Example: COMPLETED PROFESSIONAL DEVELOPMENT PLAN

Note: Standards and Elements in blue are automatically placed by the software.

School Year: 2017 - 2018 ______________________________________ Year: 1 2 3 4 Career Status

Lateral Entry: 1 2 3
Name: _____________________________________________ Position/Subject Area: Teacher________________________________________________

School: _______________________________________________________________________________________________________

Mentor: __________________________________________ Position/Subject Area: Principal __________________________________

(Required in the first three years for all beginning teachers)
District: _______________________________________________________________________________________________________
Professional Teaching Standards
Professional Teaching Standards STANDARD(S) TO BE ADDRESSED:
4
1. TEACHERS DEMONSTRATE LEADERSHIP
2. TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATIOHN OF ELEMENT(S) TO BE ADDRESSED:
STUDENTS 1.A. Teachers lead in their classrooms.
3. TEACHERS KNOW THE CONTENT THEY TEACH 4.A. Teachers know the ways in which learning takes place, and they know
4. TEACHERS FACILITATE LEARNING FOR THEIR STUDNETS appropriate levels of intellectual, physical, social, and emotional
5. TEACHERS REFLECT ON THEIR PRACTICES development of their students.
4.B. Teachers plan instruction appropriate for their students.
4.G. Teachers communicate effectively.
Teacher’s Strategies
GOALS FOR ELEMENTS ACTIVITIES/ACTIONS EXPECTED OUTCOMES AND RESOURCES NEEDED TIMELINE
EVIDENCE OF COMPLETION
GOAL 1: 1. During team planning time, discuss with 1. Maximized time on task 1. Release time for you 1. Release time prior to
Standard 1, Element A: Teachers colleagues how their classroom procedures and less time spent to observe colleagues the end of first
lead in their classrooms: are defined and implemented. refocusing students’ that have clearly quarter.
Establishing and maintaining a 2. Clearly post behavioral expectations for attention on the next established routines 2. Clearly establish
safe and orderly classroom. It is students. Consider having students participate learning activity. and procedures. rules by the end of the
expected that you will establish in the development of these classroom rules. 2. Clearly posted behavioral 2. Provide a timer to first week of school.
routines and systems that 3. Set and outline the expectations for expectations that are limited assist students with
students can easily follow in order student behaviors prior to transitioning to 3 to 5 rules that are staying on task during
to maximize time on task and between learning activities. congruent with the school- learning activities and
spend less time transitioning 4. Build in time for students to practice the wide expectations for transitional activities.
between activities. daily routines. student behavior.
GOAL 2:
Standard 4, Element A: Teachers 1. Bi-monthly meetings with PCL team 1. Student’s assessments will 1. Attend a district or 1. Attend a local or
know the way in which learning focused on building in differentiation into unit take into account levels of local workshop on district sponsored
takes place, and they know the and lesson plans, instructional activities and complexity, abstractness, and differentiated workshop on
appropriate levels of intellectual, assessments. open-endedness. Students instruction. differentiation prior to
physical, social, and emotional 2. Provide students opportunities to build on will experience, over time an 2. Plan with a grade- the end of the first
development of their schools. their strengths by developing learning increase in performance and level team focused on quarter, if available.
Design instructional activities that contracts or engaging in personal academic willingness to perform more differentiated learning 2. Will provide
incorporate differentiated goal setting that allows them to demonstrate complex tasks. activities. examples of lesson
instruction. Be able to adapt to knowledge and skill through a variety of 2. There is a higher level of plans once per month
instruction to meet the needs of methods. on-task behavior during small that reflect the
individual learners, providing all 3. Give students choices and encouragement and large group learning objective of the goal.
students with the appropriate to pursue projects that interest them as a part activities.
level of challenge and supports to of regular classwork. Provide students who
help them reach learning goals. are ready for more challenge with
opportunities to tackle independent research
projects.
4. Strategically group students effectively for
different learning activities. Avoid
homogeneous grouping unless appropriate.
Help all students find a way to contribute to
the group’s success.

Teacher’s Signature: ______________________________________________________________ Date: ________________

Mentor’s Signature: _______________________________________________________________ Date: ________________
Administrator’s Signature __________________________________________________________ Date: ________________
Plan: Individual Monitored Directed