Click on the links below to navigate through the committee report:

Introduction

Professional Qualities and responsibilities (PQR) as Part of the Professional Growth Plan

Classroom Observations as Part of the Professional Growth Plan

Structured Growth and Intensive Support Plan

The Professional Growth Plan Document

Appendix A- Draft of Professional Responsibilities for Licensed Professionals

Appendix B- Professional Growth Plan Committee Recommendation Classroom Observations

PROFESSIONAL GROWTH PLAN UPDATE COMMITTEE
REPORT OF RECOMMENDATIONS
SPRING 2008

Introduction
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The Professional Growth Plan (PGP) process for licensed personnel in Henrico County Public Schools was designed to ensure continuous growth for teachers and quality education for all students. 

A steering committee was formed to review the current PGP process for alignment to the school division Mission Statement and Core Beliefs adopted in August of 2007.  The committee also examined the process to ensure it reflects current research in teaching and learning.  The steering committee consists of teachers and principals from across the county along with central office specialists and directors. (See Appendix C for committee members.)

The specific processes examined by the committee included:

1. The Professional Qualities and Responsibilities (PQR) which are Henrico’s Teaching Standards
2. The processes used for classroom observation in the PGP
3. The Structured Growth and Intensive Support Plans used for teachers not meeting the PQR
4. The Professional Growth Plan organizing document.

Teacher and administrators were asked to complete a survey on their experience with each of the sections of the PGP process.  Their responses and comments were used to shape the discussion by the committee.  Additionally, a blog was available to teachers and administrators as an opportunity for them to respond and comment upon the compiled survey results and the ongoing discussion of the committee.

Following is the Committee Report of Recommendations.  Each section is organized by the following headings:

1. Survey results and points of discussion:  This section is intended to provide a very brief overview of the main findings of the survey and blog comments as well as the discussion of the committee.
2. What the committee worked to accomplish:  This section briefly describes the main points decided upon after discussion and the desired outcome(s) of the committee for the specific section of the PGP process.
3. Committee recommendations:  This section provides the specific recommendation of the committee for the PGP process.  When more detail is needed it is provided in an appendix.

Information about the committee meetings, survey results, documents considered, and some audio files of the meetings can be found on the committee communication website at staffdev.henrico.k12.va.us/pgp.

A series of information and feedback sessions will be held throughout the county to share the committees work and provide and opportunity for teachers and administrators to hear more detail and share ideas. 

The final decision about the disposition of these recommendations will be made by the school division leadership team and will be based on careful consideration of the feedback from the information sessions.

The Professional Growth Plan documents and forms will be updated as needed should any of these documents be implemented. 

Professional Qualities and Responsibilities (PQR) as Part of the Professional Growth Plan:
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Findings from the surveys, blog comments and committee member discussion:

1. The PQR document is being used differently throughout the Professional Growth Process.
2. At one end of the use spectrum they are being used as the indicators that drive the process.
3. At the other end of the use spectrum they are not being used at all.
4. There are some teachers (even on the committee) who had never seen the PQR.
5. Because of the renewed emphasis on classroom observations using the PQR this past year, they are taking on new importance.
6. They have not been updated for many years.

What the committee worked to accomplish with the PQR section of the PGP:

1. Reestablish the PQR as the backbone of the professional growth process.
2. Review each section with an eye for  the following:

• Incorporation of 21st century skills
• High expectations for student learning for all
• Quality assessment for learning
• Use of data to drive instruction
• Integration of technology
• Embracing diversity in our schools

What the committee is recommending:

1. Revisions to the Professional Qualities and Responsibilities found in Appendix A.
2. That the PQR truly be the focal point of discussion when talking with teachers about professional growth and evaluation of performance.
3. That every teacher review and sign the PQR every year.
4. That training be provided for the use of the PQR as the focus and that implementation of this be monitored to ensure it occurs in all schools.

Classroom Observations as Part of the Professional Growth Plan:
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Findings from the surveys, blog comments and committee member discussion:

1. Classroom observations are being conducted in a variety of ways throughout the schools.
2. Some teachers are very pleased with how classroom observations have been conducted.
3. Some teachers have not been observed in several years.
4. Principals report frustration with trying to conduct quality observations for so many teachers.
5. Principals report using a series of short walk-through observations in lieu of a formal classroom observation.
6. Teachers report that post-observation conferences do not occur.
7. Teachers seem to want opportunities to be observed to reaffirm and improve their practice.
8. Some teachers and principals report satisfaction with the new focus on classroom observations in a clinical cycle begun this school year with training for all principals.

What the committee worked to accomplish with the Classroom Observations section of the PGP:

1. Making the classroom observation the center piece of the professional growth and evaluation of teacher performance because it is where much of the work of teaching and learning occurs.
2. Building a structure that allows teachers to examine their individual practice and identify areas for growth.
3. Reaffirming the importance of a series of full classroom observations where a teacher can work with the administrator to agree on areas of professional growth to focus the teacher efforts and the observations.
4. Reaffirming the importance of a post-observation conference that allows the teacher to reflect on their growth in the identified areas and identify potential next steps.
5. Recommending an observation structure that would be manageable for school leaders to be able to provide this conferencing and observation experience for teachers- (quality observations over quantity of observations).
6.  Affirming the importance of the walk-through observation but NOT in place of the full classroom observation.

 What the committee is recommending:

1. Reduce the number of required observations to give administrators more time and assure quality. See Appendix B for details. Schools with high numbers of probationary teachers may need support from central office administrators in order to provide quality observation cycles.
2. Require that an observation cycle include a pre-observation conference, a full classroom observation of at least 30 to 45 minutes, and a face-to-face post observation conference prior to giving the observation report to the teacher.  
3. Train all administrator who do classroom observations so that the process is consistently and expertly conducted.
4. Train teachers in the classroom observation process and create a peer observation program to provide additional opportunities for teachers to engage in an observation cycle.
5. That walk-through classroom observations continue to occur to:
• Provide the faculty and staff with data about implementation of school and district instructional initiatives
• Maintain high visibility of school administrators as instructional leaders
• Follow-up full classroom observation with feedback to individual teachers
• Generally monitor the instructional program on a daily basis

Structured Growth and Intensive Support Plan:
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Findings from the surveys, blog comments and committee member discussion:

1. Most people did not know much about these documents.
2. Some principals suggested that the documents have more structure to them.
3. It was suggested that there be a listing of resources that may be included in the structured growth and intensive support plans.

What the committee worked to accomplish with the Structured Growth and Intensive Support Plan sections of the PGP:

1. Reaffirm the importance of these documents.
2. Make recommendations that would maximize the support to teachers.

What the committee is recommending:

1. Maximize the current documents available in the Professional Growth Plan.
2. Create a list of resources available and suggested supports for teachers.
3. Provide multiple exemplars to help principals develop these plans.
4. Provide in depth training to principals to ensure consistent development and implementation.

The Professional Growth Plan Document
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Findings from the surveys, blog comments and committee member discussion:

1. Many teachers feel that the plan has just become “a thing that you do” and that it has lost its meaning.
2. It has become more about SOL test scores and measuring this outcome and has lost the focus of professional growth around the “inputs”- good teaching.
3. It has become a paper shuffle.
4. It is more about the school and team growth than the individual teacher’s growth.
5. The School Improvement Plan has taken on added importance and focus and now dictates the professional growth plan goals and activities.
6. It is working well in some schools and is being implemented as intended.
7. It is a very time consuming process for teachers and supervisors.

What the committee worked to accomplish with the Professional Growth Plan Document in the PGP:

 What the committee is recommending:

1. Eliminate the Professional Growth Plan Document in its current state because:
• The focus on individual teacher classroom observations in the cycle allows teachers to select their personal areas of growth. These selected areas are documented and the focus of observation and conferences with the supervisor.
• The School Improvement Plan is a document that reflects the areas of growth for teachers in the school as individuals and a group.  Ideally all teachers have some voice in its development and implementation. The School Improvement plan is also a place where staff development (professional growth) is highlighted and can include individual and group growth goals and activities.
• These two documents make the Professional Growth Plan document and its schedule of teacher/supervisor conferences redundant.

2. Since regulations governing public education in the Commonwealth require an annual evaluation of teacher performance, simple mid-year and end of year forms should be created.  These then can be completed by the supervisor and provided to the teacher to document those meeting and exceeding expect their professional qualities and responsibilities (PQR).  For those NOT meeting the PQR a conference will be required and steps for improvement established and documented.  

APPENDIX A
Draft of Professional Responsibilities for Licensed Professionals
Spring 2008
** Recommended Changes noted in color
Instructional Skills for the 21st Century
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Section A:  Preparation and Organization of Instructional Plans

1. Utilizes SOL blueprints to plan for instruction
2. Develops long- and short-range objectives that incorporate HCPS curricular standards
3. Coordinates plans with grade-level or content-area colleagues and with appropriate school personnel
4. Evaluates student materials for reading level or other indicators of appropriateness
5. Follows pacing schedule for instruction
6. Works toward implementation of Continuous School Improvement Plan
7. Plans instruction to meet school needs based on data analysis
8. Provides clear and appropriate lesson plans, including substitute/emergency plans

Section B: Implementation of Instructional Objectives

1. Communicates learning objectives that reflect the Virginia SOLs and the Henrico Essentials of the Curriculum
2. Gives clear directions and assignments
3. Encourages student questions and participation
4. Conducts lessons clearly and logically and paces instruction so that stated curriculum is taught
5. Makes effective use of instructional time

Section C: Management of Learning Environment

1. Provides well-organized learning activities that are relevant for students
2. Establishes and clearly communicates standards for student behavior using the Code of Conduct as a teaching tool
3. Ensures that materials and information can be read, seen, or heard by all students
4. Maintains a safe and healthy learning environment
5. Instills respect for school property and the property of others
6. Addresses disruptions in a timely and effective manner
7. Disciplines students according to school division policies and legal requirements as outlined in the Code of Conduct

Section D: Instructional Techniques and Strategies

1. Uses data analysis to drive instructional planning
2. Provides opportunities for cross-curricular learning
3. Presents information accurately and clearly
4. Responds to questions with accurate information
5. Provides opportunities for students to use a variety of sources to locate and evaluate, synthesize and ethically use information to support their learning, and construct new knowledge
6. Provides opportunities to use critical thinking and problem solving strategies
7. Uses a variety of teaching methods and instructional strategies to engage students in their learning
8. Plans for differentiated delivery of instruction
9. Utilizes teaching resources and instructional tools provided, including technology
10. Provides opportunities for students to demonstrate creative thinking and develop innovative products and processes using technology
11. Provides opportunities for students to locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

Section E: Assessment of Student Achievement

1. Follows district guidelines and timelines for formal and informal assessment instruments
2. Prepares and administers ongoing student evaluation based on curriculum outlined in the HCPS Essentials of the Curriculum
3. Uses a variety of assessments, in addition to multiple-choice formats, to monitor learning progress (These should include, but are not limited to, assignments and performance tasks, students projects and products, learning inventories, and systematic  observations— all of which will apply learning.)
4. Maintains and communicates assessment information to profile student progress
5. Determines skills or knowledge already possessed by each student
6. Keeps appropriate student records
7. Provides frequent indicators of student progress to parents based on an analysis of data

Section G:  Utilization of Materials and Resources

1. Uses a wide range of supplemental and instructional materials that reflect curriculum standards
2. Consults effectively with resource personnel concerning appropriate materials and resources
3. Keeps abreast of current educational research and utilizes best practices
4. Evaluates and selects information sources and digital tools based on the appropriateness to specific tasks

Section H:  Provision for Individual Differences

1. Differentiates instruction appropriate to varied student learning styles and levels
2. Creates learning experiences that make subject matter meaningful for each student
3. Provides reinforcement and enrichment using applicable resource materials
4. Conducts individual student conferences regarding progress and contacts parents regularly concerning individual student progress based on analysis of data

Section I:  Favorable Learning Environment

1. Demonstrates a caring attitude and displays a relationship of mutual respect with each student
2. Responds to student questions or concerns in a positive, constructive manner
3. Creates a supportive learning environment for all students that encourages social interaction, embraces diversity, promotes active engagement in learning, and fosters self-motivation

Section J: Technology Integration 

1. Plans and designs authentic learning experiences and assessments incorporating contemporary tools and resources, maximizing content learning in context
2. Uses technology to model and support managerial responsibilities
3. Demonstrates and models for students a sound understanding of technology concepts, systems, and operations

Professional Qualities for the 21st Century

Section K: Compliance with School and School Division Policies

1. Is familiar with the school division policy manual and applies this knowledge in dealing with students, colleagues, and parents
2. Models and enforces the HCPS Code of Conduct at all times
3. Complies with terms of teacher contract and Acceptable Use Policy for technology
4. Meets requirements outlined in faculty handbook
5. Understands the cultural, human, legal, and societal issues associated with technology and exhibits legal and ethical behavior

Section L:  Evidence of Professional Development

1. Is knowledgeable of current educational practices and standards in a global digital society
2. Continues to improve professional practice and knowledge of subject matter through professional learning experiences
3. Participates in professional organizations and meets staff development and certification requirements that result in the enhancement of student learning
4. Develops effective strategies and uses professional research to support student learning

Section M:  Judgment

1. Willingly participates in the total school program.
2. Actively seeks opportunities to make contributions to the school beyond classroom duties
3. Serves his/her discipline through county, state, and national organizations
4. Responds to departmental needs, recognizes potential problems, and takes preventive measures
5. Seeks new ways to accomplish educational objectives by experimenting with teaching techniques and suggesting new approaches

Section N: Initiative

1. Exercises self-control and remains calm in emergency situations
2. Acts in the best interests of all students and demonstrates an understanding of the diverse needs of students
3. Uses discretion in discussing student matters with parents and colleagues
4. Requests and accepts assistance when needed
5. Uses time effectively and efficiently
6. Accepts responsibilities for making decisions
7. Discusses problems and concerns with principal at an appropriate time and place
8. Avoids conduct or situations contrary to good professional practice

Section O:  Flexibility

1. Willingly accepts and implements change.
2. Modifies teaching approach to meet diverse student needs
3. Adapts classroom procedures upon encountering interruptions
4. Accepts responsibility for a variety of assignments as part of the total school program

Section P:  Model for Students

1. Sets an example for students in such areas as conduct, honesty, fairness, and respect for self and others 
2. Models punctuality, self-discipline, and organization for students
3. Sets an example for students in personal grooming and overall professional appearance
4. Demonstrates self-confidence while displaying professional attitudes in all areas of the school and community

Section Q:  Cooperation with Total Staff

1. Works cooperatively with all staff to meet the needs of the total school program
2. Performs assigned duties, assists in class coverage, and actively participates on committee assignments
3. Cooperatively plans with teachers in related areas and shares materials and ideas
4. Supports extracurricular activities

Section R:  Parent-Community Relations

1. Actively and regularly participates in the school PTA/PTSA as determined by school leadership team 
2. Recognizes community contributions of time, money, and effort in support of the total school
3. Promptly and positively responds to all parental inquiries
4. Initiates parent contacts regarding student progress
5. Speaks positively regarding the community
6. Works collaboratively with staff, families, and community resources to support the success of a diverse student population

Section S:  Communication Skills

1. Expresses self in a clear, concise, and appropriate manner when speaking or writing
2. Demonstrates active listening skills
3. Maintains open communication with administrators, staff, parents, and students
4. Initiates communication when addressing parent/student concerns
5. Applies principles of standard English in written and oral communication

Section T:  Maintenance of Records and Reports

1. Maintains accurate, easily interpreted electronic grade book
2. Maintains accurate attendance and academic reports
3. Handles routine reports promptly and efficiently
4. Meets deadlines without reminders
5. Documents parent contact and makes personal notes of significant conferences
6. Maintains financial and student records according to school and School Board policies
7. Uses available technology efficiently
8. Documents individual student behavior and learning as needed for child study, IEP, 504

Section U:  Punctuality

1. Adheres to contractual hours
2. Arrives on time to classes, meetings, appointments, conferences, and duty assignments

Section V:  Attendance

1. Is consistently available for performance of duties
2. Provides proper advance notification for use of leave
3. Uses leave in accordance with School Board policy

Section W:  Responsiveness to Supervision

1. Shares concerns with supervisors and seeks help when needed
2. Responds positively to feedback for improvement
3. Works through proper channels in sharing both positive and negative concerns
4. Follows school and departmental policies
5. Displays a cooperative attitude
6. Shows development in areas where need for improvement was indicated by evaluator(s)

APPENDIX B
PROFESSIONAL GROWTH PLAN COMMITTEE RECOMMENDATION
CLASSROOM OBSERVATIONS
SPRING 2008
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1. Probationary Teachers will participate in the observation cycle and be observed at least three times during the year.  The first two observations must occur between September 1 and December 15 and must be at least one month apart to allow for growth in performance.  Follow-up classroom visits may (and should occur) more frequently to support growth, and these may be documented.  A third observation must occur between December 15 and February 15.  Schools with large numbers of probationary teachers will need additional support from central office administrators to ensure that the observation cycles are completed with quality.

2. Continuing contract teachers will participate in the observation cycle every two years- one year “on cycle” the next year “off cycle.  This will give the administrator fewer observations each year allowing time for higher quality observations.  The observation cycle for continuing contract teachers will have at least two observations, one occurring prior February 15 and one prior to May 15. A continuing contract teacher may be put “on cycle” by their supervising administrator at any time.

3. Teachers may participate in classroom observation training in order to be designated as a peer observer.  These teachers will be available to work with other teachers to provide professional growth through additional observation cycles at the request of the teacher. 

4. Teachers participating in an observation cycle for the school year will be asked to complete a Pre-Cycle Reflection and Growth Form after reviewing and signing their PQR.  This will provide a structured opportunity for the teacher to review the instructional PQR in relation to classroom practice and identify area(s) that they would like to focus on for the year.  The principal and/or supervising administrator will conference with the teacher to discuss PQR area(s) of focus.  This may serve as the formal pre-observation conference for the year when combined with shorter conversations and communications with the teacher to reaffirm the focus prior to the observation. In addition to the instructional PQR they selected, a teacher may elect to focus on a Professional Quality from the PQR and ask for support from the supervising administrator in the growth efforts.

5. A post-observation conference is expected following each formal observation.  The post-conference may include discussion of any PQR, but should always reference the focus PQR from the Pre-Cycle Reflection and Growth form.  A formal Observation Report will be provided to the teacher following the post-conference.