Teacher Growth Plan

Philosophy, 3
Indiana Law, 3
Framework for Teacher Growth Plan, 3-5
Instructional Partnership Conferences, 5
Classroom Observations, 5-6
Timeline, 6
Performance Level Ratings, 6-7
Types of Evaluators, 7
Multiple Buildings, 7
Appendix A - Teacher Self-Reflection Tool, 8-9
Appendix B - Teacher Professional Growth Plan, 10
Appendix C - Sample of Teacher Professional Growth Plan, 11
Appendix D - Summative Teacher Evaluation Rating, 12-13
Appendix E - Observation Checklist, 14-15

Washington Community Schools would like to extend our sincere gratitude to the teachers who served on the Evaluation Review Committee for their time and expertise. Their collaborative efforts were essential in ensuring this plan remains fair, practical, and focused on professional growth.
Debra Goodman
Michelle Wade
Amy Batton
Mary Sacarello
Riley Dorsam
Alicia Hand
Michelle Russell
Amy Cline
Christine Myers
Lisa Emmick
Jo Roach
Quintin Myers

Philosophy of Teacher Growth Plan.

A growth-based evaluation model reflects Washington Community Schools' belief that great teaching is not a fixed state, but an ongoing process of learning, reflection, and improvement. This approach shifts the focus from simply rating performance to supporting each teacher’s professional growth through meaningful feedback, self-reflection, and goal setting. By emphasizing progress over time, collaboration with evaluators, and the use of evidence tied to student learning, WCS aims to create a system that builds capacity, honors individual strengths, and provides targeted support where needed. Ultimately, the WCS Teacher Growth Plan is designed to empower teachers, strengthen instructional practices, and improve outcomes for all students.

Indiana Law

The following is the current Indiana law related to annual requirements:

School districts must post the evaluation plan on their website.
Principals will present aggregate results to the Superintendent and School Board as soon as the evaluations from the prior year are finalized.

Framework for Teacher Growth Plan

Teachers start each year with a proficiency score of 3. Teachers who achieve a score of 4 or more will be given the teacher leadership designation. Teachers with a score of 2 or lower will be marked as needs improvement.

The evaluator will compile ratings and notes, observations, conferences, and other sources of information.
Collect a body of information representing teacher practice throughout the year.
Evaluators may also be given access to materials and evidence provided by the teacher, such as lesson plans, student work, family communication, etc.
Scores will be combined from four categories.
- Teacher Growth Plan
- Observations
- Professionalism
- Teacher Leadership

Individual Growth Plan: based on self-reflection, data tracking towards a professional goal set.

Accurately reflects on current practices using the Teacher Reflection Tool and sets regular, meaningful, measurable, and ongoing goals for improvement.
Actively seeks feedback and learning opportunities to improve teaching practices and student learning.
Takes steps to apply feedback and professional learning to improve instructional and professional practice.

Proficient

(0)

Met goal and expectation.

Some Attempt
(-0.5)

Evidence that the teacher is planning or is in the very beginning stages of attempting to meet this expectation.

No Attempt (-1)

No evidence that the teacher has attempted to meet this expectation.

Observations: Observational data, such as the checklist and other items collected by the administrator and submitted by the teacher, will be used to determine proficiency.

Contributes to a Positive School Culture

Works with and learns from others, asks for assistance when needed, and assists others in need.
Works to find solutions and make things better.
Refrains from complaining and blaming.

Proficient (0)

Some Attempt

(-0.5)

No Attempt

(-1)

Displays a Commitment to the Education of Each Student

Tracks and analyzes student progress as well as their impact on learning over time and routinely reflects on teaching practices related to student learning outcomes.
Consistently communicates high expectations for students.
Advocates for students’ individual needs, attempts to remedy obstacles around student achievement, makes changes and takes risks to ensure student success.
Proactively reaches out to families in a variety of ways to engage them in student learning, participates in all scheduled outreach and home-connection opportunities provided by the school and responds promptly to contact from families and addresses concerns in a timely and positive manner.

Proficient (0)

Some Attempt

(-0.5)

No Attempt

(-1)

3. Professionalism
Attendance The individual has demonstrated a pattern of unauthorized absences. Exceeded their allotted days of allowable absence.	(-0.5)
On-Time Arrival The individual has demonstrated a pattern of unexcused late arrivals.	(-0.5)
Policies and Procedures The individual has demonstrated a pattern of not following state, corporation, and school policies and procedures.	(-0.5)
Respect The individual has demonstrated a pattern of interacting with students, colleagues, parents/guardians, and community members in a disrespectful manner.	(-0.5)

4. Teacher Leadership and Contribution Teachers with a proficiency rating on sections 1, 2, and 3 are eligible for leadership/contribution during the following school year if they are interested. (THIS IS OPTIONAL) Teachers will have the opportunity to opt in and out of teacher leadership/contribution roles on an annual basis. They will work with their building administrator to set up a proposed plan for teacher leadership. Teachers can earn positive points towards the final evaluation by implementing pre-approved teacher leadership responsibilities. Potential opportunities for leadership include, but are not limited to, the items below.
Serve as a mentor for another teacher	0.5 points
Leading professional development.	0.5 points
Lead a collaborative team or participate on a leadership team/committee designated by the school corporation.	0.5 points
Coach or sponsor a student extracurricular group or activity (paid or unpaid)	0.5 points
Have an attendance rate of 94% or higher for a given school year. This rate was chosen because a 94% student attendance rate is a state-established threshold; students falling below it means student learning becomes significantly impacted.	.5 points
Volunteer to lead or participate in family engagement events that you were not required to attend. (Principal discretion)	.5 points

Collaborative Approach: Instructional Partnership Conferences.

The Professional Growth plan will begin with a beginning-of-the-year meeting. In this meeting, the teacher will bring the Teacher Self-Reflection tool (Appendix A). The building administrator and teacher will use this self-reflection tool to complete sections 1 and 2 of this plan (Goal and Strategies). The teacher and administrator will schedule a middle of the year meeting to discuss progress towards the professional growth plan and needed observations for improvement. The teacher and administrator will conclude with an end-of-the-year meeting where the teacher will bring the completed professional growth plan with actions and evidence to demonstrate growth.

Classroom Observations

Classroom observations of various lengths of time shall be conducted each year. A Classroom Observation Checklist (Appendix E) is a means for evaluators to visit classrooms and document items deemed to be proficient practices. It is a tool that provides the evaluator an opportunity to gather evidence of instruction and gauge the classroom environment. Its intention is to be used over a series of visits to provide targeted evidence-based feedback for teachers.

Frequency of Classroom Observations

Two proficient ratings in the past three years will have a minimum of one observation during the school year.
Each certified employee who does not qualify for the minimum of one observation will have a minimum of two observations during the school year - one each semester.
- Established teachers who maintain proficiency status will continue with a minimum of one observation per year.
- Probationary teachers (teachers with 0-2 years of experience) will receive a minimum of 2 observations per year.
The formal observation window opens on September 1 and concludes on April 30 of each academic year.
The following table demonstrates the baseline guidelines for formal observations. However, additional observations may be deemed necessary through the collaborative Professional Growth Plan process to support continued development and success.

Who

Proficient Teachers

Needs Improvement

Probationary

0-2 years of experience

Teacher Growth Goal

1

Observations

Minimum 1

Minimum 2

Teachers with 0–2 years of experience within WCS, regardless of their prior experience outside the district, will be classified as 'Probationary' for their first year of employment. The frequency of observations in subsequent years will be determined by instructional need and collaborative discretion through the Teacher’s Professional Growth Plan process.

Steps and Timeline

July - September	Beginning of the Year Conference (in-person or digital communication)
September 1	Observations may begin
August - December	Evaluators conduct observations Teachers collect evidence for the Teacher Growth Plan
November - January	Mid-year check-in (in-person or digital communication)
January - April	Evaluators conduct observations Teachers collect evidence for the Teacher Growth Plan
April 30	Last day to complete observations.
May	End-of-Year reflection Summative Teacher Performance meeting (in-person) with primary evaluator

Performance Level Ratings

Each teacher will receive a rating at the end of the school year:

Proficient: A proficient teacher’s performance typically demonstrates a strong implementation of performance indicators without ongoing support or direction. Each teacher should feel confident and comfortable with a proficient evaluation rating. The teacher’s performance favorably impacts students as well as the school’s overall climate. The teacher serves as a model in some areas, and areas for professional growth are generally self-directed.
Needs Improvement: A teacher who needs improvement demonstrates a significant need for improvement, which may at times negatively impact students and/or the school climate. Areas of professional growth can be identified, and the teacher willingly accepts support. A plan for improvement will be developed by the teacher and the evaluator.
- Educators receiving a "Needs Improvement" designation will be placed on a formal Remediation Plan, developed collaboratively by the teacher and the evaluator. This plan will define specific performance goals, actionable strategies, relevant professional development, and any additional supports identified during the collaborative process.
- The duration of the Remediation Plan will be determined by the evaluator based on the specific areas of concern, ensuring a sufficient yet timely period for the teacher to demonstrate measurable improvement.
- The administration reserves the right to initiate a Remediation Plan proactively if a teacher’s current performance indicates they are at risk of receiving a "Needs Improvement" rating, ensuring that necessary interventions occur in a timely manner.
- A single 'Needs Improvement' rating is treated as an opportunity for growth and support. If performance does not improve and a second consecutive 'Needs Improvement' is issued, the District will review the staff member’s eligibility for contract renewal.

An additional designation that may be assigned to proficient teachers.

Teacher Leader: Proficient teachers who actively and intentionally seek to positively influence the growth of other educators and contribute to efforts towards the district’s vision beyond the scope of their classroom will be designated as teacher leaders. These individuals will serve as models and mentors for other educators, lead professional learning, and serve in other areas of teacher-leadership/contribution (as determined by the teacher and his/her evaluator). Teachers who are interested (and eligible) will be able to opt in to these responsibilities each year.
Teacher Leadership designations are optional and processed only at the teacher's request. Eligibility is contingent upon first achieving a proficient performance level rating.

Types of Evaluators

Primary Evaluator: The person chiefly responsible for the summative evaluation of a teacher. This evaluator is responsible for collecting evidence themselves and reviewing evidence collected by any secondary evaluators. Each teacher has only one primary evaluator. In our corporation, the principal is the primary evaluator for each of the teachers in his/her buildings.
Secondary Evaluator: An evaluator who may supplement the work of a primary evaluator by conducting observations, providing feedback or gathering evidence and artifacts of student learning. Each teacher may have more than one secondary evaluator, depending on the grade levels and/or buildings taught.

Teachers Serving in Multiple Buildings

Principals in buildings sharing a teacher will determine the primary and secondary evaluator based on the number of courses taught in each building. Teachers will be notified no later than September 1st of their evaluator assignments.

Follow-up and Questions

Should any staff members require further clarification or have specific inquiries regarding these matters, they are encouraged to coordinate directly with the building principal.

Appendix A: Teacher Self-Reflection Tool

Beginning of Year Reflection

As you reflect on your confidence within these areas, consider areas of growth and potential goals. Focus on mastering items toward the top of the chart before those near the bottom. The categories are built in an intentional hierarchical order.

Category 1 - Environment The classroom ENVIRONMENT is conducive to maximum student learning through a balance of structure and nurture (relationships).
Area of Growth	Observable Outcomes	Area of Strength
	The teacher has created a structure that is conducive to learning. Expectations have been clearly communicated. Students know what they are supposed to be doing, with and without prompting from the teacher. Routines, transitions, and procedures are well-executed. Disruptive behaviors are rare; when they occur they are addressed with minimal interruption to the lesson.
	The teacher has built relationships with each student. Maintains a positive learning environment Collaboration among students can often be observed. Each member of the learning community feels like they belong in the classroom, believes they can learn, and feels safe to take on challenges and risk failure. Students ask questions and feel comfortable answering questions.
Category 2 - Engagement Students are ENGAGED in learning.
Area of Growth	Observable Outcomes	Area of Strength
	The teacher has clarity about learning outcomes. Clearly communicates learning targets for each lesson which are tied to essential standards within their pacing guide Students can explain what they are learning (the objective/target) as well as what they are doing to learn (the activity). Provides examples of strong and weak work quality so students are clear about expectations for proficiency (success criteria) Students can explain how they will know (and show) what they have learned. Uses assessments tied to essential standards to measure and communicate learning outcomes accurately.
	The teacher has knowledge of students and using it to plan instruction Anticipates and plans for the range of variability among learners Ensures each student is presented with respectfully challenging (rigorous) learning opportunities. Offer multiple means for students to access the content and show knowledge gained.
	The teacher incorporates engaging learning activities. Builds gradual release of responsibility into lessons. (I do, we do, you do) Frequently considers students' voices, choice and interests. Students are consistently on-task and paying attention, and they are often energized, intrigued and inspired. Routinely gives students opportunities to set learning goals and helps them monitor their progress. Students express a shared responsibility for the progress they make over time.
	Category 3 - Assessment Teachers use responsive and reflective teaching practices rooted in formative assessment practices.
Area of Growth	Observable Outcomes	Area of Strength
	The teacher… Checks for understanding with each student and adjusts in real-time during a lesson. Gives students opportunities for deliberate practice and routinely provides descriptive and timely feedback to students so they understand where they are in relation to the learning goal or target. Teaches students to reflect on their own learning over time and routinely gives them an opportunity to communicate their achievement, confidence, and progress. Has a (non-voluntary) process for students to re-do, revise and refine their work and learn skills during the instructional day with support if they do not demonstrate proficiency after the initial attempt at learning. Implements grading practices that accurately communicate students overall learning and proficiency of the essential standards Routinely reflects on effectiveness and learning outcomes and adjusts practices for continuous improvement.

Appendix B: Teacher Professional Growth Plan

Teacher Professional Growth Plan
Name: Years of Teaching Experience:	Self-Reflection complete: Y N Most recent performance rating:
Selected topic for professional growth (should come from Category 1, 2, or 3 in the Self-Reflection Tool).

Strategies to support high quality teacher performance.

Actions for professional learning (e.g. coaching cycles, professional reading, action research, etc.)

Evidence to be gathered to show growth (e.g. evaluator, peer, and/or video observation; student and/or teacher portfolios; students growth and/or achievement data; etc.) As well as decide the needed submission dates for evidence to ensure a timely and accurate assessment of progress.

Teacher Signature:	Date
Evaluator Signature:	Date

Appendix C: SAMPLE Teacher Professional Growth Plan

Teacher Professional Growth Plan
Name: Awesome Teacher Years of Teaching Experience: 5	Self-Reflection Complete: Y N Most recent performance rating: Proficient
Selected topic for professional growth (Environment, Engagement or Assessment in the self-reflection tool):
Assessment - Teachers use responsive and reflective teaching practices rooted in formative assessment practices.
Strategies to support high quality teacher performance:
The teacher checks for understanding with each student and adjusts in real-time during a lesson. The teacher gives students opportunities for deliberate practice and routinely provides descriptive and timely feedback to students so they understand where they are in relation to the learning goal or target. The teacher teaches students to reflect on their own learning over time and routinely gives them an opportunity to communicate their progress, achievement and confidence. The teacher has a (non-voluntary) process for students to redo, revise and refine their work and learn skills during the instructional day with support if they do not demonstrate proficiency after the initial attempt at learning.
Actions for professional learning (e.g., coaching cycles, professional reading, action research, etc.)
Read Marzano’s checks for understanding and work on effective feedback for students. Visit the classroom of the teacher(s) who are doing this well already. Video myself to get feedback from a coach, peer or evaluator. Action research - students first quarter do not self-assess or set goals and keep track of their progress in math; second quarter have them self-assess and track learning; compare outcomes. Present findings to team and evaluator.
Evidence to be gathered to show growth (e.g., evaluator, peer, and/or video observation; student and/or teacher portfolios; student growth and/or achievement data, etc.)
Evaluator and peer observation feedback. Students’ pre-post data from action research. End-of-year student data. Collection of samples of student work, goal setting sheets, schedules for intervention and intervention data, etc.
Teacher Signature: Awesome Teacher	Date: 9/1/2025
Evaluator Signature: Awesome Principal	Date: 9/1/2025

Appendix D: Summative Teacher Evaluation Rating

Teacher Name:
Total Years of Service:
Subject/Grade/Building:
Years of Service at WCS:

Individual Teacher Growth- Attach the Professional Growth Plan (Appendix A) and other relevant documentation for each of the areas below.
Collected Evidence:
Overall Rating for Teacher Proficiency Measure	Total Points:___
Evaluator Comments
Observations- Observational data, such as the checklist and other items collected by the administrator and submitted by the teacher, will be used to determine proficiency.
Collected Evidence:
Overall Rating for Teacher Proficiency Measure	Total Points: __
Evaluator Comments
Professionalism - If there were concerns with any of the employability indicators, attach the chart and relevant documentation.
____ Attendance ____On-Time Arrival ____Policies & Procedures ____Respect
Overall Rating for Professionalism	Total Points:___ out of 0
Evaluator Comments
Teacher Leadership and Contribution - Attach documentation.
Overall Rating for Leadership and Contribution
Evaluator Comments

	Every Teacher Starts with a proficient score of 3.
Individual Teacher Growth
Observations
Professionalism
Teacher Leadership
Total Score
Needs Improvement 0.00 - 2 Proficient 2 or greater Teacher Leader 4 or greater	Overall Performance Category:

Teacher Signature: ___________________________ Date: _____________

Evaluator Signature:__________________________ Date:______________

Appendix E: Observation Checklist

Learning Environment	Observed
Instructional materials, supplies and equipment are ready at the start of class.
Routines occur without a lot of teacher prompting, direction, or redirection.
Students know where to find resources and materials without asking the teacher for permission every time.
Maximizes instructional time. Those who finish early have something meaningful to do.
The teacher is active in the designated learning area
Creates a sense of belonging in the classroom.
A culture of respect between teacher, student, and peers is evident.
Teacher maintains classroom control while treating students with dignity and respect.
Teacher has a good rapport with students and show genuine interest in their thoughts, opinions, and lives.
Welcomes students by name as they enter the classroom.
Classroom is arranged in a way to facilitate learning.
Bulletin boards and displays reflect positive educational environment.
Clarity About Learning	Observed
Objective/learning targets posted, introduced to students, revisited throughout the lesson, & at closure.
Learning target is clear, measurable, and aligned to the Indiana Standards.
Daily/weekly schedule/assignments available to students.
Learners know what they are learning and why.
Teacher uses appropriate checks for understanding during class.
Provides students with the criteria and standards for successful task completion (rubrics, exemplars, models of good vs. weak work, etc.)
Knowledge of Students	Observed
Lesson is designed around students’ interests, knowledge, skills, and is based on Indiana Standards.
Teacher differentiates instruction to meet the needs of all learners.
IEP/504 Awareness: Scaffolds (like graphic organizers or extended time) are integrated into the lesson.
The teacher uses visual supports.
Teacher references students' prior knowledge or outside interests to hook them into the content.
Provides enrichment activities that challenge students beyond minimum requirements.
Engaging Learning Activities	Observed
Students are experiencing high cognitive demand (analyzing, creating, evaluating)
Digital learning tools have been effectively integrated to engage or deliver information.
The Modeling Cycle (I Do, We Do, You Do)
Students are encouraged to collaborate.
The lesson moves at a brisk but manageable speed appropriate for the grade level
Teacher has planned meaningful work (relevant learning task and solve authentic problems)
Teacher uses students’ real life experiences to connect school learning to students’ lives.
Responsive and Reflective Teaching	Observed
Students are provided the opportunity and support to set learning goals and reflect on their learning.
Gradual release (direct instruction, guided practice, independent application)
Provides students multiple opportunities to use feedback to revise and resubmit work for evaluation.
Gives students effective, specific oral and written feedback that prompts improved performance.
Teacher uses appropriate scaffolding when needed to enhance student learning.
Encourages and structures opportunities for students to provide feedback to peers based on an established standard.
Other: Items up for observation that were collaboratively identified through the teacher growth process.	Observed

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