ASSESSMENT DESCRIPTION

Assessment Details

Course Code: EPC4406

Course Name: Practi cum 4a

Course Teacher: Slim Khemakhem

Task Title: Coursework - Plan or Proposal

Task Description: Professional Development Plan (PDP) Part 1

Justify and create an evidence based acti on plan to achieve 3
professional development goals derived from feedback from
previous semesters and personal reflecti ons.
This report includes the following:
Special Instructi ons:
 The identi ficati on and justi ficati on of professional
development goals for this semester.
 A professional development plan and review documenti ng:
a. the actions you took to try and achieve your
professional development goal(s)
b. any support needed/obtained
c. the specifi c time line for each acti on
d. the data collection tools proposed and used to provide
evidence of the success of each acti on e.g. photographs,
children’s work, comments from MST, MCT and/or from
peer reviews.
 A Reference List of sources cited.
Weighti ng: 15%

Durati on/Word Limit: Approximately 600 words

Due Date:

Grading/Marking Criteria: Your grade will be determined using the relevant criteria from
the attached rubric.
(to be determined by the
teacher using the attached
criteria matrix)

Late Penalty: Unless special circumstances are agreed with the course teacher
regarding late submission, work submitted 1 working day late
will be deducted 10%, 2 days late 20%, 3 days late 30% and any
work submitted more than 3 days late will get a zero mark.

Academic Honesty: Breaches of Academic Honesty will be treated with the utmost
seriousness. You are reminded the penalties for cheating or
plagiarism include dismissal from the HCT.
(for more informati on please refer to Academic and Student
Regulati ons , HCT Academic Honesty Policy , Student Handbook )

HCT Graduate Outcomes Addressed

v. 2014-05-15 1
 1. Communication and Informati on Literacy X

2. Criti cal and Creati ve Thinking X

3. Global Awareness and Citizenship ☐

4. Technological Literacy X

5. Self-Management and Independent Learning X

6. Teamwork and Leadership X

7. Vocati onal Competencies X

8. Mathemati cal Literacy ☐

v. 2014-05-15 2
 STUDENT GRADE/MARK REPORT
Course Assessment/Student Details

Course Code: EPC4406

Course Name: Practi cum 4a

Course Teacher: Slim Khemakhem

Task Title: Professional Development Plan (part 1)

Student Name: Mariam Abdullah Hussain Abdullah AlBasher

Student ID: H00332630

Final Grade/Mark
General Comments

v. 2014-05-15 3
 ASSESSMENT COVER PAGE
Course Name: Practi cum 4a Course Code: EPC4403

Instructor Name: Slim Khemakhem

Task Title: Professional Development Plan

Due Date: 15-9-2020 Date Submitt ed: 15-9-2020

Student Name: Mariam Abdullah Hussain Abdullah Al Basher

Student ID: H00332630 Secti on:

Late Penalty:
Unless special circumstances are agreed with the course teacher regarding late submission, work
submitted 1 working day late will be deducted 10%, 2 days late 20%, 3 days late 30% and any work
submitted more than 3 days late will get a zero mark.

Academic Honesty:
Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded
the penalti es for cheati ng or plagiarism include dismissal from the HCT.
(for more informati on please refer to Academic and Student Regulati ons , HCT Academic Honesty
Policy , Student Handbook )

Student Declaration:
This assignment is entirely my own work except where I have duly acknowledged other sources in
the text and listed those sources at the end of the assignment. I have not previously submitted this
work to the HCT. I understand that I may be orally examined on my submission.

v. 2014-05-15 4
 GRADING/MARKING RUBRIC
ACHIEVEMENT INDICATORS
Achievement that Achievement that is
Achievement that does not meet requirements Achievement that is
Achievement that minimally meets sati sfactorily outstanding relati ve
signifi cantly above the
Signifi cantly below course Below course the course requirements meets the course to the course
course requirements
GRADING/MARKING requirements requirements – requirements requirements
CRITERIA Assessment has Clearly does achievement
not been not meet the that narrowly
submitt ed at requirements does not meet
all, is not- the
existent or not requirements
carried out

Letter Grade F D D+ C- C C+ B- B B+ A- A

Percentage for 70 – 77 – 80 – 84 –
0 30 59 60 – 63 64 – 66 67 – 69 74 – 76 87 – 89 90 - 100
Gradebook 73 79 83 86

GPA 0 1 1.3 1.7 2 2.3 2.7 3 3.3 3.7 4

CONTENT AND KNOWLEDGE – 40%

Attention to Purpose and Submitted work does not Submitted work displays Submitted work attempts to Submitted work represents a Submitted work Submitted work
Questions represent a Professional very little knowledge of the address specific areas for sound attempt to develop an represents a strong PDP represents an
Addresses the purpose Development Plan or requirements of a PDP, but professional development, appropriate PDP despite some addressing specific areas outstanding PDP that
and questions related to displays very little most of it is irrelevant but there is clear digression minor digression or for development with addresses specific areas
the assignment/task. knowledge of what a PDP and some inaccuracies. misunderstanding. enough details and almost of development
10% is. no digression or systematically and
inaccuracies. comprehensively.
Depth of subject Shows no relevance or very Displays significant gaps in Shows some understanding Demonstrates good Demonstrates a detailed Demonstrates a detailed,
knowledge little knowledge of knowledge of justifying and of justifying and planning understanding of justifying and and systematic knowledge systematic, in-depth
Displays knowledge of justifying and planning for planning for a personal PDP for a personal PDP based on planning for a personal PDP of justifying and planning knowledge base of
topic/subject/theory a personal professional based on identified needs. identified needs but regardless of some occasional for a personal (PDP) with justifying and planning a
including range, depth development plan (PDP) displays some confusion overlaps. clear goals actions. personal PDP.
and accuracy of subject. based on identified needs. over some basic concepts
10% that causes incoherence.
Explanation and Fails to explain ideas or Explains ideas or concepts Explains ideas or concepts Explains ideas or concepts related Explains or describes Explains or describes
Description concepts related to the related the stated PDP related to the stated PDP to the stated PDP justification, set ideas or concepts related ideas or concepts related

v. 2014-05-15 5
Explains presented stated PDP justification, set justification, set goals and justification, set goals and goals and planned actions in a to the stated PDP to the stated PDP
ideas/concepts relevantly goals and planned actions. planned actions. planned actions but with detailed and mostly relevant and justification, set goals and justification, set goals
10% only partial relevance or accurate way. planned actions with a and planned actions.in
accuracy. good level of detail and in the most relevant,
a clear and accurate way. systematic, and
comprehensive way.
Data Collection Fails to plan for the use of Demonstrates very limited Demonstrates insufficient Demonstrates appropriate Demonstrates very good Demonstrates excellent
Appropriate tools are valid and reliable data planning to use valid and planning to use valid and planning to use valid and reliable planning to use a variety planning to use a variety
selected, designed, collection tools for the reliable data collection tools reliable data collection tools data collection tools for the of valid and reliable data of valid and reliable data
and/or used to ensure planned actions. for the planned actions. for the planned actions. planned actions despite few collection tools for the collection tools for the
valid &/ or reliable data inappropriate choices. planned actions. planned actions with a
collection clear justification and link
5% with PDP phase 2.
Use of literature/reading Shows no evidence of the Demonstrates very limited Demonstrates insufficient Demonstrates some evidence of Demonstrates evidence of Demonstrates evidence
Uses a sufficient range of use of the literature to evidence of the use of the evidence of the use of the independent reading from independent reading from of independent reading
relevant resources for the support the justification of literature to support the literature to support the relevant literature to support the a range of relevant from a wide range of
completion of the the PDP, the stated goals, justification of the PDP, the justification of the PDP, the justification of the PDP, the literature to support the relevant literature used
assigned task as per the the planned actions or the stated goals, the planned stated goals, the planned stated goals, the planned actions justification of the PDP, clearly, accurately,
assessment description. data collection tools. actions or the data actions or the data or the data collection tools. the stated goals, the systematically, and
5% collection tools. collection tools. planned actions or the critically to support the
data collection tools. justification of the PDP,
the stated goals, the
planned actions or the
data collection tools.
LANGUAGE CRITERIA – 20%
Coherence & Cohesion Does not present ideas Demonstrates a very Demonstrates a limited Demonstrates some coherence Demonstrates coherence, Demonstrates
coherently or use cohesive limited coherence and use coherence and use of and use of cohesive devices. use of cohesive devices, coherence, use of
Links and orders ideas devices of cohesive devices cohesive devices. and presents information cohesive devices, and
within and between in paragraphs with a clear presents information in
sentences and paragraphs topic. paragraphs with a central
5% topic supported by
evidence and/ or
examples.
Vocabulary Fails to use appropriate Uses a very limited range of Uses a limited range of Uses an adequate range of topic- Uses a wide range of Uses a wide range of
Style is determined by vocabulary appropriate vocabulary appropriate vocabulary in specific vocabulary in both simple topic-specific vocabulary less-common, topic-
audience. both simple and complex and complex sentences. in both simple and specific vocabulary in
Collocation is the use of sentences. complex sentences. both simple and complex
words that naturally occur sentences with an
together. awareness of style and
5% collocation.

v. 2014-05-15 6
Grammar Fails to use correct Uses a very limited range of Uses a limited range of Uses an adequate range of Uses simple sentences Uses a variety of complex
grammar. correct grammar. correct grammar in both grammar in both simple and with the correct tenses for sentences with
Appropriate sentence and simple and complex complex sentences. the intended message, occasional errors that do
paragraph structure sentences. but complex sentences not impede the meaning,
5% contain errors. using the passive voice
where appropriate.
Mechanics Fails to use punctuation Generally uses full stops Generally uses full stops and Makes punctuation and spelling Makes occasional non- Makes rare non-intrusive
correctly and spelling correctly but other capital letters correctly, but errors, but these do not impede intrusive spelling and spelling and punctuation
Punctuation and spelling mistakes impede punctuation is inaccurate, other punctuation errors understanding. punctuation errors which errors, which do not
5% understanding. and spelling errors persist, and spelling errors do not affect meaning or affect meaning or
sometimes impede do not impede understanding. understanding.
understanding. understanding.
PRESENTATION AND STYLE – 5%
Presentation Tool Fails to present work Presentation is Minimally meets the task Presentation of work is generally Presentation clearly has a Presentation is accurate,
(Formatting, Message according to the PDP (Part disorganized and barely instructions and the given satisfactory in terms of strong visual effect attractive, and creates a
and Visual) 1) task instructions and meets the task instructions format with some omissions compliance with task instructions covering the task strong visual impact
Presents work according given format. and he requirements of the and/or clear inaccuracies. and given format despite some instructions and given which enhances the
to the requirement given format. minor inaccuracies. format to a good message.
specified in the task standard.
instructions with the
appropriate tool selected.
5%

NB: This competency is

NOT related to language

21st CENTURY LEARNING SKILLS – 35%

Collaboration Fails to collaborate with Demonstrates minimal Demonstrates inconsistent Demonstrates productive and Demonstrates productive Demonstrates initiative
the course instructor and collaboration with the collaboration with the course positive collaboration with the and positive and shows respect to the
Shows suitable behavior peers to discuss personal course instructor and instructor and peers to course instructor and peers in collaboration with the course instructor and
for working with others development needs in peers to discuss personal discuss personal developing PDP (Part 1) draft but course instructor and peers’ contributions
and in diverse teams order to develop and development needs in development needs in order requires some monitoring and peers in developing PDP while making meaningful
20% improve PDP (Part 1) draft. order to develop and to develop and improve PDP guidance. (Part 1) draft with very suggestions and
improve PDP (Part 1 draft). (Part 1) draft. minimal guidance. proposing effective
solutions to controversies
and conflicting ideas.
Creativity and Innovation Fails to show any creativity Demonstrates very little Demonstrates some Demonstrates some creativity or Demonstrates Demonstrates
or originality. creativity, innovation or creativity or innovation but is innovation beyond the ideas imagination and a considerable creativity,
Applies knowledge and originality. limited to course and discussed in class/ online with the willingness to take risks innovation, and originality
skills to generate novel classwork done in course teacher and peers. in setting goals and with a consistently

v. 2014-05-15 7
ideas and/or approaches collaboration with the course planning creative actions evident personal style in
to work teacher and peers. with some distinctive writing goals and planning
10% personal style. relevant actions.
Independence Fails to work independently Demonstrates very little Demonstrates some Demonstrates satisfactory Demonstrates Demonstrates
and keeps asking for independence but relies independence but shows independence requiring minimal independence regularly independence
Demonstrates an ability instructor and peer support mostly on the instructor frequent need for assistance assistance from the instructor with almost no need for consistently and sets a
to complete a task all the time. and peers’ input. from the instructor and and peers. assistance from the good model of an
independently in terms of peers. course instructor and independent learner for
planning, securing peers. peers.
relevant sources, time
management and editing.
5%

v. 2014-05-15 8
 Professional development plan (PDP) – part 1:

Student name: Mariam Abdullah Hussain Abdullah Al Basher ID: H00332630

A Professional development plan according to Kampen (2019), “is any type of continuing education effort for educators. Its one-way teachers can
improve their skills and, in turn, boost student outcomes”. It’s the skills, and goals that the teacher will need to improve their career development.
Also, it’s the teacher’s responsibility so employer might support you as a part of your job. As a future teacher professional development plan will
help a lot to find new techniques and knowledge while teaching. The needs of professional development plan (PDP):First, it is the self-
assessment of occupational interests and to know the professional needs of the future and you can take advantage of the weak aspects to develop
them in the future. Second, the goals to be set must be accurate, good, and relevant. Third, your strategies will show how you will achieve your
goals, and you must put your list how you will do it. For example; resources, helps to find professional growth. Finally, timelines are that your
time always must be on progress and it must be updated by time. Such as; updating the strategies or changing the goals. A Professional
development plan is important according to Kamepn (2019), “It’s obvious that good teachers are better at teaching students effectively. When
teachers have access to continuous learning opportunities and professional development resources, they’re better equipped to become good teachers
— especially if their students have learning needs or are performing below or above grade level”. As a teacher, it helps me in planning to be better
and think about good strategies, also it helps to have a great time management which is important in education. A Professional development plan
helps teachers to become a good and better teacher for future and improve their skills. However, I think that a professional development plan
(PDP) is going to help me in many ways. For instance; I need to improve my skills in planning to be a good teacher and engage the students
while they are in the class. Also, to think about good strategies to follow in the class as a classroom management and have a good strategy in
teaching students. Finally, about the timing I think that I’m straggling in time management so professional development plan will help me to
improve it. I’m a future teacher and I think that I didn’t used professional development plan very well before in teaching practice, but I have

v. 2014-05-15 9
 learned a lot from my MST’s because they were using it a lot and it helped them to became a great teachers and now I can say that those teachers
are my role models. Since it is my last year, I have two more teaching practices, and I think in these two practices I’m going to use professional
development plan because I have notice that I need to improve my skills in PDP. For example; using strategies is so much important for me and
the students at the same time because strategies will make a big difference in the classroom if I improved what I’m poor in. Also, to have a good
learning outcome is important too because if the students understand the outcome the lesson will be so much easy for them to understand, and
they will engage with the teacher more. last, after each lesson do a self-assessment is important to see what are the improvement that you have
done and what you need to do because you straggled in, it will help the teacher a lot to improve her skills and at the same time it is going to help
the students to learn more by having a better teacher.

v. 2014-05-15 10
 Previously stated development Skills you Personal Needs of the setti ng Comments:
needs personally development
MCT MST know you need interest
recommend recommendation to develop
ation
Don’t forget to   Explanation Explain for the Lesson plan.  
explain students what
to student’s lesson the lesson is
outcome and will be about
success criteria. 
Professional Planning for learning
Developmen
t Target
(aligned
with TP
competency)
Concise Reflections & actuality
Goal 1:   Clarify the lesson goals and acti viti es for the students at the beginning of the   In this semester I didn’t went to TP because we
class. faced
some problems with the schools and all this
happened
because of COVID-19 pandemic. So, the education
department decide to give us a new experience,
the
experience is to divide us into group of 8, and my
friends must act like a student and I’m the
teacher, I found it
a bit hard to collaborate with the students or the
new
experience for the first week, but after that I

v. 2014-05-15 11
 started to work
and collaborate with the students. I improved my
skills for this
semester with my colleagues and it was such a
great experience.
Action 1: - I will make the lesson clear for the students by using some activities   First, I made a clear opening for the students.
and engage them first by what interest them. (As cited in Willams, For example; I’ve made a power point to make
2019). the
https://www.classcraft .com/blog/features/strategies-to-engage-
Lesson clear for students, after that I opened a
students-in-the-classroom/
- I am going to explain the outcome by using tools like youtube
pictures to make it easier for the students to understand, and it depend video for them to make sure, that the students
on the are
student’s stage. (As cited in McLeod, 2018). understanding from more than one person.
https://www.simplypsychology.org/piaget.html Second, I explained for the students about the
- Ask the students some questions about the outcome outcome
and if they know what the lesson will be about. and I asked them some questions
about the lesson. Such as; what did you learn?
What
do you think the lesson is about?. I realized that
students engage and understand more when they
see
a videos or pictures because it engages them
more. so,
that what I improved in me.
Desired time   Semester 7 In this semester I learned that what I’m going
frame: through
will never be impediment for me because I’m
ready to
be a teacher and I can be a good teacher even if
I’m not
teaching a real student.
Any support MST support during the planning and while implementing it I tried to not use my MST support to see if I will
needed do good

v. 2014-05-15 12
 in the lesson, and yes I did.
Data collection - Photos and videos of the students while they are working in the For the photos and videos, I have used a youtube
tools to be used to class. video
provide evidence - Feedbacks of MST as an evidence for the opening, and about the photos most of my
of the success of - peer’s feedback activities have pictures more than words and
the action - my own notes sentences.
Finally, my MST feedback was positive, and I saw
that it
was a big difference between my last semesters
and this?
semester.
Evidence (after
implementation)

   

Previously stated development needs Skills you Personal Needs of the setti ng Comments:
personally know development
MCT MST recommendation you need to interest
recommend develop
ation
Try to use more IT. Use more tools  To think about Lesson plan, tools  
Add videos, PPT, more ideas to
Pictures.  engage the
students.

Professional Managing for learning  

v. 2014-05-15 13
 Developmen
t Target
(aligned
with TP
competency
)
Concise Reflections & actuality
Goal 2:   Engage the students by using more technology.  My MST comment in the last semesters
was to use more technology or tools that
might help me to engage the students more
because I’m more an old teacher who use
papers
and books, but after this comment I tried
to
improve my skills or the weaknesses to be
more
professional and a good teacher. For this
semester
I’ve used technology more than anything
else
because as you know we are facing COVID-
19 pandemic
so, everything is online right now.
Action 2: - I will think about more tools to engage the students by using pictures  I was thinking about more tools to engage
or videos to make them feel more excited. for example; using the
class Dojo, students and I decided to use a power
and Khaoot might help the students too at the end of the lesson. point
[ CITATION Vaw19 \l 1033 ] . and a you tube video for the lesson instead
htt ps://tophat.com/blog/6-pros-cons-technology-classroom/ of
- I will let one student to volunteer and make a video of her/his self talking. The you tube video made the
while students
She or he is doing the experience. more excited because they are still kids and
- Using a ppt or video as a change. they want to see videos more than

v. 2014-05-15 14
 listening to the
teacher while she’s talking. Also, it was
student centered
more than teacher centered because I let
the students to explain what they did
during
the lesson.
Desired time frame:   Semester 7&8  For this semester I think I did very well in
Improving my skills. Also, I will be using
those
strategies in my last semester because it
works
very well.
Any support needed Support by MST while I’m doing the planning
Data collection tools - Photos of the students during the lesson while they are learning.  I used my MCT and peers’ feedback as a
to be used to provide -Copy of MST’s feedback data collection tools.
evidence of the - MCT feedback
success of the action - Peers feedback

Evidence (after My MCT and peers’ feedback helped me a

implementation) lot
to improve my skills.

   

Previously stated development Skills you Personal Needs of the setti ng Comments:
needs personally know development
MCT MST recommendation you need to interest

v. 2014-05-15 15
 recommen develop
dation
For your next lesson use different tools Use PPT, Videos, strategies that helps  
don’t put so much to teach the Pictures to teach to use more tools than textbook,
focus students.  the students tools
on textbook. instead of using the
textbook. 
Profession Planning for learning 
al
Developm
ent Target
(aligned
with TP
competenc
y)
Concise Reflections & actuality
Goal 3:   Use different types of activities for students. I believe that using new tools or
different strategies might help me to
be a good teacher and teach the
students
in a better way. In this semester my
main goal
is to improve the things that I was
weak in it last
semesters.
Action 3: - I think to have student’s attention or interest, I have It’s important to have the student’s
to think about different ways to teach the students. For example; make three attention
types and make them feel interest in the
of activities (action-based/ image-based/ language-based and technology- lesson. As a
based). (As cited in McLeod, 2019) professional teacher I must think of
htt ps://www.simplypsychology.org/bruner.html more than
- Teach the students in a way that makes them excited. for Example; games, one activity, but for this semester I
activities, questions, let them teach each other. was teaching

v. 2014-05-15 16
 KG2 so I only used image-based and
technology-based
because I’m teaching students
through online learning.

Desired time   Semester 7&8 I think that I improved my skill a bit,

frame: but I need
to improve it more and use more
than one or two tools
to teach the students.
Any support Support by MST while planning the lesson, support by peers by giving ideas
needed
Data collection -   Take photos of the students while they are working.  I’ve made a copy of the students
tools to be used - Make a copy of the students work. work and my MCT
to provide - MCT feedback feedback to see what I have improved
evidence of the already and what
success of the I need to improve for my next
action semester.
Evidence (after Mariam Abdulla - 2nd observati on - 19-11-2020 (002).pdf

implementation)

   

Previously stated development Skills you Personal Needs of the setti ng Comments:
needs personally development
MCT MST know you interest
recommen recommendation need to
dation develop
Time Managing Time Timer, strategies  
management time   management
needs to
improve

v. 2014-05-15 17
 Profession Commitment to profession 
al
Developm
ent Target
(aligned
with TP
competen
cy)
Concise Reflections & actuality
Goal 4:   To manage my time.  In every semester the most thing
that I’m struggling in is the time management,
and every time I’m thinking of improve it but
I end up do the same mistake. But, in this semester
I focused a lot in time management because in my
opinion if I managed my time the lesson will be perfect.
So, as a student who didn’t went to the teaching practice
I faced some problems on how I will improve my skill while
I’m not teaching a real kid, but my colleagues helped me a
lot
In this thing.
Action 4: First, when I start the lesson every day, I do my morning
- to manage my time, I must put rules for the students routine
and the as I do it in the school. Which is telling the students about
students will be stuck on it. (Marzano, Marzano, & my rules. For
Pickering, 2003) example; raise your hand when you want to talk, don’t open
htt p://www.ascd.org/publicati ons/books/103027.aspx your mic if
- I will use different types of strategies for the classroom you have nothing to say.. etc. second, I used different tools
to have a good time management because not all the that might
students going to managed my time, like watching videos instead of using the
behave good. textbook. Finally,
- Use a timer and focus on the type of the activity is so I used a timer to make sure that the students do their work
important, on time, and I realized
students will find it as a challenge for them and they that timer helped me a lot in my time management because

v. 2014-05-15 18
 will work fast. it’s a challenge for the students
(As cited in McLeod, Fisher, to see who will finish firs.
Hoover, 2003).
htt p://www.ascd.org/publicati ons/books/103027.aspx

Desired time   Semester 7&8  In this semester, I improved the most important skill which
frame: is time
management and I’m sure that I will be using this skill for my
last semester.
Any support - MST support and feedback about how to manage the
needed classroom and what should
I use for the student’s behavior. – learn from the
teachers’ strategies about time
Management
Data collection -   Pictures of the chart that I will use for the student’s  I’ve used my peers’ (MST) feedback as a data collection
tools to be used behavior tools, and a timer.
to provide - A timer to check if there is a deference between the
evidence of the student’s behavior before and
success of the after
action - MCT/MST feedback
Evidence (after
implementation)

Appe ndi x 2 : M CT /M S T O bs e rv a t io n Fe e db a ck Fo r m ( te m pla t e )

Co ur s e Co de : EP C 4406

v. 2014-05-15 19
 Tr a inee N am e : Mar i am Abdul l a

M CT / M ST Na m e : Noof Mu b arak

Th e M CT an d M S T will u se th is f orm t o f ormally ob serv e t h e t rain ee’ s p erf orman ce an d t o g iv e

f eed b ack b ased on th e select ed t each in g comp et en cies.

NOTE: Refer t o t he course- sp ecific, t eaching comp et encies- b ased rub ric includ ed in sect ion D of
t he TP Booklet

Co m m itm e nt t o the Pr o fe ss io n

Commen t s:

- ST using professional learning activities.

- ST create the activity that match with the learning goals.

P la nning fo r Le ar ning

Commen t s:

- ST amazing PowerPoint.
- ST gives clear instructions.
- ST appears highly understanding of what she is doing.

M a na ging Le ar ning

Commen t s:

- ST good time management.

- ST interaction very well with the students.
- ST shows her professionalism.
- ST has high self-confidence.

Im ple m e nt ing Le a r ning

Commen t s:

- ST uses different questions and promote the students to get the answers.
- ST has engaged students with tasks

As s es s m e nt

Commen t s:

- ST uses formal informal assessments and she aware of assessments criteria.

Re fle ct io n o n P r a ct ice

Commen t s:

I a m s o ha ppy t o o bs e r ve t his t ho ught ful a nd a ccur a t e le ss o n it r e a ches t he le a r ning go a ls as we ll.

v. 2014-05-15 20
 GGO D LU CK !!!

   

References
Cox, J. (2019, october 23). A Teacher’s Professional Development Goals. Retrieved from teachhub: https://www.teachhub.com/professional-
development/2019/10/a-teachers-professional-development-goals/

guzder, k. (2019, october 25). Professional Development Plan for Teachers. Retrieved from high speed training:
https://www.highspeedtraining.co.uk/hub/professional-development-plan-for-teachers/

Himmelsbach, V. (2019, July 15). Technology in the Classroom in 2019: 6 Pros & Cons. Retrieved from tophat: https://tophat.com/blog/6-pros-cons-
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