Teacher Action Planning

Chapter 1: Introduction to Teacher Action Plan

• Definition of Teacher’s Action Plan

  • Document listing steps to achieve developmental or professional goals

  • Clarifies specific actions for the academic year

• Components of the Action Plan

  • Required resources for accomplishing tasks

  • Timeline for completion of tasks

  • Standardized document across Jamaica

  • Unique for every teacher based on their needs

• Living Document

  • Expected to be reviewed and edited periodically

  • Changes accepted after discussion with administrators

  • New templates must be created with revision dates

  • Previous action plans must be attached

• Submission Guidelines

  • Must be submitted by end of September each year

  • New teachers submit at end of the month after joining

• Types of Action Plans

  • Voluntary Action Plan

    • Completed willingly as part of teacher's duty

  • Monitored Action Plan

    • Completed by new teachers/Beginners needing support

    • Requires supervisor input and discussions

  • Directed Action Plan

    • For teachers refusing to complete Action Plans

    • Supervised by appraisal teams

• Management of Action Planning Process

  • Cyclical Process

    • Starts and ends with summative appraisal (May-June)

    • Written plans submitted annually by September

    • Evaluations at the end of each term with final review at year-end

  • Monitoring Processes

    • Discuss reviews regularly with senior teachers

Chapter 2: Processes Involved in Planning

• Supervision, Monitoring, and Evaluation

  • Supervision

    • Conducted by senior teachers periodically

    • Usually after formative appraisal

  • Monitoring

    • Conducted by the teacher who wrote the plan

  • Evaluation

    • Initial evaluation by the teacher followed by senior review

• Data Sources for Action Plans

  • Teacher Appraisal Instrument: Used for setting student objectives

  • School Improvement Plan (SIP): Objectives discussed with administrators

  • Individual Professional Development Plan (IPDP): Identifies personal professional needs

• Objectives

  • Minimum of 3 objectives needed

  • Specialist teachers have a 4th objective relating to responsibilities

  • All objectives should be SMART (Specific, Measurable, Attainable, Relevant, Time-bound)

• Template Features

  • Includes personal and school details

  • Sections for objectives, tasks, outputs, resources, dates, actual results, and evaluations

Chapter 3: Lesson Planning Components

• Detailing Action Plan Objectives

  • Major Task: Define steps to achieve the objective

  • Outputs: Benchmarks or success indicators for results

    • Can be qualitative or quantitative

  • Resources Needed: Include human and physical materials

  • Timeline: Specific dates for completion throughout the academic year

• Evaluation of Outcomes

  • State outcomes - Did you achieve your planned activities?

  • Percentage completion rates for actual results

Chapter 4: Aligning Goals with Standards

• SMART Goals Application

  • Specific actions defined clearly

  • Measurable focus areas for student learning

  • Attainable goals with justifications

  • Relevant to student needs

  • Time-bound timelines for completion

• Examples of Objectives

  • Elements of plans broken down into specific tasks and outputs

  • Each output having distinct completion dates

Chapter 5: Maintaining Realism and Feasibility

• Output Management

  • Avoid overloading objectives, aim for 3 objectives

  • Each objective can have multiple outputs

  • Ensure practicality in terms of workload and deadlines

Chapter 6: Conclusion and Resources

• Final Examples of SMART Objectives

  • Focus on aligning objectives with standards

  • Importance of documenting actual results post-implementation

• Availability of Resources

  • PDF format presentation provided for review

  • Contact for queries and further understanding