Professional Development

Plan

 Student Name: Aisha Saif Alshamsi

 Student ID: H00292386
 Course: EPC4406
 Instructor: Dr. Aysha Al Shamsi
 nstitution: Higher Colleges of
Technology.
Table on content
 Introduce my Professional development plan (PDP)
The PDP helped me develop the teaching strategy and schedule, achieve my goals for this
semester, arrange them, and follow a clear and understandable plan.
also helped me in developing a strategy to improve my strengths and weaknesses and I needed to
focus more on my practical performance and this would improve my professional performance in
the future and be a successful teacher with experience of how to organize lessons, plans and
goals to organize time. It is important for the teacher to have a clear system in order to succeed in
his profession.
The Indeed Editorial Team on the indeed website stated that a PDP should be a continual
reference or touchstone, and you should update it every time you reach important milestones.
(Team, 2021). In order for your goals and plans to be organized, they must be updated whenever
a new plan is developed or a change occurs.
Your dreams will only ever be dreams if you do nothing about them. Writing a PDP is taking the
first step to making those dreams come true (Martinelli, 2017). Yes, I felt the beginning of
change and development when I started working on writing and developing my plan.

Justify your professional development goals for this semester.

When writing my professional development plan, I wrote down three goals. the first is
demonstrate critical thinking through storytelling measured by observations by helping students
tell the stories read to them. Secondly, follow the class rules by developing strategies that help
the student abide by the rules of the classroom. Lastly, focus on the activities group by
encouraging students and teaching them how to work as groups.

To justify my PDP goals for this semester I want to reach five goals.

1- First goal is demonstrated critical thinking through storytelling measured by observations

I did not expect that children at this age can tell stories because they are young. To tell
stories, the child needs to be more attentive when the teacher reads the story to him so
that he can tell it later. But some students were able to tell the stories that I read to them,
but not by reading the story. I was just reading them the story I was excited for the
students to pay attention to the story. I used to ask them questions when I was reading the
story to make sure that the students were paying attention to the story. I also helped them
tell the stories by printing the story map and put it in front of the student. When he forgot,
he saw the story plan and remembered and completed the narration of the story. I also put
the characters of the story in front of them. To remind them of what happened in the
story.
2- My second goal is following the classroom rules It was good to choose this goal because
the students move a lot, talk and scream, and the children fight most of the time. The
students did not abide by the rules of the class. I tried to find a strategy to make the
students abide by the rules of the class, and I found a way of colors by making the
students’ pictures in green. When the student violates the class rules, I give him a first
verbal warning that reminds him of the rules of the class. The colors mean green for the
 committed student, yellow when I give the student the second warning, and red when I
give him the last warning.
3- The last goal is focus on the activities group, the students of this class did not learn how
to work as groups due to the distance that occurred due to the Corona virus, and the
students had to learn how to work as groups and cooperate. I changed the students’ tables
and made them sit in groups and each group contained 5 students and watched how it
would be when they sat in groups and started writing notes to students who do not
commit to teamwork and sabotage the work on the rest of the group and look for a
solution for them.

Goal 1: Demonstrate critical thinking through storytelling

Previously stated development needs Skills you

Personal
MCT personally know
development Needs of the setting
recommendatio MST recommendation you need to
interest
n develop
Keep her in touch and Encouraging. Find a story that fits
show her the story that the theme of the week
Creativity.
I will read it and the Positive the students are
activities. reinforcement. studying.

Concise
Rationale / Justification 
Goal By the end of the TP 80% of the I want to read a lot of
students will demonstrate critical stories with the students
thinking through storytelling in different ways, so as
measured by observations. not to make them get
bored of the story and
make them love reading
because the student must
learn how to tell stories
and comment on them.
Students love stories and
always ask me to read a
story to them and the
class is calm when I read
a story to them.

TP Competency Managing Learning.

Action 1 To reach this goal, I will find
stories for the students and read
the story to them, then select
some students to tell the story and
talk about it.
1- I got a story that matches with
 the lesson.
This week, students study about
(The gingerbread man) so that’s
why I chose this story.
New week we read (We’re going
on a bear hunt).

2- Using materials that will help

me in introducing the hook for
example (story characters, dolls,
white board, pins, magnetic
letters). 
I used the story characters in the
form of carved wood to attract the
students' attention to the story.

3- After the hook, ask a student’s

questions about how they feel
about the story or the scenario.I
asked several questions to the
students while reading the story
and at the end of the story I asked
the students who could tell me
what happened in the story.
After each story, choose some of
the good students and some of the
weak ones and ask them to tell the
story I read and then start writing
notes.

5 weeks.
Time frame
1- Support from MST in the first
Support needed
days of teaching.
2- Feedback from MST.
MST  helped me choose a group
of students with different levels.
3- Resources from school.

How will you provide Reflection of the students'

evidence of the success of understanding.
the action I will provide check students and
see the level of them by observing
them and write my observation on
sticky note.
Evidence (After
implementation)

 (Here's when I added the story map

into the lesson plan).

IMG_3229.MOV 
(In this video, after reading the
story, the student Afra told the
story and also at the end of the
lesson when one of the students did
not understand what happened at
the end of the story Afra told the
student the end of the story).
Afra told the story.

The MST is observed me and

telling me some advice.
Sticky notes after observing
students.
 Reflection  This is my latest goal, which the
students enjoyed very much,
(What happened because because I used real characters in
of this action?) front of them, so I read the story
and they saw the characters in front
of them, and this made them pay
attention a lot. I also prepared the
story map. When I finished reading
the story, I asked them who could
tell me what happened in the story,
so the student Afra told the story
beautifully. And tidy because she
noticed the story when I was
reading it, and because she had the
map of the story, so she saw the
map and remembered what had
happened. The students had a lot of
fun and wanted me to tell them
another story, but we don't have
much time.
Analysis after sticky notes:
I used to read a story every week to the students and the teacher did not allow me to have more
than two students tell the story because she thought that this would waste time and the other
students would get bored so I only had two students tell the story and I was writing my notes.
I noticed that Afra was able to tell the story fluently because she was always paying attention
when I read the story, but Mansour could not tell the story because he was always distracted by
something else and talking to his colleague while reading. near my table to notice the story and
he was paying attention and recounting some of the story.
The next week, after I read the story, I chose Khaled and Seif to narrate the story and Seif was
able to tell it because he is one of the distinguished students who pay attention to the teacher and
always participate with him, but Khaled could not talk because his teacher always ignores him
and does not pay any attention to him because she says that he is weak academically. I cannot
waste time with him but We had to help him talk to improve his level and I sat near him and
made him see the pictures of the story so that he could talk about it and he was able to talk about
some of the story.
The third week, I read the story and chose Share and Mary to narrate the story. The class was
able to tell some of the story. Then, she needed some help to complete the narration, so I gave
her the map of the story to remember what happened and complete the narration. Maryam was
also able to tell the whole story because she is one of the outstanding students.

Goal 2: Follow the class rules.

Previously stated development needs Skills you Personal Needs of the setting
 personally know
MCT development
MST recommendation you need to
recommendation interest
develop

Concise
Rationale /
Justification 
Goal By the end of TP, 90% of the I want students to follow
students can follow the class rules the class instructions
measured by observations. and laws and not violate
them so that the class is
organized and not
random and so that the
teacher can control the
class quickly.
The students of this
class find it difficult to
follow the rules of the
class, as they are very
random and do not listen
to the teacher, but I was
able to make them
follow the instructions
how much through the
methods I followed with
them.

TP Competency Managing Learning.

Action 1 1- I searched for behavior
management strategies and found
several ways to manage students'
behavior, including putting their
pictures all on a green sheet of
paper, which means that everyone
abides by the classroom rules. I
made the students understand that
the one who does not abide by the
class rules will have his name on
the yellow paper, and if the
warning is repeated, his name will
be on the red paper. So the
 students began to abide, and when
one of them violated the class rules
and lowered his name to yellow,
the rest of the students adhered for
fear that their name would be taken
down from the color green.

2- I met several times with the class

teacher to talk about strategies that
would improve students' classroom
rules and that would improve their
behavior.

Observe the troubled students

5 weeks.
Time frame
1- Feedback from MST.
Support needed
2- Reward system.
How will you provide 1- MCT and MST feedback 
evidence of the success of
the action 2- Will use observe them and write
notes.
3- Apply weekly reflections. 

Evidence (After
implementation)
(The strategy that I followed with
the students to abide by the rules of
the class).
 (After observe students)

During this week I tried to focus on

Reflection 
the goal of students following the
(What happened classroom rules. The students are
because of this irregular and do not follow the rules
 of the class and are random and do
action?)
not care about the classroom rules,
but I followed the system of the
student who does not follow the
classroom rules, his name will be
shown in yellow, and when he does
not comply, his name will be shown
in red, and the students were
following the system when they saw
that one of the students went down
to the color yellow. I did not expect
that this system will work for them
because they do not listen to the
teacher and abide for 5 minutes and
then break the laws again, but with
this system they are now abiding by
the rules of the class. This week I
will focus on finding a new way to
get them to follow the rules of
separation because I think they will
get bored with this system and not
care about it so I have to find a new
way which I'm thinking of is a
classdojo.

Analysis after sticky notes:

At first I observed the behavior of all the students and some of the students were not abiding by
the class rules and I talked to their teacher because of their behavior and why they do not follow
the rules of the class and she said that she does not have time to focus on all the students and she
has no help and she said that I can identify the students who do not comply with the rules of the
class and start improving their behavior so I monitored Students I noticed that there are 5
students who always distract the rest of the students, they are Mansour, Khaled, Ahmed, Ghalia
and Saqr. I started watching them and focusing on them. Mansour was a lot of talking and
moving and could not pay attention to the teacher. So, we found a solution for Mansour, which is
to alert him and remind him of the class rules always, change his seat and make him sit near the
teacher’s table, and I noticed the next week that Mansour started to improve. Khaled goes to the
bathroom a lot to play, so the rest of the students ask to go to the bathroom as well and they all
play, so when he asks to go to the bathroom, I go with him every time to finish his need and then
return to his place and he has no room to play because I can't deprive a student of the bathroom
because sometimes maybe He really wanted to go to the bathroom, and then he started to go to
the bathroom less because he had no room to play. Ahmed used to draw and scribble a lot on the
tables, and we cleaned them every day at the end of the work day, so I started giving him papers
and colors so that he could draw and paint on them, not on the table. She talks a lot and the
teacher always gets distracted and cannot explain the lesson because of her. That is why I always
reminded her of the class rules and put her in yellow and her only name would be on the yellow
list. She kept silent so that her name would return to green with the rest of the students, and this
plan worked for her. Saqr was always crying all day and didn't want to come to class and I made
him love school by making him learn by playing and I always made him participate with the rest
of the students in the activities and he started to enjoy and love school.

Always keep in touch with the teacher regarding any

changes or updates.

Goal 3: Focus on the group activities.

Previously stated development needs

Skills you
Personal
MCT personally know Needs of the
development
recommendatio MST recommendation you need to interest
setting
n develop
jj

Concise
Rationale / Justification 
Goal By the end of the teaching practice I want to teach students
90%, focus on the group activities to work in groups
measured by observations. because they need to
work with each other and
learn to cooperate.
The students of this class
do not work as groups,
 but sit in pairs in the
classroom, so I changed
their seats and sit in
groups containing 5
students each.
TP Competency Managing Learning.
Action 1 1- Divide the classroom into
groups according to students'
level.
2- Using materials that make the
students develop in groups such
as: rewards for those who abide
by the rules of the groups,
cooperate with their colleagues,
and not sabotage the rest of the
group.
3- Reflect on students during
activities.

5 weeks.
Time frame
Support from MST.
Support needed
How will you provide 1- Asking the class teacher for
evidence of the success of help in distributing the students
the action into groups at different levels.
2- Accustom the students to work
as groups and teach them how to
work with participation because
they are not accustomed to
working as groups.
3- Reflection.

Evidence (After
implementation)
(Students working in groups).

(Before
sitting as
groups).
 (Asking my MST if I can change
the tables).
Over the past week, I've focused
Reflection 
around my other goal, which is to
(What happened get the students to work in groups.
because of this action?) The students in the class I am with
do not work in groups much, so
we should focus on this goal a lot.
When the students were
distributed to the activities, I
would go with them and make
them work as groups by playing
together or in pairs in order to
strengthen the students’
relationship with each other. Then
I started making them work as
groups in the activities when I
explained to them a lesson.
Students began to learn how to
work as a group by cooperating,
speaking, sharing and performing
the activity collectively.

Analysis after observation:

After highlighting the work as groups, it was difficult for the students to change their places in
the beginning because they used to sit as a pair and not as a group because their teacher did not
get used to group work always, they worked as a pair or alone. I started changing the tables to
make them work as a group and then I started distributing the students with the help of their
teacher to make different levels in each group so that they could help each other. I started by
observing the students and what their teamwork would be like. I found that some of the troubled
students were sabotaging the activities of the rest of the group and some of the students could not
cooperate with their colleagues. Talk with the teacher about some of the problems that I noticed
about the students, some of their distribution as groups, and we found a solution by changing the
places of some of the troubled students who constantly sabotage the group work until we find the
group that suits them and makes them calm, and also talking to them constantly about the
importance of teamwork and reminding them of the rules of the class.