Teacher Growth and Appraisal
Growth of Probationary / Replacement Teachers
MODULE 1
OUTLINE
1. Procedures for Probationary/Replacement Teacher Evaluation
2. Timelines for Probationary/Replacement Teacher Evaluation
3. Sample Professional Portfolio
4. Expectations of Educational Professionals
5. Components of Professional Practice
6. Guidelines for Classroom Visitation
7. Forms:
 Record of Initial Meeting (Form 1)
 Probationary/Replacement Evaluator’s Report (Form 2)
 Teacher Self-Assessment
 Professional Growth Plan Template
 Professional Growth Plan Year-End Summary Report
 Professional Growth Plan (Sample 1)
 Professional Growth Plan (Sample 2)
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 2
Section 1
PROCEDURE FOR THE PROFESSIONAL EVALUATION OF
PROBATIONARY AND REPLACEMENT TEACHERS
1. All probationary and full year replacement educators to be evaluated shall be informed initially when
employed.
2. All teachers in a probationary contract shall be evaluated in accordance with Module One of the
Newfoundland and Labrador English School District - Teacher and School Administrator Growth
and Appraisal Policy (HR-801).
3. All teachers in a full year replacement contract shall be evaluated in accordance with Module One
of the Newfoundland and Labrador English School District - Teacher and School Administrator
Growth and Appraisal Policy (HR-801).
4. At the time of hiring, all probationary and replacement teachers shall be directed to the Teacher and
School Administrator Growth and Appraisal Policy (HR-801) as published on the Newfoundland and
Labrador English School District website.
5. The principal or designate shall be responsible for the evaluation of probationary and replacement
teachers. Board office personnel shall become involved in the evaluation of probationary and
replacement teachers at the request of the principal. This request shall be made, in writing, to the
Senior Education Officer of Human Resources or designate.
6. Probationary and replacement teachers will be encouraged to create professional portfolios of their
work. A sample Professional Portfolio contents list is enclosed.
7. An initial meeting shall be held with the probationary/replacement teacher being evaluated as early
as possible in the school year but not later than September 30th. The meeting shall discuss the
evaluation process. A record of this initial meeting will be made using Form 1. A copy of this form
will be provided to Human Resources Division.
8. Administrators in schools with more than one teacher taking part in Module One professional
evaluation may schedule a group initial meeting. Individual Form 1’s are still required.
9. A second meeting shall be held within two weeks of the initial meeting. In the preparation for this,
the teacher shall conduct a self-evaluation using the enclosed teacher self-assessment survey tool.
The teacher shall develop a Professional Growth Plan in consultation with the evaluator(s). This
form is available online via Member Services. In this meeting, a schedule of classroom observations
shall be outlined.
10. Evaluation reports on probationary/replacement teachers shall be completed using Form 2
and based on:
 Observations derived from classroom visitations.
 Observations as outlined in the Components of Professional Practices.
 Observations of the Expectations of Educational Professionals.
 Observation of progress towards goals outlined in the Professional Growth Plan.
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 3
11. All formal classroom observations shall be preceded by a pre-conference. The structure of
this pre-conference may depend on factors such as the experience of the teacher, the
probationary status etc.
12. The teacher shall provide a copy of the lesson plan for the class observation session to the
evaluator.
13. All formal classroom observations shall be followed by a post-conference.
14. Evaluators may use information and procedures outlined in the Guidelines for Classroom
Visits to assist in the evaluation process.
15. Evaluation reports on probationary/replacement educators shall be submitted on or before
November 30th and March 31st of each school year. These reports are to be summaries of
the evaluator’s activities with that teacher up to that point and time.
 Reports shall be formative and encourage the teacher to reflect on practice.
 When other evaluators are involved in the process, the principal shall obtain their input
before completing the report.
 Reports shall be discussed with the teacher after all evaluators have agreed and signed
the report.
 The report shall be discussed with the teacher. The teacher shall be given the
opportunity to respond to the report.
 The teacher will be requested to sign the report before it is sent to Human Resources.
 A copy of reports shall be placed in the teacher’s personnel file.
16. A copy of all evaluation reports shall be provided to the probationary/replacement teacher
and the Senior Education Officer of Human Resources/designate. All results of evaluation
of probationary/replacement teachers shall be kept in confidential personnel files
maintained at the District Office under the supervision of the Senior Education Officer of
Human Resources or Designate.
17. A recommendation on the granting of tenure to a probationary teacher shall be made in
writing by the principal to the Senior Education Officer of Human Resources.
18. The Senior Education Officer of Human Resources shall be contacted immediately if the
successful completion of a teacher’s probationary period is in jeopardy.
19. The Senior Education Officer of Human Resources shall be contacted immediately if the
successful completion of a teacher’s replacement contract is in jeopardy.
20. District level decision making on the continuation/termination of a probationary teachers
contract is to be made no later than April 15th of the school year.
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 4
Section 2
PROFESSIONAL EVALUATION TIMELINES FOR
PROBATIONARY AND REPLACEMENT TEACHERS
Administrators may wish to use this timeline to assist in the tracking of Probationary and Replacement
teacher evaluations. This form does not need to be submitted to Human Resources Division.
Date Desired
Action
3rd week of September
Initial Meeting
End of September
Self-Assessment
October 15th
Implementation of
Professional Growth Plan
End of October
First Classroom Visit
and Conference
November 30th
Probationary Teachers
Evaluation Report Form
(Form 1 and Form 2)
March 15th
Second Classroom Visit
and Conference (Form 2)
March 31st
Final Evaluator’s Report for
the Probationary /
Replacement Teacher
Date Completed
Signature
** NOTE: Administrators may schedule additional classroom visits if warranted.
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 5
Section 3
SAMPLE PROFESSIONAL PORTFOLIO
A Professional Portfolio is a mode which allows teachers to collect information about their professional,
personal and educational background so that they can demonstrate in a practical and realistic manner
that they have the competencies and skills necessary to be successful in their current role or any
future positions in which they might find themselves. Since the professional portfolio is a showcase it
is important that it be kept current and relevant.
The Professional Portfolio could include:
 Records of achievement and successes
 Records of courses completed
 Resume
 Certificate of qualification
 Awards and certificates
 Records of completed projects
 Chronological work history – including responsibilities
 Evidence of skills and competencies obtained
 Mentor’s acknowledgement
 Evaluation reports
 School community involvement
 Letter of commendations and recommendation
 Committee work
 Articles written
 Conferences attended
 Professional development experiences
 List of leadership initiatives
 Professional growth plan and reflections
 Other pertinent materials
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 6
Section 4
EXPECTATIONS OF EDUCATIONAL PROFESSIONALS
The School District and the school have the responsibility of providing the employee with a clear set of
expectations. Expectations of professional performance encompass three domains namely,
knowledge, skills and attitudes. It is expected that an educational professional will:
A. Possess extensive knowledge, particularly of:

The policies of the School District

The nature of the learner.

The content, aims, objectives and intended
learning outcomes of the subject areas for
which they are responsible.

A variety of instructional and evaluation
strategies.

Maintaining adequate records.

Modifying programs to meet the needs of
the learners.

Making professional decisions in the best
interest of the learner.

Creating a stimulating and supportive
atmosphere which respects the uniqueness
of the individual.
B. Demonstrate skills, particularly in:

Planning, organizing, delivering and
evaluating instruction.

Addressing the needs of the whole learner,
accommodating different rates and styles of
learning.

Employing a resource-based approach to
learning.

Incorporating learners’ real-life experiences.

Stimulating independent and interdependent
learning.

Organizing an environment which is
conducive to learning.

Establishing appropriate routines and in
using instructional time effectively.

Working collaboratively to improve the
educational process.

Performing different roles such as facilitator,
motivator and communicator.

Using good interpersonal skills with all
stake-holders.
C. Exhibit a positive personal attitude that:

All students can learn.


The dignity of the learning must be
preserved.
Reflects a balanced emphasis on process
and product within the curriculum.

Creates an environment in which learners
can develop positive self-esteem.
Parents are integral to the learners’
education.

Reflects learning is a life-long process.

Provides for a bias free environment.

Professional growth is continuous.

Encourages high, realistic personal and
learner expectations.

Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 7
Section 5
Components of Professional Practice
The Newfoundland and Labrador English School District, recognizes the four (4) components of
professional practice as desirable qualities of all teachers.
These components are outlined in the following pages under the four domains of:
1.
2.
3.
4.
Planning and Preparation
Classroom Environment
Instruction
Other Professional Responsibilities
Domain 1:
Planning and Preparation
Commentary
a. Demonstrating Knowledge of Content and
Pedagogy:
A person cannot teach what they do not know. He/she
must have sufficient command of a subject. This is not
stagnant but evolves over time through renewal.
Students must learn some skills before others.
Knowledgeable teachers know this.
 Knowledge of content
 Knowledge of prerequisite relationships
 Knowledge of content-related pedagogy
b. Demonstrating Knowledge of Students:
 Knowledge of characteristics of age group
 Knowledge of students’ varied approaches to
learning
 Knowledge of student’s skills and knowledge
 Knowledge of students’ interests and cultural
heritage
c. Selecting Instructional Goals:




Value
Clarity
Suitability for diverse students
Balance
d. Knowledge of Resources
e. Designing Coherent Instruction:




Learning activities
Instructional materials and Resources
Instructional groups
Lesson and unit structure
f. Assessing Student Learning:
Students vary in interests, talents and preferred
approaches to learning. Skilled teachers help build on
these strengths. Many classes contain special needs
children. These students may demonstrate knowledge
in many ways. This is useful in-planning. Instructional
goals must be worthwhile and have high expectations
for students. They must be clearly stated in terms of
student learning and should be measurable. The
goals should be appropriate to all students and should
include a balance among different types of learning.
There are two types of resources - those to help the
teacher and those to help the student. They may be
simple or complex. Knowledge about these to aid in
teaching is part of the teacher’s responsibility.
This is demonstrated by a unit plan. It enables
teachers to demonstrate their skill in organizing and
sequencing activities to engage students in learning
using a variety of materials and groups appropriately
in a reasonable time. It is only through the
assessment of student learning that teachers know if
students have met the instructional goals of a unit or
lesson. Students should know the required standards
achievement. Assessment is to provide feedback to
the students.
 Congruence with instructional goals
 Criteria and standards
 Use for planning
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 8
Domain 2:
The Classroom Environment
a. Creating an Environment of Respect and
Rapport:
 Teacher interaction with students
 Student interaction
b. Establishing a Culture for Learning:
 Importance of the content
 Student pride in work
 Expectations for learning and achievement
c. Managing Classroom Procedures:
 Management of instructional groups
 Management of transitions
 Management of materials and supplies
 Performance of non-instructional duties
 Supervision of volunteers and Paraprofessionals
d. Managing Student Behavior:
 Expectations
 Monitoring of student behavior
 Response to student behavior
e. Organizing Physical Space:
 Safety and arrangement of furniture
 Accessibility to learning and use of physical
resources
Domain 3:
Instruction
a. Communicating Clearly and Accurately:
 Directions and procedures
 Oral and written language
b. Using Questioning and Discussion Techniques:
 Quality of questions
 Discussion techniques
 Student participation
c. Engaging Students in Learning:
 Representation of content
 Activities and assignments
 Grouping of students
 Instructional materials and resources
 Structure and pacing
Commentary
Teaching is a matter of relationships among individuals
and they should show mutual respect both between
teacher and students and among students.
The classroom is a place where a culture for learning
exists. There are high expectations for all students and a
high value on high quality work. Student work is valued
and displayed. Students know that the teacher has a
high regard for their abilities.
Teaching requires good management before good
instruction is possible. Teachers must develop smooth
operation of the classroom and the efficient use of time
before they can address instruction. Volunteers and
paraprofessionals need guidance before they make a
substantial contribution to the class.
The key to efficient and respectful management of
student behavior lies in agreed upon standards of
conduct and clear consequences for overstepping the
bounds.
Use of physical space is important in a learning
environment. Organization of space tells how teachers
view learning–grouping, use of “centers”, desks facing
forward. Space must be used efficiently and safely.
Commentary
For students to become actively engaged in learning, they
must be exposed to clear directions and explanations.
When teachers use skilled questioning, they engage their
students in an exploration of content. Experienced
teachers give think-time before students respond to a
question. They also cultivate well-run discussions.
This is the “raison d’être” of education. Successful
instruction requires the active and invested participation of
all parties. It is the teacher’s responsibility to choose
appropriate activities, assignments and grouping which will
encourage students to become active participants in the
learning process. Feedback is provided to all students
about their learning. To be effective, feedback has to be
timely, accurate, constructive, substantive, and specific. If
a student can’t use a teacher’s comments, they can’t learn
from them.
Teachers can demonstrate flexibility and responsiveness if
lesson is not working and it has to be modified in
midstream. Also, a spontaneous event may provide for
valuable learning. In addition, a teacher may search for
alternative approaches if all students are not learning.
Novice teachers rarely have the instructional repertoire to
e. Demonstrating Flexibility and Responsiveness: abandon a lesson midstream and go in a new direction.
This comes with experience.
 Lesson adjustment
 Response to students
 Persistence
d. Providing Feedback to Students:
 Quality: accurate, substantive, constructive and
specific.
 Timeliness
Module 1: HR Policy 801A Growth of Probationary / Replacement Teachers
Page: 9
Domain 4:
Other Professional Responsibilities
a. Reflecting on Teaching:
 Accuracy
 Use in future teaching
b. Maintaining Accurate Records:
 Student completion of assignments
 Student progress in learning
 Non-instructional records
c. Communicating with families:
 Information about the instructional program
 Information about individual students
 Engagement of families in the instructional
program
d. Contributing to the School District:
 Relationships with colleagues
 Service to the school
 Participation in school and district projects
e. Growing and developing professionally:
 Enhancement of content knowledge and
pedagogical skill
 Service to the profession
f. Showing Professionalism:
 Service to students
 Advocacy
 Decision making
Commentary
Did the lesson work – were the goals met? Teachers
must reflect on the lesson and evaluate their errors as
well as their successes. This helps refine their
practice.
Teachers need to keep accurate records. Student
assignments, checklists, portfolios and other
performance tasks must be tracked. Other items such
as field trip permission slips and lunch order
collections keep the school operating smoothly.
When the teacher and student’s family work cooperatively in the educational process, the likelihood of
student learning is enhanced. Teacher contact is
important to keep families informed.
Committee work, school council, assistance with
curriculum in-servicing for parents, joint planning in
thematic units with colleagues are all examples as to
how teachers make contributions to the school
community.
Continuing development is the mark of a true
professional. They supervise student teachers,
participate in study groups with colleagues, take short
courses in order to stay informed and increase their
skills.
Teachers care for their students and advocate on their
behalf when needed. They demonstrate a commitment
to professional standards in problem solving and
decision-making.
Module 1: HR Policy 801A Growth of Probationary / Replacement Teachers
Page: 10
Section 6
GUIDELINES FOR CLASSROOM VISITATION
The following information is provided to assist an evaluator and a probationary/replacement
teacher during pre-conference, observation, and post-conference periods.
Pre-Conference Questions
All or some of the following questions could be used by the observer in a Pre-Conference:
1.
2.
3.
4.
5.
6.
What are the anticipated outcomes of the lesson?
Where are you in the course?
What teaching / learning activities will be observed?
Which particular teaching procedures do you wish to be monitored?
How will you know if the students have met the identified learning outcomes?
Are there any group or individual characteristics of which the observer should be aware
(unusual behaviors, need for some students to leave, etc)?
Observation Guidelines
These questions are meant only as guidelines to be used by the observer for consideration during
his/her analysis of the lesson.
Standards
1. Were the students aware of the classroom behavioral expectations?
2. Were the students motivated and engaged in the lesson?
3. Were all materials and equipment necessary for the class session in place and ready to
use?
4. Was the taking of attendance and/or completion of record keeping efficiently completed?
5. How did the teacher ascertain the student’s level of familiarity with the subject?
Introduction
1. Were the learning expectations for that session clearly stated to students?
2. Did the teacher make connections to previous learning?
Teaching
1. Did the teacher give an appropriate instruction of the learning before students were
expected to put into practice?
2. Which teaching strategies did the teacher employ?
Cloze Procedure
Authentic Experiences
Problem Solving
Role Play
Concept Attainment
Assigned Questions
Inquiry
Project
Questioning
Use of Technology
Explicit Teaching
Learning Contracts
Demonstration
Conferencing
Guided Practice
Brainstorming
Cooperative Small Group
Interviewing
Other
3. Were strategies used appropriate to the lesson?
4. Did the teacher model the learning and its application for the students?
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 11
Practice
1. Did the students have opportunities to demonstrate their learning?
2. Did the teacher monitor each student?
3. Did the teacher re-teach the learning when and where necessary?
Closure
1. Did the teacher bring closure to the class by consolidating and summarizing the learning
expectations?
Follow Up (Unguided Practice)
1. Did the teacher assign follow-up work based on the day’s lesson?
Motivation
During the class session, did the teacher use any of the following forms of motivations?
1. Maintaining a constructive atmosphere
2. Avail of teachable moments
3. Add notes of interest
4. Provide feedback to students
5. Recognize students’ contributions
6. Acknowledge moments of success for students
7. Provide positive rewards
Post Conference Suggestions
1. Determine the teacher’s thoughts about the lesson.
2. Reinforce the positive teaching behaviors so that the teacher will develop them further.
3. Focus on the teacher’s efforts to improve on a few teaching procedures rather than on
many.
4. Identify concerns or procedures in need of improvement.
5. Use the pre-conference questions to determine if the identified outcomes were met.
6. Summarize the main strengths and identify potential areas for the teacher’s Professional
Growth Plan.
7. Retain a record of the post-conference for use in reporting.
8. Connections to assessment plan for the course.
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 12
Record of Initial Meeting
Report Form
Form 1
This form is to be sent to Human Resources Division along with the November Report. A
copy is to be provided to the probationary/replacement teacher.
Teacher’s Name:
Date:
School(s):
Principal(s):
Teaching Assignment(s):
Experience:
Training Specialty:
Status of Evaluation: Probation 1:
Probation 2:
Replacement:
Comments: Requests to review Probationary Period Status and rationale MUST be
recorded here and submitted no later than November 30th. Status change requests will not
be accepted in any other form. Requests submitted past this deadline, will not be accepted.
The following items were given to the teacher and explained:
Newfoundland & Labrador English School District, Teacher and School Administrator Growth
and Appraisal (HR-801)
Self-Assessment for teachers
Process and schedule of classroom
Sample Professional Growth Plan
Guidelines for Classroom Visitation
Components of Professional Practices
Date for next meeting to discuss Self-Assessment and Professional Growth Plan creation
observations
Principal’s Signature:
Date:
* Your name typed here denotes an official signature
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 13
Form 2
PROBATIONARY/REPLACEMENT
TEACHER EVALUATOR’S REPORT (Checklist Format)
This Report for Probationary / Replacement teachers to be completed and a copy sent to Human
Resources by November 30th and by March 31st. A copy is to be provided to the teacher.
Teacher’s Name:
School(s):
Teaching Assignment(s):
Status of Evaluation:
Probation 1:
Probation 2:
Replacement:
Classroom Observations for This Report:
DateGrade
Subject
Evaluator
Other Activities:
DateGrade
Subject
Evaluator
PROFESSIONAL GROWTH PLAN SUMMARY
1. The teacher has submitted a Professional Growth Plan (PGP).
Yes
No
2. The PGP is connected to the School Growth and Development Plan.
Yes
No
3. The PGP is connected to classroom teaching and learning.
Yes
No
4. The teacher is experiencing success in meeting the goals of their PGP.
Yes
No
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 14
Please select the appropriate box. Comments may be provided if necessary.
Domain 1:
Planning and Preparation
Needs
Improvement
Basic
Competence
Proficient
Comments
Needs
Improvement
Basic
Competence
Proficient
Comments
Needs
Improvement
Basic
Competence
Proficient
Comments
Needs
Improvement
Basic
Competence
Proficient
Comments
1a: Demonstrating Knowledge of
Content and Pedagogy
1b: Demonstrating Knowledge of
Students
1c: Selecting Instructional Goals
1d: Demonstrating Knowledge of
Resources
1e: Designing Coherent Instruction
1f: Assessing Student Learning
Domain 2:
The Classroom Environment
2a: Creating an Environment of
Respect and Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing Physical Space
Domain 3:
Instruction
3a: Communicating Clearly and
Accurately
3b: Using Questioning and Discussion
Techniques
3c: Engaging Students in Learning
3d: Providing Feedback to Students
3e: Demonstrating Flexibility and
Responsiveness
Domain 4:
Professional Responsibilities
4a: Reflecting on Teaching
4b: Maintaining Accurate Records
4c: Communicating with Families
4d: Contributing to the School and
District
4e: Growing and Developing
Professionally
4f: Showing Professionalism
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 15
SUMMARY STATEMENT
From my observation of this teacher during classroom visits and other activities:
PROBATIONARY TEACHERS
The teacher is making satisfactory progress towards tenure with this School District.
The teacher will NOT successfully complete the probationary period without special assistance
(If checked the evaluator must contact Human Resources Division)
The teacher is recommended for tenure at the start of the next school year with the Newfoundland
and Labrador English School District. (For March 31st Report only)
The teacher is NOT recommended for tenure. (For March 31st Report only)
REPLACEMENT TEACHERS
The teacher is making satisfactory progress in this replacement position.
The teacher is having difficulty in meeting the requirements for this position and has been provided
with strategies for immediate improvement. (If checked the evaluator MUST contact the Human
Resources Division).
The teacher is recommended for a permanent contract. (March 31st Report Only)
The teacher is NOT recommended for a permanent contract. (March 31st Report Only)
Additional Comments (if required):
Evaluator’s Signature:
Date:
* Your name typed here, denotes an official signature
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 16
TEACHER REQUESTED FOCUS OF OBSERVATION(S)
(This space to be used to elaborate on particular concerns or techniques the teacher may have requested the
evaluator to focus on during observations)
Teacher Comments:
My signature confirms only that I have read and received a copy of this evaluator’s report.
* Your name typed here, denotes an official signature
Signature of Teacher:
Date:
Distribution:
November 30
March 31
Copy 1 - Teacher
Copy 2 - Principal
Copy 3 - Human Resources
Copy 1 - Teacher
Copy 2 - Principal
Copy 3 - Human Resources
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 17
TEACHER SELF-ASSESSMENT
SURVEY
This form may be used by the probationary teacher in preparing for the first conference with the
administrator. The use of this instrument is meant to be a reflective tool to assist the teacher in
understanding their strengths and weaknesses and should serve as the foundation for the individual’s
professional growth plan.
Instructions:
1. Please take the time to read each statement and rank your response.
2. If you are unable to rank a particular response please record N/A.
3. Bring this survey and a copy for your school administrator to the first conference.
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 18
PROBATIONARY/REPLACEMENT TEACHER
SELF- ASSESSMENT SURVEY
Teacher’s Name:
School:
Date:
DOMAIN AND
COMPONENTS
ANALYSIS
For each of the Elements:
(N) Needs Improvement B (Basic Competence)
Planning and Preparation
Knowledge of content and pedagogy
Knowledge of students
Instructional outcomes
Knowledge of resources
Designing coherent instruction
Designing student assessments
-------
Respect and rapport
Culture for learning
Classroom procedures
Student behavior
Physical space
------
Communicating with students
Question and discussion techniques
Student engagement in learning
Using assessment in instruction
Flexibility and responsiveness
------
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in a professional community
Professional growth and development
Professionalism
-------
Classroom Environment
P (Proficient)
Instruction
Professional Responsibilities
Area(s) of Overall Strength:
Areas for Professional Growth:
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 19
PROFESSIONAL GROWTH PLAN
FOR
TEACHERS
Module 1: HR Policy 801A
Growth of Probationary / Replacement Teachers
Page: 20
Newfoundland and Labrador English School District
Professional Growth Plan
Year End Summary Report
Year End Summary:
This summary will address the progress toward achieving the stated goal(s) and includes
colleagues/administrator statement. Please note that the Professional Growth Summary is for the
school file only and is completed online via Member Services.
Teacher Reflection
Teacher Signature:
Date:
Administrator’s Comments: (if applicable)
Administrator Signature:
Module 1: HR Policy 801A
Date:
Growth of Probationary / Replacement Teachers
Page: 21
Newfoundland and Labrador English School District
(SAMPLE 1)
Professional Growth Plan (200X – 200X) School Year
(Online form via Member Services)
Name: Joe Armstrong Jr.
Plan Review:
A.
Assignment: Grade Nine Social Studies School: Johnny Bower Intermediate
Date: Oct.31, 20xx
Date: Jan 30, 20xx
(Initial Meeting)
(Teacher Review)
Date: Apr 30, 20xx
(Summary Report)
Professional Growth Plan goal(s):
1. Increase curriculum co-operation across subject areas.
2. Develop three cross-curricular units.
B.
Method(s) to address the above goals:
Through Social Studies, develop lessons that will involve the outcomes for other courses such
as graphing, letter writing and mapping.
C.
Resources needed to achieve this goal:
1. Time to prepare and meet with colleagues
2. Outcomes for other courses
3. Access to technology labs
D.
Describe the methods to monitor progress:
1. The number of lessons shared with teachers in other areas can measure degree of success.
2. Anecdotal comments regarding differences in student reaction to cross-curricular units as
opposed to past methods of dealing with outcomes.
E.
Suggested Timeline
October - Meet with administration
October to December - Meet with colleagues in various subject areas
November to April - Develop and Implement cross-curricular activities
May - Evaluation of project
Professional Appraisal Growth Plan Teacher:
Facilitator: Principal
/ Assistant Principal
Module 1: HR Policy 801A
]Éx TÜÅáàÜÉÇz ]ÜA
Date: Today’s Date
Date: Today’s Date
Growth of Probationary / Replacement Teachers
Page: 22
Newfoundland and Labrador English School District
(SAMPLE 2)
Professional Growth Plan
Name: James K. Diamont
Plan Review:
Assignment: Grade 6
Date: Oct.15 /20xx
School: Seaview Elementary
Date: Jan.30/20xx
(Initial Meeting)
Date: Apr 30/20xx
(Teacher Review)
(Summary Report)
A. Professional Growth Plan goal(s): Determine the most effective method of teaching writing in order
to improve student achievement.
B. Method(s) to address the above goals: Action Research
C. Resources needed to achieve the above goals:
1.
2.
3.
4.
Seeing Through New Eyes, by Vicki Spandell and Northwest Regional Laboratory
Time for monthly meetings with participants
Action research resource materials
Staff development in Analytic Writing traits
D. Describe the methods to monitor progress:
1.
2.
3.
4.
Pre and Post assess student writing achievement (province, district and in-school)
Reflect and share with team the effectiveness of a writing lesson
Attendance at monthly meetings
Review and refine action research question
E. Suggested Timeline (include checkpoints with colleague / administrator):
Monthly meeting for participants will be the 3rd Tuesday 3:30 – 4:40.
September:
October:
Teacher:
- Train participants in action
research methods
- Determine data gathering
techniques
- Pre-assess students.
- Provide staff with training on
analytical writing traits.
]tÅxá ^A W|tÅÉÇà
Facilitator: Principal
/ Assistant Principal
December: - Conference with administrator
Jan/Feb: - Group scoring of student papers
April:
-
Post assess student papers
Plan for celebration
May:
-
Collect and summarize data
Summarize findings
Date: Today’s Date
Date: Today’s Date
Module 1: HR Policy 801A Growth of Probationary / Replacement Teachers
Page: 23