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Purpose: Professional Development is a continuous process throughout the professional life of an educator. It begins upon entrance into teacher education and continues to one’s retirement from the profession. Professional Development for Middle Childhood can take many forms. Professional Development includes activities above and beyond course requirements and that are related to middle childhood. Below is a brief list of possibilities and the category which each would fall under.

*Indicates hours above required field experience/required professional development for field experience and readings or movies not required for a course.

There are six key benchmarks that are and will be relevant as delineated below.

• Overview: Identify and explain the professional development goal(s) of your plan which is/are related to your anticipated areas of licensure in MCE.
• Objectives: State 1-3 specific objectives to be accomplished by the end of your Content Block with at least one related to the learning of future students and provide a description of how it is linked to AMLE Standards.
• Description of activities: Briefly describe the activities that will be used to meet the above objective(s). Include all activities for each category i.e. all volunteerism activities should be addressed collectively, not individually.
• Evaluation Criteria: Explain how the plan demonstrates that you have successfully met your objectives and is relevant to Middle Childhood subject area content, instructional practices and learners, demonstrates a focused sustained effort and is educationally important.
• Synthesis of Learning: Write a brief paragraph for each category explaining/reflecting on how each supported your professional development toward understanding the teaching/development of young adolescents.
• Evidence: Documentation of minimum of 20 hours of professional development by the end of Content Block in at least 2 of the 4 categories. Maximum number of hours in 1 category = 3 hours. Your IPDP is a key assessment for Benchmark 2. You cannot proceed in your program without successful completion of this key assessment.

When and How to Submit Your Plan

The professional development plan will be collected at the end of your Early Field Block and at the end of your Content Block. You may begin collecting IPDP at the beginning of your Early Field Block through the end of your Content Block. IPDP will not be accepted prior to your Early Field Block. You may also collect IPDP over the summer between your Early Field Block and Content Block.

To submit IPDP, you will need the following:

• Cover Sheet
• Write-up that addresses the 6 key benchmarks addressed above.
• Any evidence to support your IPDP
• Submit to Catherine Haerr, MCE Program Coordinator, 301H McGuffey by the due dates. Do not send via email.

It is strongly suggested that you include your IPDP in your teaching portfolio.

Sample Individual Professional Development Plan

NAME: William McGuffey
Anticipated Areas of Licensure: Language Arts/Math
Category of Professional Development:

*Attending Professional • Volunteerism • Reading • Other Development

OVERVIEW: I will attend monthly meetings of MUCTM.

OBJECTIVES: Standard 5 – Middle Level Instruction and Assessment. By attending the monthly meetings of MUCTM, I will become more familiar with the various concepts, principles, theories and research related to effective instruction and assessment in the field of middle school mathematics. I will e able to use this new knowledge as I progress through the MCE Program and my future classroom.

DESCRIPTION OF ACTIVITIES: Attendance and participation at monthly MUCTM meetings.

EVALUATION CRITERIA: Knowledge gained by attending the monthly MUCTM meetings will be reflected in assignments related to curriculum.

SYNTHESIS OF LEARNING: Attending the monthly MUCTM meetings provided me with valuable information regarding teaching mathematics to middle school students. The February meeting focused on the current revision of the Mathematics Academic Content Standards. This is critical for me to understand not only the curriculum I will be accountable for teaching, but the process involved in organizing the curriculum. The March meeting focused on the misconceptions of fractions. Fractions is a math area that many students have difficulty. Understanding the misconceptions will better enable me to help my future students dispel these misconceptions and guide my instruction. The April meeting was a panel of math teachers. Many suggestions for classroom management were provided as well as engaging lessons. I have numerous ideas for establishing a mathematical learning community in my classroom as well as lessons.

EVIDENCE: Attached you will find the flyers announcing the monthly MUCTM meetings. 3 hours of IPDP

IPDP Scoring Rubric

1. Overview: Strong evidence that you have identified and explained the professional development goal(s) of your plan which is/are related to your anticipated areas of licensure in MCE. 0/1
2. Objectives: Strong evidence that you have stated 1-3 specific objectives to be accomplished by the end of your Content Block with at least one related to the learning of future students and provided a description of how it is linked to AMLE Standards. 0/1
3. Description of activities: Strong evidence that you described the activities that will be used to meet the above objective(s). 0/1
4. Evaluation Criteria: Strong evidence that you explained how the plan demonstrates that you have successfully met your objectives and is relevant to Middle Childhood subject area content, instructional practices and learners, demonstrates a focused sustained effort and is educationally important. 0/1
5. Synthesis of Learning: Strong evidence for each professional development category that explains/reflects on how your professional development promoted your understanding of the teaching/development of young adolescents. 0/1
6. Evidence: Documentation of minimum of 20 hours of professional development by the end of Content Block in at least 2 of the 4 categories. Maximum number of hours in 1 category = 17 hours. 0/1