4. Teacher Professional Growth Plan: Task Description 2008
Due: Feb. 13, Preliminary TPGP: PSII Practicum Goals and Rationales, Strategies, Indicators;
Final Practicum Conference (April 24): Completed TPGP. Weighting: 15%
TASK:
You will develop and implement a Teacher Professional Growth Plan for the PSII practicum that
includes:
 2-3 professional development goals
 a short rationale for each goal
 suggested strategies and resources to achieve the goals
 suggested indicators of achievement.

Towards the end of the practicum, you will add the following to your growth plan:
 self-reflection on the achievement of your goals
 PSIII goals.
RATIONALE:
• Teaching Quality Standard/Interim KSA #16: Teachers know how to assess their own
teaching…and develop and implement their own professional development activities.
• The Alberta Learning Policy on Teacher Growth, Supervision and Evaluation states that
teachers are responsible for completing an annual teacher professional growth plan during each
school year.
• Learning Commission Recommendation #73: Require all teachers to have targeted annual
professional growth plans...which focus on ways of continuously improving the teacher’s
knowledge, skills and attributes.
• Alberta teachers can assist the student teacher in refining, implementing, and assessing their
plan during the practicum.
• The professional growth plan is a core component of the PSII professional portfolio.
FORMAT: See TPGP Templates A, B, C.
Your growth plan must contain the following components, organized in a logical easy-to-follow
sequence/arrangement:
• Name, School, Practicum Dates, Teacher Associate, University Consultant
• PSII Practicum Goals with a rationale for each goal
• Strategies and Resources (for achieving the goals)
• Indicators of Achievement
• Reflections on Professional Growth (end of practicum)
• PSIII Goals (end of practicum)
BACKGROUND INFORMATION:
Professional Growth
Professional growth is a career-long learning process involving individual reflection and
dialogue with colleagues about professional practice. Teachers are responsible for regularly
reviewing their performance and seeking improvements. Professional growth involves such
processes as (a) reflecting on individual professional learning needs (self-assessment), (b) setting
appropriate goals, (c) developing and implementing a plan to achieve the goals. (ATA
Professional Growth, Supervision and Evaluation Policy). It also involves (d) reflecting upon the
attainment of your professional goals, the ways the plan helped to improve your teaching, and
yourself as a learner. Professional growth is a cyclical process (see Figure 1).
Figure 1 The Professional Growth Cycle
SelfAssessment
Reflecting on
the Plan’s
Success
GoalSetting
Developing &
Implementing a
Plan
Reflecting on the success (or otherwise) of your growth plan leads back to a another cycle of selfassessment, plan development and implementation, and reflection.
Growth plans can involve a wide range of professional development activities to address
teachers’ professional goals. These include such activities as:
• trying new teaching, management, or assessment strategies in the classroom, and observing
and recording the effects on student learning and behaviour
• using new educational resources in the classroom, and observing and recording the effects on
student learning and behaviour
• developing new knowledge and skills on your own and using them in the classroom
(e.g. researching professional literature, learning how to use computer hardware and software
effectively, subject-specific skills)
• meeting with other teachers, consultants or administrators for assistance in implementing your
plan
• collaborating with other teachers in the implementation of your growth plan: mentoring, study
groups/professional learning communities, classroom visitations and peer coaching, electronic
networks
• attending professional development seminars, workshops, inservices, and specialist and
regional conferences
• taking professional development courses (after graduation)
Self-Assessment
Self-assessment involves the honest and rigorous self-assessment of your current learning needs:
What are my strengths? What are my weaknesses? What are my priority areas for improvement?
It involves reflecting upon previous classroom experiences, feedback on your teaching you have
received from TA’s, peers and instructors, and your vision of teaching. Self-assessment should be
in reference to the Alberta Teaching Quality Standard (KSA’s for Interim Certification), and the
Faculty of Education PSII Formative Assessment Form.
Practicum Goals Section
Professional goals are areas of focus for professional growth, ends to work towards based on
self-assessment of individual learning needs. They are fluid, tentative starting points, subject to
change and modification. A professional growth plan needs to include a rationale for each goal: a
brief explanation of the reasons for and basis of each goal. A rationale is an explanation of the
thinking behind the goal and addresses questions such as Why this goal? What is it important?
Why is it appropriate? What are the connections to your past experiences, feedback received, and
the self-assessment process? Rationales should also include the kinds evidence you will gather to
gauge the achievement of the goals.
Directing Words and Phrases for Goals
• to build…, to develop…, to enhance…, to improve…, to include more…, to incorporate …, to
increase…, to move away from___ to…,
Rationales
A rationale is a brief explanation of the reasons for and basis of each goal. It explains the
thinking behind each goal: Why this goal? Why was it a priority? How was it connected to my
previous teaching experiences, feedback received, the PSII Formative Assessment Form and the
KSAs for interim certification? Rationales should also include a summary of appropriate evidence
to demonstrate achievement of the goal.
Example Goals and Rationales
Goal #1: To improve my questioning skills by establishing more effective questioning
procedures, asking more open-ended questions, involving more students, and making more
consistent use of wait-time.
Rationale: In my PSI placement I found that my questioning skills were weak, and this was
noted as an area for improvement by both my teacher associate and university consultant.
Students shouted out answers, I didn’t give enough wait time, and asked too many knowledge
level questions. Appropriate evidence for this goal would include lesson plans, observation
notes from the teacher associate and university consultant, audio or video tapes of lessons,
and student comments.
Goal #2: To use a wider variety of effective teaching strategies for science teaching (e.g. small
group work, hands-on activities, simulation games, drama and role-playing).
Rationale: After PSI I felt comfortable with strategies such as direct instruction, seatwork,
and questioning, but I didn’t have the opportunity in my placement to use a greater variety of
strategies. But I always enjoyed group work, labs, drama and games myself, so I want to
expand my repertoire of science teaching strategies in order to motivate students and help
students with different learning styles to learn better. Appropriate evidence for this goal
would include lesson plans, observation notes from the teacher associate and university
professor, and possibly student comments.
Strategies for Addressing Goals
The strategies you will use to achieve your goals are the core of your action plan: What will I do
to achieve my goals? The strategies include the professional development activities and other
steps you will take, and the resources (including people) you will use to get where you want to be
by the end of the practicum. The strategies chosen should be feasible and appropriate to the
situation.
Indicators of Progress Towards Goals
Indicators are the measurable or observable signs that show progress towards a goal is actually
occurring: How I will know when and if I have made progress towards my goal? They can be
qualitative (the occurrence of something) or quantitative (frequency or percentage of occurrence
of something). Here are some examples of professional growth indicators:
• a description of the different ways I integrate ICT outcomes into science
• a list of the various strategies I use to motivate learners
• the number of times I use__in science lessons
• the percentage of times I provide clear expectations for student behaviour before starting
hands-on activities
Reflections Section
The reflections section of the growth plan involves a thorough consideration of your professional
growth and goals achieved during PSIII (in relation to KSAs). Reflections on your growth plan
and overall professional growth address questions such as: How successful was the growth plan?
How do you know (what is the evidence)? How did you modify the plan and why? How has the
growth plan improved your teaching? What did you learn about your learning needs and yourself
as a teacher and learner?
PSIII Goals Section
A process a similar to that described above for PSII goals is used to develop draft PSIII goals.
Draft goals for PSIII should be based reflection and self assessment regarding (a) your classroom
experiences, (b) feedback you received from your teacher associate and university consultant, (c)
the type of placement you will likely have in PSIII, (d) your personal vision of teaching. The SelfAssessment Instrument and Competency Checklist can again provide a focus for self-assessment.
SUGGESTED PROCEDURES FOR DEVELOPING TPGPs
1. After receiving practicum placements, ED 3601 students develop a first draft of their
professional development practicum goals and rationales, based on (a) information gathered
during the practicum orientation and (b) a rigorous process of self-assessment and reflection,
using the PSII Formative Assessment Form and the KSAs document.
2. During the first week of practicum the student and teacher associate collaborate in reviewing
the students’ practicum goals and rationales and strategies and resources for achieving the
goals. The TPGP Assessment Rubric should be consulted during this process to ensure that the
growth plan meets the required criteria, and to facilitate feedback from the teacher associate.
3. The student teacher and teacher associate review the professional growth plan on an ongoing
basis—as a minimum at the practicum midpoint—to revise goals, strategies and indicators, and to
assess progress—with the university consultant present, where possible.
4. Before the final conference, the student completes the Reflections on Professional Growth
and PSIII Goals sections of the Growth Plan.
5. During the final conference, with the university consultant present, the student teacher briefly
presents their Professional Growth Plan as part of their portfolio presentation, focusing on
evidence of achievement of their goals, reflections on how their professional practice has
improved, and tentative goals for PSII. The university consultant, in collaboration with the
Teacher associate, will complete the TPGP Rubric and provide constructive feedback on the
growth plan.
5. The university consultant reports the TPGP grade to the course instructor so that the grade
can be recorded.
CRITERIA FOR TEACHER PROFESSIONAL GROWTH PLAN:
A. Goals
Goals should be:
 Specific: stated clearly, specifically and unambiguously (Who? What? When?)
 Measurable: evidence can be gathered to show that the goals have been achieved
 Attainable: goals that are personally appropriate and meaningful and reflect your unique
learning needs
 Realistic: something you are willing to work towards, and you are sure you able to
accomplish
 Time-limited: achievable by the end of a 5-6 week practicum
Plus:
 few in number (2-3)
 do not include basic professional obligations and responsibilities (“givens”)
 use appropriate directing words
B. Rationales:
 3-5 sentences in length
 explains the reasons for and basis of each goal
 clear and specific explanation
 follows writing conventions (spelling, grammar, punctuation)
 appropriate word choice and sentence structure
 include a summary of appropriate evidence for achievement of goal
C. Strategies
 in list format (bulleted or numbered items)
 lists the professional development activities and other steps you will take
 lists the resources (including people) you will use to get where you want to be by the end
of the practicum.
 strategies are feasible and appropriate to the situation
D. Indicators
 in list format (bulleted or numbered items)
 are measurable or observable signs of progress towards goals
E. Reflections
 1/2 -1 page in length, in full sentences and paragraphs
 follows writing conventions (spelling, grammar, punctuation)
 appropriate word choice and sentence structure
 a thorough consideration of professional growth and goals achieved in PSIII (in relation
to KSAs)
Includes:
 success of plan with reasons/evidence




modifications made to the plan
improvements to teaching
learnings about yourself as a learner and your learning needs
other relevant reflections, if desired
F. PSIII Goals
Goals should be:
 Specific: stated clearly, specifically and unambiguously (Who? What? When?)
 Measurable: evidence can be gathered to show that the goals have been achieved
 Attainable: goals that are personally appropriate and meaningful and reflect your unique
learning needs
 Realistic: something you are willing to work towards, and you are sure you able to
accomplish
 Time-limited: achievable by the end of a 15 week practicum
Plus:
 few in number (2-3)
 do not include basic professional obligations and responsibilities (“givens”)
 use appropriate directing words
 are appropriate for the PSIII level, your current knowledge and skills, your anticipated
PSIII placement
REFERENCES
Alberta Education. (1997). What I need to know to develop an annual professional growth plan?
(Brochure).
Alberta Learning. (2003). Policy on Teacher Growth, Supervision and Evaluation. (Policy 2.1.5)
ATA (1995). Promoting Growth and ensuring accountability: A guide to the practice of teacher
evaluation. Professional development Bulletin.
ATA. (1998). Teacher professional growth plans workshop Workshop booklet.
ATA. (1998). Teacher Growth, Supervision and Evaluation: Growth Plans. Monograph #9 March
1998.
Fenwick, T.J. (2001). Fostering teachers’ lifelong learning through professional growth plans: A
cautious recommendation for policy. Paper presented at the 2001 Pan-Canadian
Education Research Agenda Symposium on Teacher Education/Training. May 22-23,
Laval University, Quebec City, QC.
Teacher Professional Growth Plan Rubric 2008
Name:_______________________ Date:______ Placement:________________________
Teacher Associate:___________________ University Consultant:_____________________
I. GOALS AND RATIONALES
Points
6
4
3
Criteria
Practicum Goals: are  Specific  Measurable,  Attainable,  Realistic,  Time-limited,
 few in number (2-3);  do not include basic professional obligations and responsibilities
(“givens”),  use appropriate directing words; rationales:  are 3-5 sentences in length, 
explain the reasons for and basis of each goal,  provide a clear and specific explanation for the
goal,  follow writing conventions (spelling, grammar, punctuation),  have an appropriate
word choice and sentence structure,  include a summary of appropriate evidence for
achievement of goal
Goals and rationales fulfill most of the general criteria stated above.
Goals and rationales fulfill few of the general criteria stated above.
II. STRATEGIES AND INDICATORS
Points
3
2
1
Criteria
 strategies are in list format (bulleted or numbered items),  this section lists the professional
development activities and other steps you will take and  the resources (including people) you
will use to get where you want to be by the end of the practicum,  strategies are feasible and
appropriate to the situation,  indicators are in list format (bulleted or numbered items), 
indicators are measurable or observable signs of progress towards goals is actually
The strategies and indicators fulfill most of the criteria for lesson plans stated above.
The strategies and indicators fulfill few of the criteria for lesson plans stated above.
III. REFLECTIONS ON PROFESSIONAL GROWTH
Points
3
2
1
Criteria
 reflections are ½-1 page in length, in full sentences and paragraphs,  follows writing
conventions (spelling, grammar, punctuation),  appropriate word choice and sentence structure,
 a thorough consideration of professional growth and goals achieved in PSIII (in relation to
KSAs),  assesses success of plan with reasons/evidence,  describes modifications made to the
plan,  improvements to teaching\,  learnings about yourself as a learner and your learning
needs,  other relevant reflections, if desired
The reflections fulfill most of the criteria for lesson plans stated above.
The reflections fulfill few of the criteria for lesson plans stated above.
IV. PSIII GOALS
Points
Criteria
3
PSIII Goals: are  Specific ,  Measurable,  Attainable,,  Realistic: something you are
willing to work towards, and you are sure you able to accomplish,  Time-limited,  few in
number (2-3);  do not include basic professional obligations and responsibilities (“givens”), 
use appropriate directing words,  are appropriate for the PSIII level, your current knowledge and
skills, your anticipated PSIII placement
The PSIII Goals fulfill most of the criteria for self-assessments stated above.
2
1
The PSIII Goals fulfill few of the criteria for self-assessments stated above.
Total:
/15