Phase III: Individualized Professional Development Definition – Educators in this supervision phase have demonstrated quality both in their work with students and in leadership. Leadership may encompass involvement in the Framework for Continuous Improvement, building level, and or district level work. A. Goal for Growth - While the principal supports the teacher working in this mode, the teacher sets a “goal for growth”, undertakes action to accomplish this goal, receives feedback, and along with the principal makes the final assessment. Examples for this professional growth include developing and leading staff development, writing a professional article, presenting at a conference, leading a study group, participating in a lesson study group, data analysis, and developing lessons for videotaping. Although many of these types of tasks may be completed regularly by those in other phases, teachers in Phase III are taking on a leadership role and have responsibility for moving the concept forward. B. Goal Setting/Action Plan - The analysis should be ongoing, with evidence of its occurrence approximately every six weeks. The documentation of goal setting and progress should be completed by the administrator as follows: Initial goal setting – Goal(s) is mutually decided upon by teacher and administrator. A timeline is established. Mid-year – Conference with teacher and administrator should be scheduled to discuss progress. End of year – Conference with teacher and administrator in preparation for final presentation and discuss the outcome of the goal(s).