Individual Professional
Development Plan
Growing as Educators to
Increase Student Achievement
What is your IPDP?
 An Individual Professional Development
Plan (IPDP) is your plan for how you will grow
as a professional during the school year.
 The IPDP should reflect your professional
learning needs related to improving student
achievement and enhancing your craft as an
educator.
DCPS IPDPs
 FLDOE guidelines require that instructional
personnel use the district-approved IPDP
template.
MINT Participants and school counselors have
specific IPDP templates.
 The IPDP template may not be altered with the
exception of inserting rows for additional
professional learning objectives as needed.
Getting Started
Before writing your IPDP consider the following:
 current classroom-level disaggregated student
achievement data
 your IPDP from last year
 your evaluation from last year
 the School Improvement Plan (SIP)
 school initiatives such as professional learning
community (PLC) work
Completing the IPDP
The Six IPDP Sections
Student Achievement Data
Student Achievement SMART Goal
Educator Professional Learning Goals
Professional Learning Objectives
Changes in Educator’s Practices
Results
Student Achievement Data
STUDENT ACHIEVEMENT DATA
Review classroom-level disaggregated student achievement data for students currently assigned to you.
Select your identified student group based on the following: your data analysis, School Improvement Plan,
school initiatives, team goals, and the results from your previous year’s IPDP. Both formative and summative
data may be included. Behavioral data may also be included.
Identified Student Group
Within a Class/Section
Assessment Type
(right click to add rows as needed)
Current
Score
Average
Goal
Mid-Year
Final Score
Score
Average
(as needed)
Student Achievement Data
Identified Student Group:
 Based on performance data which indicate
improvement is needed, identify a group of students
currently assigned to you that will be your focus.
 Consider groups identified by classroom data, the
School Improvement Plan, school initiatives, team goals,
and behavioral data related to content area skills.
 Select one group of students to identify for your IPDP
identified student group.
Student Achievement Data
Examples of Identified Student Groups:
Lowest 25% by Content Area
Exceptional Student Education (ESE)
English Language Learners (ELL)
Students with Disabilities (SWD)
FCAT/EOC Achievement Levels
(example: Level 2 Math)
PRS Success Zones in FAIR (example:
Low Success, Red)
Florida Alternate Assessment Levels
Retained Students
Subgroups by Ethnicity
Gifted Students
Students in RtI Tier II
Gender Groups
Overage Students
Students with Attendance Issues
Economically Disadvantaged
Behavior Groups
Student Achievement Data
Assessment Type:
 Formative assessments, such as progress monitoring
instruments, FAIR, unit tests, writing prompts, student
portfolios or journals, exit slips, quizzes/tests using
NGSS and CCSS question stems, or other
teacher/district assessments are a few examples.
 You may also include summative data such as FCAT
and EOC exams or behavioral data related to content
area skills.
Student Achievement Data
Include numerical assessment data for the students
in your identified group.
 What is your identified group’s current score average?
 Where do you anticipate your group will score by the
end of the year? This becomes your data goal.
 During the year, you may want to update the mid-year
scores for your identified group so you can revise your
IPDP Professional Learning Objectives to meet your
learning needs.
Student Achievement Data
STUDENT ACHIEVEMENT DATA
Review classroom-level disaggregated student achievement data for students currently assigned to you. Select your identified
student group based on the following: your data analysis, School Improvement Plan, school initiatives, team goals, and the results
from your previous year’s IPDP. Both formative and summative data may be included. Behavioral data may also be included.
Current
Mid-Year
Identified Student Group Within a
Final Score
Assessment Type
Score
Goal
Score
Class/Section
Average
Average
(as needed)
2nd Grade CCSS District Math
30%
60%
36%
57%
Assessment
Tier II Behavior students in my 2nd Individual Teacher-Developed
4 out of 5
0 out of 5
grade homeroom (5 students)
Student Behavior Charts
students
3 out of 5
4 out of 5
are
will be
students
students
successful
successful
Only one identified
student group is
required
Your IPDP may
include formative
and summative data
Identify a
challenging but
attainable goal
Calculate the current score
average for the students in
your identified group
Calculate the final score
average for the students in
your identified group
Student Achievement SMART Goal
STUDENT ACHIEVEMENT SMART GOAL
Your Student Achievement SMART Goal (Strategic and Specific, Measurable, Attainable, Results-based, Timebound) must be specific to the student group you have identified and indicate measurable improvements that are
expected in student achievement as a result of your professional learning.
At least ____% of my _________________ students will score at or above ____% on the _____________________ by ___________.
Student Achievement SMART Goal
A SMART Goal is…
Strategic & Specific: The outcome or end result is clear.
Measurable: Numerical evidence that will indicate if the
goal has been achieved.
Attainable: The goal may be a challenge, but it is
possible with available resources.
Results-oriented: An identified area.
Time-bound: A date by which the goal will be achieved.
Student Achievement SMART Goal
Examples:
At least 75% of my students in the “Lowest 25%” in 5th grade
math will score at or above 60% on progress monitoring
assessments by March.
80% of my 2nd grade ELL students will demonstrate a
probability of reading success (PRS) score of 54% or above
on AP3 of FAIR in the spring.
Non-examples:
A majority of my class will increase their FCAT score.
Most of my 9th grade algebra students will pass their EOC
exam.
Student Achievement SMART Goal
STUDENT ACHIEVEMENT SMART GOAL
Your Student Achievement SMART Goal (Strategic and Specific, Measurable, Attainable, Results-based, Time-bound) must be specific to the
student group you have identified and indicate measurable improvements that are expected in student achievement as a result of your
professional learning.
At least 60% (3 out of 5) of my Tier II Behavior students in my 2nd grade homeroom will score at or above 60% on the
final administration of the 2nd Grade CCSS District Math Assessment in May.
Name of the
assessment
How many of the
students in your group
can reach the
established goal?
Name of identified
student group and grade
level
Date or month
This is the same
percentage goal from the
section above
Educator Professional Learning Goals
Educator Professional Learning Goals
 Each educator’s goals will vary based on the
students assigned to them, their grade level,
content area, certification, etc.
Your professional learning goals should reflect
the professional development you need to be an
effective educator.
 The IPDP focus is on professional learning
goals for the current school year.
Educator Professional Learning Goals
Your professional learning goals should include
consideration of the following:
 learning opportunities needed to help you meet your
SMART Goal
 professional practice needs (ex: OOF, additional certifications)
 School Improvement Plan (SIP)
 results of your previous year’s IPDP
 your evaluation from last year
 school initiatives
 administrator recommendations
Educator Professional Learning Goals
EDUCATOR PROFESSIONAL LEARNING GOALS
Your Professional Learning Goals will reflect the individual professional development you need to meet your Student
Achievement SMART Goal and other professional practice needs. It will be helpful to reflect on the results of last
year’s IPDP as you develop your learning goals for this year. Additional professional learning needs may be identified
when you meet with your administrator to review your IPDP.
My professional learning goals this year are to effectively implement Tier II RtI behavior strategies and
improve my classroom rituals and routines because the students in my classroom with chronic
behavior needs are also the lowest performing in math. I want to focus on positive behavior support
systems that will help me create a respectful classroom environment that is focused on learning.
This narrative section provides a
place for you to personalize your
IPDP and reflect on the learning
you want to achieve during the
school year.
Professional Learning Objectives
PROFESSIONAL LEARNING OBJECTIVES
To address my Student Achievement SMART Goal and Professional Learning Goals, I will
complete the following specific professional learning:
Professional Learning
(a minimum of two are required)
Implementation Plans
Anticipated
Date of
Completion
Actual Date
of
Completion
Professional Learning Objectives
What professional learning will you complete?
 District, school-based, and/or individual
 Participation in a collaborative professional
learning community (PLC)
 Self-directed research, ex: web-based research,
professional reading, coursework
A minimum of two are required.
Professional Learning Objectives
If a PLC is selected, it must meet the definition.
A Professional Learning Community (PLC) is a group
of educators who meet on a regular basis to
collaboratively:
• examine standards,
• analyze data and student work,
• plan lessons, and
• infuse research-based teaching practices into
classrooms.
Professional Learning Objectives
 Your professional learning objectives will directly
support your SMART Goal and Professional
Learning Goal.
 It is helpful to begin your learning objectives with
an action verb. State the professional learning you
will complete and the knowledge, skills, and/or
behaviors you will acquire in order to meet your
goals.
This section is not intended to include all of your
professional learning for the year.
Professional Learning Objectives
Examples of Appropriate Learning Objectives:
 Participate in a Professional Learning Community with
other 5th grade math teachers to analyze student data
and develop differentiated lesson plans.
 Collaborate with the instructional coach on a consistent
basis to enhance my use of informational text during the
literacy block.
Non-examples:
 School PLC
 CHAMPS Training
Professional Learning Objectives
Implementation Plans:
 Explains what you intend or plan to do in your
classroom as a result of your professional
learning.
 Identifies the knowledge, skills, strategies,
and/or behaviors that you plan to implement.
 Additional strategies or modifications in initial plan
may be needed as formative assessments and other
feedback become available.
Professional Learning Objectives
Examples of Appropriate Implementation Plans:
 I will implement CHAMPS in my classroom by setting
clear expectations and establishing rituals and routines
that will benefit all students.
 I will use disaggregated student data to differentiate
instruction for whole class and small groups.
Non-examples:
 I will put students into groups during centers.
 I plan to use the standards to teach.
Professional Learning Objectives
Completion Dates:
 When you create your IPDP, identify a
reasonable Anticipated Date of Completion.
 As you complete your Learning Objectives,
record the Actual Date of Completion.
 Dates should be revised if necessary.
Professional Learning Objectives
PROFESSIONAL LEARNING OBJECTIVES
To address my Student Achievement SMART Goal and Professional Learning Goals, I will complete the
following specific professional learning:
Professional Learning
(a minimum of two are required)
Complete the CHAMPS for Elementary course to
develop effective classroom management skills.
Write a statement
identifying the specific
learning you plan to
complete.
Implementation Plans
I will implement CHAMPS in my classroom
by setting clear expectations and
establishing rituals and routines that will
benefit all students, not just the students
with chronic behavior needs.
Write a statement that identifies the
knowledge, skills, strategies, and/or
behaviors you plan to implement as a
result of your professional learning.
Anticipated
Date of
Completion
Actual Date
of
Completion
11/15/12
11/2/12
Date you
expect to
complete the
activity.
Date
learning
objectives
were
completed.
Changes in Educator’s Practices
and Results
CHANGES IN EDUCATOR’S PRACTICES
How did the professional learning objectives you completed align with your intended goals?
Discuss how you changed your professional practices as a result of your professional learning.
Recommend attaching your response in a word document
RESULTS
Describe how students improved as a result of your professional learning and its application in
your classroom. Consider the results of summative as well as formative assessments, including
teacher observations, linked with the Student Achievement SMART Goal.
Recommend attaching your response in a word document
Changes in Educator’s Practices
 This narrative section should be written toward
the end of the year. It provides you with an
opportunity to reflect on your professional
learning goals and the professional learning you
have completed.
 Be specific about how you changed your
professional practices as a result of your
professional learning.
Results
 This narrative section gives you an opportunity
to share how your students improved as a result
of your application and implementation of
professional learning.
 Discuss whether or not you met your SMART
Goal and your formative and/or summative data
results.
 You do not have to wait for FCAT or EOC
results before completing this IPDP section.
Changes in Educator’s Practices
and Results
CHANGES IN EDUCATOR’S PRACTICES
How did the professional learning objectives you completed align with your intended goals?
Discuss how you changed your professional practices as a result of your professional learning.
My professional learning this year was very beneficial in helping me improve my classroom
management skills. One of my learning goals was to implement Tier II RtI strategies, and I
think I was able to effectively do that using the individual student behavior charts. While I was
attending CHAMPS training, my principal let me observe a colleague so that I could see what
CHAMPS looks like when it is actually implemented. My professional learning and
collaboration with my guidance counselor taught me how to set clear expectations and
appropriately respond to students who misbehave.
Include specific examples in
the narrative section.
Changes in Educator’s Practices
and Results
RESULTS
Describe how students improved as a result of your professional learning and its application in your
classroom. Consider the results of summative as well as formative assessments, including teacher
observations, linked with the Student Achievement SMART Goal.
Because 3 of 5 students scored at 60% or above on the final test, the SMART goal that 4 of 5
students would score at 60% or above was not met. However, I did have success with my Tier II
behavior students because all scored above 50% on the final test and the final score average for
this group was 57%, just below the 60% goal. It took longer than expected to significantly
change my classroom environment. The rituals and routines implemented helped increase
instructional time in math, which positively impacted all of my students. My professional
learning helped me understand the importance of effective classroom management and its
connection to student achievement.
Include specific examples in
the narrative section.
Review Dates and Signatures
 The initial and end of the year dates of review with your
principal are required.
 The mid-year review is conducted as needed.
 Evaluation post-conferences and data conferences are
excellent opportunities to review the IPDP, discuss
student growth, and make adjustments to your
professional learning objectives so that you are better
able to meet student needs in your classroom.
 Principal and Teacher will initial all changes.
IPDP Resources
 Web resources for information, forms, and
samples:
http://www.duvalschools.org/static/aboutdcps/department
s/prodev/pdDocuments.htm
 myprofile: teacher in-service records