Event Information
Recorded Session
Virtual Session0:00–0:05 | Welcome and Purpose
Content:
I introduce myself and share how I created the Hierarchy of Teacher Professional Development (HTPD) while serving as an instructional coach. The goal was simple: help teachers grow so they would do well when evaluated, not because of evaluation.
Engagement:
Participants open their workbook and jot what currently guides coaching and feedback in their schools.
Process:
Brief context setting with light interaction to surface common experiences.
0:05–0:15 | Why Traditional Systems Fall Short
Content:
I describe how most schools rely on frameworks like Danielson for evaluations, which provide snapshots but not growth. Teachers deserve the same things we expect them to give students: timely, actionable feedback based on individual need.
Engagement:
Participants underline in their workbook statements that match their current system and star those they wish were different.
Process:
Individual reflection followed by a brief facilitator debrief highlighting shared frustration with evaluation-centered systems.
0:15–0:25 | Introducing the HTPD Framework
Content:
I present the seven levels of the Hierarchy of Teacher Professional Development:
-Positive Student Relationships and High Expectations
-Effective Routines and Procedures
-Content and Performance Standards
-Authentic Student Engagement
-Differentiated Instruction and Decisions Based on Data
-Rigor and Relevance
-Student-Directed Learning
I explain how each level builds upon the previous one and how every teacher can be placed and supported for growth.
Engagement:
Participants follow along in their workbook with a fill-in-the-blank summary and short note space for each level.
Process:
Direct instruction using visual slides paired with active note-taking to maintain engagement.
0:25–0:35 | Connecting Self-Assessment to Goal Setting
Content:
I share examples of self-assessment questions from The Seven Levels of Teacher Growth and explain how teachers identify their current level and set their own growth goals.
Engagement:
Participants complete a sample question in their workbook and briefly discuss how self-assessment increases teacher ownership.
Process:
Hands-on activity followed by paired conversation to reinforce autonomy and reflection.
0:35–0:40 | The Cycle That Works
Content:
I outline how the HTPD connects classroom visits, feedback, and coaching:
-The teacher reflects and identifies growth goals using the self-assessment.
-The principal provides feedback aligned to those goals during classroom visits.
-The coach provides support connected to those goals.
Engagement:
Participants use their workbook to sketch the three-part cycle and identify where their current system breaks down.
Process:
Guided explanation and visual mapping.
0:40–0:50 | Coaching Example: Makena Jordan (Level 2)
Content:
I share a short story from The Seven Levels of Teacher Growth about Makena, a teacher who has strong relationships but inconsistent routines. I describe how her principal leaves factual, level-aligned feedback and how the coach uses that information to guide support focused on explicit teaching of routines.
Engagement:
Participants record two notes in their workbook:
What made the feedback effective?
How did the support align to the teacher’s goals?
Process:
Storytelling followed by individual reflection and a short facilitator debrief.
0:50–0:58 | Applying the Framework
Content:
I emphasize that this approach is replicable across teacher roles and school types. Participants consider what would happen if every teacher in their building reached Level 5 or higher.
Engagement:
Think-pair-share followed by brief whole-group share-out of insights.
Process:
Collaborative reflection to connect individual learning to collective vision.
0:58–1:00 | Closing
Content:
I summarize the key message: When teachers set their own goals and receive aligned feedback and support, they grow faster and students thrive.
Engagement:
Final workbook takeaway: one action they will implement in their coaching practice.
Process:
Brief closure and thank-you.
Participant Materials and Engagement Throughout:
-Workbook for note-taking, self-assessment samples, and cycle mapping
-Key Indicators handout for general education teachers, with information about free downloads for special education and special area indicators at PrincipalForbes.com
-Real coaching story illustrating application of the framework
-Reflective prompts connecting content to participants’ current practice
After this session, participants will be able to:
- Use a structured framework to make professional development meaningful and connected to daily practice.
- Guide teachers through a self-assessment process to identify their current level of practice.
- Support teachers in setting individual growth goals that guide classroom visits, feedback, and coaching.
- Apply the framework to strengthen professional development systems for general education, special education, and special area teachers.
- Transform improvement plans into authentic teacher growth through purposeful goal setting and differentiated coaching.
Forbes, S. J. (2025). The Seven Levels of Teacher Growth: A Practical Guide to the Hierarchy of Teacher Professional Development (HTPD) for Instructional Coaches. PrincipalForbes.com.
Forbes, S. J. (2023). The Guiding Principal: When Teachers Succeed, Students Succeed. PrincipalForbes.com.
Jackson, R. (2019). Never Underestimate Your Teachers: Instructional Leadership for Excellence in Every Classroom. ASCD.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Hattie, J. (2015). Visible Learning into Action: International Case Studies of Impact. Routledge.
Knight, J. (2021). The Definitive Guide to Instructional Coaching. Corwin.
Fullan, M. (2019). Nuance: Why Some Leaders Succeed and Others Fail. Corwin.
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