DeWitt Public Schools
Administrative Guidelines
 

3221 - INDIVIDUAL DEVELOPMENT PLAN

In accordance with the Teacher Tenure Act of 1993 and Board policy, each probationary teacher/guidance counselor and each tenured teacher/guidance counselor who has received a less-than-satisfactory evaluation is to be provided an Individualized Development Plan (IDP) which is to serve as the basis for his/her professional growth. The tenured teacher/guidance counselor with a satisfactory evaluation may also have an IDP to guide his/her professional growth.

The IDP for probationary teachers should include all of the essential knowledge, skills, and attitudes that a teacher should be using to help students accomplish individual learning goals, the objectives of each course of study, and the educational goals of the District. An IDP for a tenured teacher should consist of the knowledge and skills which were identified as deficient on the evaluation of the teacher.

What should be THE BASIS OF an IDP for a probationary teacher

 In addition to the noninstructional aspects of a teacher's responsibility that should be included in the IDP, the following instructional responsibilities and tasks in keeping with the Board Approved Professional Growth and Evaluation Plan for DeWitt Public Schools should serve as the basis for evaluation and professional growth of the teacher.

The four domains and corresponding teacher characteristics for effective teaching practice to be evaluated as follows:

The Four Domains of Teaching Responsibility

Domain 1: Planning and Preparation

Domain 2: The Classroom Environment
   

Component 1a:

Component 2a:

Demonstrating Knowledge of Content and Pedagogy

Creating an Environment of Respect and Rapport
   

Component 1b:

Component 2b:

Demonstrating Knowledge of Students

Establishing a Culture for Learning
   

Component 1c:

Component 2C:

Selecting Instructional Goals

Managing Classroom Practice
   

Component 1d:

Component 2d:

Demonstrating Knowledge of Resources

Managing Student Behavior
   

Component 1e:

Component 2e:

Designing Coherent Instruction

Organized Physical Space
   

Component 1f:

  

Assessing Student Learning

  

Domain 3a: Instruction

Domain 4: Professional Responsibilities
   

Component 3a:

Component 4a:

Communicating Clearly and Accurately

Reflecting of Teaching
   

Component 3b:

Component 4b:

Using Questioning and Discussion Techniques

Maintaining Accurate Records
   

Component 3c:

Component 4c:

Engaging Students in Learning

Communicating with Families
   

Component 3d:

Component 4d:

Providing Feedback to Students

Contributing to the School and District
   

Component 3e:

Component 4e:

Demonstrating Flexibility and Responsiveness

Growing and Developing Professionally
   
 

Component 4f:
 

Showing Professionalism

What should be THE BASIS OF an IDP for a probationary COUNSELOR

Professional improvement should relate to tasks associated with the school counselor's three (3) major responsibilities:

 A.counseling with students, individually and in groups
 B.consulting with staff on effective ways to think through problems and to work with students
 C.coordinating various services for helping students
 D.group instruction of Michigan Comprehensive Guidance and Counseling lessons

In fulfilling these three (3) responsibilities, the counselor needs to be able to perform the following tasks at an acceptable level of proficiency.

 A.diagnose student needs
 B.counsel individually and in groups to help students deal effectively with personal, educational, and career issues by making appropriate use of skills related to:
  1.problem identification
  2.problem analysis
  3.problem resolution
  4.goal setting
  5.planning for goal accomplishment
  6.implementing plans and monitoring progress
  7.making decisions
  8.following through on decisions
  9.plan appropriate lessons
 C.administering and interpreting achievement, interest, aptitude, and personality tests
 D.identifying and making appropriate referrals
 E.communicating with staff and parents
 F.reducing race, gender, and disability bias
 G.planning and conducting staff development programs for teachers and support staff on issues related to guidance and counseling of students
 H.locating and maintaining resources and materials related to the guidance and/or counseling of students
 I.explaining to the Board, administration, staff, parents, and students the purposes and functions of the school guidance and counseling services
 J.evaluating the effectiveness of each of the guidance and counseling services offered by the school

EVALUATION OF PROBATIONARY TEACHERS/COUNSELORS

Each of the above-stated tasks contains a number of teaching or counseling acts which need to be identified so that an evaluation form and procedure can be developed. The Assistant Superintendent shall be responsible for the development of the evaluation plan which is to be used with all probationary teachers or counselors.

The plan should include provision for the following:

 A.The Evaluation Instrument
  1.a clear description of the four effective teacher/counselor domains
  2.the criteria by which each of the instructional/counseling tasks will be judged
  3.the minimum and desired levels of performance (standards) of each task based on the criteria
  4.a means for determining the relative importance of each teaching/counseling act, terms of accomplishing learning goals, and the exit outcomes of the District
  5.a determination by March 15 for probationary teacher/counselor and May 15 for tenured teacher/counselor of their satisfactory, unsatisfactory or needs improvement performance
 B.The Evaluation Process
  1.a fair, honest, and efficient means for collecting data on teacher or counselor performance of the instructional tasks
  2.sufficient time for observation (at least thirty (30) minutes in length) early in the first probationary year so the results can serve as the basis of the teacher's or counselor's IDP
  3.data on teacher or counselor performance that is accurate, complete, relevant, and as unbiased as possible
  4.a clear and accurate indication of which instructional/counseling tasks are being performed at or above standards and which fall below expectations
  5.a means to determine priorities for reinforcing effective teaching/counseling and remediating those teacher or counselor actions that are not satisfactory
  6.a means for sharing the evaluation with the teacher or counselor and obtaining input for use in developing the IDP
 C.The Development of the IDP
  1.the administrator/supervisor is to be responsible for developing the IDP in consultation with faculty
  2.the specific actions that will be taken and/or resources that will be used to reinforce high-priority teaching/counseling acts that meet expectations and remediate high-priority acts that do not meet expectations
  3.the specific reinforcement and remedial actions and/or resources
  4.timelines for the IDP actions and for follow-up evaluation are clearly identified

Revised 9/04