Professional Development Plan

Goal 1: I want to improve my own understanding of how people learn, in order to

meet the needs and challenge my own students.
InTASC standard: 1(b) The teacher creates developmentally appropriate
instruction that takes into account individual learners strengths, interests,
and needs and that enables each learner to advance and accelerate his/her
learning.
Current skill level: Applying
Desired skill level: Integrating
Supporting activities:
Year 1: Read Make it Stick: The Science of Successful Learning by Peter
Brown, Henry Roediger, and Mark McDaniel. Develop 3 ways to
integrate students interests into the curriculum.
Year 2: Meet with other teachers (grade level and others) to discuss
how they met the different needs of their students to advance their
learning.
Year 3: Take another education psychology course.
Criteria for success: Conduct an annual survey with my students, to see if
they feel that I am taking their individual strengths, interests, and needs into
account.

Goal 2: Become more successful at creating interdisciplinary lessons and units that
combine literacy with other content areas.
InTASC standard: 5(h) The teacher develops and implements supports for
learner literacy development across content areas.
Current skill level: Applying
Desired skill level: Integrating
Supporting activities:
Year 1: Become more familiar with all literacy standards. Identify other
content standards that organically fit well with the literacy standard.
Year 2: Find readings and develop writing lessons that connect to
science or social study standards.
Year 3: Develop long units about science or social studies that contain
several literacy connected assignments.
 Criteria for success: The number of interdisciplinary units and lessons
increase each year.
Goal 3: Involve families and parents more in their childs education.
InTASC standard: 10(d) The teacher works collaboratively with learners and
their families to establish mutual expectations and ongoing communication to
support learner development and achievement.
Current skill level: Developing
Desired skill level: Applying/integrating
Supporting activities:
Year 1: Develop or host an event that parents and families can take
part of.
Year 2: Invite parents to become classroom volunteers.
Year 3: Continue practices from year 1 and 2 and seek feedback from
parents through surveys.
Criteria for success: More parent involvement in comparison to previous
years.

Goal 4: Begin work towards an early childhood education endorsement.

InTASC standard: 9(a) The teacher engages in ongoing learning opportunities
to develop knowledge and skills in order to provide all learners with engaging
curriculum and learning experiences based on local and state standards.
Current skill level: Applying
Desired skill level: Integrating
Supporting activities:
Year 1: Read The Whole-Brain Child by Daniel Siegel and Tina Payne
Bryson.
Year 2: Identify strategies that apply to primary grade levels and pre-K
students and adapt them for my own class.
Year 3: Start taking classes to earn credits for the endorsement.
Criteria for success: Success in early childhood education course and being
able to apply the new knowledge to my classroom.

Goal 5: Improve on my ability to break down long term goals into smaller goals.
 InTASC standard: 7(f) The teacher evaluates plans in relation to short- and
long-range goals and systematically adjusts plans to meet each students
learning needs and enhance learning.
Current skill level: Developing
Desired skill level: Applying
Supporting activities:
Year 1: Establish goals for the end of the year, end of the semesters,
and end of quarters.
Year 2: Develop lesson plans backwards with the end in mind.
Year 3: Try to map out, to the best of my ability, how each goal will lead
to end of the year goals.
Criteria for success: More cohesive lessons and units.

Goal 6: Give student specific feedback for writing.

InTASC standard: 6(d) The teacher engages learners in understanding and
identifying quality work and provides them with effective descriptive
feedback to guide their progress toward that work.
Current skill level: Developing
Desired skill level: Applying
Supporting activities:
Year 1: Practice giving praise and criticism in a balanced manner.
Year 2: Continue practices in year 1 and read Giving Students Effective
Written Feedback by Deirdre Burke.
Year 3: Discuss and set goals with individual students.
Criteria for success: My students incorporate feedback and their writing
improves.