PROFESSIONAL LEARNING PLAN

NAME: ______Sharday Weaver_________________

Part 1: Strengths & Areas for Growth
Areas of Description of
Strength identified
strengths
The teacher’s lessons are
Planning purposeful. The delivery of
content is differentiated to
include diverse learning styles.
The learning supports factor in
social and intellectual matters.
Uses 5E method appropriately
to adheres to and interpret
standards accurately for
subject matter and grade level.
Evidence
Lesson plans show evidence
of the 5E method with
utilization of differentiation by
means of learning styles.
Obtained proficient level or
advanced scores in InTASC
standard based University
Supervisor and Mentor
Teacher observations.
Rubric/Standard
edTPA Rubric(s):
TAP:
InTASC: As assessed in
observation forms from GSU:
Content knowledge section,
and knowledge of Learner
Development & Learning
section.

University Supervisor
Comments:
“Demonstrates comprehensive
understanding of what impacts
learning, including intellectual,
social, emotional, and physical
strengths, needs, and
experiences of all learners,
and/or responds with
acceptable curricular and
instructional
resources/supports”
Mentor Teacher Comments:
“Applied adequate
pedagogical content
knowledge and skills of the
subject, addressing
misconceptions and providing
opportunities for learners to

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards

Teacher is attentive,
Instruction establishes classroom
atmosphere.
Teacher provides authentic
learning experiences that
incorporate real life
phenomenon.
Teacher provides opportunities
for students to learn new
concepts while addressing
misconceptions and gaps in
knowledge.
Teacher explores new ideas
and concepts that promote
higher order thinking, engages
student in discussion and
encourages exploration of new
ideas/creative thinking.
Teacher uses pre-
Assessment assessments to gage student’s
prior knowledge and uses that
information to inform the
lesson.
Teacher designs a variety of
assessment types throughout
Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
acquire conceptual
understanding”
edTPA Rubric(s):
Obtained proficient level or TAP:
advanced scores in InTASC InTASC: As assessed in
standard based Mentor observation forms from GSU:
Teacher observations. Instructional delivery:
instructional strategies
Mentor Teacher Comments:
“Teacher engages learners in
an authentic learning
experience and the task was
used to facilitate knowledge or
skill development. Interest
was maintained by the
students because the learning
experience was linked to the
student’s prior knowledge and
their misconceptions about the
subject matter.”
“Teacher is developing in the
area of “Academic Rigor” in
that she provided a scientific
research journal pertaining to
subject/content help to
promote discussion and critical
thinking skills among the
students.”
University Supervisor edTPA Rubric(s):
Comments: TAP:
InTASC: As assessed in
observation forms from
Mentor Teacher Comments:
GSU: Formal and Informal
“Student teacher used
formative assessment
assessment. Assessment of
( pretest) provided by lead and for learning.
 the lesson that lends itself to
each students learning style to
convey evidence of grasp of
concept.
Teacher incorporates student
Professionalism feedback and self-reflection
when evaluating the
effectiveness of the lesson.
Teacher incorporates
comments and or suggestions
from the Mentor Teacher and
University Supervisor to
improve lesson.
Areas for Growth Description of Evidence
areas for growth
Teacher is still developing
Planning incorporating developmentally Mentor Teacher Comments:
appropriate differentiated
learning events based on skill
level.
Teacher needs to increase
Instruction student’s higher order thinking
through deep thinking
questioning and problem-
solving activities.
Teacher needs to work on
providing modifications for
students who perform well and
need more challenges and
students that need more
guidance/aid.
Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
teacher to access student’s Assessment uses.
prior knowledge and develop
lesson plans for whole group
instruction.”
University Supervisors edTPA Rubric(s):
Comments: TAP:
“Demonstrates accurate, InTASC: As assessed in
sophisticated, and current observation forms from
content knowledge”
GSU: Professionalism
Teacher “Always: adheres to
section and Professional
assigned school/system dress knowledge
code/expectations and
guidelines.”
Rubric/Standard
edTPA Rubric(s):
TAP:
Did not observe instructional InTASC: As assessed in
decisions that build on observation forms from
learners’ strengths, needs, and
GSU: Planning section
experiences.
Mentor Teacher Comments: edTPA Rubric(s):
“Teacher was insufficient in TAP:
asking questions that required InTASC: As assessed in
deep thinking. Questions observation forms from
were more knowledge level, GSU: Instructional delivery:
comprehension type questions
differentiated instruction,
versus problem solving or
application type questions.”
“Teacher did not provided
modifications for students who
require remediation or
challenge in reading of the

Teacher needs to provide the
Assessment students opportunities to
showcase evidence of student
learning that fits the intended
objective for the lesson.
Teacher needs to improve
strategies to get students to
think about what they know
and don’t know as the lesson
is progressing.
Teacher tends to lose track of
Professionalism time during the lessons.
Teacher is not consistent
setting timers for student work
sessions.
scientific research article”
University Supervisors edTPA Rubric(s):
Comments: Teacher is TAP:
“Developing levels of elements InTASC: As assessed in
formal and/or informal observation forms from
assessments. Assessments GSU: Formal and Informal
provide limited evidence of
assessment. Assessment of
student achievement for each
and for learning. Assessment
learning objective”
uses.
Mentor Teacher Comments:
“Teacher involved learners in
appropriate cognitive
strategies to construct
knowledge but not enough to
have students think about
what they know and don’t
know to set goals for extended
learning.”
Mentor Teacher comments” edTPA Rubric(s):
“Teacher loses track of time TAP:
during work session in the InTASC: As assessed in
lesson and does not have observation forms from
adequate time to close the GSU: Professionalism
lesson.”

Part 2: Planning for Support

Areas for Description of Strategies to Supports/Resources

Growth areas for Improve
growth
Teacher is still Center for Applied Special Technology. (2015).
Planning developing Teacher will set goals Universal Design for Learning. Retrieved from
incorporating for the students that http://www.cast.org/
developmentally will help then
appropriate navigate the focus of Teaching Resources & Lesson Plans. (n.d.).
differentiated learning the lesson. Retrieved April 03, 2018, from

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
 events based on skill https://www.teacherspayteachers.com/
level.
Seplessons. (n.d.). Retrieved April 03, 2018, from
http://www.seplessons.org/

Teacher needs to Teacher will Dominate math and science. (n.d.). Retrieved April
Instruction increase student’s incorporate the think 03, 2018, from http://braingenie.ck12.org/
higher order thinking pair share concept,
through deep thinking and into the lessons.
questioning and Guido, M. (2017, August 24). 20 Differentiated
problem-solving Provide opportunities Instruction Strategies & Examples | Prodigy.
activities. for students to Retrieved April 02, 2018, from
increase their https://www.prodigygame.com/blog/differentiated-
confidence by instruction-strategies-examples-download/
staggering the level
of difficulty as they
are learning the
content.

Teacher needs to Teacher will create 56 Examples of Formative Assessment. (n.d.).

Assessment provide the students assignments that Retrieved April 02, 2018, from
opportunities to require them to use https://www.edutopia.org/groups/assessment/250941
showcase evidence of the knowledge they
student learning that have acquired during
fits the intended the lesson via
objective for the application.
lesson.
Teacher can use exit
Teacher needs to tickets after the
improve strategies to lesson, and call and
get students to think response during the
about what they know lesson as quick
and don’t know as the comprehension
lesson is progressing. checks as well as
other assessment
strategies from
resources.

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards

Professionalism
Teacher tends to lose Teacher will develop Best Time Management Tools That Help Teachers
track of time during time management Stay Organized. (2018, January 30). Retrieved April
the lessons. skills. 03, 2018, from https://education.cu-
portland.edu/blog/classroom-resources/teacher-time-
Teacher is not Teacher will use management-apps/
consistent setting remind to send
timers for student messages to
work sessions. students.

Teacher will use an

egg timer/
promethean board
timer. Teacher will
negotiate with
students the amount
of time they need to
complete the
assignment so that
students do not feel
rushed.

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?

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
 3. What additional supports would you like to receive?

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