Individual Development Plan

Graduate Program in Education

All credential program candidates must develop an Individual Development Plan (IDP) in collaboration
with their Master Teacher and University Supervisor. Please submit a copy of this completed document by
____________
April 30th to your Advanced Student Teaching Seminar professor. Retain the original for your
records. Candidates will also need to submit another copy of this document to the Clear/Induction
program.

Candidate Name
Juanae Johnson Multiple Subject Preliminary ✔
University Supervisor Name
Dawn Esqueda Single Subject Preliminary
Master Teacher Name
Ellen Smith Date of Meeting: __________
04/21/21

Teaching
Performance Select TPE Strengths/Evidence
Expectations 2
TPEs Please complete all TPE Domains
per
Section
What elements describe my strengths as a beginning teacher?
TPE 1: Engaging TPE 1.3
and Supporting All { Evidence: Juanae does an excellent job relating current events and things that the students
Students in 1.3 enjoy to all her lesson. She really takes into consideration the needs of all the students and
Learning
balances that with the standards very well.}
1.8
{Evidence: Juanae was able to learn the personalities of the students especially since the
teaching was done in small groups of approximately 12 students. She was able to adapt the
TPE instruction for each learning group which was quite different. The morning group needed
more review and a slower pace instruction, while the afternoon group was highly motivated
1.8 and needed a fast pace instruction and learning environment.}

TPE 2: Creating TPE 2.1

and Maintaining {Evidence: Juanae is very positive. She gives immediate positive feedback for children
Effective 2.1 sharing and actively learning. The class feels safe to express their ideas. If they state
Environments for
something not exactly right, she doesn’t just move on to the next student rather she lead them
Student Learning
to an appropriate response. She is conscience of students who aren’t openly sharing and she
called on quiet students to share their ideas with encouragement.
2.2
TPE {Evidence: Giving students the opportunity to bring up and discuss current events leads to a
classroom environment that is comfortable and safe. As a result, students will feel
2.2 comfortable sharing in subject-matter discussions as well. For example, they would feel safer
to share math strategies.}

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 Individual Development Plan
Graduate Program in Education

TPE 3: TPE
Understanding and 3.1
Organizing Subject 3.1 {Evidence: Her lessons algin well with the 5th grade state standards because it was a lesson,
Matter for Student she created from the schools ELA curriculum. She took the lesson using the state standards
Learning
and elaborated on a creative writing activity that responded to the literature.}

3.5
TPE {Evidence: Miss Johnson was well aware of our RSP, hard of hearing and EL students and
adapted her lessons appropriately. She always remembered to use the Speaker system and
walked around the room when students were responding so that our hard of hearing student
3.5
could be successful. All lessons she checked on our at-risk students and special ed. students to
ensure their success.}

TPE 4: Planning TPE

Instruction and 4.7
Designing Learning 4.7 {Evidence: The planning for this lesson was very well developed. She was structured and
Experiences for All
organized with allowed her to reach accomplish the object of the lesson very well. }
Students

4.8
{Evidence: I feel she promoted a positive learning environment that allowed all students to
TPE feel safe participating freely in the learning process. Miss Johnson is comfortable with
integrating technology in her lessons and allowing students to explore their technology
4.8 expertise.}

TPE 5: Assessing TPE

Student Learning 5.3
5.3 {Evidence: students review the questions they miss on an assessment/assignment. They redo
any assessment below a score of 70%. They are given the choice to redo an assessment with a
score above 70%}

5.3:
{Evidence: Miss Johnson was comfortable creating and using rubrics for scoring which
TPE assists students to strive for excellence. Especially in writing, Miss Johnson gave individual
feedback on their needs to improve and opportunities to revise their writings. She did this in
5.3 detail with the class fable book that she worked on for weeks, to make a finalized class book,
including individual stories and illustrations that where formally published.}

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 Individual Development Plan
Graduate Program in Education

TPE 6: Developing TPE 6.3

as a Professional {Evidence: Juanae plans lessons and communicates observations with me daily. She spends
Educator 6.3 extra time after class to prepare for the following day and always comes into the classroom
th
each day prepared. Juanae has also has collaborated with other 5 grade teachers on different
lessons and has engaged in numerous grade level meetings. }

6.5
{Evidence:  Her best pedagogy approach was her individual interactions with each student
TPE instructing them to improve their knowledge and skill to create a fable with a moral that
6.5 considered their personal social view point. Her integrity was impeccable, ethical and
encouraged the students to be positive and ethical of everyone's difference.}

Focus Areas for Continued Professional Development

Please include a minimum of 2 professional growth goals and identify the CSTP domain area reflected.
Goal 1: CSTP TPE 2.5
Domain Developing, communicating, and maintaining high standards for individual and group
2.5
behavior .
Choose:
Standard One
Standard Two
Standard Three
TPE
2.6
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to
ensure a climate in which all students can learn.

Goals 2: CSTP TPE

Domain 3.1
1.1 Organizing curriculum to facilitate student understanding of the subject matter
Choose:
Standard One
Standard Two
Standard Three 3.4
Utilizing instructional strategies that are appropriate to the subject matter
TPE

3.4

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 Individual Development Plan
Graduate Program in Education

Goal 3: CSTP TPE 4.3

Domain Developing and sequencing long-term and short-term instructional plans to support student
4.3 learning
Choose:
Standard Four
Standard Five
Standard Six

4.4
TPE Planning instruction that incorporates appropriate strategies to meet the learning needs of all
students
4.4

Document Review
Candidate Signature University Supervisor Signature Master Teacher Faculty Signature
Signature

Print Name:

55 Fair Drive, Costa Mesa, CA 92626 • vanguard.edu Graduate Education / Handbook – BH 01/08/20