Professional Development Plan Goals

Goals Goal 1
I will continue engaging in continuous learning through collaborating
and communicating with other teachers, my peers, and the local school
community.
Objectives I chose this goal:
- To influence my students and other teachers to continue seeking
knowledge.
- To learn from others because it is helpful.
- To gain new ideas from other teachers.
- To develop my 21 century skills through critical thinking,
communication and collaboration. (Ab Kadir & Akshir (2017);
Häkkinen, Järvelä, Mäkitalo-Siegl, Ahonen, Näykki & Valtonen
(2017); Larson & Miller (2011)).
Implementation Week 1;
Strategy - Introduce myself to the other teachers in school to leave a great
first impression.
- Pick a date to be responsible and get a chance to teach students
in the activity class on Tuesday.
- Get to know the students to know their needs.

- Communicate with parents daily through chatting to report the

students’ performance in classroom.
- Prepare activities to use for the activity class.
- Invite other teachers to observe me during the activity class to
look at the creative activities I can make.
- Invite other teachers to observe my lessons to get feedbacks
from them.
- Observe other teachers teaching to gain more knowledge from
their experience in teaching.
- Participate in the school assembly to develop myself and to
learn more. Penton stated (2014): “school assemblies have the
power to make positive contributions to student self-
development, and are therefore essential to raising achievement
as well as standards”.
- Motivate my students to participate in the school events and
ceremonies (e.g. Flag Day) to encourage them to work with
others teachers and students and gain new knowledge from that
experience. According to Lynch (2015): “Opportunities to learn
are all around the classroom and the school.”

Allan Mutambo - RKWC

 Competency Area Commitment to the profession
Through collaborating and communicating with other teachers and
peers I will be showing my commitment to the profession.
Resources My Mentor School teacher and other English teachers: I will be
learning new strategies and teaching methods from the other teachers
when I collaborate with them and I communicate.

My peers: I will collaborate with my peers to share ideas between us.

Websites:
- Penton, J. (2014) Importance of School Assembly Programs.
Retrieved February 9, 2018, from
http://joelpenton.com/importance-of-school-assembly-
programs/
- Lynch, M. (2015). 5 PROFESSIONAL COMMITMENTS YOU
NEED TO MAKE AS A TEACHER. Retrieved February 9,
2018, from http://www.theedadvocate.org/5-professional-
commitments-you-need-to-make-as-a-teacher/

Books & EBooks:

- EBOOK: Philpott, C., & Menter, L. (2014). Theories of
Professional Learning, a Critical Guides for Teacher
Educators. Retrieved from EPUB eBook database.
- McLaughlin, C. (2013). Teachers learning: professional
development and education. Cambridge: Cambridge University
Press.

Journals: about 21 century skills//

- Ab Kadir, M. A. (2017). What teacher knowledge matters in
effectively developing critical thinkers in the 21 st century
curriculum? Thinking Skills and Creativity, 23, 79-90.
10.1016/j.tsc.2016.10.011
- Larson, L. C., & Miller, T. N. (2011). 21st century skills:
Prepare students for the future. Kappa Delta Pi Record, 47(3),
121-123. 10.1080/00228958.2011.10516575
- Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A.,
Näykki, P., & Valtonen, T. (2017). Preparing teacher-students

Allan Mutambo - RKWC

 for twenty-first-century learning practices (PREP 21): A
framework for enhancing collaborative problem-solving and
strategic learning skills. Teachers and Teaching, 23(1), 25-41.
10.1080/13540602.2016.1203772

Evidence

Evaluation/Review
Summary

Allan Mutambo - RKWC

 Goals Goal 2
I will keep on implementing creative activities for students in the
classroom through providing different martials to support their different
learning styles.
Objectives I chose this goal:
- To motivate the students to participate in class.
- To deliver the knowledge easier to students.
- To reduce some misconceptions.
- To gain the student’s attention on tasks.
- To support creativity.
Implementation Week 1;
Strategy
- Plan a lesson with activities for auditory, visual and kinesthetic
learners and get the students to try them all to make the new
information stick in their heads. Time4learning mentioned
(2018): “Each of us processes and distinguishes information
differently based on our personality patterns”.
- Ask students one by one about the activities that they liked to
identify each student’s learning style.

- Use videos and slideshows to explain a lesson to grab the

auditory and visual learners’ attention.
- Implement hands-on activities in classroom to get the
kinesthetic learners’ attention. According to Farwell (2017):
“Hands-on teaching techniques are gaining recognition because
they address the challenging needs of kinesthetic learners, as
well as the diverse needs of auditory and visual learners”
- In week 6; I will encourage the students to be creative in their
project about dinosaurs to simplify the task on them.
- I will evaluate students’ work to see how each learner has used
her learning style to achieve her goal.
Competency Area Planning for learning
When I implement creative activities to support the three learning styles
which are visual, auditory and kinesthetic, it shows that I’m planning
for learning. Enser stated (2017): “Planning lessons in hour-long blocks
also encourages a misguided view of how learning takes place”.

Allan Mutambo - RKWC

 Resources My MST and other English Teachers: Discussing with them about my
plans and get feedbacks from them. Some teachers would suggest other
ideas for me.

My Students: I get feedback about the activities from the students when
I make eye contacts with them, I can see how my creative activities
effect on the students and it’s reflected on their face expressions.

Websites:
- Fralick, M. (n/d). Instructor Manual: Learning Style and
Intelligence. Retrieved February 10, 2018, from
http://www.collegesuccess1.com/LearningStyleM.htm
- Enser, M. (2017). What is the difference between planning
for learning and lesson-planning?. Retrieved February 10,
2018, https://www.tes.com/sponsored/dfe/what-difference-
between-planning-learning-and-lesson-planning-sponsored-
article
- Farwell, T. (2017). Learning styles: visual, auditory,
kinesthetic. Retrieved February 10, 2018, from
https://www.familyeducation.com/school/multiple-
intelligences/learning-styles-visual-auditory-kinesthetic
- Time4learning. (2018). Learning Styles. Retrieved February
10, 2018, https://www.time4learning.com/learning-
styles.shtml
Evidence

Evaluation/Review
Summary

Allan Mutambo - RKWC

 Goals Goal 3
I will carry on building a positive learning environment where students
are being educated and behaving well.
Objectives I chose this goal:
- To control the students’ behavior in the classroom.
- To prepare the students to learn.
- To engage the students to work together.
- To get the students to cooperate to learn and solve tasks.
- To motivate the students to learn.
- To enhance the students’ performance in the classroom.
- To make them responsible of their actions.
- To provide a literacy rich environment. (Neuman (n/d))
Implementation Week 1;
Strategy
- Introduce the students to my classroom rules to get them realize
how I’m expecting them to perform in the class.
- Introduce the students to my rewards and punishment system to
motivate them to behave well in the classroom and scare them
to never misbehave with me.

- Engage the students to work together to achieve shared goals.

- Provide a literacy rich environment to motivate the students to
learn effectively.
- Remind the students to become responsible of their actions to
avoid wasting time on dealing with misbehaving students.
- Provide a daily routine where students are always ready to learn
to create a positive learning environment. (Hue, Li, & ebrary
(2008)).

Competency Area Managing learning

When I prepare the students to learn by making them aware of what is
going to happen regarding their behaviors I’m showing how I’m
managing the learning.

Allan Mutambo - RKWC

 Resources My students: when my students are aware of the classroom rules and
the rewards system they are behaving regards to the results to create a
positive learning environment.

My MST: I’m keeping some of my MST rules and we are sharing the
role to manage the students in classroom and even outside the
classroom.

My peers: I communicate with my peers to see what strategies they are

using to manage their students so I can implement them or make
changes in these strategies before using them.

Parents: I will always make sure to contact the parents and inform them
about the students’ performance in classroom so they can punish or
reward the students regarding their actions.

Journals:
- Neuman SB. The effect of print-rich classroom environments on
early literacy growth. The Reading Teacher. 2004;58:89.

eBooks:
- Hue, M., Li, W., & ebrary, I. (2008). Classroom management:
Creating a positive learning environment. Hong Kong;London;:
Hong Kong University
Press.10.5790/hongkong/9789622098886.001.0001
Evidence

Evaluation/Review
Summary

Allan Mutambo - RKWC

 Goals Goal 4
I will keep on encouraging the students to communicate inside and
outside the classroom in English to develop their learning and
speaking skills.
Objectives I chose this goal:
- To engage the students to effectively work together.
- To get the Second Language (SL) learners practice speaking
and become fluent in speaking English. (Mason (2006))
- To allow the students to share their opinion.
- To get the student socialize with other students and teachers.
(Hill & Miller (2013)).
Implementation Week 1;
Strategy
- Engage SL learners to communicate with me in English to get
them practice speaking English and became fluent in it.

- Use only English to communicate with students inside and

outside the classroom to enhance SL learners’ abilities in the
language.
- I will record the students’ participation in classroom to see
their improvement in using English in classroom.
- Rewards the students when they are communicating inn
English to encourage them to develop their speaking skills.
- Engage the students to work in groups for some activities to
enhance their communication skills with others.
- Lessen teacher talk and increase students talk by encouraging
them to participate and answer my questions to allow the
students to share their ideas and thoughts with everyone in the
classroom.
- Encourage my students to participate and help me in the
activity classes to get them communicate with other teachers
and students in the class activity class.
Competency Implementing learning
Area
When I’m communicating with the students and engage them to
communicate with each other in the classroom this shows that I’m
implementing the learning.

Allan Mutambo - RKWC

 Resources My Students: I will be reinforcing the students and reward them when
they communicate in English with each other which will encourage
them to speak in English all the time and improve their speaking
skills.

My MST: when my MST is communicating in English with the

students that would help achieving my goal which is engaging the
students to communicate and improve their speaking skills.

Journals:
- Mason, K. (2006). Cooperative learning and second language
acquisition in first-year composition: Opportunities for
authentic communication among english language
learners.Teaching English in the Two Year College, 34(1), 52.

Books:
- Hill, J., & Miller, K. (2013). Classroom instruction that works
with english language learners(2nd ed.). Alexandria, Virginia,
USA;Denver, Colorado, USA;: ASCD.

Evidence

Evaluation/Revie
w
Summary

Allan Mutambo - RKWC

 Goals Goal 5
I will continue on designing creative formal and summative
assessments.
Objectives I chose this goal:
- To get feedback of the student’s abilities.
- To attract the students with different learning styles.
(Crosthwaite, Bailey & Meeker (2015).
- To evaluate students’ work in a creative way.
- To provide different types of assessments that will attract the
students. (Dixson & Worrell (2016)).
- To motivate the students to work on these assessments.
- To encourage the students to show the best they can do.
Implementation - Look at the lesson’s objectives to see what I am going to test
Strategy
them on.
- Create formative assessments for each lesson to get feedback of
what the students have learnt so far.
- Differentiate in assessments to meet the student’s abilities.
- Design the assessments with different materials each time to
attract the students.

Week 3;

- Create summative assessment for the whole unite to evaluate the

students’ understanding for the concept.

- Create assessments for the students to do them at home to get

the students practice and memorize the new information after
school.

- Correct the assessment and give them back to the students to let
them know about the correct and wrong things they have made.

Allan Mutambo - RKWC

 Competency Area Assessment
When designing assessments that fits with the students’ abilities and
interest it shows that I’m meeting this competency area about
assessments.
Resources My MST: sometimes I would need my MST to tell if this assessment
fits with the students’ abilities or not.

Parents: I will need the parents to encourage their kids to solve the
assessments at home and give me feedback about their kids when
solving the assessments by themselves.

My student: I will be creating formative and summative assessments

regarding to the student’s abilities and learning styles.

Journals:

- Crosthwaite, P. R., Bailey, D. R., & Meeker, A. (2015).

Assessing in-class participation for EFL: Considerations of
effectiveness and fairness for different learning styles. Language
Testing in Asia, 5(1), 1-19. 10.1186/s40468-015-0017-1
- Dixson, D. D., & Worrell, F. C. (2016). Formative and
summative assessment in the classroom. Theory into
Practice, 55(2), 153-159. 10.1080/00405841.2016.1148989

Evidence

Evaluation/Review
Summary

Allan Mutambo - RKWC

 Goals Goal 6
I will continue on writing reflections on my lesson that I teach then get
feedback on them from other English teachers or peers.

Objectives I chose this goal:

- To improve myself in teaching. (Diggelen, MR Migchiel, Brok,

PJ Perry & Beijaard (2013)).
- To share ideas with other teachers.
- To get feedback about my performance.
- To identify my strengths and weaknesses.
- To manage the classroom environment.

Implementation - Make a planner where I can record my reflection on the lessons

Strategy
that I teach to identify the strength and weaknesses of my
performance.
- Discuss with my mentor and other teacher the activities that I
used to teach to get feedback from them. (Crichton & Valdera
Gil (2015)).
- Invite my mentor and other teachers to observe me teaching and
get feedback from them to share new ideas.
- Review my written reflection from time to time to find
strategies to manage myself for the next lessons.
- Question my students about the concept and the activities to
know if the concept was delivered to them or I need to review it
another time.

Competency Area Reflection on practice

Writing reflections to identify the strengths and weaknesses of the

lesson so that it can be noticed and improved in the future are all in line
with reflection on practice.

Allan Mutambo - RKWC

 Resources My mentor and other teachers: I will ask them for feedback about my
lesson when I invite them to observe me teaching to identify my
strength and weaknesses in their perspectives and start working on
improving myself.

My students: through questioning my students, I would be able to get

indirect feedback about my lesson and performance, I would know if
they have received the concept or if they weren’t listen to me when I’m
teaching. Like that, I can implement new strategies to manage them to
deliver the concept to them.

Journals:

- Crichton, H., & Valdera Gil, F. (2015). Student teachers'

perceptions of feedback as an aid to reflection for developing
effective practice in the classroom. European Journal of Teacher
Education, 38(4), 512-524. 10.1080/02619768.2015.1056911
- Diggelen, v., MR Migchiel, Brok, d., PJ Perry, & Beijaard, D.
D. (2013). Teachers' use of a self-assessment procedure : The
role of criteria, standards, feedback and reflection. Teachers and
Teaching, 19(2), 115-134. 10.1080/13540602.2013.741834

Evidence

Evaluation/Review
Summary

Allan Mutambo - RKWC

Allan Mutambo - RKWC