Sherig PD Framework & Guidelines 2014

Teacher Professional Development
Framework and Guidelines
Department of Education
Central Tibetan Administration
Dharamsala, India
January 2014
ACKNOWLEDGEMENTS
 Tibetan Education Advisory Committee member Dr. Mati Bernabei, a

Canadian educator with vast professional experience, for preparing the entire
document and providing training to the Tibetan school heads.
 The Tibet Fund’s Education Specialist Kalsang Wangdu and Tenzin Dhargyal
for editorial input, particularly in relation to establishing connections and
relevance to Tibetan educational contexts.
 Participants of the School Heads’ Workshop on Teacher Professional

Development, held at TCV School Upper Dharamsala, from January 2-4, 2014
for their invaluable input and comments on the draft.
 The Tibet Fund and the USAID for funding the project.
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TABLE OF CONTENTS
Acknowledgements .......................................................................................................... ii
Table of Contents ............................................................................................................ iii
List of Figures .................................................................................................................. v
Introduction ................................................................................................................... 6
1: Professional Development Framework and Guiding Principles ................................ 7
1.1 Foundational Principles and Beliefs .......................................................................... 7
1.2 Foundational Philosophy: Basic Education Policy for Tibetans (BEP) .......................... 8
1.3 Realms of Responsibility........................................................................................... 9
2: Strategies for Action In Professional Development ................................................. 11
2.1 Collaborative Practice and Communication ............................................................. 11
2.2 Individual Professional Growth and Development ................................................... 13
2.3 Leadership and Administrative Support .................................................................. 14
2.4 Creating a Positive Growth Oriented Social and Professional Climate........................ 14
2.5 Facilitating Parent and Community Involvement in Schools ..................................... 14
3: The Professional Growth Plan.................................................................................. 16
3.1 Professional Growth Plan for Educators .................................................................. 16
3.2 Steps in the Professional Growth Plan Process ......................................................... 17
3.3 Topics for Professional Growth Plans ...................................................................... 17
3.4 Sample Professional Growth Plan Templates ........................................................... 18
3.5 Examples of Professional Growth Plans ................................................................... 18
3.5.1 PGP Example 1: Mrs Mumba’s ACTION RESEARCH REPORT:
Encouraging participation in class ............................................................... 18
3.5.2 PGP Example 2: Incorporating Inquiry Activities into Science Class ............... 22
3.5.3 PGP Example 3: Managing Student Behaviour .............................................. 22
3.5.4 PGP Example 4: School Goal of Improving School Climate ............................. 24
3.5.5 PGP Example 5: School Goal of Promoting Teacher-Directed
Professional Development .......................................................................... 24
3.6 Thinking Prompts for Developing the Professional Growth Plan ............................... 25
4: The Observation Cycle: Constructive/Supportive Lesson Observation ................... 27
4.1 Observation Foci Ideas and Suggestions for Data gathering ...................................... 29
4.2 Summary: Some possible foci for data gathering during observations ....................... 31
4.3 Sample Observation Forms ..................................................................................... 32
5: Reflective Writing to Support Professional Growth ................................................. 36
5.1 Journal................................................................................................................... 36
5.2 Writing Reflections................................................................................................. 36
5.3 Professional Readings and Reflective Writing .......................................................... 36
5.3.1 Double Entry Journal: A method for encouraging and stimulating a
thinking response to readings ..................................................................... 37
5.3.2 “What?”, “So What?, “Then What?”: a format for Response to
Reading ...................................................................................................... 37
6: Internet Links ........................................................................................................... 39
6.1 Tibetan Education Links ......................................................................................... 39
6.2 Education Leadership and Research ........................................................................ 39
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6.3 Professional Development Tools and Strategies ....................................................... 39
6.4 Possible Professional Growth Plan and Action Research Topics ................................ 41
6.4.1 Assessment ................................................................................................. 41
6.4.2 Proactive Classroom Management ............................................................... 41
6.4.3 Instructional Strategies ............................................................................... 41
6.4.4 Social-Emotional Learning ........................................................................... 42
6.4.5 Unit and Lesson Planning ............................................................................ 42
Reference List............................................................................................................... 43
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LIST OF FIGURES
Figure 1: BEP Clause 2.2 applied to Professional Development of Educators ....................... 8
Figure 2: The Observation Cycle ...................................................................................... 27
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INTRODUCTION
This Professional Development Framework and Guidelines document has been developed to support
the on-going professional growth and development efforts of educators within the Tibetan school
system. The goal of this professional development project is to facilitate the professional growth of all
educators, while also supporting and encouraging their efforts toward school-wide and system-wide
growth and development goals.
Within the Tibetan education system, professional development opportunities have typically been
centrally organized and facilitated by school system head offices and the Department of Education. This
document provides a framework for a revised paradigm and structure that may more fully empower
teachers and other educators in their efforts to better support students and communities. Rather than
professional development initiatives being primarily directed from head offices, we envision a shift to a
system-wide collaborative and consultative process in which individual educators are self-directed in
their professional growth and development efforts, and head office provides substantial support. In
order to empower teachers in becoming leaders and initiators of their own professional growth, a
responsive and consultative leadership style is required of school and head office administrators and
educational leaders.
The term “educator” can include all people who work in support of the growth and development of
learners. Educators are teachers, school administrators, support staff, head office administrators and
staff, student teachers, parents, care givers, etc. Although the primary emphasis in this document is on
teachers, the philosophies and approaches proposed here are applicable to all educators. The methods
and strategies suggested here can and should be adapted as appropriate to meet the needs of the
various educational contexts and settings.
This document, and the Professional Development Project as a whole, must be considered to be a
flexible and adaptable work-in-progress. Humans created this during a particular historical moment
(2014), to address the perceived needs of the moment. Community circumstances and needs will
change over time, and thus this document and the parameters of the project as a whole should be
revisited and reassessed periodically.
Chapter 1, Professional Development Framework and Guiding Principles, describes the

philosophical underpinnings and guiding principles of the professional development framework. The
framework is philosophically aligned with the Basic Education Policy for Tibetans in Exile (BEP)
(Department of Education, 2004) and with practices that have consistently proven highly effective in
global contexts. Chapter 2, Strategies for Action In Professional Development, provides a list of
specific examples of possible actions and activities that systems, schools, and individuals may choose as
methods of moving forward with their professional growth and development goals. Chapters 3 to 5
hone in on 3 specific strategies, providing information, ideas, and examples to support implementation.
The strategies are: Chapter 3, The Professional Growth Plan; Chapter 4, The Observation Cycle:
Constructive/Supportive Lesson Observation; and, Chapter 5, Reflective Writing to Support
Professional Growth. A list of internet links is provided in Chapter 6, Internet Links (links are up-to-
date as of January 2014).
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1: PROFESSIONAL DEVELOPMENT FRAMEWORK AND GUIDING
PRINCIPLES
Professional growth and development can facilitate transformative positive change for teachers,
schools, and school systems, if implemented effectively and engaged in thoughtfully. These processes
can be empowering and uplifting for teachers. Most importantly, when teachers are effective, happy,
and enthusiastic in their work, their students benefit profoundly. Thus, although teachers’ efforts to
engage in professional development represent a personal endeavour aimed at their own individual
growth, ideally, the ultimate beneficiaries of teacher growth and change are the students themselves.
Always, it is with our students in mind that we as educators embark on our journeys of personal and
professional growth.
This chapter sets the stage for the Tibetan Professional Development Project by specifying the
foundational principles and beliefs (Error! Reference source not found.) and philosophies (1.2) on
which this approach is founded. In addition, realms of responsibility for bringing this framework into
action are specified (1.3).
1.1 Foundational Principles and Beliefs

 Educators are life-long learners who strive to effectively support their students and the
community. Although personal learning journeys begin much earlier, the professional learning
journey of teachers begins in their Teacher Training program. Thus, philosophies, ideals and
practices advocated in this document are applicable to teachers, teaching instructors, and
trainees. All work hand-in-hand while striving to achieve their goals: “Great teachers” typically
do not consider themselves to be “great” – rather, part of their “greatness” is that they are on a
lifelong journey of striving to be more effective.
 Professional growth and change require intellectual, emotional, social, and physical action and
engagement. Teachers as learners must think, reflect, communicate their ideas, take action, and
then think, reflect, etc. again, in a continuous learning cycle.
 Professional growth and development include self-analysis and collaboration. For educators,
professional growth and personal growth often occur in concert, closely linked and interrelated.
Thus, professional growth is not simply about learning a new set of skills, but may also involve
developing deeper understandings of self and others. A supportive professional and social
climate is necessary for the open exploration of ideas and professional practices, and thus a
supportive professional and social climate is necessary for growth.
 For educators, professional growth is personal and private, and it is also public and communal.
Each individual educator brings their own histories, experiences, skills, and strengths, and thus
has their own individual learning needs and processes. At the same time, the work of educators
is fundamentally about community: We teach because we hope to help other individuals, and
support society as a whole. Thus, although our learning journeys are highly individual, they are
also interwoven with the paths and journeys of others.
 Teachers and schools are important to the lives and development of children, but a much larger
community of care is also vitally important. Parents and other caregivers are central to the
education and moral development of their own children and other children in the community.
Parents and caregivers should, to the best of their ability, provide tangible education support, in
partnership with the schools (e.g. encourage and facilitate reading for pleasure). Rather than
school and home functioning as separate parts of the child’s life, the boundaries between school
and home should be spanned and blurred as extensions of each other.
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 Individual educators must take responsibility for their own personal and professional growth.
At the same time, administrative offices must provide meaningful support and encouragement
to individuals, schools, and schools systems, to facilitate the development of educators as
empowered, self-directed, life-long learners.
 As a foundational cornerstone to the professional development project, each individual

educator is responsible for establishing and carrying out their own “Professional Growth Plan”
(PGP), on an annual basis (explained in detail in Chapter 3)
1.2 Foundational Philosophy: Basic Education Policy for Tibetans (BEP)

The philosophical underpinnings of the professional development framework are consistent with
current global approaches to professional development for educators and with the Basic Education
Policy of Tibetans in Exile (BEP) (Department of Education, 2004). Of central importance to this work
are BEP clauses in which support for the learning and development of professional educators, and
establishment of educators as models of lifelong learning, are stipulated.
BEP Clause 2.2 describes the nature of learning and points to strategies and action plans that educators
may employ as they strive for excellence.
Education is not to be recognized as merely grasping what is heard from others. Instead, it is to be
recognized as realization of what is heard through power of self-confirmation and actualisation of
what is realised through persistent contemplation. It is, thus, a process of learning through
hearing from others, self-investigation and persistent contemplation. (emphasis added)
(Department of Education, 2004, p. 1)
The clause provides powerful guiding principles through which educator’s personal Professional
Growth Plans may be structured and shaped. When the language of Clause 2.2 is applied to the
professional development of educators, the following model of growth and continuous learning
emerges:
Figure 1: BEP Clause 2.2 applied to Professional Development of Educators
learning through hearing from

others
e.g. collaborative practice with colleagues,

professional reading and discussion
groups, attending workshops and courses,
upgrading certificates, mentoring student
teachers
persistent contemplation self-investigation
e.g. reflective practice through e.g. action research on your

guided reflective writing, professional practice, partner learning
participation in professional (working with a colleague to observe
collaborative/discussion groups each others lessons and provide
supportive feedback and guidance),
your analysis of videotapes of your
own lessons, seeking feedback from
students on the effectiveness of
8 particular instructional strategies
Professional growth and development processes are both individual and group endeavours. Individuals
take initiative to work toward achieving their personal professional goals, with the support of their
colleagues and school leadership teams. The first clause of Chapter 11 (11.1) of the BEP points to the
importance of recruiting as teachers people who have achieved, or appear to have the potential to
achieve, excellence as educators:
The future of any society rests on the quality of education provided, and the quality of education in
turn depends on the quality of the teachers. Thus, teachers being the most important persons in
society, great effort shall be made to recruit persons of highest character and learning to the
profession .… (Department of Education, 2004, p. 10)
Vitally, Clause 11.1 is followed by a subsequent clause (11.4) that recognizes that in order to achieve and
maintain excellence, teachers need administrative support for their ongoing efforts:
Teachers must follow a lifelong learning career and remain fully committed to the teaching
profession. Resources toward the fulfillment of these conditions shall be provided. (Department of
Education, 2004, p. 10)
Thus, administrative offices should strive to foster and facilitate rich and supportive learning
environments for teachers, including the provision of material resources, social, emotional, and
community supports. Administrative offices should provide a form of leadership that is collaborative,
consultative, and responsive.
1.3 Realms of Responsibility

All community members who are concerned about education have important responsibilities in the
work toward growth and change. Professional growth and development processes should, ideally, be
constructed in collaborative and consultative ways. For example, in order for teacher’s efforts at change
to bear fruit, administrative relationships and processes must provide space, opportunity, and a
supportive social/professional environment so that teachers will have courage to experiment with
novel pedagogical approaches. In other words, teachers are responsible for their own growth, and
administrators are responsible for helping to create professional and social contexts that support and
facilitate growth.
Specific responsibilities of community members, individual teachers, groups of teachers, school based
administrators, school system administrators, the DoE, and teacher education centres are suggested
below:
o Everyone is responsible for the overall care for the physical, emotional, social, spiritual, and
academic needs of children. ALL members of society – Families, teachers, school staff,
administrators, spiritual teachers and guides, community members, neighbours, friends …
everyone.
o Individual Teachers are responsible for their own annual Professional Growth Plan. Each
teacher is expected to create an annual, self-directed Professional Growth Plan (PGP) (for details,
refer to Chapter 3). In developing their PGP, teachers should consider their current professional
needs and readiness for growth. For example, teachers at different stages of their career may
have different needs/readiness, teachers moving from one school or teaching context to another
may have particular areas of focus they are interested in, etc.
o School Based Teams of Teachers and Administrators are responsible for School Growth
Plans. Every school site needs to address locally relevant issues and concerns, and thus each
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school should develop their own goals for growth (e.g. annual growth plan, or 3 or 5 year plan).
This should be done collaboratively as a whole school staff (rather than directed by
administrative offices alone). Administrators should have a say in the decisions, but so should
teachers and other members of the school community. School based professional development
activities should be organized to support the efforts of the school community in working toward
their school growth plan. (e.g. school based workshops, selected professional
readings/discussions etc.).
o School System Head Offices are responsible for School System Goals. TCV, THF, Sambhota,
Snow Lion, and CTSA may have specific goals that are applicable to all schools in their system.
The head office should provide support and funding toward initiatives that address those goals.
Examples could include: literacy/numeracy across the curriculum; Tibetanization; gender
equity in all areas, etc.
o The Department of Education is responsible for Tibetan Community Goals in Education. The
DoE should provide overall support, guidance, and funding for large and small initiatives e.g. the
DoE should continue to organize workshops and training for system-wide initiatives, and might
grant funding to schools and/or individual teachers to address their locally developed
professional growth goals (e.g. if a school wants to increase parent engagement/involvement,
the DoE might help with funds for training and outreach efforts relevant to that local
community)
o Teacher Training Institutions and Tibetan Schools and School Systems are responsible for
Teacher Training. The Teacher Training Institutions and the schools should work in close
partnership to support the training and development of Tibetans who are entering the teaching
profession. Academic coursework typically occurs at the Training Institutions (Colleges of
Education, and Teacher Training Centres), whereas practical application (bridging theory into
practice) typically occurs in the schools during the student teachers’ practicum semester. Rather
than treating “theory” and “practice” as distinct entities, explored and enacted in different
locales, the boundaries between theory and practice can be blurred by having teachers provide
support to the training institutions on campus, and by volunteering as dedicated mentors to the
student teachers during their practica in the schools. In addition, the instructors at the Teacher
Training Institutions can involve themselves in school life, at schools. The two can and should be
in regular communication with each other, sharing ideas, experiences, and insights, and
collaborating in providing training, care, and mentorship to new teachers entering the
profession.
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2: STRATEGIES FOR ACTION IN PROFESSIONAL DEVELOPMENT
A professional community of learners is one in which the teachers in a school and its administrators
continuously seek and share learning and act on their learning. The goal of their actions is to
enhance their effectiveness as professionals for the students’ benefit; this arrangement may also be
termed communities of continuous inquiry and improvement. (Hord, 1997).
Professional development begins in teacher training programs (or, perhaps even earlier), and continues
throughout each teachers’ careers. Effective professional development takes into account teachers’
diverse backgrounds and the contexts in which they work, and thus should be adapted by individuals to
address their specific learning needs, and those of their students. Teachers themselves must take
initiative to acquire pedagogical knowledge and share it with others, with the support and
encouragement of administrators and administrative offices.
It is important to participate in practices such as reading books and professional journals, attending
workshops, and taking courses, but those activities alone are not sufficient for deep and transformative
growth and change to take place. In order to achieve deep learning, personal and professional change,
and successful implementation in practice, educators must involve themselves in a variety of forms of
personal learning and group practice. Professional learning can be formal (e.g. in-service and
professional development sessions and professional growth plans), and it can be informal (e.g. collegial
conversations and idea sharing with colleagues, and regular attention to classroom practices).
There are many possible ways to develop professional learning communities, and support professional
learning. This chapter provides several examples of strategies and processes that individuals and
groups in schools, school systems, training institutions, administrative offices, and communities may
choose to utilize to support professional growth and development, and work toward personal and
systemic change. It is expected that educators within the Tibetan system will take initiative to add to
this list, and adapt the suggested strategies to better address local needs, concerns, and capacities.
* Note: Refer to Chapter 6 for internet links related to the topics listed below. It is also recommended that
you do your own internet search, as the links provided in this document may be out of date.
2.1 Collaborative Practice and Communication

This section highlights a number of strategies for embedding collaborative practice within the working
culture of schools, school systems, and communities.
Collaborative Groups
Educators may liaise to form a discussion or study group focused on a particular theme or themes
related to their professional practice. For example, teachers may read about, study, talk about, observe,
debate, and implement changes to their practices.
Instructional Rounds (Learning Walks)

Teachers visit one another’s classrooms and schools to observe instructional practices in action, discuss
approaches, share resources, consider student work, and plan changes to their practices.
Electronic Conference or Bulletin Board

An interactive website or e-conference related to professional development that provides a forum
where educators can share resources, ideas, strategies, ask one another questions, post examples of
effective lessons and project ideas, and participate in discussions. Tibetans educators can create these
websites for themselves, and they can join existing e-communities involving educators from around the
world (e.g. international forums for teachers of art, literature, math, etc).
Partner Learning/Peer Coaching

Teachers may liaise with each other or with a school administrator to provide supportive critiques and
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advice on their professional practice. They can observe each other’s teaching and provide constructive
critiques and partnership in discussion by using the “Observation Cycle” outlined in Chapter 3 of this
document. Reminders of accomplishments and supportive critique are provided in a nonjudgmental
and helpful way. Part of this process could include teachers videotaping their own lessons and
completing a self-critique/analysis.
Lesson Study Group

Lesson study is a process in which small groups of teachers (for example, 4 or 5) of a particular subject
jointly plan, observe, analyze, and refine actual classroom lessons called "research lessons". This
process is repeated multiple times, allowing for greater depth of analysis, reflection, and adaptation to
teaching practices The group may share their experiences and findings with other teachers at their
school, and publish their research lessons in a way that makes them accessible to the broader
community of educators (for example, on the Tibetan Professional Development Interactive Website,
and/or in journals for Educators).
Book Reading and Discussion

A school may choose to organize book reading and discussion amongst the teachers. For example,
choices may include: 1) A general book on education and pedagogy relevant to teachers of various
subjects and age levels (thus, the reading/discussion groups could facilitate sharing of ideas and
insights teachers with different specialties), or 2) A subject or grade specific book could be chosen to
address subject or age specific issues, concerns, and opportunities. These exercises are framed around
reading and face-to-face (or on-line) discussion, and can include a reflective writing component as
extension.
Intentionally Constructed Informal Dialogue

Seating arrangements could be organized in the lunchroom or staff room to help facilitate collegial
conversations about teaching practice. For example, once each week teachers of the same subject area
could eat together and chat about their work. Or, rather than seating by department, seating could be
arranged so that each person at the table teaches in a different subject area. This way, ideas,
experiences, and pedagogies can be shared across the curricular areas.
Forums for Student Involvement

Student input can be sought in a variety of ways, such as through a student advisory council, student
representatives on school growth plan committees, feedback surveys, etc. If student input is sought, it
must be responded to thoughtfully and respectfully.
Subject Area and Instructional Skills Specialists

Schools or regions may appoint specific teachers to serve as subject area or instructional skills resource
people. These people may be allotted time to reach out to other teachers and provide support in
learning and developing instructional skills.
Collaborative Curriculum Development

Collaborative curriculum development provides an opportunity for teachers to delve deeply into their
subject matter. Working together, teachers can design new planning materials, teaching methods,
resource materials and assessment tools.
Curriculum Mapping
Curriculum maps are tools to organize teaching. They outline a sequence for delivering content and
provide a clear scope for what must be taught to all students as specified in the school curriculum.
Curriculum maps, which can be aligned both horizontally and vertically, organize content, skills,
assessments, and resources over time. A curriculum map can also serve as a tool for collecting data
about the implemented curriculum in a school - the instruction that students are receiving. By mapping
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what is actually taught and when, and aligning it with assessment data, teachers can assess and modify
instruction.
Examining Student Work

Student work provides teachers with a critical source of information about student learning and
development, and their processes for acquiring new knowledge and applying new skill sets. Student
work includes such items as writing samples, projects, oral reports and pictures. Thinking analytically
about the work can give teachers greater insight into teaching and learning. This examination and
analysis can take place in teacher collaborative groups, and can be utilized in that context.
2.2 Individual Professional Growth and Development

This section provides suggestions for actions that individual educators can take to deepen their own
understanding and strengthen their professional practice. These actions focus on supporting individual
growth and transformation, but they can be carried out in collaborative groups or teams.
Annual Professional Growth Plan

The personal Professional Growth Plan undertaken by each educator is the cornerstone of the
Professional Development Project. It supports and encourages educators in taking personal
responsibility and ownership of their own professional growth, while also working collaboratively
toward the achievement of group/community goals. Professional Growth Plan processes and
implementation strategies are described in detail in Chapter 3.
Professional Growth Plan Audit

To deepen the learning and growth experience associated with the creation of and participation in a
Professional Growth Plan, the teacher should keep records of their actions throughout the year,
including their thoughts about their progress toward their goal(s) (e.g. they may wish to keep a
journal). For example, if their goal is to increase the effectiveness of their assessment practices by more
effectively utilizing “formative assessment” strategies, they might keep detailed journal log of their day-
to-day assessment practices. They could include descriptions of their assessment practices and
purposes (assessment as/for/of learning), and how they used the assessment information to inform
their teaching practice. At the end of a term, they can review their logs and note what proportion of
their assessment falls into each purpose (as/of/for), and they can determine changes that would
improve the balance.
Mentor a Student Teacher

Serving as a Mentor Teacher in support of teachers-in-training can be a powerful and profound learning
experience for the mentor, as well as for the student teacher. In addition to more deeply reflecting on
their own teaching practice through discussions with the trainee, the mentor, through practice, will
develop skills and insights on providing positive, pro-active, and productive guidance and support.
Action Research
Teachers may choose an area of their professional practice that they are personally concerned about,
and carry out small scale, classroom based research on that practice. For example, if they are interested
in attempting a new instructional strategy, they could complete assessments of student understanding
before, during and after the application of the strategy, and then analyse the outcomes. They may share
their experiences and findings with their colleagues in collaborative groups and conferences.
Professional Reading and Writing

Reading books and articles related to education and keeping professional journals creates an
opportunity for educators to review their own experiences, reflect on their students’ experiences,
examine their beliefs and practices, stimulate new ideas, chart their own learning, and apply what they
have learned. For some possible strategies for reflective reading/writing refer to Chapter 5.
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2.3 Leadership and Administrative Support
The forms and styles of administrative leadership utilized in schools and systems can have a dramatic
effect on professional growth and development of educators. Effective leadership ensures that the
necessary policies are in place to facilitate a focus on rethinking classroom practices in ways that better
support student learning, and to provide a social and working climate in which educators feel
supported and encouraged to implement new strategies and approaches. Some strategies that
administrators could implement are described here:
Boundary-Spanning Activities
Leaders can give classroom instructional practices a high profile by ensuring that boundaries between
classrooms and whole schools are permeable. For example, this might mean that every meeting agenda
include an example of good practice, which could be as simple as requesting staff to bring along a piece
of student work to share. Over the long term, school staff could develop school improvement plans that
include the school-wide goal of enhancing classroom practices.
Modeling
Leaders can model the behaviours, attitudes, and commitments that they ask others to demonstrate.
Leaders who make their own professional learning public to their professional community can
underscore the “do as I do, as well as do as I say” message. For example, school leaders can participate in
teachers professional development programs, create and discuss their own professional growth plans,
and share in the teachers’ celebrations of learning and growth.
2.4 Creating a Positive Growth Oriented Social and Professional Climate

The entire school community can work together to create and sustain positive attitudes and approaches
to social and professional relationships. A few examples of possible strategies are described here:
Celebrating the Process of Professional Growth

With staff, at the beginning of each school year plan and celebrate ideas for professional growth for the
upcoming school year. At the middle of the year have an informal sharing of progress to date (staff
discussion, or poster presentation), and do the same at the end of the year. Note that “process and
progress” rather than “completion” are being celebrated, because our professional growth and
development will never be “complete”. We are always works-in-progress.
Celebrating Student Progress

With the whole school community, exhibit samples of student work that is representative of their
learning processes and progress.
2.5 Facilitating Parent and Community Involvement in Schools

It is important, as much as possible, to involve parents, students, and the broader community, in the
work of the school. They can be part of the process of defining and reaching goals, providing different
perspectives on issues, offering support, and bringing specific skills and strengths to the school
community. Some suggestions for parent and community outreach are specified below:
Workshops with Parents

Provide workshops for parents to explain current classroom practices, and to demonstrate how
instruction is targeted and learning is supported. Develop procedures that enable parents and students
to monitor homework, provide support, and give feedback to teachers, according to a set of learning
outcomes based criteria that teachers provide.
Communicating
Establish mechanisms for timely, two-way communication between home and school that celebrates
student success and identifies areas of concern. For example, use a folder to send student work home
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each week, with a space for student reflections and parent comments. This strategy is easily applicable
for day-scholars, and could be adapted for boarders who see their families relatively regularly. For
students who cannot see their families regularly, this may primarily involve student reflection rather
than parent.
Volunteering – Parents and Other Community Members

Survey parents and community members about their interests, strengths, and availability, and develop
a program for utilizing the volunteers to support the learning needs and interests of students. Retired
teachers and other elders may be interested in returning to schools to provide support, and Tibetans
who have emigrated to other countries may be interested in returning for a period of time to share their
experiences and expertise with Tibetan school children.
Making Decisions
Encourage and facilitate active involvement by both parents and students in assessment-informed
decisions that affect the student, such as charting next steps. Use formative assessment as learning
strategies to encourage students to talk about their own learning, and encourage others to do the same.
Celebrating with the Community

Consider producing a video that highlights the work that is being done in your schools. It could include
footage of the processes that you are engaged in and of teachers, students, and parents in discussion
about learning and school practices.
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3: THE PROFESSIONAL GROWTH PLAN
This chapter provides detailed descriptions of key concepts and strategies of the Professional Growth
Plan model. Sections 3.1 to 3.3 describe the Professional Growth Plan concept. Section 3.4 provides
sample templates that can be used by educators when writing their plans, and section 3.5 includes
several examples of professional growth plans (examples 1, 2, and 5 were actually created and carried
out by teachers in other contexts, and examples 3 and 4 are adaptations that might fit the Tibetan
context). Section 3.6 provides some thinking prompts to help educators generate ideas for their
professional growth plans. Additional ideas may be gleaned from the list on internet links in chapter 6.
3.1 Professional Growth Plan for Educators

The Professional Growth Plan (PGP) (akin to an “action plan”) for educators is a tool that can help us
reflect upon our current practice, organize our thoughts and ideas toward further growth, develop
strategies for action toward improving and enriching our professional practice, and develop strategies
for monitoring and making sense of the outcomes. By engaging teachers in professional growth in ways
that are deeply personal and meaningful to them, the Professional Growth Plan functions as the
cornerstone of the overall Professional Development Program.
The Professional Growth Plan encourages each teacher to “start from where they are”. In collaboration
with supportive mentors and colleagues they establish achievable development goals and plans for
action. Since each teacher is at their own individual stage of development, each may set different
specific benchmarks for monitoring their progress. The Professional Growth Plan focuses on
professional development anchored to reflective practice and continuous growth, rather than an
evaluative process that may feel punitive and thus raise tension and anxiety levels, potentially stifling
growth. The Professional Growth Plan invites all participants (teachers and administrators) to take
ownership and responsibility for their own action plans, to support each other’s learning and
development, and to share and celebrate their learning with colleagues.
Personal and professional self-reflection must be integral to the Professional Growth process, to
facilitate depth of learning that may more profoundly impact our long-term practice. In “The Courage to
Teach: Exploring the Inner Landscape of a Teacher’s Life”, Parker Palmer (2007) explains that self-
reflection is inherent to the work we do and to the lives we live as educators:
Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I
teach, I project the condition of my soul on the students, my subject, and our way of being together.
The entanglements I experience in the classroom are often no more or less than the convolutions of
my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in
the mirror and not run from what I see, I have a chance to gain self-knowledge – and knowing myself
is as crucial to good teaching as knowing my students and my subject. (p. 2).
The Professional Growth Plan process shifts responsibility for professional development substantially
into the hands of teachers, and thus an altered role for administrators is also vital to the process. Rather
than dictating to teachers what they should be doing for professional growth, the administrators’
position is more like a “guide on the side”, supporting the teacher-directed Professional Growth
framework and helping to establish a professional culture in which teachers feel empowered and
confident in establishing their professional growth plans and directions. It is a collaborative team
approach in which the administrators play a vital supporting, rather than a directing or dictating role.
Variations of the Professional Growth Plan format are utilized in many jurisdictions around the world to
encourage and support educators’ efforts to take charge of their own professional growth and
development while working within collaborative learning teams in their schools, school systems, and
beyond. In some jurisdictions the Professional Growth Plan has replaced teacher evaluation via lesson
observation. Lesson observations may still take place (optional, at the request of the teacher), but the
context and tone of observation is reformulated to be supportive of the professional growth and
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development of the individual, rather than evaluative and judgemental. Standardized evaluation
benchmarks typical of the evaluation via observation process are inherently flawed because they do not
provide scope for exploring and making sense of the complexity and diversity of teaching/learning
situations and contexts. Whereas, the Professional Growth Plan model compels teachers and
administrators to consider their work as a whole, rather than simply in lesson-by-lesson chunks of time.
In order for programs like this to capitalize on opportunities for growth, participants should involve
themselves in team approaches, and have respect and empathy for the various stages of learning of
different individuals (for example, beginning teachers may have different
needs/interests/understanding as compared to mid or late-career educators – all can learn from and
with each other, but individual approaches to learning and implementation may differ).
3.2 Steps in the Professional Growth Plan Process

 Each school year, every teacher/educator must submit a brief written document (typically
about one page) to the school administration, summarizing the key concepts of their
Professional Growth Plan. The plan should specify the topic of exploration, reasons for the
teachers’ interest in that topic, strategies for exploration and implementation, collaborative
partners, timeline, and hoped-for indicators of success.
 Soon after the written plan is submitted (ideally, within a few weeks or a month) the teacher
and an administrator/supervisor meet in person to discuss the plan. The administrator listens
to the teacher talk about their plan and prompts them with questions that may reveal more
layers to the topic of study. The administrator should not try to change the core substance of the
teachers’ Growth Plan. Rather, the administrator should listen empathetically with the intent of
providing support and help to the teacher (for example, the administrator may have ideas of
material resources or conferences that may interest the teacher, or may know of other people
with similar interests who the teacher might be interested in collaborating with).
 Throughout the school year the teacher and their collaborative team work on their Professional
Growth goal(s). They should meet together periodical for idea sharing, feedback, support,
practice, etc.
 At the end of the school year, the staff may choose to share the progress of their Professional
Growth Plans with each other, celebrating the accomplishments and learning. Since professional
growth and development are life-long processes, the year-end celebration should focus on
“progress and learning”, rather than “completion” of the plan. Frequently, even if a teacher
achieves their original learning goal, new questions and ideas arise that may extend and deepen
their exploration of the topic. So, “completion” is never really the true end goal.
3.3 Topics for Professional Growth Plans

Professional Growth Plan topic possibilities are wide ranging, and must be linked directly to the
interests and learning needs that the teachers identify for themselves. The key common thread that all
Professional Growth Plans should share is that the topic/plan should be aimed toward enhancing
student learning, either directly through instruction (e.g. through mastering new teaching
methodologies), or indirectly through development of other aspects of school life that impact learning
(e.g. the PGP could focus on strategies to support the social/emotional health of students and families,
which is vital to creating a school climate in which students feel safe and respected, and thus are better
able to learn).
It is important to emphasise that each individual’s annual Professional Growth Plan should focus on a
maximum of one or two core topics. If the plan is too vast in scope it is likely to feel overwhelming and
the teacher may get stuck. Rather, teachers should choose one or two aspects of their work and frame
their Professional Growth Plan narrowly around those topics. The teacher certainly may (and should)
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also engage in professional development activities on other topics throughout the year, but the only
topic they need to formally discuss with their administrator is their Professional Growth Plan topic.
3.4 Sample Professional Growth Plan Templates

There are a variety of ways that the Professional Growth Plan can be framed. Two sample formats are
shown below, adapted from Burnaby School District, 2008. Typically, the written plan is a few
paragraphs in length (maximum of one page). It does not have to be a detailed or lengthy essay, but it
should specify and summarize the key issues and ideas that the teacher is concerned about.
Professional Growth Plan Template: Example 1

I. Goal: (What I want to work on)
II. Rationale: (Why I want to work on it)
III. Model: (Whom I will work with)
IV. Action Plan: (How I will achieve my goal)
V. Timeline: (When I will accomplish my plan)
VI. Signs of Success: (How I will know if my goal has been achieved)
Professional Growth Plan Template: Example 2

I. Area(s) of instruction that I intend to emphasize this year:
II. Specific objectives within each area:
III. Planned activities for collaboration and feedback:
IV. Indicators of success of the plan: (Reflection)
3.5 Examples of Professional Growth Plans

This section presents five different examples of Professional Growth Plans. Each is anchored to the
teacher’s motivation and concern about supporting student learning and achievement, but the methods
and foci of the plans differ. PGP examples 1 and 2 focus on instructional strategies in the classroom,
whereas example 3 focuses on behaviour management, with the understanding that teacher behaviour
may impact student behaviour. Example 4 inquires into student wellness, in part because health and
wellness (physical, emotional, and spiritual) have a profound impact on students’ readiness and ability
to learn. Rather than working on classroom practices, in the final example (5) the teacher has decided to
focus on their professional practices amongst their colleagues in school community.
3.5.1 PGP Example 1: Mrs Mumba’s ACTION RESEARCH REPORT: Encouraging

participation in class
Mrs Mumba is a teacher in Zambia, Africa, who participated in an “Action Research” group facilitated by
the “Enabling Education Network (EeNET)”, Educational Support and Inclusion, School of Education
The University of Mancheste (EeNET, 2005, p. 40). Her action research was not originally framed in the
format of a Professional Growth Plan, but it can easily be adapted to fit within the PGP framework. Her
Action Research has the same sort of outcome that a PGP could. In other words, although not all
Professional Growth Plans will fit within the “action research” model (PGP can be imagined more
broadly), if a teacher chooses to do an Action Research project, they can adapt the project description to
match the PGP format.
To illustrate how this can be done, Mrs Mumba’s full Action Research Report is provided below,
followed by an example of how her original project proposal might be reframed as a PGP.
By Edwina M. Mumba, Kabale Basic School, Zambia (EeNET, 2005)
Purpose: The purpose of the exercise in this action learning was to find ways and means of
helping those pupils who do not participate fully by not writing the given exercises because
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of not coming with pencils to school despite being regular attendees. The class was asked to
discuss and find solutions of how this problem can be stopped. The class came up with the idea
of having small containers per group and a box where the containers can be stored with pencils.
Processes: The table below shows each process used and voices heard and those not heard in
the process.
Processes Whose voices were heard Whose voices were not heard
Observation The class teacher Mrs Mumba Pupils in class
Interview Wilson (pupil under study) The rest of pupils in class
Mrs Mumba
Discussion Mrs Mumba (class teacher) 4 pupils absent, 1 girl and 3 boys
All pupils present on this day
Pairing/twinning Wilson, Maria, Mrs Mumba The rest of the class apart from the
two
Observation: Each time I gave work to pupils to write I observed that a boy named Wilson was
not writing. I got concerned and wondered what could be the reasons and what could be done
to make the boy start participating by writing the given exercises. At times when the boy
attempted to do the exercises, the performance was below average.
Interview: Having seen that the boy’s habit of not writing without being monitored and
reminded (despite having a pencil) was getting out of hand, I decided to have a talk with the
boy.
Teacher: Wilson, why do you come to school without a pencil?

Wilson: When I lost the first pencil my grandmother bought for me, I reported and she just
shouted at me saying, “I won’t buy you another one, your friend who is in Grade 2 is very
responsible, he doesn’t lose pencils the way you do, so you will know what to do.”
Teacher: What did you say when she said that?
Wilson: Nothing. I just left and went to play. The following day I did not even come to school.
Teacher: Why is it that when your friends lend you a pencil again you don’t write?
Wilson: Sometimes I fear to get the work wrong because my friends laugh at me, sometimes I
don’t just feel like writing. At times I even hide the pencil and say I don’t have a pencil to write
with.
From the interview I then realised the importance of having a discussion with the entire class.
The essence of the discussion was to try and see how those that don’t come with pencils and fear
to write can be helped. I thought of a class discussion because it was not only Wilson, the boy
under study, who was not coming with a pencil and not writing.
Discussion: I opened the discussion by saying “I have seen some of you coming to school
without pencils and some of you just hide the pencil for fear of writing.” Then I said “Is what I
have said correct or not?” Pupils without putting up their hands said “Yes it is true.” They even
mentioned some of their friends. I observed that those that were mentioned were mainly from
slow learners groups. I was happy that Wilson was mentioned. In groups, I told pupils to discuss
why they think their friends don’t come with pencils.
Answers:
 They fear to report to their parents when they lose one.
 They don’t like writing.
 They fear to get the work wrong.
 They are lazy.
 They are slow learners.
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I then said, “Since this is a problem in our class what can we do as a class to help our friends?”
Most pupils present on this day suggested that the pencils be left at school. I agreed to the
suggestion but asked pupils again how they can be stored since there are no lockers or
cupboards in our classes.
To my surprise pupils came up with a very good idea of each group having an empty container
where they can store the pencils. This was considered and pupils brought the container per
group and the teacher labelled according to the group names. The problem again came of
where to leave the containers.
Again pupils responded saying each group will be responsible for its container. There will be
individuals taking containers from each group and there will be rotation. This was adopted and
the exercise began.
Problems: The pupils’ suggestion worked, but not 100 per cent, because of the following:
 at times those who took the containers feel sick (and do not come to school), meaning no
pencils for that group on that day
 when the containers were brought back, some pencils were missing.
Fortunately when the two above occurred, pupils got pencils from other groups, since every
group was having more than enough for members of the group.
Finally, I volunteered to carry the container of pencils in small boxes to my home and bring
them the following day. To date this is what is taking place in my classes, this has improved
participation of learners since now everybody is writing.
Pairing/twinning: The boy under study has begun participating fully. With my close
monitoring his performance has really improved, especially in Bemba as I very much want
pupils to improve the reading and writing of our local language. I called Wilson and praised
him for the improvement. I then told the boy that if you really want to improve even more find
someone you will be assisting. The boy agreed and picked on a girl called Maria from his group.
I found time and talked to the girl about how she will be working with Wilson, she too agreed.
The pair is from the same group of slow learners.
Evidence of Impact:
Participation: The boy is now participating fully and is showing some self-confidence
especially when he’s explaining work to his twin. He is always writing since pencils are always
available and the fear of getting work wrong is no longer there because at times, especially in
Bemba, he is among the first six who completes the work.
Achievement: My target is the reading of our local language. Wilson has tremendously
improved. He’s able to read most of the new words in Bemba. Recently I conducted a test - he
got 18/20. If it’s time for Bemba, you would see how quickly the boy gets a pencil ready to write!
Now that he is able to read, he has been given the responsibility of distributing containers of
pencils to respective groups — since the group names are written in Bemba the boy enjoys
doing it.
Lesson learned:
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 Close monitoring of individuals can help the teacher learn the individual’s problem which
may even be affecting others. As the teacher tries to find the solution to help that individual,
in the process others are helped.
 Pupils are not blank in their heads as we sometimes take them to be. If fully involved by
sharing the problem with them, they come up with very good suggestions and solutions
hence lifting the teacher’s burden. Children really feel happy and ready to contribute more
if their voices are heard and considered.
 Pupils don’t only learn in class but also observe some of the problems other fellow pupils are
facing and are ready to assist if consulted. Teachers should be ready to develop the life skill
of problem solving in pupils by involving them and giving them certain tasks
Challenges
 how to come up with some teaching strategies to improve those pupils still not performing
well in terms of achievement
 to always find time to meet the special pair, that is Wilson and Maria
 improve individual pupil-teacher relationship so as to create more room for individual
pupils’ learning and participation together with achievement.
Conclusion: Recently I asked the class if the idea of leaving pencils is good and really helping.
Pupils said it was very good and has really helped. I asked the reasons for their answer. The
following were reasons given:
 Everyone is now writing.
 No one can give an excuse of not having a pencil.
 We are free to use each other’s pencils in a group.
 It has brought unity and co-operation
 Each group is fighting to have more pencils in their container and long ones.
Mrs Mumba’s Action Research Plan adapted to fit the PGP Format
I. GOAL: (What I want to work on)
Encouraging greater student participation in class. I want to find ways and means of helping those
pupils who do not participate fully by not writing the given exercises.
II. RATIONALE: (Why I want to work on it)

I have noticed that some students do not bring pencils to class and thus cannot do the assigned work.
Or, even if they have a pencil, they do not participate in doing the work. Without practice they will not
learn how to do the work. I want to understand why they are not bringing pencils or trying the work,
and I want to develop strategies to help and encourage them.
III. MODEL: (Whom I will work with)

I will collaborate with other elementary teachers at my school.
I will involve the students themselves.
IV. ACTION PLAN: (How I will achieve my goal)

I will meet once every 2 weeks with my teaching colleagues to share ideas and strategies for
encouraging in-class participation of elementary age students. We will either have this meeting during
our lunch break together, or after school for 30 to 40 minutes.
I will ask the students to tell me why they struggle to bring equipment and do the work. I will ask the
students for advice on strategies for increasing participation, and I will implement their suggestions in
class.
V. TIMELINE: (When I will accomplish my plan)

I hope to work on this plan throughout the school year, in stages. First, I hope that within one month
after starting this project, the students will consistently be bringing pencils to class. Throughout the
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year, I hope that their levels of participation and cooperation increase steadily.
VI. SIGNS OF SUCCESS (How I will know if my goal has been achieved)
My ideal hoped-for outcome is that:
 All students will be bringing their pencils to class daily.
 All students will be participating actively in the lessons and complete the assigned work.
 Student understanding, enthusiasm, and achievement will increase.
3.5.2 PGP Example 2: Incorporating Inquiry Activities into Science Class

This year I want to develop more ideas and strategies for introducing inquiry learning into science
class (students exploring and investigating problems in a self-directed and open-ended way, rather
than following a fixed set of instructions and procedures set out by the teacher).

I normally have my students perform specific laboratory activities by following a set of step-by-step
instructions and answering questions related to their observations and the outcomes expected.
This year I want to switch some of those laboratory activities and replace them with “inquiry”
activities on the same topics. I hope that the same learning outcomes are achieved, but in a more
interesting and engaging way for the students. I normally have the students perform 20 laboratory
experiments in one year. This year I hope to change 5 of those experiments into inquiry activities.

I plan to collaborate with 3 other science teachers. One is my colleague at my school who I can
meet with regularly, but the other two teach at other schools. We will communicate primarily by e-
mail and Skype, sharing lesson plans, activity ideas, and experiences. We plan to communicate with
each other at least once per month for the duration of the school year.
We plan to search the internet and book resources for inquiry activity ideas, and choose or adapt
activities that fit within our science curriculum. Our group will develop the inquiry activities
together, and we will each try these activities with our students. We will share our ideas and
experiences with each other. In particular, we will share information on which aspects of the
activities worked well in our classes, which aspects were challenging, and which aspects we plan to
change the next time we try the activity.
We also plan to ask about students about their interests and ideas on topics and activities they
would like to investigate. We hope that we can incorporate the students interests into the inquiry
activities. After each inquiry activity we will ask students to tell us their feeling about the learning
experience (do they experience a different sort of learning from inquiry? Do they enjoy the process
of learning this way?).

If the plan is successful:
 we will have created and implemented 5 inquiry activities during the school year
 ideally, the students will be deeply engaged , curious, and enthusiastic about learning through
inquiry
 extremely ideally, students will be inspired to do further investigations and/or create their
own inventions for fun – i.e. they will take delight in learning and will be endlessly inquisitive!
3.5.3 PGP Example 3: Managing Student Behaviour

I want to learn and implement effective, non-confrontational and non-aggressive methods for
managing student behaviour.
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Some students in my classes misbehave and/or become argumentative when I instruct them to do their
class work or other tasks. Their learning is negatively impacted, as is the learning of other students in
the class. In addition, I have been getting frustrated with their behaviour, and so I am less happy and
quicker to get angry than I was before. All students are negatively affected, as I am. The strategies I
have been using to manage student behaviour are simply not working for my students, or for me. I
want to give some other methods and strategies a try.

I have approached one of the senior teachers in my school and asked her to collaborate with me (her
name: Gen Dolma-la). She has agreed to do so. In addition, my friend Gen Tsering-la who teaches at
another school 5km away is experiencing the same problems I am facing. He will also be part of our
collaborative team. We also plan to include the students in this process.

We have 4 ideas about how to approach this plan:
First, Gen Dolma-la does not have the same problems that Tsering-la and I have with students, and I
think it may be that she uses different management strategies. We hope that we can learn from her.
Our first step will be to meet with her to discuss her experiences and thoughts on behaviour
management. Then we plan to observe some of her classes, specifically looking for her strategies when
working with students who we know tend to be disruptive in other classes.
Next, we hope to go to a workshop on “Restitution” or “Discipline with Dignity”, and/or access

resources on those topics on the internet (http://www.realrestitution.com/). We hope to try these
strategies in our classrooms, and keep a journal of our experiences. We plan to meet together once
each month to discuss our experiences and progress. If I cannot go to a workshop, I will use as much of
the free resource material as I can find on-line, and I will also request funding to purchase books/DVDs
on the topic, as an addition to our school’s “teacher’s corner” of the library.
Another important step is involving the students themselves. I plan to discuss the problem with the
students I’m most concerned about, and ask them for their views and feelings. I hope they can explain
why they are disruptive, and I hope I can better understand them in order to work more effectively
with them.
As our work progresses, Tsering-la and I plan to observe a few of each other’s classes and provide
feedback via the “observation cycle” (partner learning).

I expect to work on this plan all year.
- I hope to meet with Gen Dolma-la and observe her classes within the first month of the school
year.
- I plan to begin my internet search for ideas and resources right away.
- I plan to talk with students within the first few months of the school year.
- Tsering-la and I plan to observe each others classes once every 2 or 3 months throughout the
school year (scheduling may be a challenge, but we will request the school head to help us with
some release time to do this)
- I will know that my goal has been achieved if I wake up every morning happy and excited to
see ALL my students.
- there will be no problems with student behaviour
- all students will be polite and respectful of me and of each other
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- all students will be engaged in their work and happy to be in class learning
3.5.4 PGP Example 4: School Goal of Improving School Climate

I want to work to improve the physical/social/emotional/spiritual health of the students at the
school.

I am concerned that some students at the school appear to be suffering from depression and/or
anxiety. I don’t know the cause of their problems, but I am worried for a number of reasons. I am
worried for their physical and emotional wellbeing, and I am also worried about their academic
achievement. If children are not physically healthy, or if they are not emotionally healthy, their
learning will be negatively impacted.

I will work with the school nurse, 2 other teaching colleagues who also share my concern, and with the
children.

The four people in my collaborative group (3 teachers and the nurse) have decided to focus on one
child each. We have chosen children who we are worried about, because they appear to be unwell,
unhappy, anxious, or socially withdrawn.
We will each find time to meet with the child we are partnered with for a chat (e.g. we could invite
them for stroll in the market, play basketball with them, etc).
We will try to learn about the child’s background, current situation, concerns, stresses, etc. If it is
possible to provide help/support for those children, we will do so. Additionally, we hope that the
information we gain from those 4 children will help us learn how to better care for all the children
(even the ones not showing outward signs of distress).

We plan to meet as a collaborative group in the first month of the school year. At that time we will
discuss strategies for speaking with the children in a friendly and caring way.
We plan to finish the meetings/interviews with children by the end of the 3rd month of the school year.
Then, we will meet to compare our findings and develop strategies on how to help the children.
The four children we are working directly with will be happy and healthy, enjoying life and learning at
our school.
Ideally, the strategies that we put in place to help those 4 children will also benefit other children – so,
hopefully all children will be happy and healthy, enjoying life and learning at our school.
3.5.5 PGP Example 5: School Goal of Promoting Teacher-Directed Professional

Development
Although I am a classroom teacher, I am also interested in further developing my working
relationships with my teaching colleagues, and helping the school as a whole to develop a stronger
professional culture of collaboration and collegial support.

This year for my professional growth plan I would like to focus on developing processes and support
systems to help my colleagues at school more effectively collaborate on our professional growth and
development goals.
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Along with 5 of my teaching colleagues, we have established a “Professional Growth and Development
Committee” at the school. We plan to meet together once each month to plan activities and initiatives
to help all teachers in their Professional Growth and Development. For example, if some of our
colleagues are willing to offer workshops or training sessions on particular topics, our committee will
help to organize and facilitate the training. We also plan to survey the teachers to find out what their
professional development needs and interests are. Based on the feedback, we hope to plan some
school-based training sessions and workshops (e.g. we could invite resource people from outside the
school, or there may be people already working at the school with expertise in the areas of interest).
We also hope to work together with the school leadership team (Principal and Head Teacher) to
develop strategies for providing time and resources to teachers to participate in collaborative
planning, instructional rounds, partner learning, lesson study, etc.

I will know that my plan has been successful if:
- all the teachers at the school are enthusiastic about participating in professional development
with their colleagues
- teachers tell us that they feel that their professional development interests were addressed during
the school year
- students tell us that they appreciate the dedication of their teachers, always trying to more
effectively support the students
- I feel a happy sense of collegiality at school – we are all working toward a common goal of trying
to effectively care for our students
3.6 Thinking Prompts for Developing the Professional Growth Plan

The following are some questions that you may find helpful in developing and refining your plan (from
Burnaby School District, 2007):
Developing a Vision (Reflecting on What Could be)

- What do I know about myself as a teacher?
- What are my current strengths, interests and concerns?
- What images come to mind when I picture my ideal classroom?
- What images come to mind when I think about a successful teacher?
- How is what I am doing affecting my students?
- What changes would I like to consider in order to move closer to the ideal?
Setting a Focus (Deciding on a Goal)

- Is my goal meaningful and related to my vision?
- Is my goal challenging, yet attainable?
- Is my goal clear and succinct?
Determining the Objectives (Specifying Statements of Purpose)

- Are my objectives realistic and measurable?
- Are they specific?
- Do they relate to my major goal or focus?
Building Your Action Plan (Details of Strategies)

- What are the things I need to do in order to achieve my goal?
- What kind of preliminary activities would be useful in this process?
- Professional literature? Workshops? Dialogue? Web-based resources?
- What person or persons would be most helpful to me in following through my action plan?
- What is a reasonable time line for the activities?
- What difficulties might be encountered in implementing this plan?
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- What can I do to minimize these problems?
Looking for Indicators of Success (Progress Towards Goal)

- What will success for me look like?
- How will I know I have achieved my goal?
- What observable indicators will help me to determine this?
Recognizing the Need for Flexibility

- Do I recognize and accept that some changes may have to be made in my plan?
- Can I anticipate any specific activities or processes which may have to be changed?
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4: THE OBSERVATION CYCLE: CONSTRUCTIVE/SUPPORTIVE
LESSON OBSERVATION
Lesson observation is a powerful strategy for peer-to-peer partner learning (teachers observe each
other’s lessons), and as a non-evaluative/supportive process by which school leaders (e.g. Principals
and Head Teachers) may provide guidance and encouragement to teachers. Some lesson observations
are likely to be informal, akin to collegial conversations. Other observation sessions may be more
structured, involving the submission of a formal lesson plan prepared by the teacher being observed, a
pre-conference, an observation with written comments, and post-conference. Ideally the teacher
being observed will follow-up with a written reflection on the lesson and their learning, and will share
and discuss their reflection with their observer.
The observation cycle and suggestions for guiding the pre-conference, observation, and post-conference
are summarized below (this chapter was adapted from Simon Fraser University, Faculty of Education,
Professional Development Programs resource package for Faculty Associates and School Associates, 2008):
Figure 2: The Observation Cycle
1. Pre-conference
- Clarify lesson objectives, strategies,
and evaluation procedures
- Identify focus for observation
2. Observation
- Gather data on observation focus
- Concentrate on identified focus for
observation
3. Post-conference
- Analyze data
- Discuss patterns
- Identify focus for subsequent
planning and teaching
PRE-CONFERENCE
The purpose of the pre-conference is to talk about the lesson that has been selected for observation. It is
helpful if this pre-conference can be held one day before the lesson to allow the teacher time to reflect
and make modifications if necessary, and so that the observer will have a sense of what to expect in the
lesson. Even if a face-to-face pre-conference is not possible on the day before the lesson, the teacher
being observed should submit their lesson plan and rationale for the lesson to their observer a few days
before the lesson. In this case, the face-to-face pre-conference may happen just before the lesson takes
place (typically 15 to 30 minutes).
The teacher being observed should present the observer with a written lesson plan stating the
following:
- overall context of the learning to take place (contextualize in relation to students previous
learning, and future lessons that may build on the same theme/concepts)
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- the purpose (learning objectives) of the lesson
- development of concepts within the lesson
- instructional strategies
- assessment strategies
- closure
- materials needed
The teacher should then describe and discuss the lesson verbally to clarify their ideas, and to give the
observer a sense of the lesson they will observe.
The teacher being observed should identify a focus for the observation (the central thing that they want
the observer to pay attention to). Having one primary specific focus is helpful in order to provide a
manageable amount of feedback and information for the teacher to reflect upon (too many foci and too
much observation data may be overwhelming, and thus will prove unproductive). The highlights of
the pre-conference should be recorded on an observation sheet.
The following questions may help the observer to guide the pre-conference:
 What is the purpose of the lesson? What do you want the students to learn?
 Tell me about your lesson. Walk me through it.
 What is the “hook”? (What will draw the attention of the students? Why should they care about
the topic/lesson?)
 Have you anticipated what the students will be doing while you are teaching?
 What parts of the lesson are you excited about?
 What parts of the lesson do you think will excite the students?
 How will you know if the students have learned what you intended them to learn?
 What do you want me (the observer) to observe (focus)? How do you want me to collect data?
OBSERVATION
The focus for the observation should arise from areas identified for growth in previous observations, or
areas that the teacher is concerned about and hopes to develop (the focus may be related to their
annual Professional Growth Plan, if the teacher wishes). An extensive list of possible observation foci is
provided at the end of this section. In addition, sample forms for recording observation data are
provided.
POST-Lesson CONFERENCE: 2 Stars and a Wish

There are a variety of different strategies that can be effective for concluding and summarizing the
observation. You may choose one that you feel is appropriate to the observation context.
The “Two Stars and a Wish” format is an example of an effective way to frame the Post-Lesson
Conference (the “Two Stars” are positive aspects of the lesson or of the teacher’s instruction. The
“Wish” refers to something they should continue to work on and develop/improve). After the lesson is
complete, but before verbally speaking with each other, each participant in the conference (the teacher
being observed, and the observer) should write their Two Stars and a Wish for the lesson. Then, they
should discuss them verbally. It is usually best if the teacher who was observed shares their thinking
first, before the observer states theirs. First, share the stars. Take time to discuss and understand the
stars, and celebrate them. Then, talk about the wishes. Past experience shows that this format usually
brings out the most important concerns in the teaching and prepares both the teacher who was
observed and their observer for future planning.
Suggestions for Post-Conference Guiding Questions

 What are three things that you are really pleased about in your lesson?
 What went as planned? What didn’t go as planned? Why?
 Did you change anything during the lesson? Why?
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 Review the observation data. What useful information have you gained from this observation?
 Did you notice anything else from the data?
 What is one thing you might re-shape? How would that make a difference to the lesson?
 What would you keep?
 What did you learn? What will you take away from this activity?
 What are you going to focus on in the coming week?
Post-Conference Written Summary by the Teacher who was Observed

Reflective writing is a very important part of professional growth. As part of the Observation Cycle,
after the lesson, the person whose lesson was observed is not “done”. Later on, usually in the evening of
the day the lesson was taught/observed or the next day, they should write a “reflection” on the
lesson/observation (the writing should happen after they have had a few hours to catch their breath
and ponder, but not after days or weeks of fretting). This written summary of the post-conference is
extremely important. The teacher should summarize what they recall of the post-conference with their
observer, and they should write about what they pan to do to address the “wish” that emerged. This is a
summary of what was discussed and includes a description of the focus for the next lesson observation.
They should then share their writing with the observer, and discuss/celebrate their learning.
Writing Prompts for the Post-Conference Summary

The teacher who was observed may wish to use some or all of the prompts below to guide their written
reflection of their lesson:
 How did you feel about your lesson?
 What went well in the lesson? Why?
 What would you change? Why?
 How do you know your students learned the material? Give some examples of how your
students demonstrated their learning.
 What did you learn about yourself as an educator?
 What did this lesson reveal to help your understanding of children’s learning?
 What will be the focus for your next observation?
4.1 Observation Foci Ideas and Suggestions for Data gathering

Effective Planning and Lesson Mechanics
 Lesson introduction: To what extent are students engaged? Does this introduction build on prior
lessons? Is it active? Is it motivating?
 Clarity of instructions: observer records verbatim and notes student responses to instructions
 Pacing of the lesson: flow, realistic time frame, rushed/slow, one activity following logically into
another?
 Adherence to or flexibility of strategy and/or direction (i.e. was the lesson plan followed? If not,
was the deviation an appropriate well reasoned adaptation to address the learning needs of the
students?)
 Materials: availability and distribution
 Closure: has the learning been reviewed? Is there closure or feedback to the lesson?
 Transitions from one topic or activity to another within the lesson: how long do they take, what
strategies are used, what is student response to transitions?
 Safety considerations (P.E., Science, outdoor education, student movement during transitions,
line-ups, distribution of materials)
Interactions
 Voice modulation, clarity of inflection of voice and effect
 Significant non-verbal behaviour patterns (positive and negative)
 Habitual slang expressions
 Gender specific comments (minimizing gender bias – overt and implied)
29
 Distribution of questions: ratio of boys to girls? Who doesn’t participate? How are reluctant
participants included? Routines and practices to encourage inclusion/participation?
 Classroom management: record verbal and non-verbal communication used to manage the class
 Specific encouragement vs. non specific - Balance of whole class, group and individual praise
 Questions distribution – location in the room - left/right, front/back, male/female
 Volunteered or solicited answers (map of seating plan is very useful here)
o Students with raised hands vs. those selected by teacher
o Asking for response from those who do not volunteer (appropriate use of this strategy)
o Charting/mapping students who are, and who are not, called upon to answer questions
(mapping distribution of questions and responses)
 Types of questions: Open ended vs one-word response (yes-no)
 Levels of questions:
o Factual (F) or inferential (I)
o Following Blooms’ taxonomy
 Cognitive: knowledge, comprehension, application, analysis,
 Affective: receiving, responding, valuing, organizing, characterizing
o Appropriate sequence for effective student learning
 Wait time: (allowing students time to think and respond)
o Brainstorming approx. 1-2 seconds
o Higher level thinking 4-5 seconds
 Teacher responses to questions answered
o Extended, rephrasing, redirecting
o Teaching for thinking
 Distribution of teacher talk vs. student talk
o Teacher-student, student-teacher, student-student
o Pacing for optimal interaction (keeping track of time)
Teacher behaviours
 Movement patterns – varying position of instruction, movement during lesson, task clarification
(observer can use a map of the seating plan or room to record movement data)
 Individual, partner, group instruction strategies (time proportionate within lesson and
throughout day – running record)
 Teacher assistance (amount and type of) – appropriate use of feedback (direct answer vs.
redirect/referral)
 Monitoring on-task and checking for understanding
 Proactive vs reactive management strategies
 Clarity of instructions, directions, expectations, criteria
o Verbatim record
o Questions by students for clarification (knowing when to stop the whole class for
redirection and clarification
o Appropriate number of instructions
Creating a positive classroom climate

 Demonstration of Consistent Philosophy of learning and teaching
 Dynamics of student learning:
o Monitoring whole class while instructing small group or individual
o Supervision/Assessment of students during individual, partner or group work (observer
walks around room, monitoring progress)
 Assessment and evaluation practices
o Consistency of practices: do they match intended learning outcomes
o Variety during unit (anecdotal, cumulative, summative, authentic, self, peer, group, pride
files, portfolios, etc.)
 Teacher reaction to management issues and complexities
30
o Dealing with disruptions/calling out
o Modeling appropriate polite directions, responses
o Developing ability to defer to a more appropriate time (end of instructions, class
meeting)
o Verbal (V), non-verbal (NV), praise (P) responses utilized to shape behaviour. Non-
verbal may include eye contact, body language, hand up to stop conversation, nodding
approval, smiling, switching lights on and off, moving towards a potentially disruptive
student or group, developing non-verbal cues
o Proactive vs reactive (clarity of instructions, pacing of lesson, checking for prior
learning, reinforcing class expectations, creating appropriate assignments) (verbatim
documentation works well here)
o Waiting for attention/silence
Student Behaviours
 Student involvement in lesson: record the time and what students are doing; when the activity
changes note the time again. For example, 1:00 students sitting and listening 1:15 students
move to groups
 On/off task behaviours
 Student response to management policies, instructions, lesson content
4.2 Summary: Some possible foci for data gathering during observations
 Activity/time allocation
 Adherence to strategy and/or objectives
 Appropriate sequence of questions
 Clarity of instruction
 Classroom management
 Distribution of teacher talk/student talk
 Habitual and slang expressions (audio taping is helpful)
 Lesson conclusion
 Lesson development
 Lesson introduction
 Levels of questions
 Materials availability and distribution
 Monitoring both instructional group and seatwork group
 Movement patterns
 On-task/off-task behaviour
 Pacing of lesson
 Proactive (rather than reactive) management procedures
 Question distribution
 Specific praise
 Student involvement/engagement
 Student response to management policies and practices
 Supervision of students at assigned work
 Teacher assistance
 Teacher feedback to students
 Teacher reaction to management policies and practices
 Teacher responses to questions answered
 Transitions
 Types of questions asked by teacher
 Verbatim recording of questioning transactions
 Verbatim transcript
 Voice modulation (audio taping is helpful)
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 Volunteering or solicited answers
 Wait time
4.3 Sample Observation Forms
Sample Form 1: Format used by Simon Fraser University, Burnaby, BC, Canada
TEACHING OBSERVATION FORM (To be used by Mentor/Observer)
Observer: ____________________________________________________________________
Student teacher/teacher being observed: _________________________________ Date: ________________
Grade/Subject: ______________________________________________________ Time: _______________________
Pre-Conference Summary:
[summary of key ideas and issues discussed in the pre-conference by the person to be observed]
Observation Focus:
[maximum of one or two aspects of the lesson on which the observer should focus their attention and written
observations/comments]
Observation notes/diagrams:
[use this space for anecdotal comments, diagram, observation data – this may take multiple pages]
Summation: (2 star & 1 wish)
STAR: [positive aspect of the lesson and/or teaching method]
STAR: [positive aspect of the lesson and/or teaching method]
WISH: [one aspect of the lesson and/or teaching method that may be improved upon – something for the
teacher to work on and develop before the next observation]
32
Sample Form 2: Retrieved from:
isu.edu/ctech/faculty_staff/evaluations/ClassroomObservationForm.doc
Classroom Observation Form

Instructor: __________________________ Course __________________
Peer/Observer: __________________ Date and Time __________
Use criteria that apply to format of course observed.
Review Section Description/Comments
SUBJECT MATTER CONTENT (shows good command and
knowledge of subject matter; demonstrates breadth and depth
of mastery)
ORGANIZATION (organizes subject matter; evidences
preparation; is thorough; states clear objectives; emphasizes
and summarizes main points, meets class at scheduled time,
regularly monitors on-line course)
RAPPORT (holds interest of students; is respectful, fair, and
impartial; provides feedback, encourages participation;
interacts with students, shows enthusiasm)
TEACHING METHODS (uses relevant teaching methods, aids,
materials, techniques, and technology; includes variety,
balance, imagination, group involvement; uses examples that
are simple, clear, precise, and appropriate; stays focused on
and meets stated objectives)
PRESENTATION (establishes online course or classroom
environment conducive to learning; maintains eye contact;
uses a clear voice, strong projection, proper enunciation, and
standard English)
MANAGEMENT (uses time wisely; attends to course
interaction; demonstrates leadership ability; maintains
discipline and control; maintains effective e-platform
management)
SENSITIVITY (exhibits sensitivity to students' personal
culture, gender differences and disabilities, responds
appropriately in a non-threatening, pro-active learning
environment)
ASSISTANCE TO STUDENTS (assists students with academic
problems)
PERSONAL (evidences self-confidence; maintains professional
comportment and appearance)
Strengths observed:
Suggestions for improvement:
Overall impression of teaching effectiveness:
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Sample Form 3: Format used by Tibetan Children’s Village
Instructional observation instrument
NAME of the teacher:_____________________________ CLASS:_____________
SUBJECT:________________ TOPIC:______________________________________
Areas Indicators Observations

Lesson plan A detailed written lesson plan with
clear objectives, content areas &
methods. LP states what the
learner is going to do.
Lesson phases
Explore To find out what students already
know about the topic & to connect
current knowledge to new
information and skills:
Asking open-ended questions,
facilitating discussion: “What do
you know? Asking why, when,
where, how?
Experience To practice the new skill/concept
under the teacher’s guidance:
3 P’s (produce a product, prepare
a presentation, practice a
process), co-operative group work,
guided practice, interacting with
the students, providing materials
for active use, coaching, staging
an event, instruction for action (do
you have what you need?).
Expand To apply learning to new/different
situations:
Apply, futurize, & teach for
transfer. Asking
questions/activities with goal of
generalizing to different settings,
asking for more examples, probing
questions that fosters meaningful
connections with other ideas,
giving homework that supports
further concept development, etc.
Learning styles
Visual Uses charts, models, videos,
pictures, graphs, symbols,
flashcards; underline, highlight,
use different colors; “Look, see,
watch this, do you see”.
Auditory Verbal instructions, asking
questions, playing tapes,
questioning, stories, songs,
rhythm, pitch, discussion; “Listen,
tell me, do you hear”.
Tactile Demonstration by students,
experiments, group games, role-
playing, dramatization, simulation,
hands-on approach, real-world
examples: labs, case studies, field
trips; “try, feel, touch, arrange,
have you experienced?”
Instruction Clear, audible, and communicate
with all learners.
Questions Ask open-ended questions that
34
prompt many answers, questions
that stimulate learner's thinking
process.
Reflection Conduct EIAG Cycle:
1. Experience (what):
objective/introduction.
2. Identify (so what): Identify
thoughts, feelings, behaviors &
learning. like easy/hard –open
ended questions/visuals
3. Analyses (so what): compare,
contrast, relate to something,
what if, Metaphor: tear apart,
put together, critically think.
4. Generalize (now what): Apply,
futurize, & teach for transfer.
Classroom Learners feel a sense of
culture & participation & ownership in the
class,
students’ Learners have opportunity to share
participation their perspectives & knowledge,
Teacher has a rapport with the
learners,
Teacher responds meaningfully to
students' responses.
Written feedback: (this may take multiple pages)
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5: REFLECTIVE WRITING TO SUPPORT PROFESSIONAL GROWTH
Reflection is an important part of teacher professional growth. Written reflections are an opportunity
for teachers to make sense of and articulate their understanding of their work, and of their personal
changes in perspective and understanding about their work. Reflections are not a detailed account of
specific events. Rather, they provide a context, and then focus on the learning process, epiphanies,
things the teacher is exploring in their mind, etc. They may consider pedagogical questions, issues of
relationship, connections, and other issues that relate to the teaching and learning process. It is not
unusual for there to be more questions than answers, or for the answers we arrive at to lead to new
questions or threads of thought.
The following list provides examples of different types of reflective writing that could be used:
5.1 Journal
The teacher may keep an ongoing journal reflecting on what they are seeing, doing, hearing, reading,
reacting to, etc. They should think/write about education and the role they play in the process. The
journal is for personal reflection and information – the teacher may want to share it with others, but
shouldn’t be required to
5.2 Writing Reflections

There is no specific right or wrong way of writing reflections, but, ideally, this should be a space for
deep thinking rather than simply reporting facts or lists of activities. A suggested framework might fall
under the simple ideas of Looking Back and Looking Ahead.
Looking Back:
 Did I make any significant connections (for example, in terms of ideas, collegial relationships,
personal and professional growth and learning, or something else)?
 Did I achieve a goal I had set for myself?
 Was there an “aha” moment?
 Was there a classroom routine or management strategy I observed or attempted and want to
comment on?
Looking Ahead:
 Goals I would like to focus on… explain why
 Risk-taking to challenge your perceptions about how a student learns?
 Any professional reading that might guide my focus or observation?
 Anything you are trying to revise or revisit?
Writing Prompts:
 I used to think…but now I think…  It was amazing when…
 I wonder…  I was so excited about…
 I learned…  I felt on top of the world because…
 I think…  I wanted to crawl under a rock because…
 I wish…
5.3 Professional Readings and Reflective Writing

Note: Although in the context of this booklet these strategies refer to reflection on professional readings
for educators, these strategies can be used as frameworks for thinking and expressing responses in any
subject area. They could be used to respond to reading a novel or poem, a complicated section of a biology
textbook, watching a compelling film or drama, etc. You could (if you wish) then extend the assignments
into a “Grand Conversation” in-class discussion about the text (a “Grand Conversation” is akin to a
“reading circle” discussion group of 5 to 10 people). This may form the basis for people to develop their
own study groups.
36
5.3.1 Double Entry Journal: A method for encouraging and stimulating a thinking
response to readings
After reading [state the name and section/chapter of the assigned reading], complete a double entry
journal including at least 3 short quotes from the reading.
Read the entire chapter/article/assigned reading selection first, jotting down brief notes and page
references to remind yourself of ideas/sections/quotes that catch your interest (perhaps the idea
catches your interest because you like it, are confused by it, or perhaps you disagree or feel
uncomfortable with the idea and want to explore it more deeply or express your concern about it).
After completing the entire reading once, go back through the work a second (or third) time to select at
least 3 quotes to respond to or discuss (there are no “correct” quotes that should be chosen – you may
choose any quotes that spark your interest).
Create a two column chart on your note paper (as shown below).
In the left hand column, copy the quote that you have chosen to respond to. The quote should be a short
representative section of the idea that intrigues you (it could be as short as one or two sentences).
Include the page reference of the quote.
In the right hand column, write your response to the quote. Do not restate the quote in this column, but
discuss the ideas and thinking that it stimulated in your mind. Include a minimum of 2 paragraphs for
your response. Your response should be much longer than the quote from the assigned reading. Your
response can include questions, connections, personal reactions, implications, etc.
Quote (include author Interpretation/My thinking

and page number)
Quote 1 Response
Quote 2 Response
Quote 3 Response
5.3.2 “What?”, “So What?, “Then What?”: a format for Response to Reading
After reading [state the name and section/chapter of the assigned reading], complete a “What? So What?
Then What?” reflective response to the reading. Include at least 3 short quotes or ideas from the
assigned reading.
Read the entire chapter/article/assigned reading selection first, jotting down brief notes and page
references to remind yourself of ideas/sections/quotes that catch your interest (perhaps the idea
catches your interest because you like it, are confused by it, or perhaps you disagree or feel
uncomfortable with the idea and want to explore it more deeply or express your concern about it).
After completing the entire reading once, go back through the work a second (or third) time to select at
least 3 quotes to respond to or discuss (there are no “correct” quotes that should be chosen – you may
choose any quotes that spark your interest).
For each of your chosen quotes/ideas, complete responses to the following prompts:
What? [in one or two sentences, copy the quote or summarize the idea]
So What? [explain in a paragraph or two why the quote or idea caught your interest, and why you think
that it is important, compelling, disturbing, etc … in other words, “So what? Why is this quote/idea of
interest?”
37
Then What? [explain in a few paragraphs what you perceive to be the broader implications of the quote
or idea. Extend the idea further than the text and speculate on ways in which this idea might be
meaningful/important/compelling/troubling in broader human experience]
38
6: INTERNET LINKS
An Interactive Website for Tibetan Teacher professional development and resource sharing is
currently under development. Ideally, the Interactive Website will be the most alive, active, and
engaging aspect of the professional development project. The web based centre for resource sharing
and multidirectional communication amongst and between stakeholders can provide a forum for
educators to receive information from the DoE and other administrative bodies, and to share ideas and
experiences with each other.
The potential scope of this is quite broad. In particular, website will feature sections for sharing lesson
plans developed by Tibetan teachers based on curriculum and textbooks that are in use in Tibetan
schools, and reflective writings by teachers and other educators. The webspace could also be used to
provide resources and a discussion forum for community stakeholders other than education
professionals (e.g. parents, or Tibetan community groups in other countries who want to set up
something like a Tibetan Sunday school for children).
A selection of internet links is provided here, but it is recommended that you complete your own
internet search for up-to-date resources on topics of interest to you. The links listed here were
functional and up to date in January 2014.
6.1 Tibetan Education Links

Tibetan Department of Education: http://sherig.org/
Tibetan Children’s Village: http://www.tcv.org.in/
Central Tibetan Schools Administration: http://ctsa.nic.in/
Sambhota Tibetan Schools Society: http://www.sambhota.org/
Tibetan Homes Foundation: http://www.tibhomes.org/
Basic Education Policy for Tibetans

Tibetan: http://tinyurl.com/ladoqb3
English: http://sherig.org/wp-content/uploads/2013/01/Basic-Education-Policy.pdf
Tibetan Educator’s Network for Professional Development

https://www.facebook.com/groups/1456107957936752/1456823507865197/?notif_t=group_activity
6.2 Education Leadership and Research

Ontario Leadership Strategy Bulletin #3, Spring 2010: “Exploring Five Core Leadership Capacities
Promoting Collaborative Learning Cultures: Putting the Promise into Practice”
http://www.edu.gov.on.ca/eng/policyfunding/leadership/ideasintoactionspring.pdf
Brain based learning: Edutopia's list of resources, articles, videos, and links for exploring the
connection between education and neuroscience
http://www.edutopia.org/brain-based-learning-research-resources
Constructivist approach to learning and teaching

http://www.thirteen.org/edonline/concept2class/constructivism/
6.3 Professional Development Tools and Strategies

Professional Growth Programs
Burnaby School District, Burnaby, BC, Canada (SD 41)
http://sd41.bc.ca/portal/hr/pdf/proDevelopment0910.pdf
Alberta Teacher’s Association

http://www.teachers.ab.ca/for%20members/Professional%20Development
39
http://www.teachers.ab.ca/For%20Members/Professional%20Development/Professional%20Growth
%20Plans/Pages/Index.aspx
Action Research
http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx
Examples of Action Research by teachers in Zambia

http://www.eenet.org.uk/resources/docs/rsrching_experience.pdf
Lesson Observation
Teachers Observing Teachers: A Professional Development Tool for Every School
http://www.educationworld.com/a_admin/admin/admin297.shtml
Instructional Rounds (Learning Walks)

http://www.ascd.org/publications/educational-leadership/feb11/vol68/num05/Making-the-Most-of-
Instructional-Rounds.aspx
Teacher Collaborative Groups

http://www.edutopia.org/professional-learning-communities-collaboration-how-to
http://www.onestopenglish.com/support/methodology/professional-development/professional-
development-collaborative-teaching-in-efl/-esl/146471.article
http://www.sd71.bc.ca/pdfs/calendar/2013-2014/AISI_Colla_PD_Research_Review.pdf
A Collaborative Professional Development Model for Teachers of Students with Special Needs
http://ecps.educ.ubc.ca/files/2013/11/Butler_CSSE_PD_Paper.pdf
Partner Learning/Peer Coaching

Tips for Peer Coaching
http://www.marzanoresearch.com/resources/tips/cci_tips_archive
Articles on Peer Coaching for teachers

http://essentialeducator.org/?p=688
http://www.edlabgroup.org/sites/default/files/documents/peercoachinglf.pdf
International Journal of Mentoring and Coaching in Education

http://www.emeraldinsight.com/journals.htm?issn=2046-6854
Lesson Study Group

http://www.tc.columbia.edu/lessonstudy/tools.html
http://www.rbs.org/Special-Topics/Lesson-Study/Lesson-Study-Conference-2002/204/
http://www.ets.org/flicc/pdf/Nov4LessonStudyPacketOne.pdf
Book Reading and Discussion

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199111_matlin.pdf
http://www.ascd.org/publications/educational-leadership/feb09/vol66/num05/How-Book-Groups-
Bring-Change.aspx
Professional Reading Resources

http://www.besteducationdegrees.com/best-books-for-teachers/
http://www.topmastersineducation.com/50-best-books-for-new-teachers/
http://www.brainpickings.org/index.php/2011/04/11/7-must-read-books-on-education/
40
Reflective Writing in Teacher Education and Professional Development
http://www.ucd.ie/t4cms/Reflective%20Practice.pdf
http://www.monash.edu.au/lls/llonline/writing/education/reflective-writing/index.xml
http://www.education.monash.edu.au/students/current/study-resources/docs/reflective-practice.pdf
Research on Reflective Writing in Teacher Education

http://www.mcgraw-hill.co.uk/openup/chapters/9780335222407.pdf (The Reflective Teacher)
http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1592&context=ajte
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1472640/
http://www.wou.edu/~girodm/foundations/Grant_and_Zeichner.pdf (On Becoming a Reflective
Teacher)
Subject area specialist teacher groups

http://www.bctf.ca/PSAs.aspx (Provincial Specialist Associations)
Creating Forums for Student Involvement

http://cft.vanderbilt.edu/teaching-guides/reflecting/student-feedback/#inclass
6.4 Possible Professional Growth Plan and Action Research Topics

6.4.1 Assessment
Formative assessment across the curriculum, all age levels – “assessment as/for/of learning”:
“Rethinking Classroom Assessment with Purpose in Mind: Assessment for Learning; Assessment as
Learning; Assessment of Learning”
http://www.edu.gov.mb.ca/k12/assess/wncp/rethinking_assess_mb.pdf
Continuous and comprehensive evaluation (CCE)

CBSE’s web link provides good collections of resources on CCE.
http://www.cbse.nic.in/cce/index.html
Authentic assessment:
Jon Mueller’s “Authentic Assessment Toolbox” gives a pool of resources on what, why and how of
authentic assessment
http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm
Edutopia team also provides useful resources

http://www.edutopia.org/stw-assessment-resources-downloads
6.4.2 Proactive Classroom Management

Discipline with dignity (emphasis on positive motivation)
http://www.educationworld.com/a_admin/admin/admin534.shtml
Restitution (a process for “discipline with dignity”)

http://www.realrestitution.com/
Book: Classroom Management: A Thinking Caring Approach (Barrie Bennett and Peter Smilanich)
http://www.otb.ie/index.php/component/virtuemart/teachers-educationalists/leadership-
management/classroom-management-a-thinking-and-caring-approach-detail?Itemid=0
6.4.3 Instructional Strategies

Recommended reading: Instructional Intelligence:
Beyond Monet: The Artful Science of Instructional Integration (Barrie Bennett and Carol Rolheiser)
http://www.otb.ie/index.php/component/virtuemart/teachers-educationalists/leadership-
management/beyond-monet-the-artful-science-of-instructional-integration-detail?Itemid=0
41
Project based learning: Useful resources - videos, articles and samples - on project based learning
http://www.edutopia.org/project-based-learning-guide-resources
Collaborative learning: These links provide resources on collaborative learning

http://www.collaborativelearning.org/
http://www.pinterest.com/lauracandler/cooperative-learning-resources/
http://www.lauracandler.com/strategies/co-op.php
Reading for meaning: NCERT’s book “Reading for meaning” edited by Sonika Kaushik
Student engagement (Keeping students captivated and ready to learn)

This link provides a list of articles, videos, links, and other resources that offer strategies and advice
http://www.edutopia.org/student-engagement-resources
Integrating higher order thinking skills (HOTS) into daily classroom instruction.
Useful reference: Eric Frangenheim’s “Reflection on classroom thinking strategies” provides varieties of
strategies to help teachers integrate HOTS in their daily lessons.
http://www.rodineducation.com.au/books/reflections-on-classroom-thinking-strategies
Eric on Youtube: http://www.youtube.com/watch?v=nNksL6BBvv0
6.4.4 Social-Emotional Learning

http://www.edutopia.org/social-emotional-learning
http://www.pinterest.com/weareteachers/social-emotional-learning/
6.4.5 Unit and Lesson Planning

Wiggins and McTighe’s “Understanding by Design”, provides useful ideas on backward planning
http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
Peter Brunn’s “The Lesson Planning Handbook”

http://www.betterworldbooks.com/the-lesson-planning-handbook-id-0545087457.aspx
42
REFERENCE LIST
Burnaby School District 41. (2008). Professional growth program. Burnaby, BC: Board of Education.
Department of Education. (2004). Basic education policy for Tibetans in exile. Dharamsala, India:
Department of Education.
EeNET. (2005). Learning from difference: An action research guide for capturing the experience of
developing inclusive education. Enabling Education Network (EENET), c/o Educational Support
and Inclusion, School of Education ,The University of Manchester , UK. Retrieved from
http://www.eenet.org.uk/resources/docs/Learning%20from%20Difference%20Guidelines.pdf
Fullan, M. (2005). Professional learning communities writ large. Retrieved from

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.133.4200&rep=rep1&type=pdf
Hord, S.M. (1997). Professional learning communities: Communities of continuous inquiry and
improvement. Austin, TX: Southwest Educational Development Laboratory.
Palmer, P. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life”. San Francisco,
CA: Jossey-Bass.
43

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Teacher Professional Development

Framework and Guidelines

 Tibetan Education Advisory Committee member Dr. Mati Bernabei, a

 Participants of the School Heads’ Workshop on Teacher Professional

Chapter 1, Professional Development Framework and Guiding Principles, describes the

1.1 Foundational Principles and Beliefs

 As a foundational cornerstone to the professional development project, each individual

1.2 Foundational Philosophy: Basic Education Policy for Tibetans (BEP)

Figure 1: BEP Clause 2.2 applied to Professional Development of Educators

learning through hearing from

e.g. collaborative practice with colleagues,

persistent contemplation self-investigation

e.g. reflective practice through e.g. action research on your

1.3 Realms of Responsibility

2.1 Collaborative Practice and Communication

Instructional Rounds (Learning Walks)

Electronic Conference or Bulletin Board

Partner Learning/Peer Coaching

Lesson Study Group

Book Reading and Discussion

Intentionally Constructed Informal Dialogue

Forums for Student Involvement

Subject Area and Instructional Skills Specialists

Collaborative Curriculum Development

Examining Student Work

2.2 Individual Professional Growth and Development

Annual Professional Growth Plan

Professional Growth Plan Audit

Mentor a Student Teacher

Professional Reading and Writing

2.4 Creating a Positive Growth Oriented Social and Professional Climate

Celebrating the Process of Professional Growth

Celebrating Student Progress

2.5 Facilitating Parent and Community Involvement in Schools

Workshops with Parents

Volunteering – Parents and Other Community Members

Celebrating with the Community

3.1 Professional Growth Plan for Educators

3.2 Steps in the Professional Growth Plan Process

3.3 Topics for Professional Growth Plans

3.4 Sample Professional Growth Plan Templates

Professional Growth Plan Template: Example 1

Professional Growth Plan Template: Example 2

3.5 Examples of Professional Growth Plans

3.5.1 PGP Example 1: Mrs Mumba’s ACTION RESEARCH REPORT: Encouraging

By Edwina M. Mumba, Kabale Basic School, Zambia (EeNET, 2005)

Teacher: Wilson, why do you come to school without a pencil?

II. RATIONALE: (Why I want to work on it)

III. MODEL: (Whom I will work with)

IV. ACTION PLAN: (How I will achieve my goal)

V. TIMELINE: (When I will accomplish my plan)

3.5.2 PGP Example 2: Incorporating Inquiry Activities into Science Class

II. Specific objectives within each area:

III. Planned activities for collaboration and feedback:

IV. Indicators of success of the plan: (Reflection)

3.5.3 PGP Example 3: Managing Student Behaviour

III. MODEL: (Whom I will work with)

IV. ACTION PLAN: (How I will achieve my goal)

Next, we hope to go to a workshop on “Restitution” or “Discipline with Dignity”, and/or access

NAME of the teacher:_________________ CLASS:_