Professional Development Plan (PDP – Part 1):

Student Name: Mariam Mohammed ID #: H00292379

Introduce the PDP setting:

Professional Development Plan (PDP) is an important step that teachers or even student
teachers prepare and follow and that after being evaluated or in case of having a drawback in
a specific skill. PDP is identified as individual career aspirations and progressions. Through
which there is a description of the goals and needs that teachers wish to achieve and what
they are going to do to develop their skills and finally achieve their goals (Guzder, 2019).
That shows the great importance of PDP in developing and improving performance and that
all is reflected in students’ academic achievement.

Justification of PDP
PDP is an effective plan through which teachers identify their weak points and then set a plan
for how to manage such issues effectively. In turn, there is great importance for such use as
planning goals help in identifying some areas of concern and then to work on how to improve
them. Besides, the main reason behind the PDP is developing skills, methods of teaching, and
how to promote our abilities after having an evaluation. Moreover, that aims at conveying
high expectations at students and manages them to achieve high levels of success
[ CITATION Pro15 \l 1033 ]
 Previously stated Person
Skills you
development needs al
personally
develo
MCT MST know you Needs of the setting Comments:
pment
recommenda recommend need to
interes
tion ation develop
t

Control
Contro
ling
lling
To manage student
Classroom student
students’ s
Management s Programs for more
behaviour during
during during activities.
during activiti
activities. activiti
activities. es.
es.

Professional
Developmen
t Target
Classroom management.
(aligned
with TP
competency)

Concise Reflections & actuality

Goal 1: Classroom Management during activities I think that could be
Action 1:   achieved as long as I use
 Using stickers to encourage attractive techniques.
students to follow the rules.
 Using class Dojo to motivate
students to behave well.
 Managing groups
 Star of the week strategy
  Verbal praising

Desired time  
frame: Along the semester as that continues with
students.

Any support  My MCT and MST

needed  Attractive activities
 Games activities

Data
collection
tools to be
used to - Students work.
provide - Screen shot.
evidence of When I put the game for the students after
the success of they finished, they send me a picture with the
the action score that they got.
Evidence
(after
implementati
on)
 Previously stated Skills you
Personal
development needs personally
developm Needs of the
MCT MST know you Comments:
ent setting
recommenda recommend need to
interest
tion ation develop

Using
Differentiatio Using
Using more
n in more
various assess Programs for
assessment assessmen
types of ments more activities.
types. ts tools
assessments. tools

Professional
Development
Target
Differentiation.
(aligned with
TP
competency)

Goal 2: Encouraging students to learn through

motivational techniques  Reflection
Action 2: More strategies to be followed as: Using these strategies will
motivate students to learn
 Providing students with and that can be achieved
educational games. and even to be a constant
 Observing other teachers as my process.
MCT and MST
  Praising students’ achievements
 Class Dojo
 Using visual aids
 Stickers
Desired time Along the whole semester to be a constant
frame: behaviour.
Any support  My MCT and MST
needed  Attractive activities
 Games activities
Data
collection
tools to be
used to
provide
evidence of
the success of
the action - Students work.
Evidence The teacher will ask the students to open
(after their science books and write about their The activity is talking
implementati favourite animals. After they finish the about each student's
on) teacher will ask 5 students to talk about their favourite animal. There
favourite animals for the whole class. will be a differentiation
between students
’thinking through writing
and talking about their
favourite animal.
In this activity, students
had fun while they write,
think, and talk about their
favourite animal. There
was no instruction from
the teacher that they
should only talk about a
specific animal. With this
 activity, the students were
free to choose and explain
about their animals.
After the explanation, the
teacher will be able to
know the students' levels
through their explanation
of what they have written.

Previously stated Skills you

Personal
development needs personally
developm Needs of the
MCT MST know you Comments:
ent setting
recommenda recommend need to
interest
tion ation develop
Encouraging The need to Suppor Supporting
students to motivate ting Supporting group work
learn through students student students
motivational through the s through
techniques use of throug motivating
various h their work
motivational motiva
factors and ting
techniques. their
 work

Professional
Development
Target
Motivation.
(aligned with
TP
competency)

Goal 3: Encouraging students to learn through

motivational techniques  Reflection
Action 3: More strategies to be followed as:
Using these strategies
 Providing students with educational will motivate students
games. to learn and that can be
 Observing other teachers as my achieved and even to
MCT and MST be a constant process.
 Praising students’ achievements
 Class Dojo
 Using visual aids
 Stickers

Desired time Along the whole semester to be a constant

frame: behaviour.
Any support  My MCT and MST
needed  Attractive activities
 Games activities
Data - Student’s work.
collection
tools to be
used to
provide
evidence of
the success of
the action
Evidence The teacher has to
(after change the teaching
implementati routine at least weekly.
on) Because students will
be bored and this will
not motivate them to
study or focus. When
the teacher changes the
nature of the teaching,
such as, putting a game
about the lesson,
through the game
students will enjoy to
playing the game and
understand what the
lesson is talking about,
I motivate the students by changing the routine
but in another way.
for how they are thought so I put for them
When students started
online quiz instead of using the book.
solving problems
through an online quiz,
I found that students
focus more when the
weekly routine
changes. After students
finish completing the
online quiz, the
students send their
mark to the chat box.
 Previously stated
development needs
MS Skills you Personal
T personally know developm Needs of the
MCT Comments:
reco you need to ent setting
recommenda
mme develop interest
tion
ndat
ion
Students work
Support
together on
students to
group
discuss
Create topics assignment
with each Supporting
for discussion and
- other. group work
during the maintenance
lesson tasks and roles
are important
in group
development.
Professional
Development
Target
Establish group interactions.
(aligned with
TP
competency)

Goal 3: Encouraging students to learn through

motivational techniques  Reflection
Action 3: More strategies to be followed as:
Using these strategies
will let the students to
 Initiating Discussions
work together as a
 Clarifying points
group and let them to
 Summarizing
 discuss and give their
opinions.

 Challenging assumptions
 Providing or researching information
 Reaching a consensus.
[ CITATION Sta20 \l 1033 ]
Desired time Along the whole semester to be a constant
frame: behaviour.
Any support  My MCT and MST
needed  Attractive activities
 Games activities
Data
collection
tools to be
used to
provide
evidence of
the success of - Students answers.
the action - Students work.
Evidence After finishing the lesson, I display a question When the teacher poses
(after about what I taught them, and I gave them 1 a question about the
implementati minute to think and remember what is the lesson that was taught,
on) answer. this shows the teacher
who was focused on
the lesson and who not.
Also, there is time for
students to think and
remember what the
lesson was or what the
answer was.
By asking the teacher
to the students, the
students were given
 time to think about the
answer. Some students
started typing the
answers into the
chatbox for the teacher
to check.

References
Guzder, K. (2019). Professional Development Plan for Teachers . Retrieved from
https://www.highspeedtraining.co.uk/hub/professional-development-plan-for-
teachers/

Professional Development Plan for Teachers. (2015). Retrieved from https://bsd405.org/wp-

content/uploads/2015/07/Board-Presentation-PD-Plan-2015-08-25.pdf

Staff, T. (2020, Aug 21). 20 Collaborative Learning Tips And Strategies For Teachers.
Retrieved Oct 8, 2020, from teachthought:
https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-
strategies/