Running head: PROFESSIONAL DEVELOPMENT PLAN 1

Professional Development Plan:

Critical Assignment Two

Shannon D. Cook

Troy University
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Professional Development Plan:

Critical Assignment Two

Pre-Evaluation of Personal Strengths and Weaknesses

This professional development plan is being created for a first year teacher at my

school. In order to effectively plan professional development opportunities that were not

general but specific to her needs, the teacher was asked to reflect on her strengths and

weaknesses. This was a difficult task for her because she was quick to name what she felt

was her weaknesses, but she could not name any strengths she had as an educator. After a

lengthy discussion, we were able to make a list of professional development opportunities

she felt were needed, and a list of her strengths and weaknesses (Appendix A). She felt that

she would greatly benefit from training on:

 teaching content standards that were unfamiliar and using age appropriate activities

to keep the students engaged (one example she gave was teaching how to blend

CVC words in large group);

 lesson planning and using the Georgia Early Learning and Development Standards

(GELDS) — how to make lessons flow with cohesiveness;

 classroom management techniques; and

 Work Sampling Online training — how to use the indicators to the max when

looking at a work sample, observation, picture, and matrix.

Due to the fact that she had such difficulty evaluating herself as an educator, I

provided her with multiple self-assessments (Appendix B – E) that would specifically

evaluate her in the following areas: routines and procedures, classroom environment,

professional development, and reaching all students. After she completed the self-

assessments, I reviewed them to determine if there were any relationships between what
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she had previously stated and how she answered the questions on the self-assessments.

Instead of the self-assessments providing a clearer picture of her strengths and weaknesses,

the results gave the impression that she was a strong educator who did not need

professional development opportunities in any of these areas. Many times, new teachers

are afraid to critically evaluate themselves because they are afraid they will be judged by

administrators inappropriately. Also, many new teachers do not know how to effectively

evaluate themselves in order to grow as an educator. This could explain why she could

name areas she needed training but she could not identify those areas as part of the self-

assessment questions.

Based on her concerns and not the self-assessment questions, a professional

development plan will be created and implemented to strengthen all of the above areas

throughout the upcoming year beginning now. First, we discussed what areas she needed

immediate professional development in and decided to address classroom management and

teaching unfamiliar standards using age appropriate activities that will keep the students

engaged in the learning process.

Although we decided to concentrate on the above areas immediately, I did not want

to overlook her concerns on how to write lesson plans using the GELDS and using the

online assessment program effectively. To address these areas, we decided to meet twice a

week to collaborately work on lesson plans and then we will meet one day a week to

review her online assessments. We will review how she coded the assessments using the

performance indicators and if she has questions/concerns about how to code a specific

assessment, I will have her review and reflect on which indicators could be also be assessed

using that piece of assessment. She has previously received training on how to write lesson

plans using the GELDS and how to use the online assessment tool; these meetings will
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provide the continuous feedback and support she needs to grow as an educator in these

areas.

Classroom Management Professional Development Opportunities

Beginning now and extending throughout the summer, she will complete online

classroom management professional development courses. She will also participate in a

book club with me, which will provide opportunities for reflection and discussion on

current classroom management strategies and practices presented in the books.

Online Professional Development Courses

Our school uses an online training service called “ProSolutions Training” which

provides hundreds of online courses for the early care and education subject areas. Our

school pays the yearly fee so teachers are able to go to the online site and take as many

courses as they need for free. These courses are one hour courses and can be completed at

any time. As part of her professional development plan, she will complete the following

courses before the end of the school year:

 Aim High: Creating, Instructing and Implementing Appropriate

Classroom Expectations: This course will teach you how to create, explain,

and implement expectations for young children. In the end, the goal is for

students to understand that the expectations make their classroom a better place

to be.

 Helping Young Children Understand and Develop Rules: Teachers need an

understanding of child development and developmentally appropriate practice

to help young children know the value of setting rules. This course will help you

recognize how to assist young children in learning about setting rules and
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strategies for helping them find appropriate ways to express their emotions in

doing so.

 Principles of Behavior Management I: What do we know?: This course will

help you deepen your understanding of the nature and principles of effective

behavior management of young children. You will learn some of the basic

concepts in understanding young children's behavior, as well as the answer to

"what's wrong with this picture?"

 Principles of Behavior Management II: What can we do? Ten Big Ideas:

This class will introduce you to effective practices for teaching young children

to behave appropriately with a view to maintaining a happy and effective

classroom environment. It features “10 Big Ideas for Use of Behavior

Management with Young Children” with applied examples.

As she completes each course, we will meet and discuss what she thought about the

material presented. We will discuss how she thinks the information could/could not be

applied to her classroom.

Summer Book Club

During the summer, we will read the following books as part of an educational book

club. After each chapter, we will discuss the strategies and practices presented in the book.

I will have her reflect on what was read to determine if she thinks it could/could not be

used in her classroom. As her mentor, I will do the same and model reflective thinking by

discussing how I could/will use the strategies and practices in my own classroom. The

books that will be read and discussed are:

1. Bruski, N. (2013). The insightful teacher: Reflective strategies to shape your early

childhood classroom. North Carolina: Gryphon House, Inc.

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2. McWilliam, R.A., & Casey, A.M. (2008). Engagement of every child in the

preschool classroom. Maryland: Paul H. Brookes Publishing Co.

3. Phelan, T. W. (2010). 1-2-3 magic: Effective discipline for children 2-12. Illinois:

ParentMagic Inc.

Teaching Engaging Activities Professional Development Opportunities

The first year teacher also discussed how she could use professional development to

increase her knowledge of how to use age appropriate activities to keep students engaged in

the learning process. Being a first year teacher, she is unfamiliar with the GELDS and how

to teach them at a four year old child’s level. An example of an area where she needed

immediate help was teaching the students how to blend sounds to read a CVC word. We

developed her professional development opportunities around this content standard because

it is the current phonemic awareness activity that is being taught in our classrooms. Also, in

her evaluation of how she learns, she stated that she is a visual and hands on learner. In

order to accommodate her personal learning styles, we planned observation and co-

teaching opportunities as part of her professional development plan. I also provided her

with various books that contained age-appropriate activities that she could use in her

classroom.

Observations and Co-Teaching Opportunities

The first year teacher wanted the opportunity to observe me teaching in my

classroom. She had previously asked me how I taught my students to blend sounds to

make a word and even though I had tried to explain it to her; she was still having trouble in

her own classroom. She pointed out that her students were not enjoying the activities she

had planned for them and they weren’t learning the new skill. So, we decided that she
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would combine her class with mine every Tuesday and I would teach the skill to all of the

students while she observed my teaching. Then, during naptime on Tuesday, while we

were meeting about lesson plans, we would discuss what she observed that morning. Some

of the questions that would be asked include:

 How could she tell the students were engaged?

 How did I introduce the skill and attach it to their prior knowledge?

 How did I use visual, auditory, and kinesthetic cues during the lesson to

accommodate every student’s learning style?

 Why do you think the lesson were successful or not successful?

 What did you take away from the observation that you are going to try in your

classroom?

 What do you think I should have done differently?

 How did I handle interruptions? Why do you think I handled them that way?

After observing and reflecting on Tuesday, we will co-teach a lesson on Friday that is similar to the

lesson she observed on Tuesday in my classroom. This will provide us with the opportunity during

the week to prepare for the lesson. We will not combine the students for the co-teaching lesson. I

will go into her room and her teacher’s aide will move to my classroom so the teacher:student ratio

stays in compliance with state guidelines. This will give her the opportunity to observe her own

students and how they are responding to the lesson. She is accustomed to teaching a small group

of children (10) and I do not want to overwhelm her by having her teach in front of a much larger

group (27). Again, during naptime, we will meet and reflect on how the lesson went. I will ask her

more reflective questions such as:

 Do you think the students stay engaged in the activity? How could you tell? What

were they doing that was different from prior activities?

 What do you think should have been done differently?

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 What do you think went well in the lesson?

 How could you have taught the lesson by yourself?

 How could you use your teacher’s aide to help keep the students engaged?

We will continue this cycle of observing on Tuesday and co-teaching on Friday until the beginning

of May or until she feels confident in teaching the skills by herself.

Books

These books provide age-appropriate activities that can be used in her classroom. I will

share other books with her as needed.

1. Diller, D. (2003). Literacy work stations: making centers work. Maine: Stenhouse

Publishers. Even though this is a book about literacy stations, many of the activities can be

adapted to be used in large group and small group settings. I will model how to adapt the

activities during planning and discussing co-teaching lessons.

2. Pinnell, G.S., & Fountas, I.C. (2011). Literacy beginnings: A prekindergarten handbook.

New Hampshire: Heinemann.

Conclusion

The first year teacher and I understand that this professional development plan is just the

beginning and will change as her needs for development change. We will have many reflective

conversations in order to recognize any issues that may develop and then we will develop a plan in

order to address those issues thru various professional development opportunities.

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Appendix A

Personal Evaluation of Strengths and Weaknesses by EH

Professional development

 I would like training on how to teach blending CVC words together that engages the
children and keeps them focused.
 Observe Shannon teach topics I am not familiar with or have never taught.
 More instruction on lesson planning and GELDS—how to make topics flow with
cohesiveness
 Classroom management techniques
 Work Sampling Online training—how to use the indicators to the max when looking at a
work sample, observation, picture, and matrix

Strengths—

 I am patient and organized.

Weaknesses—

 not knowing exactly how to teach certain topics on a child’s level

 Classroom management

Learning Style—

 Visual learning
 Hands on learning
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Appendix B

Classroom Environment Self-Assessment

A well-organized classroom sets the stage for teaching and learning. Evaluate the
effectiveness of your space.

The layout of your classroom reflects your teaching style. (For example, if your
instruction includes lots of group collaboration, did you arrange your students
around tables or clusters of desks?)

The physical environment reflects you and your personality. Don’t hesitate to
give the room your personal touch with plants, art, rugs, posters, etc.

Frequently used items are easy to get to. Easily accessible materials and
supplies can eliminate delays, disruptions, and confusion.

You follow basic safety precautions:

High traffic areas are free of congestion.
Students’ desks are always visible.
Art and sciences supplies — especially anything sharp or toxic — are
stored safely.
Breakable items are displayed or stored in safe places.
Students are able to see instruction displays and presentation from the
desks.
Students have space to store their belongings.
Electrical outlets are available, but frayed cords and other dangers are
not.
Window and door exits are unobstructed.
Rugs are fastened down so no one trips.
Your name, class, and room number are posted on the classroom door
where parents and students can easily see them.

Your room incorporates many options to accommodate individual students’

environmental preferences. Factors like temperature, lighting, and noise level
affect students in different ways and are directly related to individual learning
styles. Create both well-lit and dimly-lit areas in the room, help students become
aware of how to dress to their own temperature preferences, etc.

Your room decorations create energy and excitement about learning.

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Appendix C

Reaching All Students

Teaching requires understanding the individual differences of all students in your

classroom. Evaluate how well your practices accommodate the needs of everyone in
your class.

You consider the seven different intelligences, as identified by Harvard

psychologist Dr. Howard Gardner:
1. logical-mathematical: the ability to reason deductively or inductively and
to recognize and manipulate abstract patterns and relationships
2. verbal-linguistic: ease with reading and writing skills, and sensitivity to
nuances, order, and rhythm of words
3. musical-rhythmic: sensitivity to pitch, timbre, and rhythm of sounds, and
responsiveness to music
4. visual-spatial: the ability to create visual-spatial representations of the
world and to transfer those representations mentally or concretely — to
think in pictures
5. bodily-kinesthetic: using the body to solve problems, create products, and
convey ideas and emotions
6. interpersonal-social: ability to work effectively with and understand others,
and to notice their goals, motivations, and intentions
7. intrapersonal-introspective: working well alone at own pace

You make an effort to acknowledge that all of your students have different
learning styles, and then construct your instruction to offer many different types
of strategies, activities, and experiences. Some examples of different learning
styles:
 Sensory: visual, auditory, kinesthetic, and tactile
 Individual preferences: sound level, light level, temperature, seating
arrangement, mobility, group size, type of learning activity, eating and/or
drinking while concentrating, chronobiology (time preferences)

You are sensitive to learning disabilities. All learning disabled children can learn
and become successful students, given fair opportunities. (She stated that she
does not have any students with learning disabilities.)
  You know the warning signs and watch for students who may have a
learning disability.
 You have acquired the broadest training and knowledge possible.
You have developed effective teaching techniques and modified curricula
to meet students’ needs.
  You provide structure. Learning disabled students need to learn to
monitor their own progress and regulate the time and effort they spend
on assignments.
  You collaborate with parents to develop coping approaches, both at
home and at school.
  You have become an advocate for your learning disabled students,
protecting them from discriminatory practices.
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You develop effective strategies for helping gifted students. (She stated that she
does not have any gifted students.)
  You give gifted children many opportunities to make choices about
what they learn, how they learn, and how they demonstrate their
learning.
  You allow gifted children the opportunity to work with other high-
ability children.
  You offer gifted students opportunities to struggle with complex material.
  You practice “curriculum compacting” by giving students credit for
what they already know and modifying the curriculum to allow them
to learn something new.
  You allow for independent study projects, mentorships, and thematic
instruction.
  You provide opportunities to practice divergent thinking and critical
thinking.

You take time to consider how cultural diversity might impact the teaching and
learning of academic content:
 Culture may influence the extent to which a person “speaks up” or “speaks
out.”
 The use of gestures, eye contact, and other nonverbal cues varies among
cultures.
 Cultural patterns should not be ignored, but also remember that there are as
many differences as similarities among individual members of the same
cultural group.

You speak to the needs of Limited English Proficiency (LEP) students. (She
stated that she does not have any LEP students.)
  You make an effort to provide a climate of warmth and caring.
  You seat LEP students close to the front of the room.
  You speak naturally, but slowly, to allow for comprehension to develop.
  You use clear, simple language.
  You support content-area instruction with visual materials.
  You provide manipulative materials whenever possible.
  You offer film and filmstrips with the sound track turned off and tell the
story or explain the lesson in simpler language and less complex
terms.
  You make sure not to call on LEP students for a lengthy response.
  You avoid correcting pronunciation, structural, or vocabulary errors
when LEP students speak.
  You assign a dependable classmate to assist whenever additional
directions are needed.
  You recruit volunteers who speak the same language as the LEP
student.
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You make an effort to be aware of your behavior towards each gender.

Sometimes teachers unconsciously exhibit discriminatory behaviors. In addition to
avoiding those practices, you should:
 Direct lower-order and higher-order questions to both boys and girls.
 Assign leadership and support roles equitably.
  Eliminate segregated play areas and discourage students from
segregating themselves.
 Avoid grouping on the basis of gender.
 Encourage boys and girls to participate in nontraditional activities.
  Avoid stereotyping girls as compliant and obedient and boys as disruptive
and aggressive.
 Reinforce boys and girls who are working and playing together.
Avoid thinking of girls as being “neat” and boys as being “intellectually
competent.”

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Appendix D

Professional Development

Whether you are a new or veteran teacher, you should actively continue your professional
development. Are you exploring all the recommended practices and resources that are
important for professional growth?

You continually re-examine your beliefs about your profession. Try keeping a
reflective journal or writing for other educators.

You keep pace with new knowledge and technological developments. Read, read,
read!

You refine your strategies and approaches based on what you learn from
experiences and research.

You maintain a professional portfolio with background information (e.g. resume,

educational philosophy), teaching artifacts and reflections documenting an extended
teaching activity (e.g. overview of unit goals and instructional plan, student work
samples), and professional information (e.g. letters of recommendation, formal
evaluations).

You have considered or have achieved certification from the National Board for
Professional Teaching Standards.

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Appendix E

Routines and Procedures

Routines are the backbone of daily classroom life. See if your system is helping you run your
classroom smoothly.

Students are able to understand and follow the routines you developed.

You allowed students to practice routines before enforcing them.

You established general rules of classroom conduct.

Rules are posted where everyone can see them. Consider sending a
copy home with each child as well.
 Your rules are as clear and specific as possible.
You limited the number of rules you established — no one can remember a
long list.

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