the diverse learning needs of my students. I look forward to collaborating with colleagues in developing effective guided reading programs, as there is a wide range of reading levels in my classroom and many of our students are English language learners. Some students have an IEP. I find the team structure within the school supports my professional goals, as we learn from one another and plan together. I appreciate the release days the principal has provided my colleagues and I to observe each others’ guided reading programs and share class management strategies. The use of board professional development days to support our team plans will also provide time for us to discuss student progress in more depth, review articles, view and discuss videos and webcasts related to assessment and instructional strategies. Our EQAO results showed there was small improvement, but many of our students perform below the provincial standard. As a team, we hope to develop consistency in our practices and develop strategies to help all students improve.

Other Comments (Principal)

Ms Beaulieu has developed a thoughtful professional growth plan. In developing this annual learning plan, she has taken into consideration the needs of students and parents, school and district goals, feedback from her last evaluation and the collaborative work with her primary team. Although this was not an evaluation year, Ms Beaulieu requested a meeting to share with me her plans and the kinds of supports that would help her meet her goals to improve student progress, communicate effectively with parents and foster a warm and caring environment for the students.

Date of Next Review and Update of the Annual Learning Plan

Date (yyyy/mm/dd)

Principal’s SignatureMy signature indicates that the teacher consulted with me to review and update the Annual Learning Plan.

Date (yyyy/mm/dd)Teacher’s SignatureMy signature indicates that I reviewed and updated the Annual Learning Plan in consultation with my principal.

Date (yyyy/mm/dd)



2.7.1 Sample Completed Form for Denise Beaulieu (Version Two)



Beaulieu Denise


Principal A.


Inner City Elementary School An Ontario Board


This is my third year teaching and my assignment is a full-time elementary grade 2/3 class. I provide prep time for a junior colleague and teach the physical education program for grade 6.

I have fourteen grade 2 students and nine grade 3 students. At the beginning of the year, I reviewed assessment information on hand or passed on to me by previous teachers. The range of reading levels in my class spans primary diagnostic reading levels 4 - 38.

Many of my students are English language learners in different stages of development. I have four stage 1, five stage 2, four stage 3 students. I also have three students with Individualized Education Plans.

I co-coach the girl’s volleyball team. In June, I will be planning with a committee to organize a play day for students.


Create and maintain a system for tracking communication with parents

Continue to experiment with and evaluate the success of various classroom management strategies

Involve students in decision-making in the classroom in age-appropriate ways

Focus on broadening understandings of assessment strategies

Annual Learning Plan (ALP) (Sample Form) Version Two (continued)




Attended a workshop on classroom management Attended two board-sponsored workshops on literacy Participated in a school-based workshop about Reading Recovery Regular professional dialogue with my grade-level colleagues about literacy issues Read Shared Reading for Today’s Classroom: Grades K-2 by Carleen Dacruz Payne and

implemented some of the strategies from the book


I have some parents who do not speak English, but have a friend or relative to assist with translation which is very helpful to facilitate ongoing communication. I can see through my anecdotal record-keeping system that I am having conversations with some parents frequently, but have not had an opportunity to speak with other parents. In order to strengthen the home and school partnership around student learning, I have asked parents for feedback on their child’s learning about the book I am reading to the class. I provided a bookmark of comprehension questions and asked parents to record some of their child’s thoughts on a slip of paper and return it to me.

As I read the parents’ notes, I gathered insights on students’ understanding. The feedback informs my practice as to what students remember and what I might do with them next. For example, sometimes the children noticed something that I had not noticed. Sometimes they have questions that I need to follow up on. I get to know each child better and some parents write me additional notes about what they think will help their child. Some students have not been able to return responses and I ensure that I or one of our adult helpers in the school talks with them and records responses using the same guided questions.

After a few weeks, I asked the parents if they enjoyed doing this with their child and the response was very positive. I asked what specifically they liked and they said the guided questions on the bookmark helped structure the conversation. I asked the parents how often they would like to do this – and they generally thought once every two weeks would be manageable, rather than twice a week which is how I began.

I received notes from parents who are English Language learners. The parents understood that the ideas exchanged with their children were important and I gained a deeper appreciation of the students’ and parents’ needs when English is a second language. It continues to be a concern of mine, how we might facilitate better communication with these parents.

When I meet with parents for the December conferences, I am going to ask them what more might I do to facilitate communication. I plan to confer with my colleagues about what other strategies they are using to strengthen the home and school partnership.





Create and maintain a system to strengthen home and school partnership about student learning

Establish solid routines and expectations in the literacy block and for Buddy Reading to foster greater independence and choice for students

To foster staff and student participation in a June play day that supports a “welcoming, safe and positive school climate”

Review professional documents to find guiding questions that help students demonstrate reading comprehension

On-going communication with parents, students and colleagues

Model and encourage consistent use of anchor charts and word walls in the classrooms, so students begin to use these resources independently

Pay particular attention to pre-teaching vocabulary and language structures

Provide activities and games that provide practice and make language learning highly engaging

Confer with colleagues about a management system that helps track students learning activities while fostering independence and choice

Co-plan primary play with colleagues with a focus on trust, responsibility and caring with older students helping younger students at the play stations

I wish to gather feedback from parents about how well my students understand the concepts I am teaching through the books I am reading. The feedback will help inform my practice to help improve student learning.

With the range of reading levels in my class, I need to scaffold activities by pre-teaching vocabulary and language structures, provide opportunities for practice and revisit expectations until firmly in place. I see a need for a greater variety of activities for students that are highly engaging but can be done independently. I would like to create a tracking sheet that helps me monitor how well students are doing at making appropriate choices and identify effective strategies for those who need more help.

This goal aligns with school values (trust, responsibility and caring). Play day will build upon positive reading buddies relationships

First Term Begin Additional Qualification Course

Reading Part 1 Introduce concept of guided

conversations with parents and children and provide bookmark

Survey parents at December conferences to find out how it’s working

Second Term Release time to meet with consultant

about routines to manage the literacy block and to track student learning

Begin buddy reading program and confer with colleague to consider student needs and set solid routines and expectations

Third Term Co-create and propose plan to

administrators and staff in May Solicit suggestions, organize and

provide details for staff June






I am receiving very positive feedback from parents and students about conversations at home about books we are reading. I am endeavouring to set up a literacy block that allows my students to demonstrate greater independence and have more choice on a greater variety of activities. This will entail establishing strong routines and explicit expectations for my students, as well as providing highly engaging learning activities and resources. My course work for Reading Part I, conferring with colleagues, release time to meet consultant and time to observe the literacy block routines of one of my colleagues will help me to accomplish the goals of my annual learning plan.


In developing this annual learning plan, Ms Beaulieu has paid particular attention to her observations of student needs in the literacy block. She has chosen challenging goals focused on home and school partnerships and fostering greater independence and more choice for students, with the realization that strong classroom routines and expectations need to be revisited frequently. Ms Beaulieu demonstrates a willingness to learn from others and has connected with the board consultant and her colleagues for support. I encourage her to continue sharing her ideas and resources with colleagues. Ms Beaulieu’s reflection on communication with parents identifies a need for us as a school to work on. I wish to take this opportunity to thank Ms Beaulieu for her time co-coaching the girl’s volleyball team and for helping to organize Play Day.


Date (yyyy/mm/dd)



Date (yyyy/mm/dd)

* This sample form is intended for learning purposes only and is not intended to be replicated for performance appraisals taking place in schools. The name

used in this sample is not intended to reflect the performance appraisal of any practicing teacher either now or in the future.

2.7.2 Sample Completed Form for Peter Stockard (Version One)




Stockard Peter


Principal A.


An Elementary School An Ontario Board


I am teaching full-time at Willowvale. I teach a grade 6 homeroom plus visual arts, drama and physical education. I have two students with Individual Education Plans.


Establish and refine formal and informal systems for communicating with parents about the curriculum, the classroom program and individual student progress


Involve students in decision-making in the classroom in age-appropriate ways

Focus on improvement in mathematics programming moving towards more hands-on, problem-solving approaches






Instituted a daily student agenda program and monthly class newsletter to keep parents informed about the classroom program and to give them a way to communicate comments, questions or concerns with me; introduced these communication tools to parents at Curriculum Night

Set up record-keeping system to keep track of important parent comments, questions or concerns

Attended several workshops on classroom management techniques to expand my repertoire

Implemented classroom meetings and involved students in setting up the classroom rules

Attended conference on cooperative learning as a school representative and shared information with the staff (February 2006)

Taking Computers in the Classroom Part II to complete my specialist in information technology

Arranged to visit a colleague’s classroom to observe the use of concrete materials in the junior math program

Using problem-solving resources recommended by the math consultant and colleagues to supplement my math program planning and teaching

Reflections on parental and student input to inform my professional learning and teaching practice: Parents need clear explanations of assessment and evaluation

Parents need to have homework expectations clarified and explained

Most students appreciate tone of the class and my fairness and consistency

Students like being involved in creating class rules and routines and participating in class meetings

Some students think there is too much emphasis on group work and that some students do not do their share of the work





Learn more about individual and group accountability as aspects of cooperative learning

Learn more about authentic assessment, student self-assessment, peer assessment and student portfolios

Develop leadership skills

Read Cooperative Learning: Theory, Research and Practice by Robert E. Slavin

Implement strategies to practice individual and group accountability

Attend board workshop suggested by the principal

Establish and chair teacher group to explore student portfolios

Need to support students in developing their team, problem-solving and social skills

I will learn about the strategies by practicing them in my classroom in different subject areas

Traditional assessment techniques do not provide enough information and are not appropriate for all situations and all students

I want my leadership development to be embedded in practice and there are several teachers interested in this topic

Review professional resources by January 1

Begin two new strategies in mathematics area by January 15

Implement two new strategies in language arts area by March 1

Attended workshop on February 22

Speak about this proposal at December staff meeting and invite people to attend a meeting February 1

Find several articles on authentic assessment to highlight at this meeting as a starting point






In feedback I received from students, they felt there was too much emphasis on group work. I would like to help the students to appreciate a deeper understanding of why we do group work and have them reflect on experiences. Having students engage in maintaining their own portfolios will help balance the need for recognition as individuals and the need to work well with a team.


Peter has moved to the grade 6 position and demonstrating leadership by initiating dialogue within the grade team about authentic assessment and the use of student portfolios. He has considered the recommended goals of the most recent appraisal in the development of the ALP. He is respected by students, parents and colleagues. I encourage Peter to continue learning and growing in his career.


Date (yyyy/mm/dd)



Date (yyyy/mm/dd)




2.7.2 Sample Completed Form for Peter Stockard (Version Two)



Stockard Peter


Principal A.


An Elementary School An Ontario Board


I am teaching full-time at Willowvale. I teach a grade 6 homeroom plus visual arts, drama and physical education. I have two students who are working on Individual Education Plans.


Establish and refine formal and informal systems for communicating with parents about the curriculum, the classroom program and individual student progress


Involve students in decision-making in the classroom in age-appropriate ways Focus on improvement in mathematics programming moving towards more hands-on, problem-

solving approaches






Instituted a daily student agenda program and monthly class newsletter to keep parents informed about the classroom program and to give them a way to communicate comments, questions or concerns with me; introduced these communication tools to parents at Curriculum Night

Set up record-keeping system to keep track of important parent comments, questions or concerns Attended several workshops on classroom management techniques to expand my repertoire Implemented classroom meetings and involved students in setting up the classroom rules Attended conference on cooperative learning as a school representative and shared information

with the staff (February 2006) Taking Computers in the Classroom Part II to complete my specialist in information technology Arranged to visit a colleague’s classroom to observe the use of concrete materials in the junior math

program Using resources recommended by the math consultant and colleagues to supplement my math

program planning and teaching

Reflections on parental and student input to inform my professional learning and teaching practice: Parents need clear explanations of assessment and evaluation schemes Parents need to have homework expectations clarified and explained Most students appreciate tone of the class and my fairness and consistency Students like being involved in creating class rules and routines and participating in class meetings Some students think there is too much emphasis on group work and that some students do not do

their share of the work





Promote reading in my class and reading across the curriculum

Become more confident about my own math knowledge and skills

Increase use of computers in the classroom

Improve communication with parents about homework

Learn more about authentic assessment and student portfolios

Refine the independent reading component of the program and provide more opportunities for students to share their independent reading materials with one another

Continue to apply instructional strategies

Attend math workshop on using manipulatives in the junior grades

Implement use of virtual manipulative websites in math class

Prepare “Guide to Homework in Mr. Stockard’s Class” brochure to send home with parents along with school homework policy

Talk to colleagues to see if there is interest in forming a study group on this topic

To motivate students to read The wide range of interests amongst

students will expand the interests of peers

Help develop oral communication skills

Links to school goal and focus area

Provide entry points for all students to enjoy high level of engagement in math exploration and study

Will combine my recent computer training with my goal to improve my math programming

Links with a school focus

Will clarify my expectations and relate them to the school policy

Will provide common starting point for discussions with parents

Will combine my interest in taking on some collegial leadership responsibility with an important assessment strategy

Start December Attend school book fair and select

texts for classroom collection (Dec. 15 – 18)

Meet with teacher librarian to collect books for the class on topics of interest as well as topics of curriculum study

On-going as I plan and teach lessons Keep a record of the lessons that are

successful and suggestions for improving the others

Monitor board offerings and register when a workshop comes up

Explore “National Library of Virtual Manipulatives for Interactive Mathematics” for activities that would be suitable for my students & bookmark suitable sites

Create brochure for principal approval by November 1

Send brochure home with parents on curriculum night (November 18)

Will explore this idea in the spring term (long – term goal)






My long-term goal is to take on more teacher leadership responsibility in the school and to work with colleagues on issues that will help us improve our teaching, such as assessment strategies. I would like to explore other opportunities as they arise.

The Computers in the Classroom Part II course has made me realize that there are many exciting ways to use technology to enrich my classroom. I’m looking forward to experimenting this year in the math subject area.


I am very pleased that Peter would like to work with his colleagues on assessment and encourage him to approach other teachers about his ideas. Peter’s students are keen on the computer program that is up and running in his classroom and I know they will be excited and engaged by the math sites. I look forward to reading his homework policy guidelines for parents.


Date (yyyy/mm/dd)



Date (yyyy/mm/dd)




3.7.3 Sample Completed Form for Seema Mohammed



Mohammed Seema


Principal A.


A Secondary School An Ontario Board


I teach biology and chemistry courses in grades 11 and 12 and one grade 9 applied science course full-time (secondary). I have been assigned an additional applied grade 10 course for the fall.


Work towards increasing understanding of how to adapt instructional and assessment strategies for students in applied courses

Continue to practice and refine planning for student success using backwards design

Focus on improvement in integration of technology in science courses for students

Continue to build positive relationships with parents and increase understanding of the science curriculum




Annual Learning Plan (ALP) (Sample Form) (Continued)


Set up record-keeping system to track parent comments, questions or concerns

Attended a workshop on backwards design as a school representative and shared information with the department (Feb. 2006)

Completed specialist qualification in Computers in the Classroom


Parents want to know how assignments are graded and how report card marks are assigned

Students express need for more feedback on their work

Student in Grade 11 class of a colleague, would like to start an environment club and needs guidance and a staff supervisor





Learn more strategies to engage students, especially in applied classes

Create more engaging lessons for students in my applied classes

Support student leadership in science

Share computer expertise with staff

Improve communication for students and parents about how assignments are graded and marks assigned

Participate in the teacher study group that is meeting to discuss this topic

Use computers to engage students

Help grade 11 student plan and establish an Environment Club for the school

Offer to help my science department colleagues use technology in their programs

Be sure every assignment has a rubric or marking scheme attached from the beginning

Will give me the opportunity to learn from more experienced colleagues

Will help me meet more of the staff

Will combine computer expertise and appeal to students

Supports student engagement in science

Supports department and school goals

Builds leadership skills Helps teachers organize, plan,

track assessments

Speak to colleague who is a member of the group about how to get connected and when their next meeting will be

Use educational science websites Design a computer-based project

for grade 9 class for second term mark

Arrange to meet with colleague to discuss his vision for the group and begin to plan

Bring up the idea at the end of the year department meeting

Begin with next assignment and on-going




Annual Learning Plan (ALP) (Sample Form) (Continued)


Our department is working towards more consistent assessment and evaluation practices. I am hoping to connect with more of my colleagues this year and to be able to share some of my expertise with other teachers.


Seema is a dedicated teacher. Her love of science is contagious and she has many ideas to share with colleagues. I encourage Seema to continue to focus on improving assessment and evaluation and communication with parents as long-term goals.


Date (yyyy/mm/dd)



Date (yyyy/mm/dd)




2.8 Sample Tips, Strategies and Effective Practices

2.8.1 Focussing on the ALP (School Level)

What? A meeting or a series of meetings to discuss the Annual Learning Plan and its development between

teachers and principals

Where?Any school

Principal, vice-principals and teachers

When?

Fall

How? At this meeting, principals, vice-principals and teachers could:

o Work through activities from Core Module Two: The Annual Learning Plan (ALP): A Meaningful Vehicle for Experienced Teacher Growth and Development

o Discuss the relationship between the ALP and other components of the TPA processo Discuss their goals and strategies for their own professional growth and development with each othero Talk about ways to align teachers' goals and strategies with the school plano Share Annual Learning Plans with colleagues in order to get feedback, support and suggestions

Why? Teachers have the responsibility to review and update their ALP on an annual basis in consultation with

the principal

Sharing ALPs helps foster trusting relationships in the learning community of the school

Professional dialogue is increased and enriched

Promotes collaboration in setting and achieving goals and working through strategies

Supports the learning community

2.8.2 Using the Log of Teaching Practice to Support the ALP and TPA (School Level)

What? Although the Log of Teaching Practice is an optional tool, its use by teachers and principals is suggested

as effective practice. The following are tips on how to use the Log of Teaching Practice to support the ALP and TPA

Where? Any school

Who? Any teacher or principal

When?

Ongoing

During discussions with the principal about teaching practice

How?


Teachers may use the Log of Teaching Practice as a way to record evidence of their practice and learning

Some teachers might set aside a specific time each month to make entries. Others might make entries as they occur

Teachers might use the Log of Practice to:o Keep a record of their teaching practiceo Help them as they develop their ALPo Facilitate professional dialogue with the principalo Provide additional evidence of the competencies in an evaluation year

Samples such as class newsletters, sample lesson plans, photos of bulletin board displays, etc., could be kept in a portfolio

Why?The Log of Teaching Practice can:

o Help link teaching practice to the 16 competencieso Track examples of teaching practice, collaboration, communication and other skills o Chronicle ongoing learning which can be used to develop the ALPo Be used to facilitate professional dialogue between the principal and teachero Deepen understanding of the competencies and their relationship to professional practiceo Be used to link teaching practice, growth goals and strategies with board and school goals and

improved student learning

2.8.3 Meeting Between the Teacher and Principal to Review and Update the ALP in a Non-evaluation Year (School Level)

What? In the non-evaluation years, a meeting is not required but is recommended. If at any time during these

years the teacher or principal requires a meeting to discuss the ALP, then a meeting shall take place (From Section 7.2.2 of the Performance Appraisal of Experience Teachers: Technical Requirements Manual 2007 .

Where? Any school

Who? Teachers, principals, vice-principals

When? Fall

How? By mutual agreement, a principal and teacher may set up a meeting to discuss the Annual Learning Plan

Why?For both the teacher and the principal, this meeting provides an opportunity to:

o Focus on professional growth and development goals and strategies of the teachero Practice listening, questioning, feedback and other skills required for professional dialogueo Build trust and respecto Review and share examples of learning and growtho Share the Log of Teaching Practiceo Discuss challenges or concerns and seek input and feedback




o Dialogue about short and long range career planso Share vision for the school and the school improvement plan and board goals

2.8.4 Sessions to Explore the Links Between the Annual Learning Plan and the TPA Process

What? A professional learning session or series of sessions across a board or family of schools focussed on the

role of the ALP in the TPA process

Where? Any board, district or family of schools

Who? Teachers, principals, vice-principal, superintendents

When? At any time during the school year

How? Using Module Two and Module Three as source material, organize sessions incorporating activities from

the module

Why? To deepen understanding of the role of the ALP in the TPA process

To provide opportunities to work with specific elements of the ALP (setting goals, developing strategies, establishing timelines, connecting the ALP with school goals, making links to the summative report and components of the TPA process)

To provide opportunities for participants to network outside their own schools and benefit from discussion with people from other schools

To share effective practices

2.8.5 Strategies to Collect Parent Input as Part of Regular Practice (School Level)

What? Strategies to collect and record parent input as a part of regular teaching practice in order to help

develop the ALP

Where? Any school

Who? Teachers

When? Throughout the school year

How? Teachers use a variety of effective tools to communicate with parents. These tools are useful ways to

ask for, collect and record input from parents about the classroom program and teaching practices

Some common home/school communication practices and opportunities include:o Casual conversations and informal meetings with parents in the schoolo Telephone conversations with parents


o Interviews with parentso The response form from the Provincial Report Cardo Discussion at report card conferences o Input from parents through school committeeso Notes to and from parentso Student agenda entrieso Classroom website

Why? Schools that succeed in engaging families:

o Focus on building trusting collaborative relationship among teachers, families and community members

o Recognize and respect the diversity of needs o Encourage partnerships and shared responsibility


module two - ontario · web viewmodule two builds on the appraisal context addressed in core module...

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