Professional development plan assisted me to accomplish my academic goals and improve my teaching skills. Besides, PDP helped me to analyze students’ achievement, identify the students learning problems, develop solutions, and relate those solutions to address students’ needs in their learning processes. I applied the PDP for both semesters 1 & 2 at Diyar international private school. As a result, these techniques will be more effective in the PDP because it will enable to develop the knowledge and skills to address students’ learning challenges. Also, making a thoughtful planning to implement a new skill with feedback to ensure its  responds to the method that applies in the field.

 

In this part, you will see all the evidence of my PDP and how I achieved the goals over the last year of my teaching practice to improve my skills and based on the competency areas.  This PDP is beneficial to enhance my work experience and bring out improvements in myself as a student teacher. As it  has been pointed out, the Professional Development Plan has six different competency areas which are professionalism, planning for learning, managing learning, implementing learning, assessment, and reflection. Plus, I listed the goals that I have decided to pursue over the year of my teaching practice in Diyar international Private School for Primary Education. Through these competency areas, I could plan strategies to support students in learning and improve their performance. In addition, all these strategies are to help me as a student teacher to evaluate the effectiveness of the students’ performance and achievements during the semester and at the end of the semester.

 

 

 

  professionalism competency

 

 

 

 

 

 

 

 

 

 

One of the goals to accomplish the competency of professionalism was building a trusting relationship with stakeholders such as principal, teachers, students, and parents. I believe this goal is crucial because it builds a strong rapport with the administrative staffs are the basis of meaningful and successful relationships in the field of education. In addition, I believe that teachers are the essential part of the communication between school and home because she can construct a supportive learning environment. According to Aronson, teachers should be prepared for professional development programs to promote their skills in developing the skills of communication (Aronson, 1995). As a consequence of this competency, I have used lots of strategies and plans which helped me to accomplish professionalism competency. For instance, I used to participate in school events, attending the morning assembly, workshops, conferences, and seminars, including voluntary activities in the community. Involved in these areas enhanced my skills of professional development like time management, mentoring, leadership, communication skills, and project management. Apart from this, I discussed my belief in my teaching philosophy (see teaching philosophy, professionalism) which was attending and participating in school workshops, events, morning assembly, conferences, and seminars. To be more specific, it gave me the opportunity to enhance my self-confidence and work on building my abilities and develop my skills. Also, It opens up many doors to interaction, participation, and relationships with others, as well as making decisions to serve the community

 

Receiving feedback from both MST and MCT was one of my goals to achieve professionalism competency. I Strongly believe that receiving feedback is very advantageous for me to show the improvement and development of my teaching skills. This step helped me to develop many skills in teaching and gaining lots of strategies especially students centered class.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                      Attended a seminar about the safety and how to use the fire extinguisher correctly.

                        Everyone attended this event except the students. It was done by firefighters.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                   Participated in the Food International Day by helping my MST to prepare all the materials

                                           and create the broadcast and the play with the students.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                     Participated Sports Day with the students and joining the students in the competitions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                       Doing a storytelling session and activities in Ibn Alnafees School (voluntary activities in the community).

 

 

 

 

 

 

 

 

 

 

 

                    Conducting peer observation, giving feedback and gaining knowledge and skills from her lesson.

 

 

 

 

 

 

 

 

 

 

               Went to the park with my MST and the students to do some activities and let students

                                              enjoy their day. (voluntary activities in the community).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                             Feedback from my MCT and MST

 

 

  Planning for learning competency

 

 

 

 

 

 

 

 

 

 

 

 

 One of the goals to accomplish this competency was using a variety of interaction patterns, creative activities and encouraging collaboration based on my belief in my teaching philosophy (see teaching philosophy, planning for learning). Noticeably, implemented collaborative learning helped the students to increase their performance and academic achievement. For example, I observed that students with high achievement helped the students with low achievement and based on my believe students develop oral communication by the understanding of diverse perspectives and leadership skills. Bruffee stated that collaborative learning is the key to the success of academic standards (Bruffee, 1998). As I mentioned above, these strategies that I used such as students centered class and collaborative activities were very advantageous in teaching English as a second language. For instance, it developed a strong skill of communication by working together to share their knowledge with each other.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                        focused on students centered and enhance collaborative activities to work in groups.

                  Students work together to have their opportunity in learning which ensures the collaboration

 

The second goal to achieve this competency was using a variety of interaction patterns to achieve learning aims, through choosing an appropriate pattern. I can realize the importance of interaction patterns and how it is a fundamental aspect of the success of activities and the achievement of aims. I have used many strategies to accomplish this goal, such as whole class by presenting their work to the students, work in groups like practicing in role-playing or doing activities, work in pairs such as practicing a dialogue or conversation and finally work individually such as reading, completing an exercise. This strategy focused on learning together to achieve their goals.

 

 On the other hand, using the strategy of differentiation activities helped me to look at the students’ needs and abilities. For example, I used different sheets regards to the students' levels, which means low achiever students work on easy tasks, whereas the high achiever works on sheets of high levels that challenge their levels. Previously, I noticed that students’ levels and performance were increased because it considered their level made them test their abilities positively.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                     Using differentiation activities strategy for low, medium and high achievers in order to

                                                                                  meet their needs.

 

 

Managing learning competency:

 

 

 

 

 

 

 

 

 

 

 

 

The goals to accomplish this competency was motivating and maintaining an effective and supportive classroom and use clear instruction to manage the activities. Obviously, I mentioned the effectiveness of these strategies on my belief in my teaching philosophy (see teaching philosophy, managing learning). According to Gardner (2010), motivation can lead to express effort in attaining a goal, show their persistence, attend to the tasks and activities that are necessary to achieve the goals (Gardner (2010).  Through using different strategies helped the students to participate, encourage and interact with the teacher to learn successfully. Consequently, I found out from my experiences that using different strategies like group performance chart, motivation chart and displaying students’ work on the wall was beneficial to accomplish my goal. As well, displaying the classroom rules and using the total physical response approach was very useful for the students to be engaged and motivated in the classroom. As a result, motivation and using clear instruction to manage the activities supported me as a teacher to improve the academic outcomes of the students and students behaved very well in the classroom.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

           Displaying student's work on the wall was very efficacious to highlighted students’ achievement.

                                      Using clear instruction and TPR approach. Using motivation chart

 

 

Implementing learning competency:

 

 

My achieved goal to implement this competency were managing students’ behaviors and attitudes to accomplish amazing achievements which helped me to improve the student's' behavior in the classroom. In addition, another important goal was giving students’ roles and responsibilities which helped me to get students' attention and keep them focused on the activities. It’s always been my view that managing students’ behavior and giving students’ roles and responsibilities were very crucial aspects of learning the English language. Implementing different strategies of this competency (see teaching philosophy, implementing learning) helped me to engage the students in learning and reducing students’ behavior to keep them focused on the tasks. For example, assigned roles for each student was very efficient because of the different roles of a leader, assistant, writer, and collector. As a result, the students finished the work on time because each one knew their roles and everyone was participating in doing the activities by supporting each other. Another example, using the app class Dojo to manage their behavior by getting points of misbehavior which was excellent tools for documenting and tracking the student's' behavior.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                          Using various methods in managing, such as class Dojo apps and working with student

                                                            helpers to distribute and collect materials.

 

 

 

Assessment competency:

 

 

 

 

 

 

 

 

 

 

 

 

My goals to accomplish this competency were planning for student summative and formative assessments which helped me as a teacher to check students’ understanding and monitor their work during the semester. Moreover, formative assessment helped me to monitor students’ learning to provide ongoing feedback and summative assessment helped me to evaluate students’ learning at the end of the unit. According to Hanna and Dettmer formative and summative assessments very beneficial to match instructional goals and objectives at the beginning and end of the of the semester (2004). This goal gave me a clear picture of the students’ development and their performance and the importance of it that based on my belief in my teaching philosophy (see teaching philosophy, Assessment). I monitored and assessed students by planning different strategies that helped me to achieve my goals which were implementing formative and summative assessments, peer assessment and giving formal and informal assessments. These strategies were effective for me as a practitioner to evaluate students’ performance with the purpose of supporting their learning development.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

           

 

 

            Summative assessments including doing unit projects and taking tests to evaluate                                                 student learning at the end of an instructional unit.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reflection competency: