The EDUCATEAlabama PLP is to be developed collaboratively by the evaluator and teacher using the CSR (particularly the two action areas identified on page 5), the teacher’s Self-Assessment, and subject area/grade level, or schoolwide student achievement goals.  Usually, no more than two professional learning goals (Indicators, cross-cutting areas) should be included.  That is why the PLP form has only two sets of boxes.  In those situations where it is felt that more than two areas of focus are necessary, an additional form can be attached.

 The PLP should be prepared during the Collaborative Summary Conference, or soon after at a separate meeting.  The areas of the plan to be completed at this time are the Goal 1, 2 Focus Boxes, Proposed Action Steps, Activities and Outcomes boxes, and the Timelines boxes.  Directions are as follows:

 Goal Focus.  Identify the particular Standard and Indicator(s) that will be the focus of attention and state the objective to be accomplished by the teacher.

             a) 3c.2.  Communicates mathematical concepts, processes, and symbols within the content taught.
                 Goal/Objective.  To incorporate more mathematical knowledge and skills into my classroom instruction.

          or           

              b) 3b.1,2 and 3c.1,2 Collaboration
                 Goal/Objective.  To enhance collaboration with colleagues in the area of mathematics instruction.

or

             c) 1.1 Demonstrates deep knowledge of subject matter.
                 Goal/Objective.  To incorporate more/greater range of resources into my instruction.                     

Action Steps/Activities.  List each and all activities that will be undertaken to accomplish the objective and improve practice.  These action steps may include attending workshops, web-based learning, conferring with or observing colleagues, reading, working with a mentor or whatever activities are most likely to bring about the desired results.  Often more than one action step or activity will be needed to meet the goal.

Timelines.  A projected completion date for each action step should be listed.  Timelines can be changed during the year by mutual agreement of evaluator and teacher.

At the bottom of the form are designated places for the teacher and evaluator to “sign off” on the plan to be undertaken.

End of Cycle Reflection and Input Statement.  This box is to be completed by the teacher at the conclusion of his/her activities and prior to the conclusion of the next full evaluation when the completed plan and its results will become data/information used in the evaluation process.  Notice the emphasis on impact on personal practice and student learning.  The teacher is to explain outcomes of the professional learning/growth activities.  What is different?  How have your practices changed?  What impact have your professional growth activities had on student learning and achievement?  Be specific.

The PLP activities undertaken and the impact of those activities should be discussed by the evaluator and teacher prior to completion of the next Collaborative Summary Report (end of next full evaluation.  The evaluator may need additional information in order to appropriately consider PLP activities and outcomes in preparing the next CSR.  After discussion, both parties should sign the form indicating that the discussion has taken place.

Sometimes, it becomes necessary to substitute or change activities/action steps originally built into a PLP.  That can be done by agreement of both evaluator and teacher.  However, the changes should be recorded on the PLP form and initialed by both parties.

If you are a tenured teacher on a multi-year evaluation cycle, you and your evaluator should meet at least once each year to update your PLP or create a new PLP and to check progress.  During the years you are not engaged in “full evaluation”, your completion of one or more PLPs is seen as fulfillment of legislatively required annual evaluation.