(a) (1) Except as provided in subdivision (a)(3) of this section, a teacher being evaluated and the evaluator, working together, shall develop a professional growth plan for the teacher that:
(A) Identifies professional growth outcomes to advance the teacher's professional skills; and
(B) Clearly links professional development activities and the teacher's individual professional growth needs identified through the Teacher Excellence and Support System.
(2) The professional growth plan shall require that at least one-half (1/2) of the professional development hours required by law or rule for teacher licensure are directly related to one (1) or more of:
(A) The teacher's content area;
(B) Instructional strategies applicable to the teacher's content area; or
(C) The teacher's identified needs.
(3) If the teacher and the evaluator cannot agree on a professional growth plan, the evaluator's decision shall be final.
(4) (A) For a teacher in intensive support status, the evaluator or an administrator designated by the evaluator shall have final approval of the teacher's professional growth plan.
(B) Until the teacher is removed from intensive support status, the teacher's professional growth plan shall require that all professional development required for licensure, except professional development that is required by law, shall be directly related to the individual teacher's needs.
(b) (1) Interim teacher appraisals shall be used to support teachers on an ongoing basis throughout the school year and:
(A) Provide a teacher with immediate feedback about the teacher's teaching practices;
(B) Engage the teacher in a collaborative, supportive learning process; and
(C) Help the teacher use formative assessments to inform the teacher of student progress and adapt teaching practices based on the formative assessments.
(2) The interim teacher appraisal process may be guided in whole or in part by an evaluator or by one (1) or more of the following persons designated by the evaluator:
(A) A teacher designated by an administrator as a leader for the teaching content area of a teacher who is being evaluated;
(B) An instructional facilitator;
(C) A curriculum specialist; or
(D) An academic coach for the teacher's content area.
(c) The Teacher Excellence and Support System also shall include novice teacher mentoring and induction for each novice teacher employed at the public school that:
(1) Provides training, support, and follow-up to novice teachers to increase teacher retention;
(2) Establishes norms of professionalism; and
(3) Leads to improved student achievement by increasing effective teacher performance.
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