Professional Documents
Culture Documents
Professional Devlopment Plan
Professional Devlopment Plan
Professional Devlopment Plan
Goal
During
Provide more consistent and
Teacher differentiated instruction for special
Candidacy learners (particular students on IEPs and
struggling students).
Identified
Group
Students with IEPs
and who struggle
with the content
After
Find ways and strategies to differentiate Students when
Teacher the rather dry direct instruction (EX:
undergoing direct
Candidacy PowerPoints) that often accompanies
instruction
and is quite necessary for the Social
Studies field.
Rationale/Sources of Evidence
The average grades of students with IEPs and who historically
struggled with Social Studies is considerably much lower than past
quarters under my instruction and grading. I can deduce that this
may be occurring because of my lacking of experience in dealing
with students with IEPs or similar accommodative needs.
Data shows that direct and teacher-focused instruction methods
are some of the least effective in terms of student engagement
and the overall success of information encoded when later
assessed. However, since this method is often easier and quicker,
it is often utilized.
Candidacy
Initial Activities
Follow-up Activities
(as appropriate)
I will:
Professional Development Plan is based on template created by the Indiana Department of Education
Candidacy
I will:
3: Essential Resources
PL Goal
No.
During
Teacher
Candidacy
Resources
After
Teacher
Candidacy
4: Progress Summary
PL Goal
No.
During
Teacher
Candidacy
Notes on Goal
Attainment
Students with IEPs or who historically struggled in Social
Studies grades improved from ___ to _____%.
Observations of student engagement and understanding
improved in ____ of _____ students. _____ of ______
students reported increased levels understanding,
satisfaction, and feelings that their needs were being met.