Section 3: Individual Professional Development Plan (IPDP) Resources Pages 14-18

Section 3: Individual Professional Development Plan (IPDP) Resources Pages 14-18

IPDP Resources page 1 of 5. Local Professional Development 14 Senior Professional Educator and Lead Professional Educator Licenses Page 1 of 2 In 2009, Ohio restructured its teacher licensure system and established a new career ladder for educators. The new four-tiered system provides opportunities for teachers to advance in their professional careers and serve as school improvement leaders, without leaving the teaching profession. The senior professional educator license and lead professional educator license are advanced steps on the career ladder. Requirements for the Senior Professional Educator License are: master's degree; nine years of experience under a standard teaching license or certificate, of which at least five years are under a professional/permanent license/certificate; and demonstration of effective practice at the accomplished or distinguished level of performance as defined in the Ohio Standards for the Teaching Profession (available at:http://esb.ode.state.oh.us); specifically, by successful completion of the Master Teacher portfolio. Requirements for the Lead Professional Educator License are: master's degree; nine years under a standard teaching license or certificate, of which at least five years are under a professional/permanent license/certificate or senior professional educator license; and demonstration of effective practice at the distinguished level of performance defined in the Ohio Standards for the Teaching Profession (available at: http://esb.ode.state.oh.us); specifically, by holding active National Board Certification, OR, successful completion of the Master Teacher portfolio and the Teacher Leader Endorsement. Check ODE website to access the application for these licenses. See chart on following page outlining requirements for each level of Ohio's new four-tiered licensure structure. Contact Information Office of Educator Licensure Educator Licensure Questions (614) 466-3593

Local Professional Development IPDP Resources page 2 of 5. 15

IPDP Resources page 3 of 5. Local Professional Development 16

IPDP Resources page 4 of 5. Local Professional Development 17 Ohio Educator Standards for Teachers The LPDC will evaluate all IPDP Goal Statements submitted for approval based on these Seven Standards. Standard 1 - STUDENTS Teachers understand student learning and development and respect the diversity of the students they teach. 1.1 Teachers display knowledge of how students learn and of the developmental characteristics of age groups. 1.2 Teachers understand what students know and are able to do and use this knowledge to meet the needs of all students. 1.3 Teachers expect that all students will achieve to their full potential. 1.4 Teachers model respect for students diverse cultures, language skills and experiences. 1.5 Teachers recognize characteristics of gifted students, students with disabilities and at-risk students in order to assist in appropriate identification, instruction and intervention. Standard 2- CONTENT Teachers know and understand the content area of which they have instructional responsibility. 2.1 Teachers know the content they teach and use their knowledge of content-area concepts, assumptions and skills to plan instruction. 2.2 Teachers understand and use content-specific instructional strategies to effectively teach the central concepts and skills of the discipline. 2.3 Teachers understand school and district curriculum priorities and the Ohio academic content standards. 2.4 Teachers understand the relationship of knowledge within the discipline to other content areas. 2.5 Teachers connect content to relevant life experiences and career opportunities. Standard 3- ASSESSMENT Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. 3.1 Teachers are knowledgeable about assessment types, their purposes and the data they generate. 3.2 Teachers select, develop and use a variety of diagnostic, formative and summative assessments. 3.3 Teachers analyze data to monitor student progress and learning, and to plan, differentiate and modify instruction. 3.4 Teachers collaborate and communicate student progress with student, parents and colleagues. 3.5 Teachers involve learners in self-assessment and goal setting to address gaps between performance and potential. Standard 4- INSTRUCTION Teacher plan and deliver effective instruction that advances the learning of each individual student. 4.1 Teacher aligns their instructional goals and activities with school and district priorities and Ohio s academic content standards. 4.2 Teachers use information about students learning and performance to plan and deliver instruction that will close the achievement gap. 4.3 Teachers communicate clear learning goals and explicitly link learning activities to those defined goals. 4.4 Teachers apply knowledge of how students think and learn to instructional design and delivery. 4.5 Teachers differentiate instruction to support the learning needs of all students, including students identified as gifted, students with disabilities and at-risk students. 4.6 Teachers create and select activities that are designed to help students develop as independent learners and complex problem solvers. 4.7 Teachers use resources effectively, including technology, to enhance student learning. Standard 5- LEARNING ENVIRONMENT Teachers create learning environments that promote high levels of learning and achievement for all students. 5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring. 5.2 Teachers create an environment that is physically and emotionally safe. 5.3 Teachers motivate students to work productively and assume responsibility for their own learning. 5.4 Teacher creates learning situations in which students work independently, collaboratively and/or as a whole class. 5.5 Teachers maintain an environment that is conclusive to learning for all students. Standard 6- COLLABORATION AND COMMUNICATION Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning. 6.1 Teacher communicates clearly and effectively. 6.2 Teachers share responsibility with parents and caregivers to support student learning, emotional and physical development and mental health. 6.3 Teachers collaborate effectively with other teachers, administers and school and district staff. 6.4 Teachers collaborate effectively with the local community and community agencies, when and where appropriate, to promote a positive environment for student learning. Standard 7- PROFESSIONAL RESPONSIBILITY AND GROWTH Teachers assume responsibility for professional growth, performance and involvement as an individual and a member of a learning community. 7.1 Teacher understands, uphold and follow professional ethics, policies and legal codes of professional conduct. 7.2 Teachers take responsibility for engaging in continuous, purposeful professional development. 7.3 Teachers are agents of change who seek opportunities to positively impact teaching quality, school improvements and student achievement.

IPDP Resources page 5 of 5. Local Professional Development 18 Ohio Educator Standards for Principals The LPDC will evaluate all IPDP Goal Statements submitted for approval based on these Five Standards. Standard 1-CONTINUOUS IMPROVEMENT (VISION, GOALS) Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving goals. 1.1 Principals facilitate the articulation and realization of a shared vision of continuous school improvement. 1.2 Principals lead the process of setting, monitoring and achieving specific and challenging goals that reflect high expectations of all students and staff. 1.3 Principals lead the change process for continuous improvement. 1.4 Principals anticipate, monitor and respond to educational developments that affect school issues and environment. Standard 2-INSTRUCTION (HIGH-QUALITY STANDARDS BASED INSTRUCTION) Principals support the implementation of high-quality standards based instruction that results in higher levels of achievement for all students. 2.1 Principals ensure that the instructional content that is taught is aligned with the Ohio academic content standards and curriculum priorities in the school and district. 2.2 Principals ensure instructional practices are effective and meet the needs of all students. 2.3 Principals advocate for high levels of learning for all students, including students identified as gifted, students with disabilities and at-risk students. 2.4 Principals know, understand and share relevant research. 2.5 Principals understand, encourage and facilitate the effective use of data by staff. 2.6 Principals support staff in planning and implementing research-based professional development. Standard 3- SCHOOL OPERATIONS, RESOURCES AND LEARNING ENVIRONMENT (ALLOCATE RESOURCES AND MANAGE) Principals allocate resources and manage school operations in order to ensure a safe and productive learning environment. 3.1 Principals establish and maintain a safe school environment. 3.2 Principals create a nurturing learning environment that addresses the physical and mental health needs of all. 3.3 Principals allocate resources, including technology, to support student and staff learning. 3.4 Principals institute procedures and practices to support staff and students and establish an environment that is conducive to learning. 3.5 Principals understand, uphold and model professional Standard 4-COLLABORATION (COLLABORATIVE LEARNING; SHARED LEADERSHIP) Principals establish and sustain collaborative learning and shared leadership to promote learning and achievement of all students. 4.1 Principals promote a collaborative learning culture. 4.2 Principals share leadership with staff, students, parents and community members. 4.3 Principals develop and sustain leadership. ] Standard 5-PARENTS AND COMMUNITY ENGAGEMENT (ENGAGE PARENTS AND COMMUNITY) Principals engage parents and community members in the educational process and create an environment where community resources support student learning, achievement and well being. 5.1 Principals use community resources to improve student learning. 5.2 Principals involve parents and community members in improving student learning. 5.3 Principals connect the school with the community. 5.4 Principals establish expectations for the use of culturally-responsive practices, which acknowledge and value diversity.