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Department of Education: Professional Development Plan

The document is a professional development plan from Arimbay Elementary School that outlines what a teacher will stop, sustain, and start doing in their reading class. It lists strategies the teacher will stop using, such as using the same strategies for all students. It identifies techniques the teacher will continue using, like repeated readings. And it proposes new approaches the teacher will implement, like incorporating classroom routines and assessment techniques.

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Jen Apinado
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Download as DOCX, PDF, TXT or read online on Scribd
2K views

Department of Education: Professional Development Plan

The document is a professional development plan from Arimbay Elementary School that outlines what a teacher will stop, sustain, and start doing in their reading class. It lists strategies the teacher will stop using, such as using the same strategies for all students. It identifies techniques the teacher will continue using, like repeated readings. And it proposes new approaches the teacher will implement, like incorporating classroom routines and assessment techniques.

Uploaded by

Jen Apinado
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
REGION V – Bicol
SCHOOLS DIVISION OF LEGAZPI CITY
ARIMBAY ELEMENTARY SCHOOL
LEGAZPI CITY

PROFESSIONAL DEVELOPMENT PLAN


In this PDP, you will write what you will STOP, SUSTAIN and START. STOP is what you will
stop doing as regards to your practices in your reading class. SUSTAIN is what you will
continue doing in your reading class. START is what you will start/begin doing in your
reading lessons.

STOP SUSTAIN START


Using similar strategies in Use techniques for repeated implement classroom routines,
dealing with diverse readings of passages such as assessment techniques, quality
learners alternate oral reading with a small group instruction if the
partner, reading with a tape, or students can stand alone without
rereading the same passage up to the supervision of the teacher.
three times.
implementing classroom Support readers before, during, Skills taught in the context of a
routines, assessment and after reading. meaningful text.
techniques, quality small
group instruction.

Limit the use of worksheets. Teacher models and shares think Use a wide range of books –
aloud, along with reading different genres and levels.
experiences

Review beginner texts to Use strategies before, during, and Devise exercises to involve
discuss their varying uses after reading, along with a students in constructing meanings
in reading instruction. collaborative discussion of words, in developing example
uses of words, in understanding
relationships among words, and in
using and noticing uses of words
beyond the classroom.
Identify based on student Role-play the teaching of print Independent reading time for
reading and writing, the concepts during interactive students to apply skills.
appropriate level at which to reading aloud.
instruct.

Exhibiting low teacher Provide Student-responsive Extended practice. Too often we


expectations. Environments. complete a reading and then don’t
revisit it. However, related activities
in vocabulary, grammar,
comprehension questions, and
discussion increase the processing
of the reading and boost student
learning.
Change Negative Supplementing reading lessons Providing access to high-interest
Perceptions. We need to with dialogue and discussion and materials.
perceive students primarily give kids daily opportunities to talk
in terms of their reading about their reading.
style strengths rather than
their disabilities, which is
something that great
reading teachers already
do. Focusing on a student’s
reading strengths is
especially important for
struggling readers, who
tend as a group to be
global, tactile, and
kinesthetic learners.

Prepared by:

JENELYN S. APINADO
Reading Coordinator

Noted by:

MA. GLENIDA G. CONDE


School Principal I

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