(a)In formative years, the Teacher Excellence and Support System aligns professional support and learning opportunities to link a teacher's professional practice with support for targeted, personalized learning.
(b)(1) Except as provided in subdivision (b)(3) of this section, a teacher being evaluated and the evaluator, working together, shall develop a professional growth plan for the teacher that:
(A)Identifies professional growth outcomes to advance the teacher's professional skills; and (B) Clearly links personalized, competency-based professional learning opportunities to the professional growth outcomes.
(2)The personal growth plan may include without limitation the following professional development activities:
(A)Collaborating with a team of teachers on a shared plan that bene
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(a) In formative years, the Teacher Excellence and Support System aligns professional support and learning opportunities to link a teacher's professional practice with support for targeted, personalized learning. (b) (1) Except as provided in subdivision (b)(3) of this section, a teacher being evaluated and the evaluator, working together, shall develop a professional growth plan for the teacher that: (A) Identifies professional growth outcomes to advance the teacher's professional skills; and (B) Clearly links personalized, competency-based professional learning opportunities to the professional growth outcomes. (2) The personal growth plan may include without limitation the following professional development activities: (A) Collaborating with a team of teachers on a shared plan that benefits the whole school, a content area, or a grade level; (B) Conducting self-directed research related to the teacher's professional growth plan; or (C) Completing competency-based credentialing. (3) If the teacher and the evaluator cannot agree on a professional growth plan, the evaluator's decision shall be final. (4) For a teacher in intensive support status, the evaluator or an administrator designated by the evaluator shall have final approval of the teacher's professional growth plan. (c) (1) In a formative year: (A) The teacher shall continue to demonstrate a commitment to student learning by furthering the teacher's professional growth and development as guided by the teacher's professional growth plan; and (B) The school district shall support teachers on an ongoing basis throughout the school year by: (i) Providing teachers with immediate feedback about teaching practices; (ii) Engaging teachers in a collaborative, supportive learning process; and (iii) Helping teachers use assessment methods supported by evidence-based research that inform the teacher of student progress and provide a basis for adapting teaching practices. (2) The formative year support may be guided in whole or in part by an evaluator or by one (1) or more of the following persons designated by the evaluator: (A) A teacher designated by an administrator as a leader for the teaching content area of the teacher; (B) An instructional facilitator; (C) A curriculum specialist; or (D) An academic coach for the teacher's content area. (3) An overall rating is not required during a formative year. (d) The Teacher Excellence and Support System also shall include novice teacher mentoring for each novice teacher employed at the public school that: (1) Provides training and support to novice teachers to increase teacher retention; (2) Establishes norms of professionalism; and (3) Leads to improved student achievement by increasing effective teacher performance.