Professional development plan for a teacher - Assignment Example

Individual Professional Development Plan Teaching is a complex profession that needs teachers to incorporate both the technological innovation and the art of their art in order to impact studying. However, the people involved in the profession like teachers at times fail to see the complexity hence implemented; the arts have little or no effect (Berg & Clough, nd). Therefore, technological innovation of teaching demands to know studying theory and how the brain functions. The art of teaching needs teachers to synthesize content, procedure, products, and environmental resources to create engaging studying actions that enhance the success among diverse students (Sousa & Tomlinson, 2011). Moreover, teachers must perfect the art and technological innovation of teaching in a world that is recognized by rapid change, increased social variety, and significant progression and application of information. Such a world needs educational institutions to enhance what is certified, how it is certified, the stage to which students know what is certified, and the components required to coming back up studying among employees and students (Sousa & Tomlinson, 2011). According to Sousa & Tomlinson (2011), the Professional Growth and Performance Plan explain a procedure that awards differences among teachers, encourages beneficial change, and provides concrete support for enhancing studying and teaching. Teachers and administrators perform together to evaluation performance on requirements, talk about ways to enhance studying and teaching, and identify professional growth goals (Jederberg, 2006). This may not be necessarily for the sake of being rewarded, but to meet the professional growth benchmark and maintain the quality of instructions set by the stakeholders as regards to what is known about adult students (Jederberg, 2006). Sousa & Tomlinson (2011) pointed out that the recently introduced higher performance expectations placed on public educational institutions brought with them a near mandate that all professional development for teachers be structured with goals and actions that assured improvement in university student achievement. Goals one to four and the actions particular that support those goals are derived from nationwide research-based fieldwork that is effective in enhancing student achievement. Purpose five and the actions particular that support this goal has been designed for those educators who’s Expert Growth Activities/Plans involves helping other teachers develop professionally (Sousa & Tomlinson, 2011). Some of the places my goals will concentrate on include: 1. Mindset, learning environment and differentiation 2. Curriculum and differentiation 3. Assessment and differentiation 4. Student readiness and differentiation 5. Student interest and differentiation 6. Student learning profile and differentiation 7. Managing a differentiated classroom The general activities I will engage in to realize my goals and develop professionally include: 1. I will enhance my teaching abilities to be able to better support special needs students by staying current with new educational methods through professional development in-services, classes and alternatives. 2. I will support and help teacher entry season teachers to help them become effective unique information teachers by guidance and referring to my information, teaching methods and components used dealing with special needs students. 3. I will obtain the information required to gather information, create components and put into place personalized studying /behavior programs that are appropriate for personal autistic children by dealing with the school system autism specialist and by getting element autism classes. 4. I will enhance my abilities in teaching students so they can enhance higher student studying by getting my Experts Degree in Curriculum Development. 5. I will obtain several methods to enhance and indicate upon my group place teaching to be able to become a better teacher to new teachers by experiencing appropriate professional development in-services. 6. I will investigate participation methods to incorporate Response to Involvement (RTI) processes into my category place to be able to better distinguish higher student coaching by experiencing in-services and place classes. 7. I will enhance cooperation among employees to arrange better our program by leading professional committees focusing on long range planning for alternatives to special needs students and families. 8. I will enhance my abilities in providing and collecting assessment data to appropriately interventions plan, to enhance student to study and to recognize special needs students by getting element classes and workshops on educational methods, evaluation tools and qualifications requirements. 9. I will keep expertise in technical places that support coaching through the internet, classes, and repeating tech up-dates. 10. I will obtain Master Teacher status so they can enhance on my professional methods through the procedure of self representation. 11. I will understand about methods to enhance higher student studying in the place of reading to be able to incorporate them into my daily educational methods. 12. I will understand how to use new technological innovation such as SMART Boards and cameras among others to be able to incorporate category place technological innovation into my educational methods to enhance higher student studying. 13. I will become acquainted with new control, scenario guidelines, and types for unique information to be able to sustain effectively the submission with the scenario and federal regulations. Goal one To improve my professional and proficiency levels in organizing and knowing content knowledge for learning of students Activities I will get involved in university or college coursework, CEU actions, and/or EOA choices that will provide possibilities to obtain and apply impressive stage information abilities, and/or methods so that I: 1) Will become acquainted with my youngsters' background, information, and actions. 2) Will be able to communicate obvious and appropriate studying goals for my students. 3) Will be able to show a connection between discovered content, current content, and content yet to be discovered. 4) Will be able to choose student-appropriate teaching methods, studying actions, technological innovation, components, and other resources that arrange with my goals. 5) Will be able to choose student-appropriate evaluation/assessment methods that arrange with my goals. Goal two To improve my professional and proficiency levels and proficiency levels in creating a positive environment for student learning Activities I will get involved in university or college coursework, CEU actions, and/or EOA choices that will provide possibilities to obtain and apply impressive stage information abilities, and/or methods so that I: 1) Will be able to create and sustain a climate that motivates equity. 2) Will be able to create and sustain relationship with students. 3) Will be able to web link challenging studying goals to students. 4) Will be able to establish and sustain consistent category place actions requirements. 5) Will be able to keep the physical atmosphere safe and favorable to studying at all periods. Goal three To improve my professional and proficiency levels and proficiency levels to teach for student learning Activities I will get involved in university or college coursework, CEU actions, and/or EOA choices that will provide possibilities to obtain and apply impressive stage information abilities, and/or methods so that I: 1) Will be able to create goals and educational procedures obvious to students. 2) Will be able to create content easy to understand to students. 3) Will be able to encourage students to boost their thinking. 4) Will be able to monitor youngsters' knowing of content, offer views, and adjust studying actions accordingly. 5) Will be able to use educational time effectively and effectively. Goal four To improve my competency and proficiency levels in teacher professionalism Activities I will get involved in university or college coursework, CEU actions, and/or EOA choices that will provide possibilities to obtain and apply impressive stage information abilities, and/or methods so that I: 1) Will be able to indicate on and determine the extent to which studying goals were met. 2) Will be able to show my teaching efficiency. 3) Will be able to build productive professional referring to relationships with co-workers. 4) Will be able to web link more effectively with parents/guardians regarding student progress than assuming general things. Goal five To improve my professional and proficiency levels and proficiency levels in activities that enable me to help other professional educators grow Activities: I will get involved in university or college coursework, CEU actions, and/or EOA choices that will provide possibilities to obtain and apply impressive stage information abilities, and/or methods so that I: 1. Will be able to offer PD coaching actions for other professional teachers. 2. Will be able to supervise/evaluate professional teachers in the educational setting. 3. Will be able to share impressive stage information abilities, and/or methods with other professional educators 4. Will be able to coming back up the acquiring of additional educational and/or PD resources through local, scenario, and nationwide resources, for instance Grant writing. Classroom Walkthroughs: Formal: A minimum of fifteen minutes; used to gather information about teacher effectiveness; considered an official element of the evaluation process; must use the place types (Option 1 or Choice 2); for ongoing contract teachers, if done multiple periods in one season, can be used instead of an official observation; must be signed by the teacher and the administrator (Sousa & Tomlinson, 2011). If a dean, management online or division seat works an official walk-through, the assisting written documentation must be shared with the important or online important. According to Sousa & Tomlinson (2011), the assistant principal or principal must read and evaluation all published content and signs the official walk-through type confirming that they have studied all written content. If serious places of concern are noted in the official walk-through, the principal or deputy principal will arrange for and complete an official announcement for the teacher within the cycle annually. Formal evaluation and/or announcement views should be offered to teachers within ten working days (Jederberg, 2006). Informal Brief three- to four-minute walkthroughs; provides a summary of higher student learning; used to interact with teachers in conversations about how to enhance teaching; coaching in nature; may not be replaced for a formal observation; may use walk-through types created for particular purposes (Sousa & Tomlinson, 2011). Annual Schedule for the Expert Growth and Performance Plan April - September • Formal evaluation and analysis of different resources of input for determining professional growth goals (Jederberg, 2006). For instance, the school improvement technique, higher student educational improvement, self-reflection outcomes, prior performance evaluation outcomes and career goals • Recognition of 1-2 professional growth goals • Completing professional growth technique type with targeted goals and methods for accomplishment • Preparing conference with the manager to talk about self-assessment and to complete professional growth goals and a way of the university year September - June • Class room outcomes and official walkthroughs of probationary teachers, expert teachers, and teachers on an instructed improvement plan • Ongoing informal walkthroughs • Collection of documentation of success of professional growth goals • Short-term performance evaluation conference for teachers on an instructed improvement plan • Recommended informal views (individual or group) of improvement toward professional growth goals • Summative performance evaluation and professional growth technique evaluation meetings April - September • Arrangements to repeat the Expert Growth and Performance Strategy process Implementation of the Expert Growth and Performance Plan with Varied Support Needs Year one One professional growth technique planning meeting. • At least 1 announcement (full class period/announced or unannounced) with feedback provided by the assistant principal or principal or minimum of two formal walkthroughs (partial class period/unannounced) with feedback provided by the important, assistant principal, dean, administrative assistant or division seat with principal’s or deputy principal’s signature to indicate confirmation of walkthrough. • Casual walkthroughs, as required. •One professional growth technique review meeting and evaluation of documentation of accomplishments (Sousa & Tomlinson, 2011) Year two One professional growth technique planning meeting • At least one announcement (full class period/announced or unannounced) with feedback provided by the important or assistant important or minimum of two formal walkthroughs (partial class period/unannounced) with feedback provided by the important, assistant principal, dean, administrative assistant or division seat with principal’s or deputy principal’s signature to indicate confirmation of walkthrough. • Casual walkthroughs, as required. • One professional growth technique review meeting and evaluation of documentation of accomplish (Sousa & Tomlinson, 2011) Year three One professional growth technique planning meeting • At least one announcement (full class period/announced or unannounced) with feedback provided by the important or assistant important or minimum of two formal walkthroughs (partial class period/unannounced) with feedback provided by the principal, deputy principal, dean, administrative assistant or division seat with principal’s or deputy principal’s signature to indicate confirmation of walkthrough. • Casual walkthroughs, as required. • One professional growth technique review meeting and evaluation of documentation of success. • One summative performance evaluation with communication of employment decision performed by principal or deputy principal (Sousa & Tomlinson, 2011). Assurances: My signature below guarantees the LPDC panel I have designed a quality Expert Growth Plan that is: 1. Appropriate to increasing higher student success, 2. Appropriate to my responsibilities as a teacher, 3. personalized to suit my personal professional needs, 4. structured with my university and place goals, 5. Designed to create me a better teacher, and 6. Satisfied through the finalization of 18 CEUs or six term hours or a combination thereof of distributed PD work across the five goals selected for my Individual Professional Development Plan. I accept that the informative items and reactions offered in this Individual Professional Development Plan are true and accurate to the best of my knowledge. Teacher Signature…………………………………………………………………….. Date…………………………………………. References Berg, C., & Clough, M. (n.d). “Alternative” Still Requres Reaching Your Destination: A Visual Framework for Teacher Decision-Making. Center for Excellence in Science & Mathematics Education, Iowa State University. Retrieved from http://www.google.co.ke/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&cad=rja&ved=0CHkQFjAF&url=http%3A%2F%2Fwww.stemtec.org%2Fact%2FPAPERS%2FCraig%2520Berg.doc&ei=7b9uUoHkC8qM4gSP-oAQ&usg=AFQjCNFTaC8AVs4Od3XPJgIKp3vd_DCs9w&sig2=X_g3EtvMH88Hv2w4x4hPDQ&bvm=bv.55123115,d.bGE . Jederberg, S. A. (2006). Teacher and Administration Perceptions of California Teacher Evaluation Process. Proquest. Retrieved from http://books.google.co.ke/books?id=fUROhE9bakYC&printsec=frontcover#v=onepage&q&f=false . Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press. Read More