PROFESSIONAL LEARNING PLAN
NAME: Toochi Enworom
Part 1: Strengths & Areas for Growth
Areas of Description of
Strength identified strengths
Deliberate teacher who
Planning collaborated with mentor teacher
to prepare lessons that
encouraged student’s use of
higher order thinking and allowed
them to engage with the material
using real world phenomenon.
Incorporated methods of
differentiated instruction to
ensure student achievement for
all.
Incorporates use of academic
language and makes it
accessible to students
Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
Evidence Rubric/Standard
Mentor Teacher edTPA Rubric(s): 1-5, 7
Observation Comment: InTASC: As assessed in
“Students were engaged, Observation forms from
and higher order thinking GSU: Planning:
was encouraged. Students Professional Knowledge
know wat is expected of and Instructional Delivery:
them. Students were Differentiated Instruction
encouraged to look in the
book for answers.”
Received proficient in latest
US observation for 1-PL
Content Knowledge:
Demonstrates accurate
content knowledge for the
subject matter and grade
level, 2-PL Pedagogical
Content Knowledge: Applies
research-based
pedagogical content
knowledge to build
conceptual understanding in
the discipline, 3-PL
Knowledge of Learner
Development & Learning:
Applies research-based
learning theories to make
curricular and instructional
decisions that build on
 learners’ strengths, needs,
and experiences,
Began each lesson using a Do Consistently received edTPA Rubric(s): 7, 8, 9
Instruction Now activity to create bridges “Proficient” level scores in InTASC: As assessed in
between prior knowledge, newly InTASC as evidenced by Observation forms from
acquired knowledge and the Mentor Teacher and US in GSU: Instructional Delivery
lesson for the day. observations in Builds upon Section
learners’ existing personal
Encouraged students to academic, cultural and
participate by randomly selecting community assets.
names. Used think-pair-share to
further student knowledge for all. Consistently received
Incorporated use of technology to “Advanced” level scores in
differentiate instruction. InTASC as evidenced by
Mentor Teacher in
Paired students who are observations in Instructional
struggling readers with students Delivery: Differentiated
who are gifted for extra support. Learning.
Planned Free Response Consistently received edTPA Rubric(s): 11-15
Assessment Questions on past AP exams to “Proficiently” level scores in InTASC: As assessed in
prepare students. Provided InTASC as evidenced by Observation forms from
students with scoring guides and Mentor Teacher and US in GSU: Learning Assessment
rubrics that were used to grade observations Assessment of Uses
assessments. Incorporated exit and for Learning:
tickets to provide students a way Assessment Uses--1-AL
to ask more questions and Uses assessment tools for
assess student learning. both formative and
summative purposes to
Consistently provided written guide and to adjust
feedback on student work and instruction, 2- AL Involves
made myself available for learners in individual goal-
questions and/or responses to setting and metacognitive
grades strategies, 3-AL Provides
feedback to learners on
strengths, needs, and
strategies for

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards

Attended weekly professional
Professionalism development meetings held by
CREST-Ed to prepare pre-
service educators for their first
year of teaching. Attended
Professional Learning
Communities held by the science
department to discuss standards,
plan lessons, and review areas of
growth as instructors.
Uses feedback received from
mentor teacher and University
Supervisor to continue to develop
professionally.
Areas for Description of areas for Evidence
Growth growth
Providing an adequate amount of
Planning time to acquire instructional
materials
Having a consistent strategy that
Instruction is used to call on all students
Incorporating vocabulary targets
Assessment in creative writing assignments
Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
improvement/extension of
learning
Received Proficient in GSU
Professional Conduct and
Competencies Rubric
categories Responsiveness
and Open-Mindedness
Mentor Teacher
Observation Comment:
“The students who did not
have their study guide could
have possibly been given
an extra one keep up or
moved with another student
to look on. ”
Mentor Teacher
Observation Comment:
“Call on students that shy
away. ”
Mentor Teacher
Observation Comment:
“should have some way of
edTPA Rubric(s): 11-15
InTASC: As assessed in
Observation forms from
GSU: Learning Assessment
Uses
Rubric/Standard
InTASC: As assessed in
Observation forms from
GSU in Suggestions for
Improvement
edTPA Rubric(s): 7, 8
InTASC: As assessed in
Observation forms from
GSU in Suggestions for
Improvements
edTPA Rubric(s): 12
InTASC: As assessed in
Observation forms from
 as a means for students to self- assessing the students on a GSU in Suggestions for
assess. rap. It needs to include ... to Improvement
get an A”
Consistently researching theories Feedback from Teaching edTPA Rubric(s): 10
Professionalism and principles to inform Philosophy Paper
instruction. Submission from Professor
Part 2: Planning for Support

Areas for Growth Description of areas Strategies to Supports/Resources

for growth Improve
Providing an adequate Creating more copies of N/A
Planning amount of time to acquire instructional materials and
extra instructional materials have a designated location
for students to acquire the
materials.

Having a consistent strategy Utilizing websites such to Classtools.net

Instruction that is used to call on all randomly select students to
students. respond and engage in the
classroom

Assigning roles during

Incorporating vocabulary
Assessment targets in creative writing
assignments.
group assignments to
ensure all students are and
remain engaged.
using and maintaining a N/A
vocabulary wall
providing students with
“buzz words” to incorporate
into their writing

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
 Consistently researching Joining various professional Seeking funding for
Professionalism theories and principles to societies and attending classroom aid
inform instruction. conferences

Part 3: Reflecting on the Process

1. Have you been able to implement these practices effectively? Why or why not?

2. Which supports have been most useful to you as you work on your growth areas?

3. What additional supports would you like to receive?

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards