1. Professional Growth Proposal
An Introduction

2. Objective
• Teachers will identify and understand the
meaning of the Professional Growth Proposal
• Teachers will begin reflecting on practice to
prepare for PGP meetings
• Teachers will identify data sources and
understand how to use them to identify areas of
strength and challenge for growth

3. Reflect
• Why is goal setting important in any profession?
• Given all the facets involved in running a high
achieving classroom, what would be the benefit
of setting focused goals around the craft of
teaching?
– Record your thoughts (5 minutes)
– Pair share
– Whole Group

4. Consider your practice . . .
• Teaching is not a static occupation where you
master it after a certain number of years and
there are absolutely no areas of growth.
• That said, when thinking about the craft of
teaching, there are an overwhelming number
areas one could focus for refinement.
• In order to avoid getting overwhelmed with this
idea, it is important to narrow the focus and set
informed goals.

5. Professional Growth Proposal Purpose
• The purpose of the Professional Growth
Proposal is to use your data and reflections on
your practice to establish goals you can work
towards over the course of this school year.
• These goals can serve as the foundation for your
coaching conversations throughout the year.

6. Developing an informed PGP
• Rather than setting multiple goals at the beginning
and then forgetting them in the middle of the
year, it is important to establish relevant and
meaningful goals.
• In order for the goals to be meaningful, you have to
use feedback/data and your own reflections on
your practice to determine a narrow area of focus.
• Brainstorm what feedback and data you could use
in setting goals about your practice
– Share w/ partner
– Share w/ whole group

7. Using Data to inform your practice
• Returning Westside teachers: You can access
multiple data points on tableau when
considering where you would like to focus:
– Student surveys (fall and spring)
– Evaluations (both semesters)
– Staff surveys
– SGPs from prior year

8. New Teachers
• Gather data and suggestions from our first
informal observations and debriefs
• 1.1 A is highly suggested
• Indicators from domain 2 are highly suggested

9. New to GD teachers
• Reflect from first informal observations and
debriefs
• Reflect on past practice and past
evaluations/rubric – are there any connections?

10. High Leverage Indicators
• Indicators that impact other classroom practices
also on the CRTF
• Scan the CRTF: which indicators stand out?
Which specific practices clearly affect others?

11. High Leverage Indicators
• 1.1 A and B: 3-part learning objectives
– Weak/strong learning objectives negatively or
positively impact the entirety of domain 1
– Read 1.1A, 1.1B, and 3.1 C.
• How could 1.1A or B affect 3.1C?
– Partner share/ whole group share out

12. High Leverage Indicators
• 2.2 A – Behavioral Expectations
– Read 2.2 A, 2.2 B, 2.3 A and 2.3 B.
• How can 2.2A affect other the others?
• 2.4 A – Routines, Procedures, and Transitions
– Maximizes instructional time , giving students less
time to misbehave or get off task

13. Reflecting on the Data
• Questions to consider when reviewing your
data, feedback, or reflecting on previous
practice:
– Where are my peaks?
• What are your strengths? Why are these areas strengths?
If they weren’t always strengths, how did they become
strengths?
– Where are my valleys?
• After reviewing multiple data points, what do you consider
to be the areas of growth? Why is this a valley? How much
attention has been paid to this area in the past?

14. Using Bloomboard to narrow your focus
• Bloomboard is your one stop shop for your
development.
• This is where you will be able to see your
observations and will soon be able to access on-
line PD.
• We will be completing this together during next
Wednesday’s PD

15. Wednesday 8/29
• Our first round(s) of informal observations and
debriefs will have occurred
• Using this year’s data and previous year’s
data, choose general areas of practice you want
to work on
• With the CRTF, pinpoint 2-3 specific indicators
that are aligned to these areas of focus

16. Example:
• “ I want to get better at my routines and
procedures.”
– Indicator 2.4 A directly aligns with this goal
• “ I want to make sure my students get enough
time to do independent practice each day.”
– There are multiple indicators: 1.2 A (designing
lessons), 3.2 A (executing lesson cycle), 2.4 A
(routines and procedures) that may be preventing
this from happening. Use the CRTF language to
pinpoint which ones would be most useful to focus
on and track throughout the year.

17. Looking Ahead
• Here is what your PGP will look like (it is
completely online this year):

18. Looking Ahead
• There have been a lot of questions about
different technologies and GD websites we use
so….
• We will complete our PGP together next week
• Bring your laptops!