Individual Development Plan (IDP) Overview

The goal of this Individual Development Plan (IDP) is to improve instruction and to
fulfill requirements for the State of California. This document is for organizing your
learning and growth as you complete your demonstration teaching experience.
Each plan is unique to the individual teacher candidate, and each plan is based on
your self-assessment and on feedback from your clinical supervisor and host
teacher. The intent of this document is to support your professional growth
through identification of the goals, actions/strategies,
resources/support/assistance, and intended results that are of value to you as a
growing professional.

As you identify your goals for your professional development, keep the following
components in mind.
• Align your goals to the Elements of Teaching.
• Determine specific and measurable goals.
• Plan strategies and activities to achieve your goals.
• Plan for the support and resources you will need to assist you.
• Determine the data that will measure your success.
• Construct a timeline for achieving your results.

Note: This document is structured to be used at the conclusion of your

demonstration teaching assignment but can also be used during the demonstration
teaching experience. Reproduce this template as many times as needed to help
you articulate your strengths and determine the areas needing improvement
regarding your professional learning.
 LIST OF ELEMENTS OF TEACHING TO CHOOSE FROM FOR IDP FOCUS

ELEMENT OF TEACHING DESCRIPTION

Establishing Goals Based on Standards The teacher establishes goals for student learning based
on CA and/or national content standards for students.
Learning About Students The teacher gathers knowledge of students (in terms of
the whole class and of individual students) and uses
this information to plan instruction and assessment.
Learning About Resources and Procedures The teacher gathers knowledge of materials, programs,
personnel, data, policies, services, rules, and
procedures, and uses this information to plan and
implement instruction and assessment.
Planning for Instruction The teacher uses standards and learning goals,
information about students, instructional strategies,
learning activities, materials, resources, and technology
to plan for instruction.
Planning for Assessment The teacher uses standards, learning goals, information
about students, instructional strategies, learning activities,
materials, resources, and technology to plan for
assessment.
Addressing Student Learning Differences The teacher adapts instruction and assessment plans
and Needs and Making Adaptations based on knowledge of students and their learning
needs.
Creating a Positive, Engaging, and The teacher establishes a climate for learning and
Rigorous Learning Environment supports positive interactions among students and
between the teacher and students.
Engaging Students in Learning The teacher implements instructional plans to
cognitively engage students and help them meet the
learning goals.
Analyzing Instruction The teacher uses information from all parts of a lesson
to determine the impact on student learning and to plan
for and adapt further instruction.
Analyzing Assessment Data and Student The teacher uses assessment data to obtain information
Learning about intended student learning and to plan/adapt
further instruction.
Reflecting on Teaching Practice The teacher reflects on connections between the
following elements of teaching practice: learning about
students, planning and adapting instruction and
assessment, ensuring student progress toward the
learning goals, and improving teaching practice and the
learning environment.
 California Individual Development Plan (IDP) Template

Name: _______________________________ Date: _______________________

Element of Teaching CA Educator Standards

Identify the Element of Teaching that Choose one CA Educator Standard that aligns
you see as an area for growth (see with your Element of Teaching / Focus area:
Element of Teaching list above – choose https://www.ctc.ca.gov/docs/default-source/educator-
one) prep/standards/cstp-2009.pdf

Planning for Instruction Planning Instruction and Designing Learning Experiences

for All Students.

Why did you select this element as Teachers use knowledge of students' academic readiness,
your goal? language proficiency, cultural background, and individual
development to plan instruction. They establish and
articulate goals for student learning. They develop and
A main factor I decided this is an area sequence long-term and short-term instructional plans to
for growth, is student feedback that support student learning. Teachers plan instruction that
their instructions are not clear incorporates appropriate strategies to meet the diverse
enough. Meaning the assignments fell learning needs of all students. They modify and adapt
short of articulating our goals and instructional plans to meet the assessed learning needs of
making it harder for students to all students.
display mastery of any
skills/knowledge I’ve aimed to impart. Establishing and articulating goals for student learning.

Developing and sequencing long-term and short-term

My host and supervisor also expressed instructional plans to support student learning.
concern in the area of Planning For
Instruction and provided me some Adapting instructional plans and curricular materials to
practical personal goals to support meet the assessed learning needs of all students.
improvement. My hope is that the
combination of being more prepared
and using results to improve future
instruction result in overall higher
student achievement.
My Goal: Based on self-reflection, evidence Action/Strategy/Next Steps: These are the
from observations, and conversations with my steps I will take to address my goal. These
instructors, this is the FOCUS of my growth steps include my specific activities, my
plan. Please choose ONE goal to focus on. timeline, and the measures of success that will
Examples could include but are not limited determine whether my goal is attained.
to:
• I will identify and implement at least
two new engagement strategies with
students
• I will practice providing specific written
feedback to students, identifying
strengths and needs in at least three
lesson plans
• I will integrate higher level questioning
strategies into at least three lesson
plans

I will produce my own sample unit calendar, By the end of March I will add to my portfolio a
with expected learning outcomes, and what I sample unit calendar. This will include the
see as the most relevant of the NGSS’ Three order of units, brief descriptions of them, and
Dimensions related to each unit. the reasoning behind their order/expected
length.

By the end of Spring Break (4/10) I will refine

and include the expected learning outcomes,
with both the main unit-long goals and the
short-term goals required to support them.

By 4/24 my outline will include a description of

which NGSS Three Dimensions are most
relevant to each Units and their main goals.

This work will be compared to my host school’s

to ensure no essential information has been left
out and NOT to have the same goals.
Resources, Support, and Assistance: These Reflection / Results: Here is the expected
are the means I will need to help me achieve outcome of my action/strategy with specific
my goal. focus on the attainment of the stated measures
of success.

Once complete I will be able to use my

Once my sample unit calendar is finished, I product as the base to my lesson planning.
will compare it to the one for Henry Gunn Bio Giving them a clearer direction to start from
to ensure I did not leave any main topics out. while lowering how long it takes me to put
them together.
Similarly I will compare my finished expected
learning outcomes product to the ones used For example, if I were to try and build an
by my host school. assignment on operons from scratch. I’d see
that structure and function is an important
Dimension to include so I include 4-5
questions relevant to it.
 Then I might see the DCI about ‘Not all DNA
codes for a protein; some segments of DNA
are involved in regulatory or structural
functions, and some have no as-yet known
function.’ And know that there needs to be
questions and information directly related to
regulatory functions.

_________________________________________ ______________________
Signature of teacher candidate Date

_________________________________________ ___________________________________
Signature of Clinical Supervisor Signature of Host Teacher

Comments:______________________________________________________________________

_______________________________________________________________________________

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