Name: Grade Level: Content(s):
Review Date: _________________ Reviewer: _______________________________________________________________________________________ Comments:
Review Date: _________________ Reviewer: _______________________________________________________________________________________
GCISD
Professional Learning Plan
Models of Professional Learning: Self-directed, observations, district improvement process, inquiry, conferences, workshops, coaching, induction
District Focus of Learning: What knowledge and skills do you need to support LEAD 2021, the learning platform, and the development of a digital classroom?
Focus Goals Strategies/Actions or model to be taken for
Professional Development
What will you provide to demonstrate evidence of
learning outcomes?
1. By the end of the 14-15 school year, I will
implement instructional strategies that
encourage self-directed learning including
goal setting and student-led conferences at
least one time per quarter.
The students will use data including, but not
limited to, MAPS data, benchmark scores,
STAAR results, in class assessments, and
teacher feedback to set SMART goals and
develop a plan to obtain both short and long-
term goals. I will use the book, Who Owns the
Learning to support student self-directed
learning implementation.
The students will use digital portfolios to log their
goals and use the log to frequently reflect on the
goals they have set. The students will also use
the portfolios to record their performance data.
2.
Campus Focus of Learning: What knowledge and skills do you need to support the campus initiatives? (see ISTE NETS for Teachers)
Focus Goals Strategies/Actions or model to be taken for
Professional Development
Evidence of learning outcomes
1. To establish a consistent differentiated
learning environment during the 14-15
school year, I will customize and
personalize learning activities to address
students diverse learning and working
styles and abilities within reading and
writing lessons 80% of the time for all
students in my class.
Using varied formative and summative
assessment data, I will design differentiated
lessons (including leveled stations), use
materials that reach both students academic
and interest levels, and provide choice of
product to ensure each students needs are
met. To accomplish this, I will be attending the
CIE conference that focuses on ELS
instruction and the Donalyn Miller conference,
which focuses on student engagement and
Differentiated learning opportunities for all
students will be reflected in weekly lesson
plans, learning experiences, student work and
product.
Name: Grade Level: Content(s):
Review Date: _________________ Reviewer: _______________________________________________________________________________________ Comments:
Review Date: _________________ Reviewer: _______________________________________________________________________________________
love of learning. I will use strategies learned
through independent book study including the
books Checking for Understanding, Practice
With Purpose, Differentiated Instructional
Strategies for Reading in the Content Areas,
and Reading with Meaning.
2.
3.
Individual Focus of Learning: What knowledge and skills do you want to develop because of the needs of your students?
Focus Goals Strategies/Actions or model to be taken for
Professional Development
Evidence of learning outcomes
1. To increase critical thinking experiences
within my daily lessons throughout the 14-
15 school year, I will design lesson plans
that focus on rigorous unit assessment,
learning material, and instructional
strategies including Depth and Complexity
Icons 70% of the time.
To develop rigorous instructional experiences,
I will incorporate strategies learned through
independent study of the book How to Plan
Rigorous Instruction, feedback from VALOR
colleagues, and Blooms levels 5-6 verbs in
lesson design. I will use the book The
Fundamental 5 to support lesson planning.
Depth and complexity icons will be reflected in
daily lesson plans and VALOR collaboration
feedback will provide objective data measuring
Blooms levels and rigor within classroom
lessons.
2. To improve teacher-parent
communication and a school-home
connection throughout the 14-15 school
year, I will contact the parent of each
student at least one time per nine-week
period with a positive report about student
performance or citizenship and will contact
the class as a whole one time per week.
Communication with parents will come in
various ways including, but not limited to,
emails, phone calls, notes home, digital
planners, digital newsletters, and social media
(grade-level Facebook page, Twitter, etc.)
Parent communication log will be kept
throughout the 14-15 school year.
