Self-reflection and professional growth planning are interrelated processes within the Professional Growth and Effectiveness System (PGES) wherein educators and administrators collaborate to explore strengths and critical growth needs.
Evidence confirms that self-reflection is a critical component of an evaluation process because it provides educators the opportunity to create a personalized continuum of professional growth (Airason & Gullickson, 2006; Tucker, Stronge, & Gareis, 2002). Through an honest and transparent examination of current practice, educators and administrators are able to develop a plan for professional learning that addresses specific and individual learning needs. The resulting professional learning becomes a deliberate process that occurs within the context of an educator's daily activities in the classroom/school environment and connects back to student learning (Marzano, 2003
Because these processes are critical to educator growth and effectiveness, self-reflection and professional growth planning provide administrators two sources of evidences in determining the Professional Practice Ratings.
Self-reflection improves educator effectiveness through ongoing, careful consideration of the impact of teaching practice on student growth and achievement. When teachers use documented evidence to pinpoint what worked, what did not work, and what types of changes they might make to be more successful, self-reflection enhances the ability to adopt practical changes that improve instruction.
Each year, the required self-reflection (704 KAR 3:370 Section 1(26)) includes thinking about instruction and how it intersects with the KyFfT. Educators consider current strategies and practices to identify areas of potential growth and inform the Professional Growth Plan.
Professional Growth Planning
The annual professional growth plan (704 KAR 3:370 Section 1(26)) begins with the development of a professional growth goal(PGG) that is specific, measurable, attainable, realistic and time-bound(SMART) based on identified needs through self-reflection in collaboration between educators and administrators.
The professional growth plan outlines intentional activities designed to support collaboration and learning among educators and administrators,
Working in collaboration with administration, educators determine Once created, educators pursue and monitor progress towards the PGG as part of an ongoing process.
Guiding questions for developing the individualized Professional Growth Plan:
Based upon available evidence, what do I want to change about my practices that will positively impact student learning?
Based upon educational research, what improvement(s) to my instructional design process and/or classroom practice will most positively impact the targeted learning needs?
What do I need to learn in order to create a workable and meaningful plan for professional growth?
What action plan will best address my professional learning needs?
How will I know if/when I have accomplished my goal? What interim markers will indicate progress along the way?