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).