The Measures Of PDP Plan

PROFESSIONAL DEVELOPMENT PLAN (PDP)

Warm Up Activity
A Model Of Professional Learning
Activity-2

1. Reflection on practice
2. Collaborative learning
3. Experiential learning
4. Cognitive development
Examples Of Professional Learning
Activity-2

• Self-evaluation and critical reflection processes

• Experiential, action or enquiry-based learning
• Professional dialogue with colleagues, other professionals, parents, and
learners
• Focused professional reading and research
• Leading or engaging in practitioner enquiry/action research
• Critical analysis of reading, learning and impact on professional practice
• Learning about aspects of the curriculum or pedagogical practice
Examples Of Professional Learning
Activity-2
• Peer support e.g. coaching or mentoring
• Classroom visits/peer observation
• Online learning/blogs
• Work shadowing
• Co-operative or team teaching
• Participation in collaborative activity e.g. teacher learning community, learning round
• Leading or participating in a working or task group
• Planning learning which is inter-disciplinary or cross-sector
Examples Of Professional Learning
Activity-2

• Participation in activities relating to assessment and moderation

• Secondments, acting posts and placements
• Masters study and qualifications
• Accredited courses or activity related to achieving national professional standards
for teachers
• Professional/ Academic conferences
 Teaching Professionalism
• “a teacher who is engaged with a
career path that encourages,
fosters, and rewards constant
professional growth that reflects
directly and positively back on
classroom practice.”
Barker et al (1997) 8/27/2014
Reflect on my need to start with PD Plan
Why bother with teacher development?
K Bailey, Andy Curtis and D Nunan answer:
• To acquire new knowledge and skill
• To keep up with changes around us
• To increase our power over our own lives (work our way forward)
• To combat negativity in our teaching contexts
• To fight or prevent burnout
• To overcome sense of isolation
• To expand our conceptual understanding of teaching
What is the connection between teacher's stage in the
profession and professional development?
• Getting involved in a systematic teacher development
program will help you through all stages.
• The renewal stage may come with a crisis and TD is
the way to get out.
• When we create a TD program we need to aim at
teachers
who are undergoing different stages.
• PD programs should rely on the mixed abilities that
emerge from teachers being at different stages.
Effective Professional Development

• Leadership
• Knowledge
• Resources
• Collaboration
• Evaluation
• Sustainability
Effective Professional Development
• Practice (Coaching and Mentoring)
• Effective Professional Development needs a plan…..
• Training on a single topic without coaching and mentoring are not effective
• “Unless a training is followed by on-going support for educators, implementation in
the classroom is unlikely.”

Empowering Teachers: A Professional and Collaborative Approach(2008) SETDA

Why is Professional Development Important?

• Students are changing -Digital Natives

• Technology is a disruptive and rapidly changing force
• 21st Century Skills are different
Performance and Development Toolkit
Overview:
Reflection and Goal Setting
Resources:
Getting started survey –
• How do I perceive performance and development at my school?
• What is my role in the performance and development cycle?
• How can I ensure I get the most out of my goal setting?
• Goal setting guide
Performance and Development Toolkit
Overview:
Professional practice and learning
Resources:
• How does professional learning support my performance and development?
• How do I evidence progress against my goals?
• Examples of evidence
• How do I engage in classroom observation?
• Tips for collecting and documenting feedback
Performance and Development Toolkit
Overview:
Ongoing feedback, reflection and review
Resources:
• How can I initiate ongoing formal and informal feedback?
• How can I support effective peer-feedback in my school?
• How do I reflect on my own goal achievement?
• How can I make the most of my performance and development review?
• Performance and development review guide
 What is Effective Professional learning

Professional learning will be most effective when it is relevant, collaborative and future
focused, and when it supports teachers to reflect on, question and consciously
improve their practice. These characteristics of effective professional learning should
be considered when designing, selecting, reflecting on or evaluating professional
learning.
Australian Charter for the Professional Learning of Teachers and School Leaders, August 2012
How does Professional Learning Support My
Performance and Development?
• An important part of working towards goals and collecting evidence of your progress
includes undertaking professional learning to improve your teaching practice.
• Once you have identified a goal, you can consider what actions will help you to
achieve it. This will usually include some form of professional learning
How does Professional Learning Support My
Performance and Development?

• Professional learning is the formal or informal learning experiences undertaken by

teachers and school leaders that improve their individual professional practice, and
a school’s collective effectiveness, as measured by improved student learning,
engagement with learning and wellbeing.
• At its most effective, professional learning develops individual and collective
capacity across the teaching profession to address current and future challenges
How does Professional Learning Support My
Performance and Development?
Professional learning will be most effective when it takes place within a culture where
teachers and school leaders expect and are expected to be active learners, to reflect
on, receive feedback on and improve their pedagogical practice, and by doing so to
improve student outcomes.
 Selecting Professional Learning

• Professional learning should be purposeful.

• Look to identify professional learning opportunities that are aligned with your goals.
• Try to identify how that particular professional learning will help you to improve those
aspects of your teaching practice you have identified as areas for improvement.
Evaluating Professional Learning

• It is helpful to evaluate the effectiveness of professional learning that you have

engaged in.
• When reflecting on evidence against your goal progress, consider what the evidence
says about the effectiveness of your professional learning choices and make
adjustments where required
What do the characteristics of effective
professional learning looks like?
Relevant
• Improving student outcomes is the ultimate goal of all teachers and school leaders,
and of the professional learning they undertake.
• Professional learning will be most engaging for adult learners and have the greatest
impacts on practice when it assists teachers and school leaders to address and
adapt to the challenges they face in improving student learning, engagement with
learning and wellbeing.
What do the characteristics of effective
professional learning looks like? Relevant
Selecting PL
• How will this address my students’
needs?
• Which of my goals does this relate to?
• Does this relate to a school goal?
• Is this based on current research?
• Does this promise a new solution to an
existing challenge?
• Is it timely, that is, occurring when I
need it and will I be able to act on it?
Evaluating PL
• How has this professional learning
changed my practice and
addressed my students’ needs?
• How have I acted on this
professional learning to progress
achieving my goal(s)?
• How have I acted on this
professional learning to progress
achieving a school goal(s)?
What do the characteristics of effective
professional learning looks like?
Collaborative
• Collaboration has a powerful effect in magnifying and spreading the benefits of
professional learning and adds a new and valuable dimension to the learning
undertaken by individuals.
• It connects teachers and leaders to their colleagues within and across schools and
to external experts.
• Effective collaboration involves more than simply working together. It demands a
disciplined and purposeful approach to collaborating to solve the challenges that are
most important to improving student outcomes
What do the characteristics of effective
professional learning looks like? Collaborative
Selecting PL
• Am I able to be involved in the design,
content, practice and evaluation of my
learning?
• Are there opportunities to receive feedback
on my practice and to observe others?
• Is there opportunity to learn from experts?
• Is there an opportunity to build a learning
community within and/or between schools?
• Is technology used to enrich collaboration
and learning?
Evaluating PL
• How have I transferred my learning and
involved my students in the design, content,
practice and evaluation of their learning?
• How have I acted on feedback?
• Have I followed up on opportunities for
support to further enhance my learning?
• How have I connected with other teachers
to continue to build on my learning?
• How am I using technology to support
collaboration and further learning?
What do the characteristics of effective
professional learning looks like?
Future focused
Effective professional learning seeks to develop teachers and school leaders who are
adaptable and able to deal with new and unexpected challenges.
It exposes teachers to new and emerging practices and the theories that underpin
them.
It should focus not simply on improving existing practice, but also on assisting
teachers and school leaders to understand the theory behind what practices work in
different situations, and when and how to apply a broad repertoire of strategies
What do the characteristics of effective professional
learning looks like? Future focused
Selecting PL
• Will this equip me to deal with future as
well as current challenges?
• Does this promote action research and
inquiry?
• Does this focus on high-level skills that
will allow me to adapt?
• Is this based on research that will
challenge my thinking, encourage me
to develop my own theories and
promote a range of effective
pedagogical practices?
Evaluating PL
• How have I used learning to address current
challenges while planning for the future?
• Have I devised an action research project to
implement my learning?
• Have I practiced any new skills?
• How have I implemented new ways of thinking
in my teaching practice? What new pedagogies
have I trialed?
• Have I incorporated new technologies into my
teaching?
Planning for Professional Development (PDP)
Practically……
• Module 3 has required you to think about your professional development and to
critically engage with key learning theories to help you reflect on your professional
practice more deeply.
• Following slides will help you to plan for your professional development for module 3
for the diploma.
• See the PDP template in the projector…….
 Professional development plan
Objectives

Areas in which I could improve and the priorities for these

Actions

What do I need to do?

Support

Who do I need to help me?

Resources

What will I need?

Target date

By when do I need to achieve this?

Milestones

How and when will I know I am making progress?

Outcome

How will I know if I have been successful?

Objectives….
1. Areas in which I could improve and the priorities for these:
• In this section the candidates need to set objectives based on the checklist prepared
based on the improvement areas. Such as if the candidate identified that he/she
needs to work on his/her lesson plan on constructivist approach and inclusivity, the
objectives should be set as
• After the milestones and the set target I will be able to
-Plan and execute sessions with student led active learning sessions with constructive
approach where my students will discover knowledge and skills using hands on
activity
-Plan and execute sessions with more inclusive approach where all types of students
with varied needs will be addressed and outcome of the set objectives will be met for
all students
 Actions….
2. What do I need to do?
• See below how to write action plan:
-If my areas of improvements are to address students with constructivist & inclusive approach then the
action plans should be set as:
Constructivist Approach
• Plan lessons identifying the needs and styles of my
learners with keen observation and assessments
• Plan activities by incorporating activities meeting
VAK styles and 8 Dominant Intelligences
• Plan various hands on experiential activities in
groups and pairs to foster 4Cs (collaboration,
communication, creativity and critical thinking skills).
• (Citation and referencing)
Inclusive Approach (Citation and referencing)
• Plan lessons according to the needs of my learners
may it be minor or severe needs to meet inclusivity
• Plan activities by incorporating activities meeting
VAK styles and 8 Dominant Intelligences (Citation
and referencing)
• Incorporate activities where each needs will be
addressed according to the identified needs of my
students
• Special needs will be addressed by paying special
attention, if required customized activity for them to
achieve the same goal of the mainstream classroom.
• Less severe needs will be addressed by using peer
coaching, cooperative and collaborative approach.
Support…
3. Who do I need to help me?
• My mentor (Discussing with my mentor)
• My peers and colleagues (Citation and referencing) (Relevant and involved with
same class subject and topic if necessary skills.
• My students (Using their feedback to gauge their gaps, challenges, motivating
factors, interests, styles etc.)
• Sometimes parents ( To better understand with severe needs)
• My T&D Supervisor/Lead teacher (To discuss with refined planning to implement in
current practice)
• My self reflective journals(To critically analyze & reflect )
• Feedbacks of all related sources (To critically analyze & reflect using feedbacks of
various sources)
Resources…
4. What will I need?
• In order to refine my planning for effective learning of my students, I need the following
resources and materials:

-Various reference books, text books, workbooks, worksheets etc. (Need to provide list of
names of the books as for example)
-Researched materials taken from relevant and recommended websites (Need to provide links
and name of websites which will be used for future programs)
-Relevant resources and materials (3D objects, 2D objects, Picture charts, Flash cards, related
handouts, PPT slides, video clips, multimedia projector, laptop etc. Need to give examples)
-Lab-room equipment etc. (If required and to be used-provide lists as examples) etc.

-Mention any especial resources will be used for any special need children.
Target dates
5. By when do I need to achieve this?
• In order to meet the target date this is what I should do:
- Based on each identified areas of improvements I need to set practical and feasible
time and date by discussing with my mentor and related colleagues/peers. Such as
- 1. Area of improvement Constructivist Approach (Citation and referencing)
(example): It will take 4 months to fully equipped with adjustable planning and
necessary skills to acquire in order to foster active learning student led classroom.
- 2. Area of improvement Inclusive Approach (Citation and referencing) (example): I
need at least 6 months to plan my lessons in such a way that all my learners will be
benefitted and meet the objectives of the lesson.
- To write the time and date mention in the following way:
- 4 months from the date till the month of August,2017. No need to put exact date.
Milestones….
6. How and when will I know I am making progress?
• In order to set the milestones to achieve the targets I will do the following actions:
-If possible I will video tape (Citation and referencing) my session to review my
teaching and reflect my planning, for this I will talk to my mentor and T&D to arrange
this for me.
-I will take student’s feedback (Citation and referencing) verbally and with written
format more frequently to understand their gaps in learning and lack of interest to
participate, for this I will always prepare question stem ready to use in the classroom
 Milestones con…
6. How and when will I know I am making progress?
- I will ensure to arrange for peer feedback (Citation and referencing) and veteran
colleagues classroom teaching observation (Citation and referencing) in recurrent
intervals to gain and enhance knowledge and skills required
- I will arrange my mentor to observe my class more often to have further discussion,
analysis, and further evaluating my gradual improvements
- Above steps will help to know whether I am progressing or not.
Outcome….
7. How will I know if I have been successful?
• In order to evaluate my success I will do the following:
-I will refine my planning in a re-cycle method using Kolb’s or Gibb’s (Citation and
referencing) theory to analyze it’s outcomes, for this I will always monitor my progress
using video tapes of my sessions
-Take suggestions from my APM (Academic Supervisor/mentor) and take approval
from her/him as she/he is more experienced and professionally learned (Citation and
referencing)
- I will discuss and critically analyze the feedbacks (Citation and referencing) every
time if someone observes my classe, note the suggestions given by the observers to
evaluate the outcomes
Outcome con….
7. How will I know if I have been successful?
- I will analyze and evaluate my learners feedback (Citation and referencing) to see
whether they met the outcome of the objectives or not. I will also observe with keen
attention their physical and emotional behavior to gauge their interest motivation and
engagement in the learning process
- I will evaluate my students’ formative and summative assessments’ (Citation and
referencing) outcomes verbal and written, formal and informal (Citation and
referencing) to see their progress and achievements
- From all the above ways I will jot down the areas of progression and further
developmental areas (Citation and referencing) to meet the targets.
Reflect on the current Professional learning:

1.Think about the recent professional learning activity you have been involved in (the
diploma)
2.Which of your goals/needs was addressed by the activity?
3.Was the activity effective in that it helped you progress toward your goal?
4.Did the activity lead to a sustainable change in your practice?
5.Evaluate the activity against the characteristics of effective professional learning –
was it relevant, collaborative and future focused?
Citation & Referencing

• In this part of the assignment while filling out the PDP format, please use as many
citation and referencing as possible. Without relevant citation and referencing you
won’t be able to carry adequate marks for this section.
• The PDP is the main portfolio of evidence to Pass this module.
References

• https://www.slideshare.net/bfmorgan/professional-development-in-education-
presentation
• https://www.slideshare.net/mportagalvan/professional-development-11771252
• https://www.slideshare.net/OULGOUT/continuous-professional-development-cpd