Personal Professional Development Planning
Personal Professional Development Planning
Summer Academy 2008
This packet belongs to:
Name:
Job Title:
This packet contains information on, forms for, and samples of:
1) Professional Development History
2) Personal Professional Development Planning Process
3) Professional Development Plan Guidelines
• Goals-based Format
• Category / Topic Format
4) Professional Development Log
5) Vita
Professional Development History Worksheet
In order to move forward with planning for professional development, it is helpful to know where you’ve been! Take a moment to reflect on:
1. Previous work experience,
2. Previous formal education experiences, and
3. Previous professional development experiences, especially during the past two years. Some experiences that might be a part of those professional development experiences include:
|Training sessions |College degree program |
|“One-stop” in-service / workshop |Readings (professional journals) |
|“Series” in-service / workshops |Personal study (inquiry) |
|Action research |On-line courses |
|Lesson study |Mentoring |
|Cognitive Coaching |Learning communities |
Use the space below to record your thoughts.
1. Work Experience:
2. Formal Education:
3. Professional Development Experiences:
Personal Professional Development Plan
Setting Goals
In developing your professional plan, the next step after your history is setting goals. These goals need to take into account your current job responsibilities, your school improvement plan, content needs in your discipline, and your own aspirations for the future. With this in mind, write down your thoughts about your short-term and long-term professional goals:
Short Term Professional Goals:
Long Term Professional Goals:
Writing a Professional Development Plan:
The next step is identifying activities to meet your goals and creating your plan. Following are two formats for getting your plan in writing.
Goals-based Format:
Your personal plan might be designed to align with your short and long-term goals listed above and could include a variety of the activities given in the checklist on your history sheet. Each goal that you would like to work on would have one or more activities designed to help you reach that goal. For example:
• Research/read five articles in current journals regarding…
• Find and attend a workshop on…
• Establish a mentoring relationship toward the end of achieving…
• Reflect weekly through journal writing on…
Category / Topic-based Format
Your personal plan could also be divided by categories of learning that you would like to occur. Three such categories are:
A. Substantive or content issues. This would include professional development experience to help you explore new roles and responsibilities, new information, learning in a new content area.
B. Process skills. This would include experiences providing growth in relational skills such as team building and could include activities such as mentoring, peer coaching, etc.
C. Technical skills. This area covers the learning of techniques or skills such as how to write a proposal, learning to use new software/hardware technology, how to construct a rubric, etc.
This personal plan may take any form you like such as a list of activities ordered by goal, chronological occurrence, types of skills, etc. It could also be a mind map or concept map showing how the piece of professional development that you have chosen fit together. The timeline is up to you. For MMSTLC, the upcoming academic year would be the most appropriate, focusing on the winter semester.
On the pages that follow are the templates for the two formats and two examples of professional development plans written by classroom teachers using each of the formats.
Template for Goals-based Format:
Professional Development Plan
|Goals |Activities to Meet Goal |Activities Completed (Date) |
|Long Term Goals: | | |
|1. | | |
|2. | | |
|3. | | |
|Short Term Goals: | | |
|1. | | |
|2. | | |
|3. | | |
|4. | | |
|5. | | |
|6. | | |
Professional Development Plan
|Goals |Activities to Meet Goal |Activities Completed (Date) |
|Long Term Goals: | | |
|Continue with higher education towards Master’s|Explore classes in the math, technology, and science field,| |
|plus 30. |(geology, earth science). | |
|Check the possibility of becoming a supervising|Check requirements of becoming a supervising teacher at | |
|teacher for pre-service teachers. |local universities. | |
|Write and submit a grant or grants to improve |Research possible grants to help teachers develop knowledge| |
|teacher ability to teach and assess science. |and skills and materials to teach science. | |
| |Read materials on grant writing. | |
| |Develop contacts to assist with the grant writing process. | |
|Short Term Goals: | | |
|Finish thesis for Masters in Education: Topic |Meet with GVSU advisor to assure all criteria are met in | |
|= Inquiry Science Education. |order to complete Masters Program. | |
|Continue to work with colleagues in my building|Set up a schedule for teachers to sign up for me to come | |
|on Inquiry Methods of teaching science. |into their classroom and model a science lesson or observe | |
|Stay current with best practices in education. |a science lesson taught by them. | |
|Gain new knowledge on teaching the special |Coordinate with building administrator to secure release | |
|needs students in a regular education setting. |time from my classroom in order to visit other classrooms | |
|Train and mentor teachers in the building on |to foster inquiry methods of teaching science. | |
|understanding the District/building school |Find and attend workshops and conferences related to best | |
|improvement goal for science. |practices in education. | |
| |Read articles related to reaching the needs of all | |
| |students. | |
| |Become more informed with state science and school | |
| |improvement goals. | |
Template for Category /
Topic-based Format:
Professional Development Plan
|Category |Activities to Meet Goal |Activities Completed |
|Substantive & Content Issues: | | |
|Process Skills: | | |
|Technical Skills: | | |
Sample Category /
Topic-based Format:
Professional Development Plan
|Category |Activities to Meet Goal |Activities Completed |
|Substantive & Content Issues: | | |
|Vocabulary Teaching Strategies used throughout |Review Marzano’s Vocabulary Direct Instruction techniques |To be completed in 2008-2009 |
|school in all grade levels. |in grade level meetings. Building Science Leader to be |school year. |
| |present at one full set of grade level meetings to help | |
| |facilitate discussion. | |
| |Professional Development would determine limited amount of | |
| |science vocabulary at each grade level to focus on. | |
| |Discuss at grade level meetings a method for keeping | |
| |vocabulary to review throughout the year. (i.e. vocabulary| |
| |notebooks, chart paper, or some other method) | |
|Process Skills: | | |
|Writing Good Scientific Conclusions |Review writing in science rubrics at grades level meetings.|To be completed in 2008-2009 |
| | |school year |
| |Revise rubrics collaboratively if necessary. | |
| |Discuss teaching methods and lessons for use of rubrics at | |
| |grade level meetings or staff meeting. | |
| |Building Science Leader mentor teachers and model lessons | |
| |on teaching writing good science conclusions for teachers | |
| |as needed. | |
|Technical Skills: | | |
|Vocabulary Games and Activities used for |Model games and activities in groups at a building |To be completed in the 2008-2009 |
|review. |professional development. Jigsaw as a staff using |school year. |
| |Marzano’s Teacher’s Edition Book. | |
| |Use grade level meetings to discuss challenges and | |
| |successes using Marzano’s review activities and games for | |
| |vocabulary. | |
| |Set monthly focus goal for activities and games through | |
| |email, Week in Review (sent by Principal), and mailboxes. | |
Professional Development Log
As you start to implement your professional development plan, it is important to document your activities. Many schools / districts are now asking for teachers to submit records of their professional development activities as part of the annual review process. Your district may have a particular format to use as well. Below is one kind of template. What is important is that you keep track of your activities – use whatever format is comfortable for you!
Professional Development Log Template
Academic Year:
|Date |Activity |Description |Targeted Goal |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Sample Professional Development Log
Professional Development to Include in
Performance Review for 2006
(March 2006 – February 2007)
Professional
(related to office management)
• FRAMED! Investigate an Intriguing Mystery and Master Decision Making Strategies. Instructors: Dr. Hari Singh, Jayne Dissette, March 17 and April 14, 2006
• Seminar introducing the West Michigan Alliance, April 17, 2006
Professional
(related to University)
• Fall Teaching / Learning Conference: “Developing the Whole Student: Collaborating with Student Support Services”
Content
(related to professional development of teachers – mathematics, science, leadership, pedagogy)
• IPY Online Workshop – content in both polar science as well as experience with on-line workshops / conferencing (technology connection)
• NSDC Summer Conference on teacher leadership, Washington, DC, July 17 – 20, 2006
• Fall Teaching Conference, “Developing the Whole Student: Collaborating with Student Support Services,” August 23, 2006
• TI Graphing Calculator Workshop, October 5-7, 2006
Diversity
• “Street Children and Justice in South Africa”, Timothy J. Treanor / The Mandela-Parks Lecture Series, March 30, 2006 (Sponsored by College of Interdisciplinary Studies / African and American Studies Program)
• “Slaves, Quilts, and Robert Cromwell on the Wall: Slavery and Public Scholarship” / Dr. Michelle Johnson, GVSU, April 3, 2006
• Read The Kite Runner by Khaled Hosseini
Technology
• Blackboard: Student Online Journals, October 18, 2006
• Blackboard: What Do Students Say About Online Discussion?, November 2, 2006
Professional Vita
|Important! |
| |
|"Curriculum Vitae," "Vita," "Vitae," "CV," "C.V.," and "c.v." are all basically interchangeable as terms, and simply mean a comprehensive |
|representation in outline form of your education, professional history, accolades, interests, and other relevant information. A vita is |
|generally created for presentation to a prospective employer, or for a special circumstance, such as an award or promotion. Unlike a résumé, |
|there are no length requirements or limits for a vita. |
Below is a template with possible categories for a vita.
|VITA |
|Home Address: |
|Business Address: |
|Educational Background |
|Year |
|Degree |
|Institution |
|Professional Experience |
|Certifications |
|Professional Presentations (include title of presentation, brief description, and where given) |
|Publications |
|Grants |
|Professional Affiliations |
|Professional References |
VIita – Tara L. Maynard
Home Address: Business Address:
1152 Kenowa Ave SW Creekside Middle School
Grand Rapids, MI 49534 179 W. Roosevelt Ave
616.735.2403 Zeeland, MI 49464
616.748.4777 ext: 2426
tmaynard@
Educational Background
2003 Master of Arts Grand Valley State University
Masters in Educational Leadership with an emphasis in secondary administration
1998 Bachelor of Science Grand Valley State University
Mathematics major; biology and statistics minors; teaching
Certificate in mathematics and biology
Professional Experience
1998 – present Creekside Middle School, Zeeland, Michigan
Teacher for 8th grade mathematics. Served as team leader, middle school mathematics department co-chair, school improvement co-chair. Participated in curriculum development.
Certification
State of Michigan Professional Certificate: 7-12 mathematics, biology DX
Professional Presentations
“Hints for New Math Teachers” – Presentation focused on small day-to-day things to help every new math teacher.
Presentation site:
• Michigan Council of Teachers of Mathematics – Annual Conference, 2001
“Graphing Community Needs” – Presentation focused on a project done with the local United Way and a class of 8th grade students.
Presentation site:
• Supervolunteerism Conference – Annual Conference, 2001
“Life’s Linear Lessons” – Interactive presentation helping teachers find different activities to help introduce and develop the concept of linear functions.
Presentation site:
• Math In Action – GVSU’s annual math conference, 2002
“Where do we see Probability?” – Presentation of various activities that are used in middle school classrooms to develop the concept of probability.
Presentation site:
• Math In Action – GVSU’s annual math conference, 2003
“Tortoise and the Hare: Discovering Slope” – Presentation of a five-lesson activity using the story of the Tortoise and the Hare to discover slope and y-intercept concepts.
Presentation sites:
• Michigan Council of Teachers of Mathematics – Annual Conference, 2004
• Math In Action– GVSU’s annual math conference, 2005
“Spinners: What Can They Teach Us?” – Interactive presentation of the applications of spinners throughout the middle school mathematics curriculum.
Presentation site:
• Math In Action – GVSU’s annual math conference, 2004
“Hold Every Student Accountable” – Interactive presentation allowing participants to explore the use of an individual student response system called CPS (the Classroom Performance System).
• Presentation site: Michigan Council of Teachers of Mathematics – Annual Conference, 2005
“NASA and Middle School Math Connections” – Presentation showing middle school teachers how NASA materials can fit into many mathematics lessons.
• Presentation site: Math In Action Conference – GVSU’s annual math conference, 2006
“Maintaining the Middle Level in the Era of Mandates and Accountability” – Was part of a panel discussion on promoting the middle level belief system when many testing demands are being put on teachers.
• Presentation site: Teaching the Good Stuff in the Middle: A Middle Level Conference on Best Practices – GVSU conference, 2006
“Questions, Answers and Conversation: GLCEs and HSCEs – Adapting to Changing Expectations” – Was part of a panel discussion on how to integrate the state expectations into everyday teaching.
• Presentation site: Math In Action Conference – GVSU’s annual math conference, 2008
Publications
Using Pattern Problems to Develop Proportional Reasoning, 2004; Professional Development Guidebook for Perspectives on the Teaching of Mathematics – Companion to the NCTM Sixty-sixth Yearbook, co-authored with Pamela J. Wells
A Three-Way School/University Collaboration, 2005; Mathematics and Multi-Ethnic Students: Exemplary Practices – co-authored with Charlene Beckmann and Kara Rozanski
Professional Affiliations
National Council of Teachers of Mathematics (NCTM)
Michigan Council of Teachers of Mathematics (MCTM)
Awards
Distinguished Alumnus-in-Residence: Science of Mathematics Division, GVSU, 2003
Regional Directors’ Award, Michigan Council of Teachers of Mathematics, 2005
Professional Development
Continuing Education
NEW Program – NASA Educator’s Workshop, Glenn Research Center, Summer 2001
Michigan Mathematics Leadership Academy (MMLA), 2003-present
Brain and Learning Institute at Hope College – Summer 2005
Service
Supervision of pre-service teachers – Grand Valley State University – F1999, W2000, W2001, W2003, F2005, F2007
Steering Committee – GVSU’s Math In Action Conference, 2003-present
Professional References
|Karen Meyers, Assistant Director |Greg Eding, Principal |Dr. Charlene Beckmann |
|Regional Math & Science Center |Creekside Middle School |Grand Valley State University |
|Grand Valley State University |179 W. Roosevelt Ave |616.331.2066 |
|324 Henry Hall |Zeeland MI 49464 |beckmannc21@ |
|Allendale MI 49401 |616.748.3301 | |
|616.331.2515 |geding@ | |
|meyersk@gvsu.edu | | |
-----------------------
Submitted by:
Date:
Sample Submitted by: Janet Norman
Date: July 26, 2007
Submitted by:
Date:
Submitted by: Ginger Vander Beek
Date: July 22, 2008
Submitted by: Kerin Meyers
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