Professional

Development
plan
Maitha Ali Alneyadi
Instructor: Aysha Al shamsi
 Introduction
PDP “is a short cut of A Professional Development Plan which means the goals you hope to achieve in your academic, career, and
personal life. Your performance and accomplishments can also be included. In addition, PDPs are useful for documenting your skills
and qualifications to prospective employers” ( Hills, 2017). When you are an undergraduate student, you will receive professional
training in preparation for becoming a teacher. Since higher learning institutions rely on their teachers to provide quality instruction,
professional development should be a priority” ( Hills, 2017).
create a professional development plan:
Assess
yourself

Track
progress set goals
and revise

Create Develop
timeline strategies

Gather
resources
 Rational
Define the main areas of needs:

Differentiate

Transition

Class rules
 Strength and Weakness
As a student-teacher having strengths and areas for improvement in my teaching, I have chosen to focus
on improving my weaknesses based on my last teaching practice, which had some challenges.
Achieving my goals would also help me become a more effective and flexible classroom teacher.
 Strength- my next steps
In my previous teaching experience, I used a variety of creative teaching methods in
class, and I offered rewards that could be implemented to encourage the achievement of
students. It is also really important to assess the correct application of the strategy. My next
step is using Different methods can be used for this evaluation such as:

Give students direct feedback Formative assessment.

 Weakness- my next steps
I used classroom activities to improve learning outcomes in my former teaching practice, but
had difficulties managing the class activities with transitions, because transition is
important they give students a break by providing them the opportunity to get out of their
seats and switch their focus to a new task.  
 Smart Goals
Goal 1 Goal 2 Goal 3
By the end of the teaching
By the end of TP period, 90% of
By the end of TP, I will be the students will follow the class practice 90% of my
able to complete 90% rules wily applying both planning will be different
Implement differentiation in negative and positive behavior based on Manage
grouping arrangements reinforcement strategies transition between
based on student needs, measured by the points activities very smoothly
students collect and my
interests, or abilities.     throughout a lesson
observations.
session.
 model for professional development
Goal 1 :
teacher presentations designed to linked to students interesting. According to Piaget, children interact with everything around
them and they build up on previous knowledge. They also try to accommodate new information so depending on where this
child is and how much he knows, he will be able to work on an activity. Each child develop in a different pace and each child
has different ability so as a teacher I should try to give each child what he needs to develop and be able to succeed in the
classroom ("Piaget's Four Stages of Development", 2018).

Goal 2 :
students will follow the class rules wily applying both negative and positive behavior reinforcement strategies measured by
the points students collect and my observations.  “Behavioral theorists believed that a better understanding of human
behavior at work, such as motivation, conflict, expectations, and group dynamics, improved productivity” ("Behavioral
Management Theory", 2018).

Goal 3 :
different based on Manage transition between activities very smoothly throughout a lesson session. According to Arlin,
“Utilizing effective transitions in the classroom helps teachers to minimize disruptions and Behavior problems, maximize
instructional time, and maintain optimal learning conditions” (Arlin, 1979).
First Goal.

Differentiate
 Linked to educational
Description. theory.
Why I choose it.

According to Piaget, children

I choose to work
interact with everything around
them and they build up on on differentiation
Differentiation helps high or low
ability students’ work toward an previous knowledge. They also because it is a
outcome depending on how try to accommodate new competency that I
information so depending on
much they know or can do. When didn’t work on
students work on tasks that they where this child is and how
much he knows, he will be able before and I need
are engaged in, they improve
their abilities, have less discipline to work on an activity. Each to focus on and use
problems and become more child develop in a different different strategy
quiet and interested and like pace and each child has and techniques to
different ability so as a teacher
what they are doing.
I should try to give each child
work on it.
what he needs to develop and
be able to succeed in the
classroom ("Piaget's Four
Stages of Development",
2018).
 My action that related to this goal
Divide the classrooms Provide materials Write reflection for
into groups according and activities that each activity and note
to their skills, learning would develop the progress of the
abilities, styles or students in the area students to continue
interest. I am focusing in working on their
during that activity development for next
sessions.
 Support needed evidence of the success action
Support from MST in the beginning
while dividing the students and working Lesson plan activity.
with them.

Interest centers.

Materials for the activities that support

differentiation. Analysis Excel evaluation.

Reflections of the activities.

Support from MST to know the level

of the students
 Evidence 1:
Lesson plan activity:

I used classroom activities to improve learning outcomes in my

former teaching practice, but had difficulties managing the class
activities with transitions, because transition is important they give
students a break by providing them the opportunity to get out of their
seats and switch their focus to a new task.  
 Evidence 2:
Interest centers:
I was able to provide materials for different learning centers according to what students
are interested in and in a manner that would support my learning outcome Example:
when we had farm animals in the farm theme, I provided items for build sheep by using
boxes and water bottles in the role-play area. I gave the opportunity for students to
create the animal. Had some stories in the reading center as a the sheep story for
students so they would practice words related to the lesson. In outside centers they had
to dig for letter eggs and form their name. Depending on emergent students I give them a
sand with cards and they were practicing writing letters on the sands.
 Evidence 3:
Reflections on activities:
On 24 of march. I had a differentiated activity that would show students understanding
about animal farm. I asked some of the students to create sheep by using boxes and
bottles and while I was giving the materials I didn’t give any samples to the students
because I want to see how far they are creative. I faced some questions from some
students that MS we don’t know what to do and other question is MS can you show us a
picture. Directly here I evaluate that 75% of the students they know what they want to
create without any instruction and the other 25% of the students they don’t know that
they are creating and they are needing instructions. So for differentiating, some students
will be able to understand from only telling them what I want from them. Others might
need some instructions, which is the sample. According to the other activities In outside
centers they had to dig for letter eggs and form their name I use emergent and
development students to work in this activities they took 5 to 8 minutes it’s not that much
long the activities was going perfect some students didn’t memorize them name so I ask
them to go to them table and see how they write them name. The last activity is it was
placed on the class for two students in emergent level I give them a sand with cards with
letters and they were practicing writing letters on the sands and say the sound of the
letter.
 Analysis Excel evaluation:
Evidence 4:
On 16.Feb I start to evaluate 3 students according to different component, I show them
the letter sound chart, numbers, shapes, colors and give them chance to write the letter,
writing them name on white board as well as showing them cards with name. while I was
asking them to answer me back I was writing down how many sound letter, number,
shapes, color did they know also I was look if they can write them name alone, or with
seeing the name card in the last I showed them a cards with different picture and ask
them to told me what they can see on this picture. On 16.Feb it was the first evaluation I
chose the students according to them level as its shown in the figure below After I start
with them improving and extra work on the learning required by show them a shapes
songs, sing of sound, play activity counting, reading color story, counting activities, I was
working with them twice a week and while I was teaching a whole class I was focusing
on them to answer the question. on 24.March again I evaluate the students and the
result was super wonderful as we can see in figure below:
Second Goal.
Class rules
 Linked to educational
Description. theory.
Why I choose it.

positive reinforcement “Behavioral theorists I want to work on behavior

would help the teacher in believed that a better management because it is the
understanding of human
having a positive most important component in
behavior at work, such as
relationship with her the classroom. If there is no
motivation, conflict,
students. A reward system expectations, and group behavior management the
would also help the teacher dynamics, improved teacher will not be able to
track the student’s progress. productivity” ("Behavioral deliver information
Management Theory", appropriately.
2018).
 My action that related to this goal
Search for behavior Ask my MST for apply different behavior
strategies that she use management strategies in
management strategies
with her students and
in the internet and try to improve them. the classroom and the

choose strategies that I strategies that work best

with the students.
want to try with the
students

Use reinforcement in the

Use a reward
classroom to minimize
system(stickers, stamp).
negative behavior.
 Support needed evidence of the success action

Reflections
Materials for a reward system stickers
and stamp.

Picture of the reward

system.
Support from the MST in the classroom
to help applying the strategy in the
beginning.
 Reflection:
Evidence 1:
I try different strategies for behavior management. At the beginning I started with giving
students stickers to praise them. Giving stickers was somehow effective but not for all
students and not for anytime. Students like getting stickers and so when I put stickers
on the tag or show them and ask; if you will behave I will give you stickers. It would
motivate the students to sit nicely and quietly, listen to my instructions. But what I didn’t
like about this strategy was that it wasn’t an intrinsic motivation. So whenever I start
with telling students that I will give them if they sit nicely and listen they would do as I
desire but while I am giving the lesson. Students would tell me miss will you give me
stickers, ms Sara is talking and start to complain and I figured out that it is not a very
good strategy to use.
 Reflections:
Evidence 2:
Another strategy that I wanted to try using positive words. Whenever I saw a student
sitting nicely and listening to the instruction or doing a great works. I say positive words
for example : you are doing a great work keep going, I know you could do it, amazing..
also by saying; look at how Salama is sitting, or excellent Theyab for cleaning up.
Whenever I say that’s words to one student, I see that the rest of the students would the
action that the student I praised and they start to say say look at me miss because they
want me to praise them. It is very effective when I want students to sit on there table I
praise one students and then immediately all the students do as this student is doing
without taking so much time. So this was the most suitable technique for managing
students’ behaviors.
third Goal.

Transition
 Linked to educational
Description. theory.
Why I choose it.

transitioning is very Because I want to

important in maintaining According to Arlin, manage my
good classroom transitions between
“Utilizing effective
management. It helps also activities and other
in using less time to move transitions in the classroom things because my
from one place to another helps teachers to minimize MST in last teaching
and in a quiet and organized disruptions and practice she
way. comments on need to
develop my
transitioning
techniques in the
classroom.
 My action that related to this goal
Search for different Discuss with the MST Try different transitioning
transition methods to use about the suitable methods with the
in the classroom. transition methods to students in the classroom
use with the students. and then put more
emphasis on the method
that I feel is suitable for
the students.
 Support needed evidence of the success action
Weekly reflections Weekly reflections about
MST in the beginning while starting a about practicing the practicing the
new transitioning methods. transitioning methods transitioning methods
with the students. with the students.

Materials needed for the transitioning

method
 Reflection:
Evidence 1:
I try different techniques for transitioning before I found the one that is appropriate. First
of all when I got to the school students were transitioning by boys stand and lining up for
moving from one place to another but they were not as organized. After that I did try out
with them different methods. At the beginning I tried to improve the lining up strategy.
When they get up from the tables to go to the bathroom, I say Boys stand up and walk
nicely to the toilet and them take out your lunch box and set in your place and eat. And
the same things for girls they used to go in front of each other’s and move around. By
practice, I used to always tell them, stand in your place, walk behind each other’s, we
don’t walk around the classroom we need to walk on the line. By the end of the first two
weeks they mastered the lining up and they were walking nicely without the need to
remind them rapidly.
 Reflection
Evidence 2:
A second technique that I tried for transitioning from tables to outside activities by calling
the activity group name as words, cup, sand, box game, green house, recycle, paint. At
beginning students were not very focused or understanding because it is their first time
learning English and most of them still don’t know the colors. So after that I brought
cards and I used to call the color and show them the card and it was more effective
because when they see the card they would connect what they see with what they hear.