Professional Learning Plan

Candidate Name:
Arianna Craddock
Certification Area: Elementary Education

Date Goal Developed: 4/14/2021

University Supervisor: Dr. Val Bahun

Mentor Teacher: Mrs. Lisa Reeves

Indicate specific strengths (+) and areas of challenge (-) identified during your pre-service program.
Also, indicate data source (e.g., edTPA, Observations, GACE) for each identified area.

+/- Planning
+ 1. Professional Knowledge: The teacher demonstrates understanding of curriculum, subject content,
pedagogical knowledge, and the needs of students by providing relevant learning experiences.
◻ edTPA ✓ observations ◻ GACE ✓ other (please specify) - grades in classes
+ 2. Instructional Planning: The teacher plans using state and local school district curricula and standards,
effective strategies, resources, and data to address the differentiated needs of all students.
◻ edTPA ✓ observations ◻ GACE ◻ other (please specify)
+/- Instruction
+ 3. Instructional Strategies: The teacher promotes student learning by using research based instructional
strategies relevant to content to engage students in active learning and to facilitate the students’ acquisition of
key knowledge and skills.
◻ edTPA ✓ observations ◻ GACE ◻ other (please specify)
- 4. Differentiated Instruction: The teacher challenges and supports each student’s learning by providing
appropriate content and developing skills which address individual learning differences.
◻ edTPA ✓ observations ◻ GACE ◻ other (please specify)
+/- Assessment
+ 5. Assessment Strategies: The teacher systematically chooses a variety of diagnostic, formative and summative
assessment strategies and instruments that are valid and appropriate for content and student population.
◻ edTPA ✓ observations ◻ GACE ◻ other (please specify)
+ 6. Assessment Uses: The teacher systematically gathers, analyzes, and uses relevant data to measure student
progress, to inform instructional content and delivery modes, and to provide timely constructive feedback to both
students and parents.
◻ edTPA ✓ observations ◻ GACE ◻ other (please specify)
+/- Learning Environment
+ 7. Positive Learning Environment: The teacher provides a well-managed, safe and orderly environment that is
conducive to learning and encourages respect for all.
◻ edTPA ✓ observations ◻ GACE ◻ other (please specify)
- 8. Academically Challenging Environment: The teacher creates a student-centered, academic environment in
which teaching and learning occurs at high levels and students are self-directed learners.
◻ edTPA ✓ observations ◻ GACE ✓ other (please specify) - Differentiated groups for high level learners
+/- Professionalism and Communication
+ 9. Professionalism: The teacher exhibits a commitment to professional ethics and the school’s mission,
participates in professional growth opportunities to support student learning, and contributes to the profession.
◻ edTPA ✓ observations ◻ GACE ✓ other (please specify) - Weekly teacher meetings
+ 10. Communication: The teacher communicates effectively with students, parents or guardians, district and
school personnel, and other stakeholders in ways that enhance student learning.
◻ edTPA ✓ observations ◻ GACE ✓ other (please specify) - parent and principal introduction letters
+ 11. Technology: The teacher candidate demonstrates technology proficiency, technology integration, and
competency in blended/online learning during field and clinical experiences.
◻ edTPA ✓ observations ◻ GACE ◻ other (please specify)
How will you use your identified areas of strength in the classroom to promote student learning and engagement.
Be sure to cite evidence to support why the identified areas are strengths.

I have listed professional knowledge, instructional planning, instructional strategies, assessment strategies, assessment
uses, positive learning environment, professionalism, communication, and technology as my strengths.
1. I have listed professional knowledge as a strength because I have consistently made good grades while in the
education program, and have been acknowledged for these grades by the university. Also, the observations I’ve
obtained in my YCE I have scored me a 3 in regards to this standard each time.
2. I listed instructional planning as a strength because I make sure to consult with my mentor teacher and supervisor
when creating lessons, and derive all content from the GA standards of excellence.
3. I listed instructional strategies as a strength because I made sure to design my lessons using what I know about
child development and learning theories.
4. I believe that assessment strategies is a strength for me because I made sure to utilize a multitude of assessment
tools and strategies throughout each lesson to measure students’ proficiencies.
5. I listed assessment uses as a strength as well because I took the data I obtained from the assessments and
discussed my next instructional plans for students who did not demonstrate proficiency. I made sure to use the
data to help plan my future lessons, as well as for re-engagement purposes.
6. I identified positive learning environment as a strength of mine because I made sure to establish rapport between
myself and the students right away, and discussed expectations of them during whole-group discussions. For
each of my lessons, we participated in at least one whole-group discussion and all students participated and
contributed to the discussions without fear of potentially answering questions incorrectly.
7. I listed professionalism as a strength of mine because I take initiative to ask questions and sit in on meetings that I
am allowed to. I am interested in personal growth in the field and my abilities to better benefit the school.
8. I would consider communication a strength of mine because I effectively introduced myself, stated my relation to
the university, and explained my responsibilities at my placement. I did so using the parent and principal
introduction letters.
9. I identified technology as a strength of mine because I have actively used technology to assist in the planning of
all of my lessons, and incorporate it into lessons to further drive instruction and content understanding.

After identifying your challenge(s) (areas for growth), create a professional learning goal that addresses each
challenge. You should have one goal for each challenge you identify. List your goals below.

I have identified the following standards as being challenges and/or areas of growth for me: Differentiated instruction and
academically challenging environment
1. While I am aware of my students’ different abilities and skill levels, I find it difficult to create differentiation within
each lesson. It can be difficult to ensure that students are meeting the same learning objective while still creating
differentiated content or lessons to get there.
2. I also listed ‘academically challenging environment’ as a challenge for me because I do not feel as if I have
created many lessons that allow kindergarteners to become self-directed learners. I understand different ways to
ensure this standard is met with older students, but I struggle to apply it to young age groups, such as
kindergarteners.
Use your professional learning goal(s) to complete the following chart related to specific strategies you will employ to help meet your goal(s), how you
will document your progress and goal attainment, and implementation timeline/target date. Add or delete rows as necessary.
Professional Learning Goal
I need to work on my ability to
include differentiation in each
lesson plan so that I can help each
student meet the learning
objectives.
I need to create more lessons that
encourage students to become
self-directed learners and provide
students with an opportunity to
participate in student-centered
lessons.
Strategy
(Progress and How You’ll Know You Met Your Goal)
● I will consult with my mentor
teacher prior to creating the
lesson plan and ask for her
advice on differentiation ideas.
● I will utilize the pre-made
lesson plans provided by the
GA standards of excellence
and DOE.
● I will re-visit former textbooks
and notes that I have taken
from former classes to touch
up my understanding of
differentiating content for
learners.
● I will consult with my mentor
teacher and supervisor prior
to creating lesson plans and
ask for their advice and input
on how to incorporate
self-directed and
student-centered learning in a
kindergarten classroom
environment.
● I can re-visit former textbooks
and notes that I have taken
from former classes to touch
up on my understanding of
self-directed learning and
application within the
classroom.
Documentation Timeline
(Beginning Date/Target Date)
● Lesson Plans ● August 2021 - Discuss
● Observations differentiation plan for the
● Post-observation conferences remaining semester with
● Feedback from mentor teacher mentor teacher
in conversation and weekly ● October 2021 - Achieve at
reports least 70% differentiation level
in each lesson and observation
● December 2021 - Hit total goal
of 100% differentiation in
lessons.
● Lesson Plans ● August 2021 - Discuss the
● Observations concept of a challenging
● Post-observation conferences academic environment for
● Feedback from mentor teacher students and its application in
in conversation and weekly a kindergarten classroom with
reports. my mentor teacher and
supervisor.
● October 2021 - I will check-in
with my supervisor and mentor
teacher to address my current
observations and the
application of student-centered
learning methods.
● December 2021 - I will reach
my total goal of having an
academically challenging
environment that encourages
students to engage with
content more directly through
the use of student-centered
lessons.
 Please recall that the goal of this professional learning plan is for you, the student, to reflect on your course at
KSU, assignments you’ve completed, your student teaching observations, edTPA, GACE, and other measures to
provide an objective analysis of what you’re currently doing well and areas that you can improve in. This PL plan
is a contract between you, your supervisor, and your mentor teacher. If you had particular difficulty in a course or
wish to strengthen your content knowledge in a given area, you may also want to write a goal related to that and
ask a content-focused faculty member to assist you with that goal. Everyone who signs this document is
agreeing to be a part of the team that supports you to monitor your progress and ultimately evaluate your
effectiveness. Additionally, everyone who signs this plan is accountable for making sure that you are making
progress according to the stated timeline. This professional growth analysis and goal may be used to assist you
in the development of your induction plan during the first three years of your teaching career. It should be noted,
however, that individual school systems along with the GaPSC will give further and final directives regarding this
process.

Signatures:

Teacher candidate: ____________________________________________ Date: ______4/21/2021____

University supervisor: _______________________________________________ Date:_____________________

Mentor teacher: _____________________________________________ Date: _____________________

School:_____Pine Log Elementary ________

Other stakeholders:

___________________________________________________________________ Date: __________________

___________________________________________________________________ Date: __________________

___________________________________________________________________ Date: __________________