Santa Rosa District Schools School Year _______

Section II: Instructional Evaluation Instrument/Professional Development Plan

Elementary Sample

FL Statute 1012.98 requires that all teachers write a professional development goal annually that reflects the needs of currently assigned students as indicated by
state assessment data when available. The purpose of the goal is to identify student performance areas that the teacher should address in selecting professional
development activities and identifying deliberate practice that will impact student performance. Goals should be tied to School Improvement Plans. The PDP
counts as 10% of each teachers total evaluation.

Student Needs Goal Statement (Classroom teachers must write a goal that addresses a need based on current state assessment and School Improvement Plan data. Non-Classroom teachers
must align goals to classroom teacher, school improvement or district data.)
Student Data Needs:
-3 students are part of the SWD AYP subgroup.
-25% of students did not demonstrate proficiency on the Reading FCAT.
-35% of students were a level 1 or 2 on the current DEA Reading Assessment.
Student Goals:
-65% of students in the SWD subgroup will achieve a Level 3 or above on DEA and/or FCAT.
-60% of students scoring a Level 1 or 2 will make learning gains as evidenced by FCAT and/or DEA.
Teacher Needs Goal Statement (The teacher goal statement should identify teacher needs to ensure that the student performance goal is met.)

My goal will be to increase my understanding of critical student reading skills by attending reading training activities. I will also use Discovery Assessment to
provide continuous monitoring for student progress in reading.

Projected Professional Development (should align with student needs, could Deliberate Practice (include literacy practice related to school goal) (Deliberate Practice is
include teacher certification and teacher professional improvement needs) the implementation of research-based strategies that are aligned with the projected professional
development that has been identified.)
-Develop learning stations that focus on Reading comprehension (Think-Pair-
-School based Reading Inservice Share)
-Collaboration with Grade level colleagues -Use of FCAT Benchmark Mini-Lessons to enhance vocabulary and
-Observation of Modeling practices by Reading Coach comprehension skills
-SME Reading Workshop -Use of PowerPoint presentations to introduce vocabulary and literacy skills
-Mimio technology workshop -Use of Leveled Readers to enhance instruction and provide fluency practice
-Use of FCAT Reading workbook to review skills to respond to long/short
responses

1
 Santa Rosa District Schools School Year _______
Section II: Instructional Evaluation Instrument/Professional Development Plan

Record of Ongoing Support and Monitoring of Progress:

Date Attendees Topics Addressed

Outcome Statement: Briefly describe your goal, actions taken, and student performance data results.

Plan Completion Rating Scale Check Rating

(Assessed by administrator.)
Highly Effective (exceeds expectations/completed a minimum of 15 hrs of projected professional development with appropriate 4.0
artifacts of deliberate practice related to outcome statement)
Effective (meets expectations/completed a minimum of 12 hours of projected professional development with appropriate artifacts 3.0
of deliberate practice related to outcome statement)
Needs Improvement (did not meet all expectations/completed some projected professional development with limited or 2.0
inappropriate artifacts of deliberate practice related to outcome statement)
Unsatisfactory (did not met expectations/projected professional development was not completed and limited appropriate 1.0
artifacts of deliberate practice related to outcome statement)

Professional development activities may include, but are not limited to: Section II Score
Learning Communities
Lesson Study
Online Training
Face to Face Training
College Coursework
Conferences /Seminars
Action Research
Mentoring Hours (District Mentors Only)