Goal setting is an incredibly important strategy that we teach our students throughout their educational careers. We start small and create scaffolds to help our students learn how to work through a goal while demonstrating reflective thinking practices that help them to analyze their progress towards that goal. Having a growth mindset can be a great asset for our students, knowing that they can always be improving and working on the skills that they have. But often as educators, we don’t practice goal setting in our own teaching practices.
What if we did this same process in our own classrooms, but for ourselves? And what if we could work through this process while also receiving FREE clock hours?! Well, this summer I learned about a wonderful way in which educators can work through a professional growth plan that enables them to participate in an inquiry model to set goals and work on improving their teaching practices while earning clock hours at the same time.
But first, why does this matter? This summer I am learning more about the 3rd ISTE coaching standard: Collaborator. Here it is:
ISTE Coaching Standard 3 Collaborator
Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes. Coaches:
- Establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies.
- Partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate and aligned to content standards.
- Partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption.
- Personalize support for educators by planning and modeling the effective use of technology to improve student learning.
I immediately was drawn to the last indicator surrounding personalizing support for educators. While researching I came across the Washington State’s Professional Educator Standard Board’s website. Throughout my career I have heard about professional growth plans, but was never extremely interested in diving deeper into researching them or working through one. But as I was reading through this site and the different professional development methods, I again was reminded of them. This time however, I was thoroughly impressed! So here is some info:
First, what is a professional growth plan?
“Professional Growth Plans (PGPs) are job-embedded, self-directed professional development. In a PGP, educators set their own goals, align them to certification standards, design an action plan, and collect evidence documenting their growth towards achieving their goals. Educators then reflect on the process.”
Steps to completing a PGP:
- Complete the PGP template for certificate renewal – PESB form 1697 (document).
- Attach evidence from your focused evaluation, PLC, project, or other learning experience.
- Have a certificated educator in Washington state review and sign.
- Turn in the verification form (PDF) according to your district procedures for consideration for salary advancement and record in OSPI e-certification for certificate renewal.
- No cost to educators to complete a PGP
- You can earn 25 clock hours for free!
- Potential salary advancement from clock hours achieved
The most enticing part of the PGP for me, is that there is a template and steps to follow to help ensure your success. Having the process to work through will absolutely help give the guidance to reach your goal. But what could be even more helpful, is to work with a coach through your professional growth plan.
This next year, I intend to work through a PGP of my own, to first understand the process so I can be a resource to others, but also because I truly believe that all educators would benefit from goal setting. As someone who is trying to grow into the coaching role, I thought it was quite important for me to start to do some research on this first indicator of ISTE Coaching Standard 3 about establishing trusting and respectful coaching relationships.
I began researching best practices around instructional coaching and tech coaching. I found an effective coaching brief in which the National Center for Systemic Improvement at WestEd speaks on the three research based strategies that have proven alliance building coaching and educator relationships. They explain the concept behind observation, modeling and performance feedback as methods to increase coaching and teaching relationship builders.
I learned some great strategies that can help in building that trusting and respectful relationship necessary to be an effective coach. I’m hopeful to tie these coaching strategies together with the PGP process to help create a trusting relationship in which I can come alongside my fellow educators while they are working on their personalized goals.
What strategies do you use to help build those relationships with teachers in your buildings? What are your experiences with PGPs?
Oppelt, L. (2020, January 16). How to Get Teacher Buy-In. WeAreTeachers. https://www.weareteachers.com/teacher-buy-in/
Pierce, J. D. (2015). Teacher-coach alliance as a critical component of coaching: Effects of feedback and analysis on teacher practice (Doctoral dissertation, University of Washington). Retrieved from http://hdl.handle.net/1773/33786
Pierce, J., & Buysse, V. (2016, September). Effective Coaching: Improving Teacher Practice and Outcomes for All Learners. WestEd’s National Center for Systemic Improvement (NCSI). https://ncsi-library.wested.org/resources/57
Professional growth plans (PGPs). (n.d.). Professional Educator Standards Board. Retrieved July 16, 2020, from https://www.pesb.wa.gov/workforce/developing-current-educators/pgp/#:%7E:text=Professional%20Growth%20Plans%20(PGPs)%20are,then%20reflect%20on%20the%20process.