Table Of ContentFile includes the following
documents:
Blank PLP
Sample PDF of Current PLP
Sample Self Assessment (Educate
Alabama)
Instructional Walkthrough samples
MCPSS Division of Human
Resources Employee Handbook
4/18/2017 https://educatealabama.asc.edu/PrintEmptyPLP.aspx
Professional Learning Plan (PLP)
Directions: Upon assigning indicators to your PLP, complete the PLP following the prompts, in collaboration with your Evaluator. After careful review and mutual
agreement, both parties will sign the PLP. Both signatures will close and lock the PLP for the year.
Do you need professional study options to support indicators assigned to your PLP? Click EDUCATOR LEARNING (Bottom right of each indicator text box in PLP) to find
available professional development resources.
The actions and strategies should reflect the Alabama Quality Teaching Standards and the Alabama Continuum for Teacher Development, and their specific impact
on student learning and achievement.
PLP Indicator(s): The indicator(s) selected will determine goal(s)/standard(s), and will be the PLP focus for the year.
Proposed Actions and Strategies:
Educator Learning: Specify what you need/want to learn based on your selected indicator(s) of focus
Estimated Timeframe for Educator Learning: approximate when professional learning will/may occur.
Implementation of Educator Learning: Specify what strategies/activities you will implement to demonstrate learning based on your selected indicator(s) of focus.
Estimated Timeframe for Implementation of Educator Learning: approximate when you will implement what you have learned in your specific educational setting
(classroom, school, system, other).
PLP Anticipated/Expected Evidence: What ongoing evidence will/may be documented throughout the year?
PLP Anticipated/Expected Impact: What is the expected impact of educator actions on student achievement and/or student behavior at the end of the year?
Indicator _______
_______________________________________________________________
Proposed Actions and Strategies
Professional Learning: Implementation of Professional Learning:
https://educatealabama.asc.edu/PrintEmptyPLP.aspx 1/3
4/18/2017 https://educatealabama.asc.edu/PrintEmptyPLP.aspx
Timeframe: ____________ To: ____________
Anticipated/Expected Evidence
Anticipated/Expected IMPACT
https://educatealabama.asc.edu/PrintEmptyPLP.aspx 2/3
Roberts, Belinda Annual Review Year: 2016
Professional Learning Plan (PLP)
Indicator: 1B
Educator Learning :
Collaborate with SDE, Central Office, and Local School Administrators to continue to
provide support to Priority, Focus and Failing Schools.
Continue to support the Williamson Feeder Pattern with Integrated Learning Supports.
Collaboratively with Central Office, Local Schools, Community Representatives and The
AdvancED Lead Evaluator to prepare for our External Review Team Visit May 2017.
Implementation of Educator Learning :
Participate in Effective Schools Summit with Failing Schools (Sept/Jan/Apr) including
Turnaround Principle Rubric. Provide data needed for PLUs.
Attend Learning Support Institutes (Nov/Mar/May), schedule quarterly district meetings,
participate in webinars and share all recording links and resources with schools. Facilitate
Coaching visits/phone conferences with Dr. Shelia Martin.
Provide data needed for PLUs.
Collaborate with all entities to complete the AdvancED Internal Review Process and
Facilitate the External Review Process with the Lead Evaluator prior to the May 2017
visit.
Provide feedback to Teams and Standards Committee Chairs
Anticipated/Expected Evidence :
Learning Support: Notes/Resources, Agendas, Program Reviews, etc. and documentation
of PLU.
Priority/Focus and Failing Schools: Effective Schools Summit (agendas, resources,
PLU), Expenditure Reports, ACIPs and Reviews, SIS Site Visits, etc.
AdvancED: PD agendas and updates from Principal Meetings, Planning Agendas and
Timelines
Tuesday, April 18, 2017 Page 1 of 3
Roberts, Belinda Annual Review Year: 2016
Professional Learning Plan (PLP)
Anticipated/Expected Impact :
Provide a framework for rich dialogue and collaborative reflection for the purpose of
increasing student learning.
Opportunity to take stock of district goals and requirements to adjust/improve or celebrate
as warranted.
Complete AdvancED Process
Indicator: 7B
Educator Learning :
Allocate resources appropriately to meet system needs/goals. Provide equitable
services/resources consistent with system goals for continuous improvement.
Follow district, state, and federal guidelines to develop and implement Title Budgets.
Collect input and work collaboratively with all involved parties to establish priorities for
budget and resource allocation
Monitor expenditures, ensuring appropriate accounting and timely use of funds
Implementation of Educator Learning :
Work with SIS and local schools to create budgets based on needs and supporting data
Check expenditures regularly to manage
Normal 0 false false false EN-US X-NONE X-NONE financial resources. Monitor local
budgets through SIS quarterly budget reports. Participate/Attend district/state/regional and
national federal conferences/meetings that promote professional learning.
Assess impact of funding/programs/resources (ACIP, Expenditure Reports, Program
Evaluations, Data, etc.)
Anticipated/Expected Evidence :
Tuesday, April 18, 2017 Page 2 of 3
Roberts, Belinda Annual Review Year: 2016
Professional Learning Plan (PLP)
Expenditure Reports
Budget Summaries and SIS Budget Reports
Federal Programs Advisory Meeting and Entitlement Meetings (Agendas, feedback and
sign- in sheets )
Local and Private School Allocation Worksheets
ACIP Reviews
Budget Amendments
Program Evaluations (all title programs 4110-4120-4130...)
Anticipated/Expected Impact :
Timely Budget Amendments
Collaboration with budgeting, SIS, AA, and others that includes open dialogue
opportunities regarding the best use of funds based on the needs of students and teachers.
Budgets based on needs and supporting data (ACIP, Focus/Priority Proposals, etc).
Transparent system of fiscal management with funds expended in a timely and accurate
manner, yielding minimum carryover funds.
Tuesday, April 18, 2017 Page 3 of 3
Barnes, Kristy Annual Review Year: 2016
Standard 1: Content Knowledge
Indicator: 1.1
Demonstrates deep knowledge of subject-matter content and an ability to organize related facts,
concepts, and skills
Practice Level: 2 - Emerging
Indicator: 1.2
Activates learners’ prior knowledge, experience, and interests and uses this information to plan
content and to help individual students attain learning goals
Practice Level: 2 - Emerging
Indicator: 1.3
Connects the curriculum to other content areas and real-life settings to promote retention and
relevance.
Practice Level: 3 - Applying
Indicator: 1.4
Designs instructional activities based on state content standards
Practice Level: 3 - Applying
Indicator: 1.5
Provides instructional accommodations, modifications, and adaptations to meet the needs of each
individual learner
Practice Level: 3 - Applying
Date Report Ran: Tuesday, April 18, 2017 2:50 PM Page 1
Barnes, Kristy Annual Review Year: 2016
Standard 2: Teaching and Learning
Indicator: 2.1
Designs a classroom organization and management system built upon sound, age-appropriate
expectations and research-based strategies for promoting positive behaviors.
Practice Level: 3 - Applying
Indicator: 2.2
Creates a positive climate that promotes respect and responsibility
Practice Level: 3 - Applying
Indicator: 2.3
Creates a safe, orderly, and stimulating learning environment that nurtures responsibility,
motivation, and engagement of learners
Practice Level: 3 - Applying
Indicator: 2.4
Develops challenging, standards-based academic goals for each learner, using knowledge of
cognitive, social, and emotional development
Practice Level: 2 - Emerging
Indicator: 2.5
Engages learners in developing and monitoring goals for their own learning and behavior.
Practice Level: 2 - Emerging
Indicator: 2.6
Designs coherent lessons that integrate a variety of appropriate and effective instructional
strategies
Practice Level: 2 - Emerging
Indicator: 2.7
Creates learning activities that optimize each individual’s growth and achievement within a
supportive environment
Practice Level: 3 - Applying
Indicator: 2.8
Uses formative assessments to provide specific and timely feedback to assist learners in meeting
learning targets and to adjust instruction
Practice Level: 2 - Emerging
Indicator: 2.9
Uses summative assessments to measure learner attainment of specified learning targets
Practice Level: 2 - Emerging
Indicator: 2.10
Maintains evidence and records of learning performance to communicate progress
Date Report Ran: Tuesday, April 18, 2017 2:50 PM Page 2
Barnes, Kristy Annual Review Year: 2016
Practice Level: 2 - Emerging
Indicator: 2.11
Analyzes and uses disaggregated standardized assessment results to inform planning for
individual learners and classes
Practice Level: 2 - Emerging
Date Report Ran: Tuesday, April 18, 2017 2:50 PM Page 3
Barnes, Kristy Annual Review Year: 2016
Standard 3: Literacy
Indicator: 3.1
Demonstrates standard oral and written communications and integrates appropriate
communication strategies
Practice Level: 3 - Applying
Indicator: 3.2
Fosters and responds to effective verbal and nonverbal communications during instruction
Practice Level: 3 - Applying
Indicator: 3.3
Uses age-appropriate instructional strategies to improve learners’ skills in critical literacy
components
Practice Level: 2 - Emerging
Indicator: 3.4
Integrates narrative and expository reading strategies across the curriculum
Practice Level: 3 - Applying
Indicator: 3.5
Solves mathematical problems across subject areas using a variety of strategies to verify and
interpret results and to draw conclusions
Practice Level: 3 - Applying
Indicator: 3.6
Communicates mathematical concepts, processes, and symbols within the content taught
Practice Level: 3 - Applying
Indicator: 3.7
Identifies and integrates available emerging technologies into the teaching of all content areas
Practice Level: 3 - Applying
Indicator: 3.8
Facilitates learners’ individual and collaborative use of technology and evaluates their
technological proficiency
Practice Level: 2 - Emerging
Date Report Ran: Tuesday, April 18, 2017 2:50 PM Page 4
Description:Do you need professional study options to support indicators assigned to your PLP? Click EDUCATOR LEARNING (Bottom right of each indicator text box in PLP) to find available professional development resources. The actions and strategies should reflect the Alabama Quality Teaching Standards and
