Newark Public Schools Individualized Professional Development Plan – OFFICIAL FORM
INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN (IPDP):
Student Learning and Professional Development Goals
At the beginning of the year, the teacher and supervisor sit down to reflect on last year’s performance and goals for the current year. This is an
opportunity to map out (1) goals and focus areas for the students; and (2) development areas and opportunities for the teacher. Once this form is
completed, it must be uploaded by the teacher into BloomBoard and a paper copy must be signed and added to the teacher’s file.
Teacher Name
Justin Timberlake
Supervisor
Elton John
Date
9/15/13
Other Team Members
Madonna, Cher
Student Learning Plan Grade
Subject
4th
Math
# of Students
30
Term of Instruction

Full Year

Semester

Other____________
Curricular Program
GO Math!
Areas of Focus
What are the standards you want all students to master this year? (1e Coherent Planning)
Guidelines: Teachers of ELA should consider including RI.1, RI.10, W.1, W.2; Teachers of Math should consider including standards from the CCSS major areas of
work for their grade and at least one mathematical practice, such as Mathematical Practices 3 and 4; Teachers of History and Social Studies should consider
including RH.1, RH.10, WHST.1, and WHST.2. Teachers of Science and Relevant Technical Subject Areas should consider including RST.1, RST.10, WHST.1, and
WHST.2. All teachers should also include key standards from the NJCCCS not addressed by the CCSS.
Based on the Common Core State Standards’ major work of 4th grade, all/nearly all of my students should conclude the year with: (1) understanding and fluency
with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) understanding of fraction equivalence,
addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be
analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry; (4) ability to
construct viable arguments and critique the reasoning of others.
Based on current levels of student performance (outlined below), the above standards will likely be more challenging for my students because of their gaps in basic
arithmetic from third grade. I will therefore focus on building mastery of the following standards throughout the entire year:
CCSS.Math.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.
CCSS.Math.NBT.5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place
value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
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Newark Public Schools Individualized Professional Development Plan – OFFICIAL FORM
CCSS.Math.NBT.6. Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the
properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models.
Math Practice 7: Look for and make use of structure.
Student End Points
How will you know if your students have mastered these standards? What will the culminating student performance be? (1f Progression of Instruction, 4d
Understanding Growth & 4e Using Data)
Guidelines: Teachers should consider using the culminating tasks included in the curricular resources selected by the district (e.g., Expeditionary Learning, Math in
Focus) or developed by the district (e.g., NPS Science Units) as well as any formal interim assessments (e.g., CRESST, the Achievement Network).
Students will demonstrate growth in their ability to meet the targeted math content standards through two measures:
 Showing growth and demonstrating proficiency on the unit assessments included in the Go Math program materials:
o Assessment Cycle 1: Multi-digit arithmetic (NBT.4-6)
o Assessment Cycle 2: Multi-digit arithmetic (NBT.5-6)
 Showing growth and demonstrating proficiency on the items related to these standards on the math interim assessments developed by ANet.
Student Starting Points
Where are your students starting levels for the year? (4d Understanding Growth & 4e Using Data)
Guidelines: Teachers should consider reviewing the results from previous year’s culminating assignments and summative assessments (e.g., NJASK) and any
rigorous diagnostic available for the targeted areas (e.g., DRA2 for K-2 Literacy)
Based on an analysis of student achievement on the 3rd Grade NJASK and available data from students who participated in the Achievement Network assessments
last year, I have drawn the following conclusions about students’ current knowledge and skills:
 50% of students can add and subtract multi-digit numbers
 33% of students can multiply and divide multi-digit numbers
Instructional Tools and Resources:
What curricular supports and tools will you use to guide instruction? (1f Progression of Instruction);
How will you ensure all students have access to the curriculum? What scaffolds and supports will you provide? (2a Tailored Instruction);
How will you track student progress towards mastery of the targeted standards? (4d Understanding Growth & 4e Using Data)
Guidelines: Teachers should consider including the recommended curricular resources for Tier 1 (e.g., Core Knowledge Language Arts Program), Tier 2 (e.g., Reading
Recovery), and Tier 3 (individualized supports).
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Newark Public Schools Individualized Professional Development Plan – OFFICIAL FORM
Go Math units will providde the main support. To ensure all students have access to these units and assessments, I will sequence lessons and units to strategically
build understanding of multi-digit arithmetic.
I will assess my lessons using the district Common Core Unit Analysis Tool from the online Instructional Resource Center.
Progress will be tracked through the Achievement Network math interim assessments and NPS Math Assessments
Professional Growth Plan Based on the goals for your students, what are your growth areas?
Growth Area(s)

Area of teacher performance that needs
improvement.
Linked to teacher expectations/competencies

1c Pacing and Momentum: In order to make time
for both deep conceptual understanding and fluency
with multi-digit arithmetic, I will focus on
maximizing learning time in class.
1f Progression of Instruction: I will focus on
ensuring lessons and tasks are carefully sequenced
to lead students to master targeted standards.
Action Steps for Teacher

Specific strategies the teacher will utilize to improve his/her practice as it relates to the Indicator
Action Step:
I will maximize instructional time through detailed planning. Specifically, I will plan in 5 minute increments
and I will teach, practice, and hold students accountable to executing efficient classroom procedures.
Action Step:
Develop the sequence of objectives to best support student understanding of the major work of the grade by
the fall. Specifically, I will reread Understanding by Design and work with my grade level team to learn how
to best sequence objectives and tasks to support all students’ understanding of these important concepts.
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Newark Public Schools Individualized Professional Development Plan – OFFICIAL FORM
Once the Individualized Professional Development Plan is completed and the goals have been agreed upon, the teacher must upload this form into
the Individualized Professional Development Plan page in BloomBoard. An additional copy of the form must be signed in the spaces provided below
by both the teacher and the administrator and placed in the teacher’s file at the school site. The administrator must then indicate in BloomBoard
that the Goal-Setting Process is complete.
Justin Timberlake
9/20/13
Teacher Signature
Date
Elton John
9/20/13
Administrator Signature
Date
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