Planning

Planning

Student’s Name

Institutional Affiliation

Planning

Individual Professional Development Plan

Goal Sheet

Name	Submission Date
Directions:  List 2-3 goals for your professional development learning. Under each goal, indicate which part of the F.I.T. rubric this will address. Also, list which Educator Standard(s) each goal reflects *, as well as the specific element under each standard. Then note what possible specific activities you will participate in that will help you develop the knowledge and skills to achieve this goal.
Goal 1: I will improve my effort in understanding personal student progress. F.I.T. Rubric Connection: The goal fits the rubric on the higher order thinking. The response analyses the cognitive responses in its formulation. Educator Standard and element: In the first standard, the teacher should understand the learning and development process of the student. An effective educator understands the strategies and procedures used by learners to construct knowledge. The understanding is useful because it guides the tutor in the creation of appropriate learning activities according to the age, ability, and learning style of the student. Possible PD activities: Take more time to assess assignments to measure their strengths and weaknesses.Improve pupil engagement and communication.Add more learner engagement activities. Organize more parent-teacher engagement sessions. Discuss the progress of scholars with other teachers involved.
Goal 2: I will improve on my level of education on teaching further. F.I.T. Rubric Connection: The goal fits the rubric in the development of an individual professional plan. It is a comprehensive personal review. Educator Standard and Element The seventh standard is on professional responsibility and growth. Teachers are supposed to assume a professional obligation to improve their performance and involvement professionally. Tutors can enhance their abilities by taking on more courses or receiving advice from people advanced in the profession. Possible PD activities: Enroll in courses to improve the existing teaching skills. Participate more in teacher engagement processes. Take a class in psychology to understand the students better.

Personal Development Plan

            My development plan puts the needs of the students ahead. The set professional standards offer the essential guidance in meeting learner needs. Further, the plan also incorporates the expectations of the rubric. Professional standards achieved by other people in the field are also included as a guiding factor in the development plan. As an expert, I always seek to benchmark with the best practices.

            A good understanding of the learning ability is essential for quality learning and teaching. An effective teacher uses the understanding to develop strategies to enhance student construction of knowledge (Hord & Tobia, 2015). Additionally, the teacher develops activities that are appropriate to the age, style, and learning ability of the pupils. The experience and background of students also influence the ability to learn. Its understanding helps teachers connect the learner interests with the present knowledge.

            Teachers also need to develop a good understanding of the concepts they are teaching the learners. Proper comprehension by teachers has a significant impact on the achievements and learning of the students (Hord & Tobia, 2015). In particular, tutors need to grasp the history and structure of the subject. In addition, it is essential for the lecturer to note that each discipline is not static. Thus, the learning plan is regularly revised, and teachers need to update themselves continually to keep up with the learning needs of the students (Thorpe, 2014). The materials should be linked with the skills and abilities of the learners to create relevance. According to the Ohio academic standards, teachers are required to keep abreast of current developments and research in their field of expertise. In that regard, teachers make content meaningful, applicable, and relevant to their pupils.

            Lecturers have the prerogative to optimize the student-learning process and eliminate the obstacles distracting pupils from realizing their actual potential. In that regard, assessments by the teacher are imperative towards gauging the performance of the students (Oser, 2014). The learning ability of the students depends on the interaction with a teacher. The tutor then compares the learners’ actual ability with the scores from the assessment. A teacher should employ multiple assessment measures to gain an understanding of the student. According to the Ohio Academic content standards, teachers are required to use informal and formal assessment data to gauge the incremental development of the students. Learners should be encouraged to examine their work critically before handing it over for assessment. In that regard, scholars develop a cognitive sense. Consequently, they monitor their academic progress, and it makes learning more interesting.

            An effective teacher has high expectations of all the students. The strategies and teaching programs are designed to have an impact on all of the learners. Tutors continually reflect on the student outcomes, and adjustments are made to the strategy to enhance the reception of all the youths (Oser, 2014). A good grasp of the content enables teachers to find the best sequence for delivery. Knowledge is presented to the students in a structured manner but differentiated according to the specific learning abilities of the learners. The tutors create challenging but positive experiences in learning by using instructional strategies based on research. Teachers build concepts and ideas that enhance the students’ ability to comprehend complicated concepts. Effective questioning strategies directed by the teachers stimulate the thinking of the learners. An effective tutor is required to explore and integrate more learning tools to improve the comprehension of students.

            Professors also have to create an environment that influences high level of achievement for all the learners. Additionally, students are supposed to feel responsible for the learning experience (Oser, 2014). A teacher should organize the learning process in a way to maximize the learning opportunities for all the students. The content created should be rich in environmentally reflective concepts. Additionally, the environment designed for the students should be safe, fun, and it should develop a sense of belonging.

            In teaching profession, communication skills are imperative as they encourage active, supportive, and collaborative interactions in the classroom (Lowry, 2014). Additionally, effective teachers regard the family as an integral part of the development of the pupils. Besides, teachers should respect confidentiality. Often, students come to teachers sharing the situation in their homes. A relationship of trust between a learner and a teacher is critical. Students are more open-minded to learning when they are comfortable with their teacher. Additionally, a teacher is able to address the issues that are inhibiting the educational progress of the student from home. Parent-teacher engagement is essential for resolving such matters.

            As professionals, teachers also should recognize the need to improve the skills. The modern world is dynamic, and matters that are fashionable may be seen as outdated shortly. In the same way, the content delivered to learners should be changing. Teachers are required to stay updated and anticipate coming changes. Students are more intrigued when they relate more to current affairs. In addition, teachers should inspire pupils to critically examine their immediate environment to making appropriate changes.

References

Hord, S. M., & Tobia, E. F. (2015). Reclaiming our teaching profession: The power of educators learning in community. New York, NY: Teachers College Press.

Lowrie, T. (2014). An educational practices framework: The potential for empowerment of the teaching profession. Journal of Education for Teaching, 40(1), 34-46.

Oser, F. K. (2014). Professional morality: A discourse approach (the case of the teaching profession). In Handbook of moral behavior and development. Psychology Press.

Thorpe, R. (2014). Sustaining the teaching profession. New England Journal of Public Policy, 26(1), 5.