The purpose of the Self-Directed Supervision mode is to provide a process that gives educators the flexibility to target a specific area of student need as a focus for professional growth.  Progress will be documented using an SPM.

SPM through Individualized Professional Learning (IPL)

The Student Performance Measure (SPM) through an Individualized Professional Learning Plan (IPL) is designed to facilitate active participation in the evaluation process while:

• Aligning an identified student challenge or need to relate school-level goals and/or LEA-level priorities,
• Encouraging instructional innovation based on the latest research and trends, and
• Growing educator practice.

This plan is required as part of the evaluation of Educator Effectiveness for professional employees.

 Initial Conference – Beginning of the Year (Part I  and Part II)

• Prior to the initial conference, the educator should reflect on student challenges/needs and draft a plan of action, referencing the Framework for Observation and Practice and/or the Instructional Reflection Tool (specifically for classroom teachers) to inform the response.  This plan should include specific professional learning  that will enhance the professional growth of the educator and ultimately result in student growth.  Non-classroom educator frameworks available HERE.
• During the initial conference, the educator and supervising administrator should review and revise the draft, as appropriate, aligning the work to related school-level goals and/or LEA-level priorities.

 Mid-Point Review (Part III)

• Prior to the mid-point review, the educator should complete the Midpoint Reflection field under Part III.
• During the mid-point review, the educator and supervising administrator should discuss  progress as it relates to student progress and the educator’s professional learning within the action plan and revise as necessary.

End of Year Conference (Part IV and V) 

• Prior to the end-of-year meeting, the educator should complete the Final Reflection field under Part III. 
• During the end-of-year review,  the educator and supervising administrator should discuss  progress as it relates to student progress and the educator’s professional learning within the action plan.  The educator and supervising administrator should examine final evidence of student performance and discuss successes, unanticipated barriers, and any supports that might have been useful to the educator, which shall be used cumulatively to inform the Educator Rating in Part IV.   The educator and supervising administrator should sign, date, and provide any comments in the End-of-Year Review field under Part V.
• The rating in Part IV should be entered into the LEA-Selected Measures section of the corresponding PDE rating form as part of the overall rating of Educator Effectiveness for the professional employee.

Please Note:  Educators participating in this mode may be observed on an informal basis by principal or supervisor at any time.