INDIVIDUAL PROFESSIONAL DEVELOPMENT PLAN (SY 2022-2023)

A teacher’s IPDP can take shape in many different formats, but should include concrete goal(s) for targeted growth and learning of teachers and students.
Teachers will discuss the contents of their plan with their evaluator by the end of October. Teachers may include their IPDP as evidence within Core
Professionalism (CP) for those that are on the Standard or Enhanced tracks. Reflection on the plan itself and the learning opportunities within the plan are
considered a matter of professional responsibility.

A. I have set the following professional development goal(s):

*Describe how this goal was determined Potential evidence
and how it will lead to improvement in Proposed Learning Activities (how generated through the Target
Goal(s) professional responsibilities. the change will happen) activity date
Consistently and This goal was determined because as a I am setting up routines to help with ● Improved May 2023
efficiently implement school, we are focusing on our EL centers and build my student’s language arts
EL Education ALL Education ALL block curriculum and how it independence during center grades
Block curriculum to is impacting our students’ learning. worktime so I can meet with groups ● Group notes
have students grow daily. I am also using PowerPoint from teacher
in their language arts This will lead to improvement in as a visual to help students know group
skills. professional responsibilities and this will where and what they are doing in
help students close learning gaps that each group.
occurred during COVID-19.
* This links the goal to professional standards and data-driven (Examples: Prior EES data like Danielson Framework components: Observation or
Working Portfolio, Core Professionalism), SLO/SSIO, Student Survey results, or any other available grade/school-wide data.

B. Reflection: To what extent did you meet your goal(s) and what might be your next steps?

Through this learning experience and goal for this school year, I was able to develop my teaching philosophy, practices, and gain insights
and knowledge on how I can apply equity for all my students. As a school, we wanted to come to a deeper understanding of what our EL
Education can provide for our students’ learning experience and specifically language arts education. This goal was also crucial for third
grade as they are doing ALL Block for the first time and they will continue to patriciate in this curricula when they are in fourth and fifth
grade. ALL Block is a lot more independent and student driven. Thus, it was important to have them familiar and comfortable with this
learning experience throughout the school year. I met my goal by setting efficient classroom routines and procedures and utilizing
resources that are suggested to build independence during worktime.
During ALL Block, students were able to apply what they learned from the module lessons to build a stronger foundational skills with
reading and writing, which will assist them as we continue module lessons. For example, within the school year, students were expected
to write more rigorous writing pieces within each module. Through ALL Block, students participated in writing practice where they were
expected to write about any topic or something they are learning about what a certain amount of time. The purpose for this practice was
to build their writing stamina so they are able to comfortable write their writing pieces for the performance task in module. Meeting this
goal also shows how I met the Charlotte Danielson Framework (CDF) component 1d: demonstrating knowledge of resources. By using
the resources provided efficiently, I was able to have students grow in their language arts skills that they can then apply to grade level
performance tasks.

What helped with this process is my implementation of classroom routines and procedures and the utilization of suggested resources
within the EL Education ALL block curriculum. With my routines and procedures, my students were able to be more independent and
become my biggest assistors as they knew what was expected of when they were doing ALL Block work independently, in groups, or with
a teacher. I also ensured to implement resources such as PowerPoints for visuals, folders to keep ALL block materials organized, and
specified locations for certain rotations and sharing these with my students. Students became so independent and comfortable with the
ALL Block curriculum that they could lead themselves during independent and group work. This shows that I have met the Charlotte
Danielson Framework (CDF) component 2c: managing classroom procedures. With efficient classroom procedures, students were able to
have an efficient and positive learning experience where discrepancies didn’t take away from their learning time and they could develop
the skills needed to help them complete their tasks within module.

In addition, during module I was able to see what students were struggling with the content of the lesson. After every lesson, my
students would complete a formative task so I could see their understanding. Based on their performance and collected data, I knew
what would benefit students during ALL Block times. For example, I would take anecdotal notes on students work and ensure to address
any misconceptions during ALL Block time before the next module lesson was taught. Through this practice, I was able to collect data in
an efficient manner and meet my students’ needs. Thus, this shows I met the Charlotte Danielson Framework (CDF) component 3d: using
assessment in instruction. With collected data on students, I could address misconceptions in a timely manner so they would be
prepared for the next lesson, the performance task and the end of the module, and more rigorous work in the next modules.

For next steps, I want to continue to implement my classroom routines and procedures within my ALL Block instruction time so that
students are able to participate in a positive learning environment and overall become stronger readers and writers. I believe that
“simple yet effective” goes a long way when it comes to classroom procedures, especially with ALL Block being designed to make students
more independent and responsible within their learning. I will continue to brainstorm ideas of classroom routines and procedures so
that ALL Block can continue to be implemented consistently and effectively for the benefit of my students. I also want to collaborate more
with my colleagues and do learning walks to see what other teachers do, and hopefully gain insights on how I can make ALL Block not
only a consistent and efficient practice within my classroom, but a fun learning experience as well.