Professional Growth Plan Form


Professional Growth Plan
Teacher Candidate: ________________________
Major: _______________________________________
PDE: ____________________________________
STS: _________________________________________
Sponsoring School: _________________________
Conference Dates: ______________________________
The purpose of this document is to identify specific outcomes and/or skills the teacher candidate will be expected to achieve in
order to successfully complete the student teaching experience. It is the understanding of all parties cited herein that unsuccessful
mastery/completion of any performance variable will preclude the teacher candidate from being recommended by SUNY
Plattsburgh for New York State Teacher Certification.
In the event the infraction severity is of a degree warranting immediate removal from student teaching, a professional growth
plan will not be written. Please refer to the Student Teaching Handbook “Unsuccessful Student Teaching Experience:”
Teacher candidate shows little or no professional commitment.
Failure to make acceptable transition from student to professional educator.
Shows no initiative.
Does not attempt to enrich classroom instruction beyond routine textbook/workbook exercises.
Fails to prepare without prompting from Student Teaching Supervisor (STS) or Professional Development Educator (PDE)
teacher-made materials or to otherwise personalize instruction to enrich students’ learning.
Is not open to suggestions from Student Teaching Supervisor or Professional Development Educator.
Frequently presents excuses and is defensive about constructive analysis of performance.
Must be told to be on time and to adhere to PDEs' routine hours and Plattsburgh State University policies.
Must be reminded to call school, PDE, and the STS to report being absent or late.
Frequently must be reminded to provide supervising teacher with instructional plans and other teaching materials for classes
taught at least one day prior to teaching lessons.
Is not dependable and judgment is based upon self-serving and non-professional considerations.
Personal obligations are frequently scheduled during school hours and conflict with professional obligations.
Does not establish and maintain appropriate professional and personal relationships with adults (teachers,
supervisors, school staff, parents, etc.).
Must be reminded of responsibility to properly execute the policies and requirements set out in the Student
Teaching Handbook.
Must often be told to assume such responsibilities as signing in, wearing an appropriate ID badge,
preparing/changing bulletin boards, lunchroom duties, bus duties, hallway duties, parent conferences, etc.
Demonstrates inappropriate use of language (body, verbal, and tone) that either discriminates students’ ethnic background,
race, or sexual orientation, or is derogatory in nature.
Exhibits inappropriate professional behavior, including, but not limited to appropriate interactions at CSE meetings,
parent conferences, teachers' room etiquette as discussed with your PDE.
Does not abide by the policies of the host school, including but not limited to the host school’s internet policy
and dress code.
Instructional Process / Classroom Environment / Planning and Preparation
Must be reminded to prepare and to submit instructional plans to Professional Development Educator and/or
Student Teaching Supervisor in a timely manner.
Does not establish proper rapport with students based upon their developmental levels and needs.
Does not maintain professional demeanor at all \times.
Does not use acceptable written communication.
Lesson plans and other written communication are not adequate.
Lesson plans do not adhere to distributed lesson plan format
Does not demonstrate effective classroom management strategies.
Demonstrates ineffective use of classroom time.
Does not demonstrate a confident and competent command of subject matter
Demonstrates a vague and rudimentary understanding of assessing student learning


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