Mr. Navara,
Could we meet, at your convenience, to discuss the attached two year Individual Professional
Development Plan. The brief abstract below will describe the essential components of the plan.
Thank you for your time.
Nick A. Smith
Abstract
Authentic, multi-level instruction and assessment should become the norm in the classroom if
teachers master the techniques of collaboration and co-teaching configurations in response to the
broad range of student needs (Villa et al., 2004). This plan focuses on the study and
development of collaborative and co-teaching activities over a two-year period, culminating in
revised curriculum, library resources, and a teacher guidebook for co-teaching and collaboration.
Among the activities and products is the sharing of successes with the staff and community. To
engage all learners sounds almost cliché, but the plan seeks to learn how to engage English
learners, students with disabilities and all other learners in the class. There are many factors to
discover and consider in co-teaching a diverse group of student abilities. I believe Co-teaching
strategies will produce teaching and learning benefits for students with disabilities. Little is
known about the effectiveness of these strategies in an educational context; therefore, I would
like to explore and practice discovered ideas as much as possible. This plan hopes to produce
aligned curriculum for the classes I teach, create a library of collaborative and co-teaching
resources and develop a co-teaching/collaboration handbook. Briefly, Co-teaching involves two
certified teachers: one general educator and one special educator. They share responsibility for
planning, delivering, and evaluating instruction for a diverse group of students, some of whom
are students with disabilities. In this IPDP project, I propose to examine models of co-teaching
and the research base for co-teaching and describe co-teaching as it is currently practiced. After
that, I propose the development of a co-teaching blueprint to guide its implementation in the
instructional environment.
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TIER II
CAREER DEVELOPMENT PLAN
Teacher/Team
Nick A. Smith
Date:
August 20, 2008
School
Highland High
Target Completion Date:
May 30, 2010
General Focus of Plan:
Never doubt that a small group of committed people can change the world. Indeed, it is the
only thing that ever has (Margaret Meade). This plan will focus on establishing a protocol
for collaboration and co-teaching between the resource department and the core education
departments. It is my intention to define and create shared planning by both the general
and special educator, offer a side-by-side view of planning in meeting state standards, allow
for documentation of interventions and progress made toward IEP goals, allow
participating teachers the opportunity to evaluate, refine and continue their development
as co-teachers, provide a map for insight into the value, art and impact of co-teaching for
future educators at Highland and define the sort of co-teaching models and successes
refined and developed here at Highland High School.
Specific Goal(s)
1. To promote the success of all students by facilitating and engaging in
collaboration and co-teaching with both resource teachers and all
collaboration proponents.
2. To enhance and record professional knowledge for current staff, future
teachers and myself.
3. To develop teaching units which promote student knowledge and
understanding through differentiated instruction, collaboration and coteaching.
4. To increase and improve my ability to deliver multi-level instruction through
collaboration and co-teaching.
5. To learn, understand and demonstrate understanding and use of
collaborative and co-teaching theory/philosophy.
6. To facilitate the professional growth of both my colleagues and myself.
7. To participate and contribute to the school-wide concepts of collaboration
and school as a learning community—contributing to the school success plan.
8. To establish a workable plan for collaboration between students, teachers,
parents and the community.
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Connection to the needs of the teacher, the Iowa teaching standards, and the student
achievement goals of the attendance center and the school district (CSIP).
1. Teachers (me) need to experiment and develop workable methods, protocols,
activities, and procedures for collaboration and co-teaching. As exciting as the
concept is and as successful as it seemed last year, we (staff and me) still need
guidelines and direction in developing a stellar program.
2. This IPDP meets all eight teaching standard and indicators highlighted below:
1. DEMONSTRATES ABILITY TO ENHANCE ACADEMIC PERFORMANCE AND SUPPORT
FOR AND IMPLEMENTATION OF THE SCHOOL DISTRICT'S STUDENT ACHIEVEMENT
GOALS.
The teacher:
a. Provides evidence of student learning to students, families, and staff.
b. Implements strategies supporting student, building, and district goals.
c. Uses student performance data as a guide for decision-making.
d. Accepts and demonstrates responsibility for creating a classroom culture that supports
the learning of every student.
e. Creates an environment of mutual respect, rapport, and fairness.
f. Participates in and contributes to a school culture that focuses on improved student
learning.
g. Communicates with students, families, colleagues, and communities effectively and
accurately.
2. DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE
TEACHING POSITION.
The teacher:
a. Understands and uses key concepts, underlying themes, relationships, and
different perspectives related to the content area.
b. Uses knowledge of student development to make learning experiences in the
content area meaningful and accessible for every student.
c. Relates ideas and information within and across content areas.
d. Understands and uses instructional strategies that are appropriate to the
content area.
3. DEMONSTRATES COMPETENCE IN PLANNING AND PREPARING FOR INSTRUCTION.
The teacher:
a. Uses student achievement data, local standards and the district curriculum in
planning for instruction.
b. Sets and communicates high expectations for social, behavioral, and academic
success of all students.
c. Uses student developmental needs, background, and interests in planning for
instruction.
d. Selects strategies to engage all students in learning.
e. Uses available resources, including technologies, in the development and
sequencing of instruction.
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4. USES STRATEGIES TO DELIVER INSTRUCTION THAT MEETS THE MULTIPLE
LEARNING NEEDS OF STUDENTS.
The teacher:
a. Aligns classroom instruction with local standards and district curriculum.
b. Uses research-based instructional strategies that address the full range of
cognitive levels.
c. Demonstrates flexibility and responsiveness in adjusting instruction to meet
student needs.
d. Engages students in varied experiences that meet diverse needs and promote
social, emotional, and academic growth.
e. Connects students' prior knowledge, life experiences, and interests in the
instructional process.
f. Uses available resources, including technologies, in the delivery of instruction.
5. USES A VARIETY OF METHODS TO MONITOR STUDENT LEARNING.
The teacher:
a. Aligns classroom assessment with instruction.
b. Communicates assessment criteria and standards to all students and parents.
c. Understands and uses the results of multiple assessments to guide planning
and instruction.
d. Guides students in goal setting and assessing their own learning.
e. Provides substantive, timely, and constructive feedback to students and
parents.
f. Works with other staff, building, and district leadership in analysis of student
progress.
6. DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT.
The teacher:
a. Creates a learning community that encourages positive social interaction, active
engagement, and self-regulation for every student.
b. Establishes, communicates, models and maintains standards of responsible
student behavior.
c. Develops and implements classroom procedures and routines that support high
expectations for learning.
d. Uses instructional time effectively to maximize student achievement.
e. Creates a safe and purposeful learning environment.
7. ENGAGES IN PROFESSIONAL GROWTH.
The teacher:
a. Demonstrates habits and skills of continuous inquiry and learning.
b. Works collaboratively to improve professional practice and student learning.
c. Applies research, knowledge, and skills from professional development
opportunities to improve practice.
d. Establishes and implements professional development plans based upon the
teacher needs aligned to the Iowa Teaching Standards and district/building student
achievement goals.
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8. FULFILLS PROFESSIONAL RESPONSIBILITIES ESTABLISHED BY THE SCHOOL
DISTRICT.
The teacher:
a. Adheres to board policies, district procedures, and contractual obligations.
b. Demonstrates professional and ethical conduct as defined by state law and
individual district policy.
c. Contributes to efforts to achieve district and building goals.
d. Demonstrates an understanding of and respect for all learners and staff.
e. Collaborates with students, families, colleagues, and communities to enhance
student learning.
3. This IPDP meets the student achievement goals of the attendance center listed
below:
BUILDING GOAL: (not totally finalized at this time)
 PBS
 Technology
 Collaboration/co-teaching
4. This IPDP meets the student achievement goals of the school district (CSIP) listed
below:
DISTRICT (CSIP) GOALS: (not totally finalized at this time)
 Reading
 Math
 Science
 Communication
Proposed Strategies/Activities:
1. Participate in all professional development in-services designed to promote
collaboration and co-teaching.
2. Work collaboratively with colleagues (especially resource) to utilize school
resources in developing strategies, procedures and processes.
3. Develop and implement successful models of partnership.
4. To learn and record new ways of improving instruction.
5. Gain knowledge of where and how to acquire information to assist in co-teaching
and collaborative responsibilities.
6. Apply technologies and assessment data to co-teaching instruction.
7. To apply and share the available resources and collected/discovered information
with colleagues.
8. Take notes, write reports, collect data and develop those teaching activities that
apply to collaboration and co-teaching.
9. Create a collaboration/co-teaching handbook/guide book for use by future staff,
colleagues and myself.
10. Adapt instruction to skill levels as instruction occurs, aligning expectations with
accountability.
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Projected Products:
1. Curriculum integration of collaboration and co-teaching into my [IPDP number
four (4)] revisions of curriculum guides.
2. Evaluation of program success on an annual basis (interim/progress reports) to
share with the school and my colleagues.
3. Co-teaching/collaborative guide book
4. Research, read, apply, collect and preserve articles pertaining to collaborative
and co-teaching techniques
Resources Required:
1. None
2. Possible attendance at a seminar, conference or training session.
Iowa Teaching Standards/Criteria:
Teaching standards one (1) through eight (8) are addressed.
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Teacher
Date
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Administrator
Date
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