Professional Growth Plans (PGPs) should focus on maximizing the payoff in student success, growth, or achievement from educator’s learning. How can school administrators, instructional coaches, and teacher leaders initiate and support moving from “check the box” plans to PGPs that capture real teacher investment and learning for them and their students?
Asking, “What is my (our) hypothesis?” may generate more individual and organizational learning than asking, “What is my (our) my goal?”
Experiences assisting schools in redesigning their PGP approach will be shared.
