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PROFESSIONAL PAPER (50 CHARACTERS
PLAN OR LESS) 1 1

Professional Development Plan: A Detailed Analysis

Ashley Michelle George

UNC Greensboro
PROFESSIONAL DEVELOPMENT PLAN 2

Professional Development Plan: A Detailed Analysis

My melanin favors the evening copper sunset as it gently sits upon the horizon awaiting

for the prelude of dawn. Yet, I am unapologetically black in a society where the color of one’s

skin is a phenomenon. Racism does exist, but discrimination and injustices speak louder in our

communities and campuses. My inspiration, goals, ethics and purpose originate from the

simplicity of my skin color. Like a tree harvesting its seeds, my color generates and stems a

plethora of challenges, social injustices and a wide range of unlawful perceptions. The

educational system institutionalizes individuals to see color. Up until high school, I began to see

what my true color was, which was black. I saw that I was a different color than my instructors

and peers. I saw that my color did not compare to anyone else’s in my class. I saw that I was

ostracized and out casted. I was the minority at my high school. I was looked down upon and

noted as inferior; thus, I decided to attend a historically black institution (HBCU). I wanted to

find my culture and become a part of a community of black educators.

As a light skinned woman from the suburbs, I still felt like I did not fit in. I was unwanted

in the black community and unwanted in the white community. I was constantly worrying about

where my “middle ground was” between these two communities. Fortunately, I found that bridge

between those two communities and found a place I was accepted into, which was a TRIO

program. In addition to attending and graduating from Winston Salem State University, I joined

a TRIO program that embraced all cultures, socioeconomic backgrounds, sexualities and

identities.

This TRIO program is a student support services program that provided academic and

personal support for individuals that had limited resources and limited income (Pell grant

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recipients), as well as students that are considered disabled (Student Services 2019). Even though

I lived in the suburbs, my mom was a single parent, living paycheck to paycheck providing for

my siblings and me. She made only enough to support my siblings and the household and not my

education. I was considered a lower income student based upon the number of siblings I had, the

amount my mother made each month, and the zero-dollar family contribution from my mother. I

qualified for the TRIO program as a lower income, documented disabled, and Pell grant

recipient. I am a product of this program and without this program, I would not be as successful

as I am today. Most importantly, this program helped me to see that my black is beautiful by

providing workshops and individualized counseling. My Black is Beautiful. As I take a single

breath, each word flows out of my mouth like sweet molasses from a sugar cane. As I pause

between each word, and each syllable, it is a constant reminder to me that I am an individual who

was empowered and can empower others. I was encouraged and inspired through my mentors

within the TRIO program to pursue a M.Ed. in Student Affairs Administration in Higher

Education so that I can work in a TRIO program as a Assistant Director of Student Support

Services; eventually, I would like to become a Director of Student Support Services. I wanted to

help other students find that middle ground.

Likewise, the TRIO program is designed for students that are first generation students.

First generation is defined as “a student whose parent(s)/legal guardian(s) have not completed a

bachelor’s degree. This means that you are the first in your family to attend a four-year

college/university to attain a bachelor’s degree” (Allen, 2019). First generation, disabled, and

low-income students are the population of students that I aim to work for as an Assistant Director

of Student Support Services. Additionally, I believe that first generation students contribute to

the retention and drop out rates substantially based on their low socioeconomic backgrounds.

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70.0%
57.3%
60.0%
Sh are o f resp on de nts

50.0%
40.0% 29.1%
30.0%
27%
21.5% 20.3% 18.2% 17.3% 17%
20.0% 10.5%
10.0%
0.0%

These students must work twice, if not more than the average student to find resources for them

to be successful in the academic realm. First generational students have much less financial and

emotional support than a student that does not have to take out loans due to parental help. That is

why the TRIO programs and student support services are essential within a university because it

is geared towards helping these students --specifically, students of color find resources.

The chart below shows gender and race play a vital role in relation to academics and

socioeconomic backgrounds. In 2016 researchers identified students who considered themselves

first generation by gender and ethnicity. This research concluded that Hispanics and African

Americans were amongst the highest to be classified within the first-generation spectrum (HERI,

2017). Due to these numbers, I feel that it is important for me to work with this population and to

positively contribute to the graduation frequency for individuals of color. Research has shown

that students of color who make connections outside of the classroom with faculty members have

a positive difference in their social, academic, financial and mental lives within the insitutiton

setting. This chart demonstrates the need for more student support services geared towards

students of color, and that insitutions need more faculty members willing to be change agents

within the insitutions. I want to be that change agent for a student and to help bridge those gaps,

like it was done for me by my TRIO faculy mentors.

Percentage of students identifying as first-generation students in the United States in 2016, by gender and ethnicity

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U.S. share of first-generation students as of 2016, by gender and ethnicity

Note: United States; 137,456 Respondents; First-time, full-time students who entered four-year U.S. colleges and

universities. Further information regarding this statistic can be found on page 8.Source(s): HERI; ID 708379

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ASHLEY M. GEORGE’S MISSION, VISION & GOALS

MISSION VISION GOALS

To transform the student To positively transform To become a well-equipped

affairs professional practice by
creating and sharing
influential leadership
techniques; hence, I want to
advocate for equitable and
inclusive/diverse learning
environments.
academic communities by
inspiring, advising, preparing
and enriching students leading
towards post graduation.
Encouraging positive
transformation is a gateway or
tunnel for inspiring healthy,
ethical, and responsible
actions.
student affairs professional that
cultivates transformative
experiences. These experiences
will challenge students to aim
for upward mobility towards all
their experiences at any public
or private institution thus,
creating a premier, learning
oriented student affairs
professional.

As a student affair aspiring professional, it is essential to determine one’s mission

statement, visions and goals. These key concepts are known to be a crucial function in

strategically planning and managing personal objectives. These concepts serve as a guide for

helping to direct my career aspirations and provide a compass to my student affairs professional

destination. Having these important tools also offers a focal point for me to organize and develop

a clear perspective of my journey; therefore, they serve to increase efficiency and productivity

within an individual’s occupation. Additionally, having a vision, mission statement, and goals

describes the foundation of my identity and how I make significant decisions towards achieving

my goals. It also gives me a focused and intentional strategy to put my dreams and aspiration

into actionable parameters to accomplish them in a realistic fashion. These visions, mission

statement, and goals will be utilized to introduce a strategy for my post gradation position thus,

specifying the core structure of aspiring to be a Director of Student Support Services within a

TRIO program.

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PROFESSIONAL DEVELOPMENT PLAN 7

*Personalized Student Affairs Career Structure Outline*

Director of Student Support Services (SSS-TRIO)
SUMMER 2020

UNCG MCNAIR
-TRIO GRADUATE
ASSITANT

Current until
graduation
MENTOR IN A TRIO
PROGRAM

Graduate Assistant for the Graduate School

FALL 2019

*This structure demonstrates my desired professional stages to become a Director of Student

Support Services of a TRIO program after I obtain a M.Ed. in Student Affairs Administration in

Higher Education.

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2019- 2020 Professional Development Plan

GOAL TASK PURPOSE

GOAL  To be able to provide an appealing summary of my skills, abilities, and accomplishments in one page.
This one page will provide aPRIORITY
snapshot of who I am and will intentionally emphasize my interest within the
paradigm of student affairs.

TASK/GOAL DATE Set up an appointment on Handshake to meet with a Career Development Counselor to
critic and revise my resume. Accomplish by

The resume should be critiqued before Friday, October 4, 2019

PURPOSE The purpose of having a chronological list of professional experiences is to catch the attention of
employers or recruiters at my desired agency or institution. Moreover, having a detailed resume that demonstrates
my skills and strengths could possibly open doors within my professional career.

GOAL To obtain Graduate Assistantship at the McNair Program for UNC Greensboro.

TASK(S) Review the graduate assistant position at this link ( https://studentsuccess.uncg.edu/uncg-mcnair-scholars-

program/). Accomplish by Saturday, October 5, 2019

TASK Email carla.fullwood@uncg.edu introducing myself and inquiring about job requirements that are not listed on the
job description website. Accomplish by Tuesday, October 8, 2019

TASK Apply for the Graduate Assistantship Accomplish by Sunday October. 13, 2019 UPCOMING PRIORITY

PURPOSE Applying for this graduate assistantship will provide a valuable entry into the student affairs field and
will help me gain more experience working with my desired population of students.

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GOAL TASK PURPOSE

GOAL To be able to network with student affairs professionals and to become more integrated within my
professional community. This integration process will improve and enhance my knowledge of the profession; thus,
teaching me new concepts and guiding me to resources.

TASK Apply for 2020 NASPA Annual Conference that is dated for March 28, 2019-April 1, 2019 in Austin
Texas. The link for the conference is here https://conference.naspa.org/ Accomplish by End of this semester

PURPOSE The purpose of attending this conference is to network with other student affairs educators/students
whom are passionate about higher education. By attending this conference, I would expand my professional
involvement(s) to add unto my resume. Attending these conferences will provide a competitive advantage for me
during the hiring process.

GOAL To be able to establish myself professionally within an internship capacity.

TASK Find an internship; preferably, an internship working within a TRIO program. Accomplish by Summer 2020

PURPOSE The purpose of an internship is to be able to learn what approaches and strategies work best within
student affairs; regarding the student affairs practices.

GOAL To speak to an individual that can assist with my course selections and help provide other academic options
that may fulfil program requirements. To be able to align my academic goals with my personal and career goals.

TASK Schedule a meeting with Dr. Laura, my advisor Accomplish by Mid of October; on a monthly basis

PURPOSE The purpose of meeting with my academic advisor on a monthly basis is that I can project ahead as
much as the program will allow when it pertains planning my academic schedule for the future.

GOAL To be able to establish myself professionally and start my career within my specific course of study post
graduation.

TASK To search for a job before graduating and to go on at least four major interviews before graduating.
Accomplish by February 2021

PURPOSE I want to be able to expand my visions, goals, and mission into a purposeful career where I can put my
theoretical analysis into practice.

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Assistant Director, TRIO Student Support Services Job Description

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PROFESSIONAL DEVELOPMENT PLAN 11

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PROFESSIONAL DEVELOPMENT PLAN 12

Resume

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PROFESSIONAL DEVELOPMENT PLAN 13

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Professional Development Narrative

As a graduate student working in the Graduate School at UNC Greensboro, I have gained

some expertise in the professional student affairs competencies and understand the numerous key

areas of knowledge that I must master before graduating. Though I am a first semester graduate

student, most of my student affairs experience has come from my undergraduate vocations. Per

my resume, I have leadership, TRIO student support services, advising, casework and

mentorship experience. Even with this experience, I realize that I have gaps and/or limitations

within my current field that I have not yet developed. These gaps are areas I would like to bridge

to enhance and continue to build upon my professional development beyond graduation into

becoming an Assistant Director of Student Support Services. How I can bridge those gaps is by

those resources that I need to help me build upon my knowledge, participating in career

professional activities, analyzing the outputs and outcomes of the workshops or activities, and

making an impact on my institution from the knowledge I have gained (Chart 1.1).

Additionally, the M.Ed. in Student Affairs Administration in Higher Education program

will provide me with a general overview of student affairs thus, preparing me to become a

generalist practitioner within my student affairs profession. No matter what position I am in, I

believe that it is important to grow in the following areas listed below in the table.

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THE AREAS OF KNOWLEDGE THAT I WANT TO

DEVELOP

Multicultural Leadership Advising Student

Competence & Development
Helping Theory

THE FOUR COMPETENCIES I WANT TO DEVELOP

Equity, Diversity Advising Assessment,

Student
& & Evaluation
Learning
Inclusion Helping &
Development
Development

Chart 1.1

*Professional Competency Areas for Student Affairs Educators Handbook

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Professional Development Plan

Per my resume and Assistant Director of TRIO Student Support Services job description,

this is a detailed professional development plan that will involve comparing my current

qualifications in accordance with the qualifications that I need to obtain. These career

benchmarks are essential to improving or redirecting my career objectives. This professional

development plan will provide a self analysis of what accomplishments I may need to achieve to

reach those goals that I have set for myself. I do realize that I have more experience from my

undergrad than my graduate term; however, I do believe that once completing my master’s

program I will have accumulated more experience in those areas of knowledge and

competencies.

Qualifications and required skills

Skills/Qualifications Actions to be taken Where/Who Time Frame

Master’s degree in I am a first semester UNC Greensboro August 2019 to

college student M.Ed. in Student May 2021
personal/student Affairs
affairs, higher Administration in
education, Higher Education at
counseling… UNC Greensboro.
Minimum 2 years of I have a Graduate Possible internship October 2019 to
advising/counseling Assistantship in the and/or Graduate May 2021
experience preferably Graduate School, but I Assistance ship
in a TRIO program at will be obtaining a
the post secondary GA in the McNair
level TRIO Program.
Additionally, I have
four years of
experience working in
a TRIO program.
Experience in I am living in the Online Summer 2020
providing services to experience of a
students with student with a
disabilities documented
disability. I have also
had prior experience
working at TRIO

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PROFESSIONAL DEVELOPMENT PLAN 17

program and with

other students with
disabilities. Apply to
take other training
courses on students
with disabilities
Look up services for
students that they can
use as a resource-if
needed when I
become a practitioner.
Experience working Per my resume, I am Winston Salem State Current
with low-income, first working with a University & Youth
generation college homeless program Focus, Inc.
students getting students in at SSA- Student Success
Winston Salem State Agency
University. Also
working with SSA.

Skills/Qualifications Actions to be taken Where/Who Time Frame

Supervisory and I am currently gaining The Graduate School August 2019 to
administrative this experience at UNCG May 2021
experience through my GA
Computer literacy, Take updated Online Summer of 2020
specifically Microsoft Microsoft Word and
Word, student Outlook courses. Per
advising and my resume, I have all
automated-registration the qualifications that
systems and Outlook I need for Word &
Outlook. I plan on
learning advising
technology.
Knowledge of I plan on reviewing WSSU Fall semester 2019
communications TED Talks and Online
management and attending workshops
social media preferred at WSSU on these
topics

References
(n.d.). Retrieved September 18, 2019, from

https://www.higheredjobs.com/admin/details.cfm?JobCode=177073863

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ACPA: College Student Educators International & NASPA − Student Affairs Administrators in

Higher Education (2010). ACPA/NASPA professional competency areas for student

affairs practitioners. Washington, DC: Authors.

Allen, Q. (2019). First-Generation. Retrieved September 29, 2019, from

https://www.chapman.edu/students/academic-resources/first-generation/index.aspx.

HERI. (April 19, 2017). Percentage of students identifying as first-generation students in the

United States in 2016, by gender and ethnicity [Graph]. In Statista. Retrieved September

29, 2019, from https://www.statista.com/statistics/708379/first-generation-students-by-

gender-and-ethnicity-us

HigherEdJobs. (n.d.). Retrieved 14, 2019, from

https://www.higheredjobs.com/admin/details.cfm?JobCode=177073863

Student Support Services. (2019). Retrieved September 28, 2019, from

https://www.wssu.edu/academics/colleges-and-departments/university-college-and-

lifelong-learning/student-support-services/index.html.

UNCG Logo [Photograph]. (n.a). Retrieved from https://www.bing.com/images/search?

view=detailV2&id=D4B56FFA1B7C070181C04502080514FA639F4865&thid=OIP.EB

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