2.A.31 Clinician and Professional Growth Planning

Human Resources








Administrative Procedure: Clinician Evaluation and Professional Growth Planning



















May 14, 2014

Policy Reference



Legal Reference






GOAL:    Clinicians will engage in ongoing reflection, learning, and evaluation to continuously improve the educational experiences and the delivery of quality services to students and families in Border Land School Division.




























Outline for Formal Evaluation




HINT – to clinicians

First Clinical Services Team (CST) meeting

Informal conversation between Ass’t Supe + clinician

Inform clinician that it is a formal evaluation year

Clinicians are to be evaluated every 3 years

By Sept 30

Formal letter from Ass’t Supe to clinician

Confirm the evaluation purpose + process

Start a file “Evaluation 20XX” for the year

By Oct 15

1. Meeting between Ass’t Supe + clinician


2. Review the areas of evaluation NOT included in the school feedback form and identify which of these will be part of the evaluation

**see below

1. Review PGP, identify/ confirm which schools get feedback forms, timelines

2. Identify which additional areas of work will be included in the evaluation

1. Have PGP prepared, identify other sources of evaluation feedback

2. Review the additional areas of clinician work and come prepared to collaborate with the Ass’t Supe on which of these will be included in the evaluation process

By Oct 31

Ass’t Supe send notice and feedback forms to principals.

Reinforce that feedback forms are to be completed collaboratively with RTs

Collect feedback from schools about clinician


By Jan 31

Ass’t Supe collect feedback forms from schools

Gather feedback from schools


Jan 31-Spring

Ass’t Supe forwards feedback to clinicians as they come in

Share the info from schools with clinicians

Clinicians highlight questions/concerns/discussion points from the feedback


Ass’t Supe and clinician meet at least 3 times to discuss PGP, feedback forms, and actions clinician has taken connected to feedback, PGP, and regular work

Ensure Ass’t Supe has a deep understanding of the nature of clinician’s work; responding to school feedback

Come to the meetings prepared to talk about PGP, ongoing work, and response to identified questions /concerns/discussion points from the schools’ feedback


Ass’t Supe will write a final report and share it with the clinician

Final report is shared with the Superintendent and filed in the clinician’s personnel file

Complete a final document for employment records and future reference

Read the final report carefully to ensure it includes an accurate reflection of you as a professional; sign the report


**Additional Areas of Evaluation

  1. Leadership – this includes within the Clinical Services Team, on a special project, in a particular school, etc.
  2. Initiative – this includes the push to start new ways to address needs identified through the clinician’s work
  3. Problem Solving – this includes discretion and judgment and the demonstrated capacity to work through complex situations
  4. Adaptability – this includes flexibility to make needed adjustments in the larger picture and in immediate circumstances
  5. Communication – this is in addition to the Communication section on the Feedback Form and includes the clinician’s understanding and active contribution towards building an open system
  6. Teamwork – this includes the multiple opportunities to work collaboratively
  7. Professionalism – this includes the clinician’s assessment of meeting the highest standards of their discipline in the work they do in BLSD

The purpose of these Additional Areas of Evaluation is to provide a more thorough, accurate and consistent picture of clinician’s work. While the feedback from schools certainly provides an important perspective on clinician’s work, it does not provide a complete picture.


At the first formal evaluation meeting, the Assistant Superintendent and the clinician will review the Additional Areas and collaboratively identify which of these areas will and will not be included in their evaluation.


Clinicians will also identify who might provide feedback about these areas, what kind of feedback they would be looking for, and how the feedback would be collected. The Assistant Superintendent would support the clinician in this process. The feedback from these areas would be part of the ongoing evaluation conversations during the evaluation year.

































Outline For Professional Growth Plan (PGP)





Sept 3. CST Meeting

Plan personal PGP Goals

Time will be given at the meeting to begin planning goals, and sharing this with a partner

Set Goals:

  • Have an Action Plan:
    • What will your learning look like?
    • How will you know you have learned?
    • How will it affect your practice?

By Sept. 30

Have a completed PGP

To set Learning Goals for the year

  • Record goals and action plan on PGP Portfolio Document (see attachment) or create your own
  • Could include project PD events

By Sept .30

Book a meeting with assistant superintendent to share meeting

To aid in accountability and focusing goals



Oct. 31

Deadline for holding meeting with Ass. Sup.

To ensure the process happens



Update PGP Portfolio

Record weekly so important learning etc. is not forgotten

  • Try to set aside 15 min. etc at a regular time to make sure this happens

March CST Meeting

Review the Plan

Where are you at Now; Update the Plan

Evaluation Criteria

  • What have you learned?
  • How do you know?
  • Have you reached any goals?
  • List in any new goal?

June/Last CST Meeting

Year-End Reflection

Summative Evaluation

  • Share with group?


Evaluation Criteria:

  • What did you learn?
  • How do you know?
  • How has your learning affected your practice

Record answers on PGP portfolio document or create your own


Professional Growth Plan





Action Plan:














PD Portfolio -



























































Year End Reflection:


What did you learn?






How do you know?







How has your learning affected your practice?







Border Land School Division

Border Land School Division acknowledges that the communities and schools located within Border Land School Division sit on Treaty 1 and Treaty 3 land, the original lands of the Anishinaabe peoples and on the homeland of the Métis Nation.

Border Land School Division respects the treaties that were made on these treaty areas and we dedicate ourselves to moving forward in partnership with our Indigenous communities in a spirit of truth, reconciliation and collaboration.