STRUCTURED GROWTH PLAN Format.Doc.Docx

STRUCTURED GROWTH PLAN For English/ReadingTeacher Not Meeting the Professional Qualities and Responsibilities

Teacher Name: School: Supervisor/Evaluator Assignment: Date:

List the specific Professional Quality (PQ) and/or Instructional Responsibility (IR) and/or Student Growth Measures (SGM) to be improved:

Section E: Assessment of Student Achievement

Section A: Preparation and Organization of Instructional Plans Section D: Instructional Techniques and Strategies Section F: Utilization of Materials and Resources

List the specific indicators of this PQ, IR, and/or SGM to be improved:

Section E: Assessment of Student Achievement - The work of the teacher results in acceptable, measurable, and appropriate student academic progress Section A: Preparation and Organization of Instructional Plans - Utilizes SOL blueprints (and county pacing guide) to plan for instruction - Develops long- and short-range objectives that incorporate HCPS curricular standards - Plans instruction to meet school needs based on data analysis Section D: Instructional Techniques and Strategies - Uses data analysis to drive instructional planning - Provides opportunities to use critical thinking and problem solving strategies - Uses a variety of teaching methods and instructional strategies to engage students in their learning - Plans for differentiated delivery of instruction - Utilizes teaching resources and instructional tools provided, including technology

Section F: Utilization of Materials and Resources - Uses a wide range of supplemental and instructional materials that reflect curriculum standards - Consults effectively with resource personnel concerning appropriate materials and resources

List the specific indicators to Activity(s) in which teacher Evidence of successful Timeframe: be improved: will engage to meet the implementation: objective: *The work of the teacher results in *Teacher will adhere to activities *Students will meet NWEA, State *By year end acceptable, measurable, and stated in this document to improve SOL and/or county goals for all appropriate student academic instruction and thus student students: progress academic progress  students will show improvement from benchmark to simulation assessment;  students will show growth from fall to spring NWEA;  at least 80% of students will successfully pass SOL assessments Utilizes SOL blueprints (and county Teacher will meet with grade level Grade level pacing guide submitted Due September of current school pacing guide) to plan for instruction team and create school based pacing to English administrator and English year document (using the county pacing specialist excel document) that is divided into the four-nine-week marking periods Develops long- and short-range Teacher will utilize English Unit Submission of lesson plans (at least) Weekly objectives that incorporate HCPS Planning Template and focus on the week prior to the lesson in curricular standards integrated lessons School Space drop box

Plans instruction to meet school Teacher will use Spring 2013 1. Grade level pacing guide 1. Due September of current school needs based on data analysis NWEA MAPs data and SOL SPBQ submitted to English administrator year data to drive school pacing and English specialist document and lesson plans 2. Lesson plans will clearly indicate SOL and skill focus 2. On-going Uses data analysis to drive Teacher will use NWEA MAPs data Minimum of three (3) literature and Groups need to be set by the end of instructional planning and SOL SPBQ data to create (3) writing student learning groups September and change with fall learning groups with leveled assignments clearly NWEA results and winter placed in school space folders and Benchmark results obvious during observations Provides opportunities to use critical Teacher will utilize English Unit Student work archived in digital On-going thinking and problem solving Planning Template and focus on form (School Space, blog site, strategies integrated lessons with a minimum Google Docs, etc.) or displayed of one media, one major writing and one major project for each unit Uses a variety of teaching methods Teacher will utilize English Unit Thorough lesson plans and high On-going and instructional strategies to Planning Template and focus on ratings on observations using the engage students in their learning integrated lessons with mini units English look-for tool focused on grammar, vocabulary, media messages, literary devices and writing Plans for differentiated delivery of Teacher will utilize English Unit Thorough lesson plans and high On-going instruction Planning Template and use NWEA ratings on observations using the MAPs data and SOL SPBQ data to English look-for tool create activities and learning groups that will have varying lesson elements to address different level learners Utilizes teaching resources and Teacher will use resources Resources will be documented in On-going instructional tools provided, provided on the English blog, lesson plans and used (and including technology Achieve 3000, SAS Curriculum observed) throughout the year Pathways and the H21 blog Uses a wide range of supplemental Teacher will seek out and use Resources will be documented in On-going and instructional materials that non-fiction, poetry and media lesson plans and used (and reflect curriculum standards items in all units of study observed) throughout the year

Consults effectively with resource Teacher will seek out support Resources will be documented in On-going personnel concerning appropriate and ideas from the English lesson plans and used (and materials and resources department chair, English observed) throughout the year specialist and ITRT

Resources provided by the supervising administrator: (See suggested tiers of support) (Suggested observation/meeting no less than once a month)

Teacher Signature: Date: Supervisor Signature: Date:

Disposition of the Plan after twelve weeks and next steps:

5/31/2013 update-ELBJ