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2019 Professional Learning Plan

Teacher’s Name Mel C Facilitator’s Name Andrew Kelly

Date of first meeting 28/6/2019

Professional Goals

Smart Goal 1 – Individual goal

To ask students thought provoking questions in maths to develop their curiosity


Individual goal
and connections to the world around them
• By preplanning initial questions to initiate discussions – having questions on
hand for the week
• 2 out 3 times per week (in maths lessons) being intentional on my weekly
planner and during planning meetings

Professional Reading – Peter Sullivan; Facebook (AAP); twitter (IBPYP pages)


check with Graham B re other texts
Evidence – Record the types
of evidence to be used to
indicate progress towards Professional Learning – observe other practioners – e.g. Renae; ? observe
achieving this goal. How will the teachers from other schools; consider other PD options (AISSA);
evidence be collected?

Taking Action – Record the


activities and resources needed
to support achievement of
professional goal

• 2 books from Graham Buxton:


- Open-ended Maths Activities: using ‘good’ questions to enhance learning
in mathematics by Peter Sullivan & Pat Lilburn
- Reggio-Inspired Mathematics by Janice Novakowski & teachers from
Richmond School District
Achievements - Record
the achievements that have
been made indicating progress
• Accessing Reception Math Unit outlines which have questions to prompt
towards the goal. student/teacher discussion. I have printed these off, and in each students
Math book is a unit outline that I refer to in a lesson (small group activity) to
prompt my questioning.

• Started our Measurement unit: accessed Australian Curriculum


achievement standards to ensure I was aware of relevangt outcomes and
expectations:
- Use direct and indirect comparisons to decide which is longer, heavier or
hold more, and explain reasoning in everyday language

Adjustments
The Professional Learning cycle is a dynamic process characterised by ongoing feedback, reflection and
refinement. Record any adjustments to the PLP to meet the professional learning needs of the
teacher/leader.

Summative Comments

Self-Reflection

A self-reflection is to be conducted by the teacher/leader mid-way through the Personal Learning cycle. It
provides reflection on teaching and/or leadership practice, assessment of progress towards achieving
professional goals, evaluation of professional learning and for the PLP to be refined and adjusted if
necessary. (200 words max)

Facilitator’s Comment
At the conclusion of the Professional Learning cycle, the facilitator will meet with the teacher/leader to
review progress towards achieving the goals. This will include an agreed written assessment, informing the
next Professional Learning cycle. (200 words max)

Final Self-Assessment
At the conclusion of the Professional Learning cycle, the teacher/leader will write a final self-assessment
comment in which to reflect upon the degree of achievement in reaching the goals set and consideration
for future goals for the next Professional Learning cycle. (200 words max)

The teacher/leader and PLP facilitator are to sign below to indicate that the annual Professional Learning
cycle has been sighted and a copy has been kept by both the school (stored in a secure location) and the
individual teacher is also given a copy for their records.

Teacher / Leader’s
Date
Signature

Facilitator’s Signature Date

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