Washington State educator Professional Growth Plan (PGP) template
for educator preparation program completion
Educator information
First name: Robert Last name: Daniel
Preparation program: School Counselor Academic year: 2020
For information regarding Washington state educator certification, please consult the OSPI Certification
Office website at http://www.k12.wa.us/certification/, email cert@k12.wa.us, or call (360) 725-6400.
Needs assessment and goal selection
1. Self-assessment. Use a self-assessment to identify an area of focus that will lead to your
professional growth. You might choose to use one of the self-assessments based on the certificate
standards for your role: https://www.pesb.wa.gov/workforce-development/developing-current-
educators/pgp/pgp-forms-and-support-materials/. You might also choose to use another self-
assessment. Identify the self-assessment and area of focus you selected:
To determine my area of professional focus, I completed the PESB Needs Assessment Worksheet
(School Counselor). The area of Focus that I selected was Standard 5.C, Criteria 2: Implements and
leads others to take a systemic approach to student needs and responsive services according to best
current research practices.
2. Standards. The area of focus for your professional growth goal needs to align to the certificate
standards. You may find the certificate standards for your role here:
https://www.pesb.wa.gov/workforce-development/developing-current-educators/certification-
standards-and-benchmarks/. Note the standard you have selected for your area of focus for
professional growth.
Standard 5.C, Counsleing theories and techniques
3. Professional growth goal(s). What is your goal for this professional growth plan? Describe how this
goal relates to your self-assessment and focus area identified in question one.
The goal of my PGP activities is to Research, grow in Knowledge, and share my knowledge and
application of predictive systems and systemic supports for student needs across the 3 ASCA
domains (Academic, Personal/Social, and Career/College) as well as behavior and discipline. This is
an area of important growth, because students act out in various ways when they have needs that
are unmet (attachement, feeling academically inadequate, unresolved emotions, etc). Increasing my
knowledge and skill in this area will allow me to develop or inform more effective and prevantaive
programs and interventions to meet the complex needs of students, ultimately resulting in more time
spent engaging in class and less time spent in the counsleing office or principal’s office for discipline
or intervention.
4. Intended outcomes. What will you and/or your students be able to do as a result of your
professional growth that you and/or they are not able to do now?
I will be better able to assist in the design or implementation of systemic interventions and programs
that are aimed at predicting, understanding, and responding to the complex needs of students. I will
Professional Growth Plan template for program completion, revised 2019.07.02
Professional Educator Standards Board | www.pesb.wa.gov
also be better equipped to marshal multiple stakeholders within a school and beyond in order to
generate durable buy-in to these interventions, increasing chances of adherence or implementation
with a high level of systemic fidelity. The purpose of this growth is to further systamitize the school
counsling program, reducing the need for crisis or responsive services and freeing up counsling
resornces for prevention.
Professional growth action plan
5. Activities. Describe the specific growth activities you will engage in to obtain the identified new
learning. How will these activities positively impact student learning?
Close study of multiple behavioral intervention and prevention programs (Lost At School/Cooperative
Problem Solving, Restorative Practices, Positive Behavior Interventions and Supports, Response to
Intervetnion, Capturing Kids’ Hearts) and their possible alignment with MTSS framework. These
systems should be discussed with district level counsleor PLC group to evaluate how they might look
from the perspective of multiple different buildings at the same level and possibly across levels to
evaluate effectivness across student transitions.
Selecting one intervention framework from those evaluated above, and organizing a focus group of
stakeholders (admin, counselors, teachers) to implement and join me in evaluating its effectiveness
in the field using robust data.
Collating, analyzing, and presenting the focus group data back to PLC group to determine areas of
strength and growth.
Presenting final data with areas of strength and growth back to focus group first, then on to the whole
staff to gather support for either further implementation or further refinement of the schoolwide
practice model.
6. Proposed evidence. Describe the evidence you plan to collect to support your goals. Evidence may
include areas beyond test scores such as attendance rates, discipline referrals, programs
implemented, student work, videos of lessons, and other student or adult data.
ASCA use of time forms will measure how counsling staff are spending their time (prevention vs
Responsive). I will also collect baseline, mid year,and year end data on Discipline referrals, Academic
growth and achievement (SBA scores, iReady scores, classroom aggregate grade data), attendance
data, and response data from the Fall and Spring Counsling needs assessment.
Review
Candidate signature
Robert Daniel
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5/24/2020
Date
___________________________
Program signature
Professional Growth Plan template for program completion, revised 2019.07.02
Professional Educator Standards Board | www.pesb.wa.gov
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Date
Professional Growth Plan template for program completion, revised 2019.07.02
Professional Educator Standards Board | www.pesb.wa.gov
