ࡱ> >@=wY 2bjbjWW "h==g,s]*#r:$$$$ n |@v#x#x#x#x#x#x#$#%'#[ @ #9$$7999$$v#v#99!"Jv#$$[]|t^b#Implementing a Professional Development Plan Lifelong learning and professional development are important to productive professionals. Strategic professional development requires careful definition of goals and performance criteria, followed by action plans to achieve desired performance. This material will guide you in developing a professional development plan that produces performance improvements that are documented and impressive.  Process for Creating, Assessing, and Documenting Professional Growth Planning Step 1: [Year 1 only] Review/analyze your time usage Step 2: Write your performance criteria Step 3: [Year 1 only] Assess last years performance Step 4: Articulate key targeted accomplishments Step 5: Identify key activities for coming year Step 6: Allocate time for key activities and deadlines for milestones Step 7: Create a schedule of activities and milestones Ongoing (Monthly) Step 8: Assess time use Step 9: Assess progress against your plan Step 10: Update your plan End of Year Step 11: Assess achievements relative to performance criteria Step 12: Write annual performance assessment report These steps are illustrated below and explained in the following pages.  SHAPE \* MERGEFORMAT  Step 1: Review/Analyze Your Time Usage Estimate the time (in hours) you use annually doing the following activities, categorized according to Boyers Model of Scholarship:  EMBED Excel.Sheet.8  Step 2: Write Your Performance Criteria Use the following guide to define five performance criteria (PC) for yourself in the coming year: three for areas of ongoing responsibility and two for selected areas of growth. First, make a general goal statement for the area, and identify 2-4 factors that reflect desired performance. Finally, craft a performance criterion that defines the performance you desire this year. (Example) Area 1 General Goal Statement for Area: Classroom Teaching Factors or Attributes of Importance: Focus on defined learning outcomes, engage students in learning, use assessment to aid learning Performance Criterion: Increase student capabilities for professional engineering performance through definition of high-level professional learning outcomes, producing a supportive learning environment, and using assessment to facilitate and ensure achievement and growth. Area #1: Factors: Performance Criterion #1: Area #2: Factors: Performance Criterion #2: Area #3: Factors: Performance Criterion #3: Area #4: Factors: Performance Criterion #4: Area #5: Factors: Performance Criterion #5: Step 3: Assess Last Years Performance Assess your performance in the past year to stimulate thought for planning your future. For your new performance criteria, identify strengths in past performance and elements needing improvement. Also identify more general learning from the past year. Performance Strengths in Each Area Example (Area 1): I created classroom activities that engaged students in learning of specific professional-level skills matching course learning outcomes. Peer and instructor feedback gave students greater understanding of outcomes and caused them to take greater responsibility for learning. This produced noticeable improvements in professional skills over previous years. Strength #1: Strength #2: Strength #3: Strength #4: Strength #5: Needed Improvements in Each Performance Area Example (Area 1): Ten course outcomes were too many to manage in one course. I need to synthesize 4 to 6 higher level integrated outcomes for my capstone design course. That will simplify the assessment process and better fit the students and my abilities to maintain focus. Improvement #1: Improvement #2: Improvement #3: Improvement #4: Improvement #5: Insights from Analysis of Last Years Performance Example: Clearly-defined challenging outcomes kept before students help them achieve targeted learning. An early activity in which the students review defined course outcomes and identify personal challenges associated with them will deepen their understanding of outcomes and focus their efforts. Insight #1: Insight #2: Step 4: Articulate Key Targeted Accomplishments Identify the most important accomplishments you achieved last year, accomplishments that are targeted by your performance criteria. Identify and describe significance of two accomplishments for each performance area. Example (Area 1): Student learning of professional skills was the best I have ever achieved in this course. Students learned to take greater control of their learning, which led to a number of self-development activities by team members. This attitude of being responsible changed the relationship between students and me: They sought out other needed resource people besides me. Accomplishment #1: Accomplishment #2: Accomplishment #3: Accomplishment #4: Accomplishment #5: Accomplishment #6: Accomplishment #7: Accomplishment #8: Accomplishment #9: Accomplishment #10: Step 5: Identify Key Activities for the Coming Year Step 6: Allocate Time for Activities and Deadlines for Milestones Considering your analysis of last years accomplishments and of this years performance criteria, identify activities that will enable you to achieve your performance criteria in the new year. Estimate the time for each activity. For each important milestone (with a key deliverable), define its targeted date of completion. Example (for PC#1): Define high-level performance criteria for outcomes in the capstone engineering design course. Deliverable: 5 to 8 Performance Criteria. Time required: 4 hours. Due: August 25. PC#Key Activities for the Year [Deliverable]Hrs/YrDue Date Step 7: Create a Schedule of Activities and Milestones Important activities must be allocated to time periods during the year. Transfer each activity to your To Do list for the appropriate month and/or day. Example (for PC#1): [Schedule for August 20, half day]: Meet with Steve to review and revise outcomes and performance criteria for capstone course. Step 8: Assess Time Use (Monthly) At a predetermined interval (e.g., monthly), review your time use. Estimate the hours spent in the academic areas listed below, categorized according to Boyers Model of Scholarship:  EMBED Excel.Sheet.8  Step 9: Assess Progress Against Your Plan (Monthly) Compare the progress you have achieved at this point in the year to that planned. Example: Progress: Ten capstone course learning outcomes were defined. Assessment: The activity was completed as planned. During the activity, we realized that performance criteria for the course also need revision. This may delay development of the capstone course assessment system. Area #1: Progress Achieved: Assessment: Area #2: Progress Achieved: Assessment: Area #3: Progress Achieved: Assessment: Area #4: Progress Achieved: Assessment: Area #5: Progress Achieved: Assessment: Step 10: Update Your Plan (Monthly) Based on the assessment of your progress, modify your plan to add or remove actions or to adjust the scheduling of activities to support desired achievement. Make these changes on your calendar. Example: Add an activity to revise performance criteria for capstone course [4 hr]. Delay starting development of an assessment system one week from the previous plan. Step 11: Assess Achievements Relative to Performance Criteria (Annual) At the end of the year, for each performance criterion, assess your actual achievements. Conduct the assessment for your own use with perspectives toward making improvements next year. Identify strengths, areas for improvement, and insights. Performance Strengths in Each Area Example (Area 1): I created classroom activities that engaged students in learning of specific professional-level skills matching course learning outcomes. Peer and instructor feedback gave students greater understanding of outcomes and caused them to take greater responsibility for learning. This produced noticeable improvements in professional skills over previous years. Strength #1: Strength #2: Strength #3: Strength #4: Strength #5: Needed Improvements in Each Performance Area Example (Area 1): Ten course outcomes were too many to manage in one course. I need to synthesize 4 to 6 higher level integrated outcomes for my capstone design course. That will simplify the assessment process and better fit the students and my abilities to maintain focus. Improvement #1: Improvement #2: Improvement #3: Improvement #4: Improvement #5: Insights from Analysis of Last Years Performance Example: Clearly-defined challenging outcomes kept before students help them achieve targeted learning. An early activity in which the students review defined course outcomes and identify personal challenges associated with them will deepen their understanding of outcomes and focus their efforts. Insight #1: Insight #2: Step 12: Write Annual Performance Report (Annual) After completing your personal assessment of your performance for the past year, write a carefully crafted report of your annual performance for submittal to your supervisor. This report should effectively describe and explain impacts of your most important achievements with respect to key performance goals. Expound on your two greatest achievements and cite five others. The report should also document your activities for the year that contributed to other performance goals. Major Achievements for the Year Example: During this year, I grew my research program to become the best of its type in the region. My research funding doubled over the past 12 months by attracting funding from two national agencies and one major industrial sponsor. This was achieved by building a national industry-university consortium in MW processing of widgets. My research group added two postdoctoral students and two PhD graduate students supported by the expanded research funds. This consortium has coalesced expertise necessary to propel our program ahead of most competitors. We should be able to produce a patentable technology within the next year. This achievement has contributed to our departments goal of becoming the top funded research program per faculty FTE in the university. Our success is also improving faculty morale. Other Achievements for the Year Example: This year I made steady progress toward delivery of an outcomes-driven, student-centered capstone design course. I created and shared with students a set of learning outcomes that guided and stimulated their learning. I was able to develop collaborative learning activities focused on specific learning outcomes for approximately 50% of my class sessions. Student responses and their achievements in the course indicate that I need to continue this approach to teaching in the future. Primary Activities for the Year Example: This year I contributed to the departments goals by: 1. Teaching two undergraduate courses and one graduate course, representing 200 student credit hours 2. Advising the student club, including participation in the regional student conference 3. Mentoring JJ Jones in his first year as an untenured faculty member Objective: Create a professional development plan to support and document improved performance in key areas of professional responsibilities. REPORTING Self-assess achievements Write performance report Month 12 Assess time use Assess progress vs. plan Update plan Month 2 Assess time use Assess progress vs. plan Update plan IMPLEMENTATION Month 1 Assess time use Assess progress vs. plan Update plan (start) PLANNING [Yr 1] Analyze time use Write performance criteria [Yr 1] Assess past performance Define years targets Identify key activities Allocate time; identify milestones Schedule activities and milestones  | @ Q p r  !   2/RSZe#QRYdef寧嗯嗯嗯>*CJOJQJ6CJOJQJ5CJOJQJ CJOJQJjCJOJQJUjB CJUVjCJOJQJUj5CJOJQJUmH CJOJQJ5CJOJQJ 5OJQJ jU;- BjE|}6jkl$ ? @ Q   & / I J K L U ^ x y z { |   2./RS  !"#QRfgxyz{|c ? @ Q   & / I J K L U ^ x (xx$d%d&d'd $d%d&d'dx y z { |   2./RS(S  !" $d%d&d'd"#QRfgxyz{| $d%d&d'd*+89:;<IJKL}VW)*+,?@ABUVWXklmn&kl3459cjstuvwxyz{|}~    `*+89:;<IJKL}VW $d%d&d'd)*L}W^&ls35st{6 @<Fjt~ %!*!q!d"""""#$X$$$$$%麯j/%CJOJQJUjB CJUVjCJOJQJU5CJOJQJ5>*CJOJQJ>*CJOJQJ CJOJQJ CJOJQJ6CJOJQJE)*+,?@ABUVWXklmn&kl3459cjstuv & F$ h9$$l t\X $$$$ $d%d&d'dvwxyz{|}~ & F$ h$;$$l@ t\X $$$z{6   @    +,89:;<FYZfghijt    ` & F$ h$;$$l@ t\X $$$z{ $d%d&d'd & F$ h$;$$l@ t\X $$$6   @< @< $d%d&d'd    +,89:;<FYZfghijt<< @} ~ &!'!(!)!*!q!c"d"""$$$$$$$ $!$"$#$$$1$2$3$4$5$B$C$D$E$F$S$T$U$V$W$X$$2+} ~ &!'!(!)!*!q!c"d"""$$$$$$$ $!$"$#$$$1$2$ $d%d&d'd2$3$4$5$B$C$D$E$F$S$T$U$V$W$X$$$%%%%%%%%%%% $d%d&d'd%%&4&5&<&=&^'_'''))))),,, - ---...//%/'/a0b0g0p0q0r000016171@1u1v1~11112222225CJOJQJCJ0J60J6CJOJQJ>*CJOJQJ5CJOJQJ CJOJQJ CJOJQJ6%%%%%%%%%%%%%%%&&&4&5&_'`'m'n'o'p'q'~' $d%d&d'd~''''')))),,,,, - -.....//]//0b0c0 $d%d&d'dc0d0e0f0g000116171@1P1i1u1v1~11111111122 2 & F h$x 22*2E2d2z2222222 & F h$ 1h/ =!"#$%Dd D  3 @@"?$Dd y +b  c $A? ?3"`?"#CUOD&Is#@=#CUOD&IsLo~sLXp#xݝpy}Ol &2S8lˎd7?E M|N[[ǒ-f&ȴ(H`g c "3HD4BFdh Atg=ӼwwmIs/aw] 2%l^Cf5W@y<.5xfWz=g^Ͽ^؇6]y+[z^@o>FgxP{kSz~>>sW;p<ᆪ^E&UvR's࿉UPGLֶԺr%_}S u??wHɺb`Ώ~~ھ qMPfZݢ7sL'UۣZo3ApyG"um#{W :n[8%e%^>:\G}֤wxe|X~Kؾ]JoϿ}.ӷ>o߅oz-]"Wݶ5m;/jԳA ZO٦ڠϭTۦ:R.p& ?cl~=rDwѥP_ uti:&5!7(U=/2uI{&,pƸѻ MLb`Uuj[o :|X<&-:u2uD8{@ҵutq9K=?+pL ȔMʻ3Q}n~mmiC8\>0VݸCܪvگ >V!ݢΞHyl{_9AEoQrz?g}s,SKE%ɻXAi9uy81}2":N_!mj=jau BK"CtzN̏7ٮbu1Ψ[ty6;=蹩ۭYs-/$r!pދ0OyX)ÏmJ*uh3fGwe9JoP>dv,4rʚf4#(xXS\Nt|J}Jǿz}lcS -ؙ/;mVU:#4BDS9P>Uc{.=fHl潸B]2^P|=0"5Mlp[0J=O$2p!5y"9_} cEDL[S½Qr|)IDx޽X A%nTgC|Ǯ'|x?4?}ݩ6}z zQۃKA<*\Lw4u[ VWrn>թaM31 bFk, Xrd~=GQa>%.Ο:4| <*Rg8z"O5 D^JaZ|qYKM_]S85?>5#䴰~cz]X[H̙1Bγ0͵t~돻=T> -=`.c\6BHRmlSAm v~Itm2_)8g yD[;TN3>u Qc򳸎kU㸎9W^qu>Vuy!ma>緪|0}Bပ;A& rܡ d,L~un//dsh fϲU;3hVt;)ZNu 5^a:f^8n8T_8c+3Ͱ8hU^SD%ȸfVɶg˨qA aKdo䡾^DRHL"2_T!y-5K \m[yYׯf it'2_j>1 CA>TCb| eCR3M<[Bs3mF;[[Hd/}ϙB#25j{'$صD<T@0k9MDxD.5mN+s[X ,0ss&1GV!xss?߉ԚB|! d6WMS3ep=bLD\/4wB@zBybsHLIUfv֊t/L-Ժw׀Tˋҍ1(0W6-<}gHL-5tֱ#bH8uۼ-dhA4׼ bEY+; j`H,X4gpm17i6'[ߜΗ.DO+ !?MA{6?Ŝn;ș35?+_8c3g$}`F;xޙ1oea^(kH>{qYq?әcsfz3̸ ?he5)tVÕ?MH7߈~ ֟DoK[Lky"=Ώ0oo1ͻ͚?q{c7mRdCŮRMP3[^k6\Ϲ1ַCm-Rw>s,/wzk-Եס>mo)nOh{9Ns>v'z_3[Я1sCy#oT_r~#N^>).{^sަoKi۪bGw#{`_Ϯ"y/:c8g{1vNJzCZkxQ棄Ϧ(yQ{HBƾ+ōfJ́"Q\/ܱܺWz+ \+(w\):6'W= 6vܹRB_ ԱȕkWJ \ +(w\):6'Wԕ7cE\/Zqʵ+Wɕ +TW*+e'^ Ǝ;W*W(+ V8vRRAp [+(wW\T86'W"j3u%MXm4W(+ V8  !"#$%&'()*+,-./012346789:;<?vCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuyz{|}~Root Entry  F| |t[]|tAData 5IWordDocument "hObjectPoolD|t[]|t_1122958870 FU|tU|tOle EPRINTBgCompObjf  FMicrosoft Excel WorksheetBiff8Excel.Sheet.89q Oh+'0@H\p  Denny Davis Denny DavisMicrosoft Excel@(z.xg@VPgl KG9eM EMFg'F, EMF+@XXF\PEMF+"@ @ $@ !@ 0@?@     !" !" !  " !   S" !   SRp Arial0x x!pY.0F) ۫0(P \4fdArial`Mx>wyOw \P(40 dv%   T| Pd@ \@ L\Learning.**...Tl4 d@ \@4 LXHours6..*T` o d@ \@ LTPct2*Rp Arial0x x!pY.0C* ۫0)P 4fdArial`Mx>wyOw* \P)40* dv% TlBw@ \@Bw0LReading professional papers, journals, and books6********&&*******&****&******&&T Bz0@ \@B LReviewing others' works to learn6*%*5*****&5*&&****TBE@ \@BE!LReviewing text books for learning6*%*5***$***&&******T8Bl@ \@B'LDialoguing with professional colleagues6******5****&&***&******&ThBme@ \@B/LAttending professional conferences for learningt2********&&***&*****&*&******TBzg@ \@BzLLearning new professional toolsa********5***&&*****&TB3@ \@BLhOther learning:*******% T|BCn@ \@BCL\Subtotal2...*T|]-@ \@L\Teaching.***...% TB@@ \@B@LtDesigning curriculum6*&****&*&**?TB@ \@B3LIn-class teaching, class-time contact with studentsd*&*&&**&***&*&&?*&***&5*&****&TDB`@ \@B)LOffice hours and supplemental instructione:&****&***&****?****&*&**TBu@ \@Bu!LAssessing and evaluating studentsr2&&*&&******%*****&****&TB<.@ \@BLMentoring students and otherse=*****&****&******&T,BCE@ \@BC%LAssisting with undergraduate researchS2&&&**5************&**&*TtB@ \@B1LDoing educational research as part of instructionC6******&*****&**&**&****&*&**TB c@ \@B6LEngaging in faculty development to improve my teaching2********&*%**%***?***?**%*?%**&***TPBx@ \@Bx+LSelf-assessing (includes teacher portfolio)2**&&*&&***&***&**&******TB01@ \@BLhOther teaching:****&***% T|BAn@ \@BAL\Subtotal2...*Tx+ @ \@L\Service 2*)**% TB>  @ \@B> LAdvising/counseling students2*%&**&***&***&****&THB  @ \@B *LAttending departmental meetings/activities2*********?***?****&*&%*&TTB 7^ @ \@B ,LAttending meetings of committees/task forces2*****?****&*&*??**&*&&*&*&TBs  @ \@Bs !LFacilitating/conducting workshops.*&***&****&**5*&&***&TPB , @ \@B +LParticipating in professional organizations2*&********&&*******%***&T BA  @ \@BA #LBeing involved in community service2****%*%***&*??**%&*%&*TB  @ \@B LConsulting professionally6**&******&&***%TB a @ \@B !LManaging student groups or events=******&********&**%**&TBv  @ \@Bv LhOther service:**&*%&*% T|B n/ @ \@B L\Subtotal2...*Tk  @ \@k L|Research and Scholarship6*****.*..2*..**..% TB F'@ \@B LWriting grant/project proposalsK********&****&*&T B<@ \@B< LConducting disciplinary research6****&***&&***%*&**&*TB @ \@B:LEngaging in educational research to enhance the profession2**********&*****&**&*******&******&&**THB :\@ \@B *LAuthoring books, encyclopedias, monographs2********&&**&%&*****&?*******&TBq@ \@BqLWorking in summer research jobK*&***&*??**&**&***TBh*@ \@BLConsulting on research projectsd6**&******&**&****&&TB?@ \@B?"LWriting/revising/publishing papersK***%&*****&*******&T0BC@ \@B&LPresenting research in seminars, talks2*&*****&**&**&*?**&*&&TB _@ \@B LpOther scholarshipA:**&&***&**% T|Bon@ \@BoL\Subtotal2...*TB9@ \@BLhTOTAL FOR YEAR.:.5..:62256Td o 9@ \@ LT100%***@% " !%    L'%   &%  6 % Ld  6!??%  56 5% Ld 5 < 56!??%  6 % Ld   6!??%  6 % Ld   6!??%  j6 j% Ld j q j6!??%  6 % Ld   6!??%  86 8% Ld 8 ? 86!??Ld   6!??%  6 % Ld   6!??%  6 % Ld   6!??%  e6 e% Ld e l e6!??%  6 % Ld   6!??%  36 3% Ld 3 : 36!??%  6 % Ld   6!??%  6 % Ld   6!??%  h6 h% Ld h o h6!??%  6 % Ld   6!??%  66 6% Ld 6 = 66!??Ld   6!??%  6 % Ld  6!??%  6 % Ld   6!??%  c 6 c % Ld c  j c 6!??%  6 % Ld  6!??%  1 6 1 % Ld 1  8 1 6!??%  6 % Ld  6!??%  6 % Ld   6!??%  f 6 f % Ld f  m f 6!??%  6 % Ld  6!??Ld 2  I 2 6!??%  ,6 ,% Ld , 3 ,6!??%  6 % Ld   6!??%  6 % Ld   6!??%  a6 a% Ld a h a6!??%  6 % Ld   6!??%  /6 /% Ld / 6 /6!??%  6 % Ld   6!??%  6 % Ld   6!??%  d6 d% Ld d k d6!??% 6 % Ld | !??% g6 g% Ldg ng| !??% d 6 % Ldd  d !??% d 56 5% Ldd 5 <d 5!??% d 6 % Ldd  d !??% d 6 % Ldd  d !??% d j6 j% Ldd j qd j!??% d 6 % Ldd  d !??% d 86 8% Ldd 8 ?d 8!??Ldd  d !??% 6 % Ld | !??% 06 0% Ld0 70| !??% d 6 % Ldd  d !??% d 6 % Ldd  d !??% d e6 e% Ldd e ld e!??% d 6 % Ldd  d !??% d 36 3% Ldd 3 :d 3!??% d 6 % Ldd  d !??% d 6 % Ldd  d !??% d h6 h% Ldd h od h!??% d 6 % Ldd  d !??% d 66 6% Ldd 6 =d 6!??Ldd  d !??% 6 % Ld | !??% . 6 . % Ld.  5 . | !??% d 6 % Ldd  d !??% d 6 % Ldd   d !??% d c 6 c % Ldd c  j d c !??% d 6 % Ldd  d !??% d 1 6 1 % Ldd 1  8 d 1 !??% d 6 % Ldd  d !??% d 6 % Ldd   d !??% d f 6 f % Ldd f  m d f !??% d 6 % Ldd  d !??Ldd 2  I d 2 !??% ^ 6 ^ % Ld^  e ^ | !??%  6 % Ld   | !??% d ,6 ,% Ldd , 3d ,!??% d 6 % Ldd  d !??% d 6 % Ldd  d !??% d a6 a% Ldd a hd a!??% d 6 % Ldd  d !??% d /6 /% Ldd / 6d /!??% d 6 % Ldd  d !??% d 6 % Ldd  d !??% d d6 d% Ldd d kd d!??Ld | !??Ld< K<| !??% ( % " !%    S% ( ( " F4(EMF+*@$??FEMF+@ ObjInfo WorkbookxSummaryInformation( DocumentSummaryInformation8  \p Denny Davis Ba= .=-.s#1<X@"1Arial1Arial1Arial1Arial1Arial1Arial1Arial1Arial"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)                + ) , *     (@ #8@  #<@    (@    (U@  #<@  #<Q@  #  #<@  #<U@ #8@ #8Q@ # #8@ #8U@ `h Sheet1T.+Learning0Reading professional papers, journals, and booksHoursPct'Dialoguing with professional colleaguesLearning new professional toolsOther learning/Attending professional conferences for learning Reviewing others' works to learn!Reviewing text books for learningSubtotalTeachingDesigning curriculum+Self-assessing (includes teacher portfolio)!Assessing and evaluating students)Office hours and supplemental instruction%Assisting with undergraduate researchOther teachingService*Attending departmental meetings/activities,Attending meetings of committees/task forces+Participating in professional organizations#Being involved in community serviceConsulting professionally!Managing student groups or events Other serviceResearch and ScholarshipWriting grant/project proposals Conducting disciplinary research*Authoring books, encyclopedias, monographsConsulting on research projects"Writing/revising/publishing papersOther scholarship!Facilitating/conducting workshops&Presenting research in seminars, talks6Engaging in faculty development to improve my teachingAdvising/counseling studentsWorking in summer research job3In-class teaching, class-time contact with studentsMentoring students and others1Doing educational research as part of instruction:Engaging in educational research to enhance the professionTOTAL FOR YEAR2 se t |     dMbP?_*+%MHP LaserJet 4000 Series PSS odXXLetterPRIV0''''\KhC]J "dXX??U} $ } m0} $} } $0  Z@     Z@     "  "  "  "  "  "  "  # $   "   "  & "   "  " ' "  " ( " # "  "  "  #$ " $ "  "  " ! "  "  "  "  "D^l>(((((((( ((((((((((( ((((((( ! "Z@#$%&'()*+,- .0/   "! ! !#"$ ##$ $ $"% % %"& &) &"' ' '"( (% (") ) )"* * *"+ +" +", , ,"- - -% . .* .&~ .!?/$$,(( ((((((((((4>@52?7 ՜.+,0 PX|  Washington State University{ Sheet1  WorksheetsZOh+'0 0< X d p |vRRAp [+IWcsreCDmIa{!D\OBnM:vq%Ipe+IWcsreCDm+ rkұȕ +I+؜\CJpα996S$qJ :ǎ#W6#\ ecsr:+u:L] q90V$j:ȭuGlF\#ZJ+ݭWZ+ɕ'Ǝ;WZW([!:vqN(86'WZQn% \iulN쌨ԕ7cE\oqNĕV+;<؜\iGJ;pݱ9r06SW9vܹҎBݱȕ+WBycsrv+vL] q90V$jvȭGD\i'r+](ww\t9\pnn}KcvCty ."/uA^rKsk ۱W^$;qW@c8!W[f&A[Y3GQ>xamSv壎-m:CP>؜Aڎz|Ա&Q$7SWB$s$$fJø]߄Cs5*s8&(=BՎBcsG}GkqD_9)qoCyʱ9v14PrlNnG8Mp837G4Cyʱ{(7S4ӎ|D;)漎DxhAtl'#j3uuc}}vRBt8>r y\D{XuA\}26SWBdF3rcq}IĕA+OBcsre+# '3vܹ2B?uıȕWF+#(w\86'W^ԕ7cE\:q +#W^ɕ 'LW&+EfꞄq  ǎ#W^C\ rlNL=Ape2؜\y-6SWBdFsrcǑ+!L\y _96'WP"2\rlNQ{ecǝ+S+S[;\yqeP~؜\B{peʱ9vDm+ )ǎ#WF\"686'Wܝ/sE;uɕhL]]֎;Wܶy=بm8rCĕt>sⶇ$oAilN|EfJ́"QhPcȕWlr6'W W W 9RQ kǝ++[MƔ+n>sRRHpR(ɕL] q90V$jBȭqM]]~VX+(w\) ksreIDm.o֎;WW(!6))W \Y> ɕb W9$6SWBdFsrkvqamN]NpR.ɕvܹRB_մIyLq Kڜ\)GJ9p\X++"j3u%MXm4W(! kǑ++W $ɕ*TW9rSDm.o֎;WW( 6)WnB\"r|6'WP"R\M&s`H6+U[ȕW>&ɕkWj9r{Dm.֎;WjW(k 6)WnG\!r;|6'WjP!R\&s`H6+5[kȕWj>-ɕF 4W/GXbo]#D^j(}1ݷn7=}"G3ѯr}㹏-Ih3u-ɬM(&2[aOLhkM9[͇v󡭐v ks ik&5}ڜۊrnb>r.am{#5!m̈́&дOX;kFs5*6xohmw ks޷ ik&5}ڜky{+-Go-Ih3u-ɬMs10`ٽڜhA8Lpxq6gnnA0[ '+Fo!֎cnnA0Z{9;8$ڣ;9gDfAavYN_M:c>{N"w\DXuNam#&s`H6[;>{qAamNKp+ɕ"j3uuvܹҋB մIoLJ/DŽ9ҋrw/^J6'Wԕ7cE\+GF\I糩˅9RRDpR[+"j3uuyosqrirmQgSw|t<WWW|ksreQDm+ "qM]]sr+%VC~Y[bP %D^*T[bjk|k_L:wG`]̷~|i)sR˫|ks`-Ҷж4漇R4XM9B.X[^ ku̷6=|`Rϫ|ks'b-Ҷж4֎=|֡A][;XCRyom{Eւ2ڜYfZ%WC[>G=|MoޮGL$X6'7#nTX[37G!'o{TLJ㘛ףWIڜתhWQ תվ9@7FfroV5Pj_Mcj"wo7\FXkjڜk#j3u%MXm4#(!V֎Fĕj+;9Rrw=zJomNlNqJ= =V&1ĕz+[睾9Rrw=zJomNlԕ7cE\Z[;\قROpe ӷ6'WPn#\iɕL]]w!PAn5mS4 \iJmWڀ+m9Q+!n2ƊDmBͷvҀFp|>[+(ww\t=<[;\@\jڤ#\q=Qڜ\@Jp÷6'Wԕ7cE\[;\q=Qڜ\FJ7p۷6'Weosqrir~ĕn+]9ҍrw7nJomNQ+!n2ƊDmB ۷vr?J7.ڜ\CJpϷ6'Wz"j3uuosqrirqJomNGp[+=&s`H6+}[|kǑ+=+}Wz}ksre+ڜ\y"6SW֎;WW( 6)W@\ omN =@pe2[+ODfJ́"QhP@nG<2@p ڜ\F{0peط6'Wq0 0V&1ʳ+W0W+þ9lDm+ 0aqʳ+W8WƁ+㾵9jDm.w#PCn5m2S2NpUMڜ\G{8peܷ6'W^ԕ7cE\:[;\yqeʫ󛾵/tl9ǷnNj->[[]mIBmIfmCg ; zϷ6"֜#Xsom߹EB{Ϸ4KXbZYGy,|ksGyG.]y򍟰65Gy'6S7 ڒtxtL]]jm;N; FIML] $6=G46SW~\.33xzbmq3k[-BrfmH[iJU mYh`֖DڒYhK2kCVǬikB[+v= mں,u1k;B1fmYh;ͬmiB m$ m#&,M0kBڦ6Ŭ-_֖/k ,2k+FڊV̬i+B[9** mUj,0kkDȬikB[3H,f։ufY[/֛^fmH[ !mCYhb6emY$6IfmHtڦ7g|8.y!mEYh+bVdY:m]1kD*VɬiB[5z> mڐ,1k@:iB[7>/ m}, 0kFچ6̬miB8 mBo_ѵs_|yUw %{;=6u^"٠9_*;" 7{u:|(}k V5{.*ؿ $Dd y +b  c $A? ?3"`?"#CUOD&Is#-@=#CUOD&IsLo~sLXp#xݝpy}Ol &2S8lˎd7?E M|N[[ǒ-f&ȴ(H`g c "3HD4BFdh Atg=ӼwwmIs/aw] 2%l^Cf5W@y<.5xfWz=g^Ͽ^؇6]y+[z^@o>FgxP{kSz~>>sW;p<ᆪ^E&UvR's࿉UPGLֶԺr%_}S u??wHɺb`Ώ~~ھ qMPfZݢ7sL'UۣZo3ApyG"um#{W :n[8%e%^>:\G}֤wxe|X~Kؾ]JoϿ}.ӷ>o߅oz-]"Wݶ5m;/jԳA ZO٦ڠϭTۦ:R.p& ?cl~=rDwѥP_ uti:&5!7(U=/2uI{&,pƸѻ MLb`Uuj[o :|X<&-:u2uD8{@ҵutq9K=?+pL ȔMʻ3Q}n~mmiC8\>0VݸCܪvگ >V!ݢΞHyl{_9AEoQrz?g}s,SKE%ɻXAi9uy81}2":N_!mj=jau BK"CtzN̏7ٮbu1Ψ[ty6;=蹩ۭYs-/$r!pދ0OyX)ÏmJ*uh3fGwe9JoP>dv,4rʚf4#(xXS\Nt|J}Jǿz}lcS -ؙ/;mVU:#4BDS9P>Uc{.=fHl潸B]2^P|=0"5Mlp[0J=O$2p!5y"9_} cEDL[S½Qr|)IDx޽X A%nTgC|Ǯ'|x?4?}ݩ6}z zQۃKA<*\Lw4u[ VWrn>թaM31 bFk, Xrd~=GQa>%.Ο:4| <*Rg8z"O5 D^JaZ|qYKM_]S85?>5#䴰~cz]X[H̙1Bγ0͵t~돻=T> -=`.c\6BHRmlSAm v~Itm2_)8g yD[;TN3>u Qc򳸎kU㸎9W^qu>Vuy!ma>緪|0}Bပ;A& rܡ d,L~un//dsh fϲU;3hVt;)ZNu 5^a:f^8n8T_8c+3Ͱ8hU^SD%ȸfVɶg˨qA aKdo䡾^DRHL"2_T!y-5K \m[yYׯf it'2_j>1 CA>TCb| eCR3M<[Bs3mF;[[Hd/}ϙB#25j{'$صD<T@0k9MDxD.5mN+s[X ,0ss&1GV!xss?߉ԚB|! d6WMS3ep=bLD\/4wB@zBybsHLIUfv֊t/L-Ժw׀Tˋҍ1(0W6-<}gHL-5tֱ#bH8uۼ-dhA4׼ bEY+; j`H,X4gpm17i6'[ߜΗ.DO+ !?MA{6?Ŝn;ș35?+_8c3g$}`F;xޙ1oea^(kH>{qYq?әcsfz3̸ ?he5)tVÕ?MH7߈~ ֟DoK[Lky"=Ώ0oo1ͻ͚?q{c7mRdCŮRMP3[^k6\Ϲ1ַCm-Rw>s,/wzk-Եס>mo)nOh{9Ns>v'z_3[Я1sCy#oT_r~#N^>).{^sަoKi۪bGw#{`_Ϯ"y/:c8g{1vNJzCZkxQ棄Ϧ(yQ{HBƾ+ōfJ́"Q\/ܱܺWz+ \+(w\):6'W= 6vܹRB_ ԱȕkWJ \ +(w\):6'Wԕ7cE\/Zqʵ+Wɕ +TW*+e'^ Ǝ;W*W(+ V8vRRAp [+(wW\T86'W"j3u%MXm4W(+ V8vRRAp [+IWcsreCDmIa{!D\OBnM:vq%Ipe+IWcsreCDm+ rkұȕ +I+؜\CJpα996S$qJ :ǎ#W6#\ ecsr:+u:L] q90V$j:ȭuGlF\#ZJ+ݭWZ+ɕ'Ǝ;WZW([!:vqN(86'WZQn% \iulN쌨ԕ7cE\oqNĕV+;<؜\iGJ;pݱ9r06SW9vܹҎBݱȕ+WBycsrv+vL] q90V$jvȭGD\i'r+](ww\t9\pnn}KcvCty ."/uA^rKsk ۱W^$;qW@c8!W[f&A[Y3GQ>xamSv壎-m:CP>؜Aڎz|Ա&Q$7SWB$s$$fJø]߄Cs5*s8&(=BՎBcsG}GkqD_9)qoCyʱ9v14PrlNnG8Mp837G4Cyʱ{(7S4ӎ|D;)漎DxhAtl'#j3uuc}}vRBt8>r y\D{XuA\}26SWBdF3rcq}IĕA+OBcsre+# '3vܹ2B?uıȕWF+#(w\86'W^ԕ7cE\:q +#W^ɕ 'LW&+EfꞄq  ǎ#W^C\ rlNL=Ape2؜\y-6SWBdFsrcǑ+!L\y _96'WP"2\rlNQ{ecǝ+S+S[;\yqeP~؜\B{peʱ9vDm+ )ǎ#WF\"686'Wܝ/sE;uɕhL]]֎;Wܶy=بm8rCĕt>sⶇ$oAilN|EfJ́"QhPcȕWlr6'W W W 9RQ kǝ++[MƔ+n>sRRHpR(ɕL] q90V$jBȭqM]]~VX+(w\) ksreIDm.o֎;WW(!6))W \Y> ɕb W9$6SWBdFsrkvqamN]NpR.ɕvܹRB_մIyLq Kڜ\)GJ9p\X++"j3u%MXm4W(! kǑ++W $ɕ*TW9rSDm.o֎;WW( 6)WnB\"r|6'WP"R\M&s`H6+U[ȕW>&ɕkWj9r{Dm.֎;WjW(k 6)WnG\!r;|6'WjP!R\&s`H6+5[kȕWj>-ɕF 4W/GXbo]#D^j(}1ݷn7=}"G3ѯr}㹏-Ih3u-ɬM(&2[aOLhkM9[͇v󡭐v ks ik&5}ڜۊrnb>r.am{#5!m̈́&дOX;kFs5*6xohmw ks޷ ik&5}ڜky{+-Go-Ih3u-ɬMs10`ٽڜhA8Lpxq6gnnA0[ '+Fo!֎cnnA0Z{9;8$ڣ;9gDfAavYN_M:c>{N"w\DXuNam#&s`H6[;>{qAamNKp+ɕ"j3uuvܹҋB մIoLJ/DŽ9ҋrw/^J6'Wԕ7cE\+GF\I糩˅9RRDpR[+"j3uuyosqrirmQgSw|t<WWW|ksreQDm+ "qM]]sr+%VC~Y[bP %D^*T[bjk|k_L:wG`]̷~|i)sR˫|ks`-Ҷж4漇R4XM9B.X[^ ku̷6=|`Rϫ|ks'b-Ҷж4֎=|֡A][;XCRyom{Eւ2ڜYfZ%WC[>G=|MoޮGL$X6'7#nTX[37G!'o{TLJ㘛ףWIڜתhWQ תվ9@7FfroV5Pj_Mcj"wo7\FXkjڜk#j3u%MXm4#(!V֎Fĕj+;9Rrw=zJomNlNqJ= =V&1ĕz+[睾9Rrw=zJomNlԕ7cE\Z[;\قROpe ӷ6'WPn#\iɕL]]w!PAn5mS4 \iJmWڀ+m9Q+!n2ƊDmBͷvҀFp|>[+(ww\t=<[;\@\jڤ#\q=Qڜ\@Jp÷6'Wԕ7cE\[;\q=Qڜ\FJ7p۷6'Weosqrir~ĕn+]9ҍrw7nJomNQ+!n2ƊDmB ۷vr?J7.ڜ\CJpϷ6'Wz"j3uuosqrirqJomNGp[+=&s`H6+}[|kǑ+=+}Wz}ksre+ڜ\y"6SW֎;WW( 6)W@\ omN =@pe2[+ODfJ́"QhP@nG<2@p ڜ\F{0peط6'Wq0 0V&1ʳ+W0W+þ9lDm+ 0aqʳ+W8WƁ+㾵9jDm.w#PCn5m2S2NpUMڜ\G{8peܷ6'W^ԕ7cE\:[;\yqeʫ󛾵/tl9ǷnNj->[[]mIBmIfmCg ; zϷ6"֜#Xsom߹EB{Ϸ4KXbZYGy,|ksGyG.]y򍟰65Gy'6S7 ڒtxtL]]jm;N; FIML] $6=G46SW~\.33xzbmq3k[-BrfmH[iJU mYh`֖DڒYhK2kCVǬikB[+v= mں,u1k;B1fmYh;ͬmiB m$ m#&,M0kBڦ6Ŭ-_֖/k ,2k+FڊV̬i+B[9** mUj,0kkDȬikB[3H,f։ufY[/֛^fmH[ !mCYhb6emY$6IfmHtڦ7g|8.y!mEYh+bVdY:m]1kD*VɬiB[5z> mڐ,1k@:iB[7>/ m}, 0kFچ6̬miB8 mBo_ѵs_|yUw %{;=6u^"٠9_*;" 7{u:|(}k V5{.*ؿ 1Table'SummaryInformation( DocumentSummaryInformation8CompObjj&Template for Professional Growth Plant emp Denny DavisennennNormalaRose Beyerleino2seMicrosoft Word 8.0s@F#@:;Jn@&|t@&|tl$Z՜.+,D՜.+,h$ hp  Washington State UniversityN,j &Template for Professional Growth Plan Title 6> _PID_GUIDAN{AC11109F-6DBD-41BF-B422-60C071BE6566}  FMicrosoft Word Document MSWordDocWord.Document.89q [8@8 NormalCJ_HaJmH sH tH F@F Heading 1 $x@&5KH OJQJ\aJ <A@< Default Paragraph FontVOV Heading 1 Char*5CJKH OJQJ\_HaJ mH sH tH NOqN Activity-Heading $xa$CJOJQJaJvOv ACT-Introduction( @ $5$7$8$9DH$6CJOJQJ^J_HXaJT"T ACT-BodyTextx5$7$8$9DH$^xOJQJ^J_HXT2T ACT-Subheading5$7$8$9DH$5OJQJ_HXZOAZ ACT-Subheading Char#5CJOJQJ_HXaJmH sH tH ZOQZ Activity-Heading Char CJOJQJ_HaJmH sH tH VOaV ACT-BodyText Char$CJOJQJ^J_HXaJmH sH tH ,@r, Header  !Mr..+*)'Mru.h%2#/x S"v2$%~'c0 22 "$%&()*+-.01232!',.::823@2(   0* %3  s"*?` & c $X99?0*z ' 3 ' C"?`B ( c $DԔX`Zz ) 3 )'  C"?z * 3 * ' C"?z + 3 +'0 C"?`B , c $DX Y 4r - P z . 3 .80 C"?4 /  `B 0B c $DԔ4 1 `(0`B 2 c $DԔ  r  6? B S  ?.B!rt%$,t _1122904404 _1122904559 _1122904814 _1122904825 _1122905058 _1122905138 _1122916024 _1122917958 _1122918228 _1122918621 _1122918715 _1122918748 _1122918847 _1122958196 _1122958870.@@@@@@@@@ @ @ @ @ @@.g,.. $+g,....::::: Denny DavisRose BeyerleinTC:\My Documents\Steve\ELE Grant\Template for Professional Growth Plan--21Aug2003.docP' iJ nnZ8D$VsRqW^+at4FjFt.Ph ^`OJQJo(h^`.h pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h^`CJOJQJaJo(hH^`OJQJo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJo(hHoPP^P`OJQJo(hHh ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`CJOJQJaJo(hH^`OJQJo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJo(hHoPP^P`OJQJo(hH^`.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P' nZ8FjFt$V+aRqWJ @$.P@G:Times New Roman5Symbol3& :Arial?& Arial Black;Wingdings?5 :Courier New"h1yƬ1y_xl$N%P!x20d,g,%Template for Professional Growth Plan Denny DavisRose Beyerlein