Individualized Professional Learning Plan Form

Directions: Use the Framework for Teaching Reflection Assessment to determine and develop a Professional
Action Plan Goal.
Professional Action Plan Goal Criteria
S Specific  Is the goal clearly focused on what is to be accomplished?
Standards-  Why is this goal important?
Based  Is it based on the Framework for Teaching (or Framework for Specialist)
components and aligned critical attributes?
M Measurable  Can this goal be measured?
 Will the teacher be able to collect evidence of achievement?
 Is this goal based upon multiple sources of data?
A Aligned and  Is this goal aligned to district and school improvement goals?
Attainable  Will resources be available to achieve this goal?
R Relevant  How will this goal enhance teaching/professional practice/craft?
 How will this goal enhance learning opportunities for students?
T Time Bound  Can this goal be attained within the required timeframe?

 When:  Provide time frame for goal process.

 Who: List the students or staff that will be involved in the goal.
 What:  List specific area of teaching/student learning that needs to be improved
 Data Source: List data tool(s) that will measure progress of goal.  Data tools include rubrics,
checksheets, tests, etc.
Example focused upon 1c – Setting Instructional Outcomes, 1e – Designing Coherent Instruction, 2c –
Managing Classroom Procedures and 3c – Engaging Students in Learning: During 2012-13 (WHEN), the 6th
Grade Teacher (WHO) will increase instructional learning time and student engagement at the beginning of
class each day by 1) improving student-managed procedures at during the first 15 minutes of class and 2)
designing and implementing “high interest” Student Learning Outcome Aligned Core Content bell work
(WHAT), as measured by number of 25 or less tardy yellow slips and 90% of students completing accurate
(85% or better) bell work (DATA SOURCE).

Directions for Goal Setting: Candidates must choose…

1. A minimum of three goals developed collaboratively between the candidate and the university
supervisor (mentor teacher can be invited to participate)
2. At least one goal that address at least one component in 2a-2d (prioritizing those components with a
proficiency of 2).
3. At least one goal that address at least one component in 3a-3d (prioritizing those components with a
proficiency of 2)
4. A third goal chosen from any domain and prioritizes those components with a proficiency of 2)

Candidate Name: Shayla Bates
Domain Two Goal (2a – 2d): Identify Component___2d___
Be effective on being consistent and effective on managing student behavior with in the classroom.
Action Steps/Activities
(Specific Teacher or specialist Professional
Activities that are part of this plan.)
 Frequently monitoring the class
and student behavior by
constantly moving around and
using verbal and nonverbal ques
and referencing the rules and
consequences chart
 Be consistent on enforcing rules
and consequences within the
classroom setting.
 Staying effective when
addressing misbehavior of a
student or as the class as a whole
Candidate’s Professional Action Plan
Date: January 8, 2021 University: Brigham Young University- Idaho
Resources Evidence
(Principal, Staff, PD or Materials) (How will you know if this goal has
been accomplished)
 Me as a teacher  Verbal and non verbal
 Students ques work in an
 Administration staff effective way and the
 School/district handbooks on rules and regulations students are staying on
of place of work task
 Rules and consequences charts that I have  As a teacher I would be
developed and those that I might have the students able to stay consistent
make as a class. on how I react to
 Resources that I have gathered on how to be behaviors that may
consistent on rules and consequences. appear, for example
 Other teachers resources and strategies on how to making sure that I dock
points for being late for
be effective when addressing misbehavior of a
all student’s work that
student or class as a whole
arrives late and not just
some students.
 When I can effectively
put an end to
misbehavior which will
in the long run be
beneficial to me as a
teacher and the
students/ class also
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Timeline
(Timeframe for Action
Steps/Activities to be Completed)
 Everyday while in the
classroom setting
 By the end of of the first
2 weeks of trimester/
Semester I will have
established a consistent
routine with behavior.
Rules and expectations
in my classroom
 Every day I would need
to be effective and on
top of what is happening
in my class room
because if I don’t I won’t
have the respect from
students or control of
my classroom.
Domain Three Goal (3a – 3c): Identify Component__3c___

As a teacher I will make my lessons where that the students will be engaged and have my classes with little down time.

Action Steps/Activities Resources Evidence Timeline

(Specific Teacher or specialist Professional Activities that are part (Principal, Staff, PD or Materials) (How will you know if this goal has (Timeframe for Action
of this plan.) been accomplished) Steps/Activities to be Completed)

 Design activities that are age appropriate and  Flippity.net  Most learning tasks  By the first of the
engaging for students.  Classtools.net have multiple year I will have set
 Find different activities that are online and in  Blooket.com correct responses. up activites/ lesson
person so that I can have a variety that will  Engaging PowerPoints  Students will formats that I think
appeal to the age group.  Lesson activities and explain their students will be the
 I will arrange my lessons to where there will assignments that are thinking. best engaged with
not be much down time and have extra time creative that still  Activities that have  At the end of every
fillers made up that go with the lesson to encourages learning been designed will unit I will evaluate
keep students on task.  Other teachers support my learning my lesson plans.
 To have students stay engaged if I see them experiences on keeping goals and are And go over my
starting to lag and get bored, I will have a students engaged intellectually notes on what did
brain break activity to give them a break if through the whole class engaging. and didn’t work on
needed before we move on to the next part period. keeping students
of the lesson  Copy of Lesson engaged with the
 Have effective time fillers if needed that will outcomes/ state lesson and adjust
promote student engagement but will still standards. accordingly for the
align with the lesson standards next time I teach
that lesson

Third Goal: Identify Component__3d___

Use assessments in instruction that will give me an accurate outcome on the students learning

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 Action Steps/Activities Resources Evidence Timeline
(Specific Teacher or specialist Professional Activities (Principal, Staff, PD or (How will you know if this goal has been accomplished) (Timeframe for Action
that are part of this plan.) Materials) Steps/Activities to be Completed)

 Research different types of formative  Flip grid  Research has been done to provide  By the first of the
and summative assessments that I  Seesaw different variety of formative and school year I have
can use in the classroom with out  Digital summative assessments deloped a list of
using the same ones every time that notebooks that  I have set standards of high quality formative and
will become boring overtime and goes along with work that is clear to students and summative
ineffective. the units have examples of good quality and assessment ideas to
 Place assessments within the lesson  Bell ringers/ poor quality use in my classroom
to use as feed back. class check out  Feed back is constant and the  As I develop each
 I am good at producing good questions students are also assessing their own lesson plan I will
summative assessments, but I will  Oodlu.org work. choose how I do
work hard on doing better at giving  Peardeck.com  Throughout each lesson and unit I am each assessment to
out formative assessments so that I checking the understanding of the check
can have feedback everyday instead students in a variety of ways before I understanding and
of just when I do a summative give them a summative assessment. gather feed back
assessment every few days. from and on my
students
 At the end of each
unit or at the end of
each semester/
trimester I will
evaluate how my
assessments
worked out and if
they were effective
on giving me the
feedback I need.

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I have reviewed the above Professional Action Plan:

Candidate’s Signature: Date:

University Representative: Date:

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