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What is a professional growth plan?

Professional Growth Plans (PGPs) are job-embedded, self-directed professional development. In a PGP, educators set their own goals, align them to certification standards, design an action plan, and collect evidence documenting their growth towards achieving their goals. Educators then reflect on the process. There is no cost to an educator for a PGP. Clock hours earned through a Professional Growth Plan may be eligible for salary advancement.

Why PGPs?

Earn clock hours at no cost for work you are already doing.

Imagine these scenarios

A teacher creates and implements student growth goals for her focused evaluation - and now receives clock hours for her work at no cost.

Two teachers, a principal, and a counselor at a rural school collaborate on a year long initiative to improve school climate. They are hours from a major town, but with PGPs, these educators can acquire clock hours for activities right in their local school.

A science teacher attends a week long marine biology seminar on the Oregon coast. With a PGP, this teacher can use their out-of-state learning experiences to earn Washington state clock hours.

How do I complete a Professional Growth Plan?

Complete the PGP template for certificate renewal - PESB form 1697 (document).

Attach evidence from your focused evaluation, PLC, project, or other learning experience.

Have a certificated educator in Washington state review and sign.

Turn in the verification form (PDF) according to your district procedures for consideration for salary advancement and record in OSPI e-certification for certificate renewal.

Who may complete a PGP? Teachers, administrators, paraeducators, and ESAs.

Cost: $0.00

Materials: PGP forms and support materials.

What is a PGP for? Clock hours from PGPs are eligible for use in salary advancement, and may be used for renewal of residency, professional, and continuing certificates. Clock hours from PGPs may also be used in the paraeducator certificate program.

PGP clock hours: PGPs are equivalent to 25 clock hours. PGPs completed prior to June 30, 2018, are equivalent to 30 clock hours.

When may a PGP be completed? Only one PGP may be completed each year. PGPs are completed between July 1 of one year and June 30 of the next. Completion of a PGP includes review by a Washington certificated educator.

PGPs for program completion are part of Washington State's educator preparation programs.

Certification and PGPs

Professional Growth Plans play a significant role in obtaining and renewing an educator credential. The OSPI's certification office provides information for individuals with questions about their own licensure.

Find information on certification renewal, by role:

Resources

This folder contains resources on PGPs and STEM. Materials can be adapted for presentations on these topics.

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Professional growth plans (PGPs) - Professional Educator Standards Board

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Professional Growth Plans (PGPs) are job-embedded, self-directed professional development. In a PGP, educators set their own goals, align them to certification standards, design an action plan, and collect evidence documenting their growth towards achieving their goals. Educators then reflect on the process. There is no cost to an educator for a PGP.

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Social and Emotional Learning (SEL) is broadly understood as a process through which individuals build awareness and skills in managing emotions, setting goals, establishing relationships, and making responsible decisions that support success in school and in life.

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https://www.k12.wa.us/student-success/resources-subject-area/edtech-k%E2%80%9312-learning-standards

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PGP Professional Learning Community Participant Pre Survey 2020-21

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Creative and willing to try new things
Cooking and teaching using cooking
Morbid humor is really good

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Karama K. Blackhorn (Kahosadi, Shasta, Siletz :: Chi/Her & They/Them) Community Engagement Manager Seattle Public Schools 

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Karama K. Blackhorn (Kahosadi, Shasta, Siletz :: Chi/Her & They/Them) Community Engagement Manager Seattle Public Schools 

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Passions are super diverse but in relation to my community passion is finding  and fostering spaces to support the growth and of joy art and culture wherever we can to transform our community spaces from assimilation to liberation

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7th grade ELA teacher (FWPS)
Passions = representation in education and transforming schools to do less harm.

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Karen Montes, Spanish Dual Language 2nd Grade Teacher, Make a difference and inspire my students to make one too. 

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Karen Montes, Spanish Dual Language 2nd Grade Teacher, Make a difference and inspire my students to make one too. 

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Preschool Teacher, Passion ELL and working with young children

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Role: High school science teacher
Passion: self-improvement

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Handling relationships with admin
Probably just adults

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Crystal Goodwin, Teacher, sychronous learning

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Crystal Goodwin, Teacher, sychronous learning

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Role: Biology Teacher
Passion: Sharing science in a way that allows for students to see how it is applicable.

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Marjorie Romero (she/her), Social Studies Middle School teacher, SEL and Ethnic Studies, and Social Justice

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4th grade DL Teacher- Spanish
Empowering students in order to empower and build communities.

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Creativity
love baking
communicating with young children

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US

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Logistics, planning

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Live = Puyallup (from Tacoma)
Work = Auburn

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I want to be a more anti-racist teacher for my students
I want to change education so that teachers receive more respect and the pay scale reflecting that.
I want to give my all in a profession that can also sustain me more than empty words. I need solid actions

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Residence: Land of the Coast Salish and Duwamish (Auburn, Washington State)

Workplace: also Land of the Coast Salish and Duwamish (Kent, Washington)

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encouraging others, listening and enjoying stories, believing in positive possibilities, loving

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encouraging others, listening and enjoying stories, believing in positive possibilities, loving

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communicating with adults (admin) about certain aspects

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Muckleshoot Land; Enumclaw School District

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creative, writing, lesson planning

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Land I live: Enumclaw
Work: Muckleshoot

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Puyallup--Franklin Pierce SD

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Seattle Schools

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Student teacher in chemistry
Cooking, gardening, music, art.

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Not good at understanding authority\hicharchy, unfamiliarity with k-12 systems and culture

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Not good at understanding authority\hicharchy, unfamiliarity with k-12 systems and culture

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Getting back to my core self and confidently standing in my truths as a teacher and as a woman.

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live: Des Moines
work: Auburn

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Cultural Support Program Latino Specialist Liaison.

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I want to be able to speak out and talk about what's not working and what is.
how to incorporate my minor in social justice in education into a place that has little to no wiggle room.

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Seattle, WA
Land of the Duwamish Tribe

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I want to find ways to meaning fully incorporate social justice into science curriculum in a natural way. I don't want for my students to feel that it is social justice time, but that what we do in science can be a way to understand social issues.

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Holding Space for others, building relationships, willingness to learn

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Being Flexible and willing to learn. Building relationships with students,
Finding joy. holding space for

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Continual growth and healing of ways is vital for me to keep going and improving. Any indigenous reframign of spaces for education are live giving and why im in this work

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Continual growth and healing of ways is vital for me to keep going and improving. Any indigenous reframign of spaces for education are live giving and why im in this work

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7th grade science teacher with a passion for food sovereignty, gardening, cooking, humans

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Role: Biology, Chemistry, and Personal Health Teacher

Passions: Social Justice, self-care, Learning from others and the world, basketball,

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Patience and relationship-building

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Live and work in Burien, WA

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Teaching social studies content without "indoctrinating" or including my bias.  Remembering to make history student-centered.

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Rainier Beach
Seattle, WA

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Relationship building and identifying and adapting to students

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Relationship building, listening

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More authentic interactions with students and families and teaching that better honors indigenous ways.

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Role: 11th grade Humanities Teacher

Passions: Cultural Work, care work, community grounded praxis, ethnic studies, food, and community!

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SEL

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I live and work on Duwamish/Coast Salish Land (more specifically/more often called as Beacon Hill, Seattle)

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Contextualizing history to create a sense of humanity and empathy of one global human race.

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Being creative, breaking down theory into meaning for our daily lives, relationship building, reflecting for myself and with others, being patient.

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Role- ELL Paraeducator
Passion- Being able to help and work with students that are bilingual and making them feel successful in their learning.

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I want to teach science-based units that cover the decolonized history of the people and land of the earth

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I struggle with navigating White teachers/men/teachers comfortable within the system of schooling and the way that their patriarchy and internalized racism shows up. I feel clear about my values but often wonder how having to navigate these spaces might make me more prone to "speaking their language" in order to get my point across.

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Misalignment with values and actions within organization, norms of white supremacy

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I would like to incorporate more of our diverse cultures in our schools, keep our students connected in their roots as well as apply them into their educational learning.

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Muckleshoot Land, Enumclaw School District

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Team Player, Relationship builder, communicator and listener.

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I think about what I first heard from Jeff Duncan Andrade--la cultura cura, culture cures. Learning more about my ancestors and the communities I am from and embracing that in practice has been healing, freeing, and transformative. I believe continuing to unlearn western/colonial thought and practices will help me bring back healing to my commnunity and students.

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Not being heard, being put last for student needs(work place, work time)

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Is this a good fit for a Language Arts teacher?

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Duwamish Coast Salish land
Live in Des Moines work in Boulevard Park

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I want to gain new tools to better teach in my community and learn about this land that we are on so that I can incorporate this knowledge into the curriculum that I am bringing into the classroom.

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SEL

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I am leaning towards SEL, but am open to building a goal either for SEL or virtual

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Both!

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Equity coordinator
Passions- being active, my family, projects of abolition moving towards decolonization