Professional Development Plan for Teachers

By Chi Mei Natalie Flynn

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Introduction

The presentation aims to:

• Enhance teachers’ instruction quality to align and fulfill the school's objectives.
• Focus on the teachers’ enriched implementation strategies and the impact on students’ academic outcomes.

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School Objectives

The School Mission Statement

To provide a safe and supportive learning environment for all students, to enable them to thrive academically, and to enrich skills development through equitable, inclusive, and authentic learning.

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The School Vision Statement

To support students' confidence, celebrate their uniqueness through positive relationships with peers and teachers, and encourage all students to be competent citizens and long-term learners in the globalized society.

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�Differentiated Instruction �

Different students have different:

• Backgrounds
• Learning needs
• Learning abilities
• Learning preferences

Remember:

"People differ in their abilities and strengths, and intelligence is multifaceted, not a single entity" (Tomlinson, 2014, p. 31).

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Differentiated Instruction is to:

• Understand the different needs of students.
• Give direction according to students' learning abilities and learning preferences.
• Eliminate learning gaps in students.

Strategies for Differentiated Instruction

In the heterogeneous classroom, teachers should identify each element in the learner through summative and formative assessments before, during, and after the unit of Instruction.

Elements of differentiated instruction:

• Readiness
• Interest
• learning profile (IRIS Center, 2020)

Readiness, Interest, and Learning Profile

Readiness

The student's current knowledge and abilities in the specific subjects.

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Interest

The student's inspiration and hobbies motivate them to increase their curiosity and engagement.

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Learning Profile

The student's learning preference. Some students are interested in collaborative work, visual presentations, or hands-on projects.

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The learning profile can be:

• Groups of students with similar levels of learning ability through collaborative classwork.
• Different types of instruction in the class.

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(IRIS Center, 2020)

The Elements to Achieve Differentiated Instruction

Content- Different curricula for students to master knowledge aligned with education standards.

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Process- The activities or ways of instruction to teach students.

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Product- The students' academic outcomes.

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"Challenges show intelligence can be expanded, not by birth (Tomlinson, 2014, p. 31)".

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• Students need to be challenged to feel excited about learning when the challenge is appropriate according to their skills and readiness.

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• Challenge helps to expand students' perspectives and abilities to a higher level.

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Differentiated Instruction Leads to Appropriate Challenges

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Differentiated instruction supports challenges in learning through:

• The recognition of students' readiness to create not-too-hard and easy challenges.
• Various instructions to help them discover and develop their abilities through solving challenges.
• Related to the high interest and relevance to students' feelings and real-life experiences (Tomlinson, 2014, p. 33).�

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Authentic Learning

It is the implementation of project-based learning related to students' interests and prior knowledge to apply to real-life problems.

It helps students to develop the following skills:

• Higher-order thinking
• Executive functioning
• Planning, organizing, and managing
• Self-monitoring
• Collaboration

(Martinez & McGrath, 2021, pp. 30-31)

Benefits of the Authentic Learning

• It enables collaboration with peers and teachers for immediate feedback.
• It supports positive peer-to-peer relationships.
• It provides opportunities for outdoor and indoor learning.
• It helps to promote students' interest.
• It increases motivation and creativity in students.
• Students can learn to apply knowledge in situations.

(Hwang et al., 2021, pp. 2214-2215)

Examples of Authentic Learning

• Students' presentation with research on a topic
• Students debate
• Students run a lemonade stand for business studies class
• Technology simulation for labs or art curating

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Ensure Learning Enhancement in the Instructions

Teacher Observation in the Classroom

The evaluation from the administrator happens twice a semester.

The observation worksheet ensures the implementation of differentiated and authentic instruction and areas of improvement for students' learning enhancement.

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Figure 1 & 2

Teacher observation form

Figure 3 & 4

Teacher observation form

Figure 5 & 6

Teacher observation form

Information of the Observation Form

There are five categories to ensure the implementation of differentiated and authentic instruction from teachers.

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• Active learning
• Collaboration and discussion
• Authentic learning
• Accountability
• High expectations of students
• The summary with the strengths, areas of improvement, action plan, and follow-up sections is included for ongoing enhancement.

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(“Shift the Thinking Load to Students: Instructional Strategies Promote Problem-Solving Abilities,” 2020)

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Figure 7

Teacher observation form

The Individualized Education Program and 504 Plan for Students with Disabilities �

Individualized Education Program (IEP)

Under the Individuals With Disabilities Education Act (IDEA).

Under a federal special education law for children with disabilities.

For students with one or more disabilities that are listed on IDEA.

For students with disabilities that affect their learning progress in the general education classroom.

Offers individualized special education to cater to students' particular needs.

(The California State Council on Developmental Disabilities, 2018)

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The IEP includes:�

• The time of students receiving services.
• Student's current academic and functional performance.
• The annual educational goals and the measurement of the progress.
• The accommodations or modifications that students need to receive from the school.
• Accommodations of standardized assessments if necessary.
• The student's involvement or particular setting in the general education classroom.

(The California State Council on Developmental Disabilities, 2018)

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The 504 Plan

• Under Section 504 of the Rehabilitation Act of 1973.
• A federal civil rights law.
• For students with the disability that interfere with their ability to learn in the mainstream classroom.
• For students with a disability that limits their life activities.
• Students without IEPs can have the 504 plan for accommodations.

(The California State Council on Developmental Disabilities, 2018)

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The 504 Plan includes:�

• The accommodations for students with disabilities to learn in the general classroom.
• The person's name who oversees and ensures the implementation of the accommodations.
• The name of the person who will provide the service of each accommodation to the student.

(The California State Council on Developmental Disabilities, 2018)

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The Educational Technology Integration�The International Society for Technology in Education (ISTE)�

ISTE Standards

• Ensure the consistency of all school stakeholders in utilizing technology.
• Educate educators to enhance the integration of educational technology.
• Support educators to enrich instruction with technology.
• Guide students to use the technology to expand their learning perspectives appropriately.
• Educate educators and students to be competent 21^st-century citizens.

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ISTE Standards for Teachers�

The standards have been separated into seven categories.

Learner

• Set Professional and pedagogical goals collaborating with technology.
• Actively creating and participating in the local and global network.
• Keep up with the current research and learning sciences to support students' academic outcomes.

Leader

• Shared vision for empowered learning with technology by engaging with education stakeholders.
• Advocate for equitable access to educational technology to meet the diverse needs of students.
• Model to colleagues about appropriate digital resources and tools for learning.

(ISTE, n.d.)

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ISTE Standards for Teachers�

Citizen

• Create a positive experience and display empathic behavior online for learners.
• Promote curious cultural and critical examination of online resources.
• Model the management of personal data and digital identity.

Collaborator

• Collaborate with colleagues to create authentic learning experiences to enhance technology utilization.
• Learn with students to discover and use new resources responsibly.
• Use collaborative tools to expand students' authentic, real-world experience with other educators.
• Demonstrate cultural competency.

(ISTE, n.d.)

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ISTE Standards for Teachers

Designer

• Use technology to accommodate learner differences.
• Design authentic learning activities.
• Create innovative learning experiences through exploring and applying instructional design principles.

Facilitator

• Foster students' ownership of learning.
• Use technology and student learning strategies on various platforms.
• Teach computational and design thinking.
• Model and nurture creativity to communicate ideas and knowledge.

(ISTE, n.d.)

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ISTE Standards for Teachers

Analyst

• Use technology to reflect students' competency and learning.
• Utilize technology to create assessments.
• Use data to guide progress.

(ISTE, n.d.)

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ISTE Standards for Students

The standards have been separated into six categories.

Digital Citizen

Understand the importance of digital footprint, identity, and reputation.

Engage in safe and ethical online behavior.

Respect and protect the rights and obligations of intellectual property.

Secure and manage personal data and navigation history for privacy.

Knowledge Constructor

Utilize effective research.

Evaluate research information, accuracy, credibility, and relevance.

Utilize a variety of tools to collect artifacts.

Explore real-world issues and develop critical thinking skills for solutions.

(ISTE, n.d.)

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ISTE Standards for Students

Innovative Design

Monitor the design process for creating artifacts.

Utilize and manage tools for the design process.

Develop prototypes.

Obtain ambiguity and perseverance, and be prepared for open-ended problems.

Computational Thinker

Formulate problem definitions through technology assistance.

Utilize data collection and analysis correctly.

Decompose problems to facilitate problem-solving.

Proceed with automation and algorithmic thinking for the design process.

(ISTE, n.d.)

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ISTE Standards for Students

Creative Communicator

Utilize appropriate platforms and tools.

Responsibly remixed original and research work.

Utilize a variety of digital objects, like visualizations and simulations.

Customize message and medium for targeted audiences.

Global Collaborator

Digital platform to connect with learners from various backgrounds and cultures.

Utilize collaborative technologies with others and expand perspectives.

Contribute to the team constructively with the ability to take on various tasks.

Explore local and global issues and investigate solutions collaboratively.

(ISTE, n.d.)

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Up-To-Date Technology Knowledge in Teachers�

• Maintain the consistency of the quality of all teachers when implementing instructions.
• Utilize new technology to enhance students as competent 21st-century citizens.
• Better align with the ISTE standards.
• Be in touch with the impact of technology on students' learning.
• Better serve students' diverse needs in the latest educational phenomena.

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Importance of Utilizing Technology ��

• Students are born in the digital age and expect to use technology in the classroom.
• Connect to students' habits.
• Offer learner-centered instruction.
• Benefit classroom management.
• Support effectiveness in formative assessment.
• Teachers and students together to adopt the changing trends.
• Enhance all students in the mixed-abilities classroom.

(Hoffmann & Ramirez, 2018)

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Before the technology implementation, it is imperative to know these:��

• Technology does not replace the human touch.
• Teachers and instructions can not be replaced by technology.
• Technology enhances the role of teachers.
• Technology supports the learning and teaching of teachers.

(Singh, 2021, p. 29)

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The Benefits of Technology-Integrated Instruction for Students�

• Provide more interactive and responsive instruction styles.
• Students are more excited and motivated.
• Enhance learning in students with disabilities.

(Carstens et al., 2021)

• Help to develop students' higher-order thinking skills.
• Students can take more ownership of the learning progress.
• Enable students to collaborate and communicate with peers.
• Enable students to receive immediate feedback to decrease the learning gap.

(Shadiev et al., 2017)

• Personalized instruction and cater to students' learning pace.
• Students can engage in self-regulated learning and goal-setting.
• Cater to diverse students' abilities and needs.

(An & Mindrila, 2020, p. 141)

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TPACK

What is TPACK?

It is the strategy for effective educational technology implementation through combining and recombining three types of knowledge to get a balanced and comprehensive intervention.

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• Technological Knowledge (TK) in teachers.
• Pedagogical Knowledge (PK) in teachers.
• Content Knowledge (CK) in teachers.

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(Kurt, 2019)

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Figure 8

TPACK Map (Kurt, 2019)

Teachers need to balance the elements of practical implementation.

The combined elements are”

• Technological-Pedagogical Knowledge (TPK) is the relationship between technological and pedagogical practices.
• Pedagogical-Content Knowledge (PCK) is the pedagogical practice that suits learning objectives.
• Technological-content knowledge (TCK) is the relationship between technologies and learning objectives.

(Kurt, 2019)

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TPACK

Why the TPACK Strategy?�

• It helps to communicate the content of the instruction and supports the pedagogy to enhance students' learning.
• It motivates teachers to be content-driven, pedagogically sound, and technologically forward-thinking.

(Kurt, 2019)

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�Platforms for Technology Integration in Mixed Classrooms

Tools that are for easy adjustment in content for different subjects:

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Class Dojo

Google Workspace

YouTube

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Online quiz for all subjects:

Quizizz

Kahoot!

Gimkit

Classcraft

For English and art education:

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• ReadTheory

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Augmented Reality platforms can be an exemplary implementation.

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(Haiken, 2021)

(An & Mindrila, 2020)

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The Benefits of Augmented Reality:

• Students control their devices.
• Active learning.
• Support authentic learning.
• Keep students safe as they do not need to relocate from the campus.
• Expand students’ experience related to the real world.
• Students can experience impossible phenomena in the real world to enhance creativity.
• Enhance information search and collaboration skills

(Sáez-López et al., 2019)

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Augmented Reality Platforms�

• WallaMe (Sáez-López et al., 2019)
• Merge Cube
• Augmented Classroom
• Narrator AR

(Danhoff, 2021)

Data Collection

There are summative and formative assessments to support data collection.

Effective data collection can lead to the following:

• Be able to check on students learning.
• Eliminate students' misconceptions about the context and learning gap.
• Better cater to students' academic needs.
• Help to support students' positive attitude in learning.
• Communicate with other school stakeholders, including parents, with constructive data.

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Summative Assessment

• It happens after the unit of the content and at the end of the semester.
• Students receive grades from the summative assessment, which are recorded on the report card.
• The content of the summative assessment follows the standards of the state.
• It can be homework, quizzes, and examinations.

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Formative Assessment

• It is an informal assessment that does not require grades.
• It happens during instruction or after the content is taught.
• It can be in various styles, not only restricted to pen and paper.
• It assesses students at intervals as they tackle specific goals (Tibbitt, 2020, p. 73).

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Why Do Teachers Need to Implement Consistent Formative Assessments?

The Benefits of Formative Assessment Implementation

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• Increase students' autonomy, competency, and motivation (Leenknecht et al., 2020, p. 253).
• It is more exciting and fun.
• Provide ongoing evaluation and guidance in the learning progress.
• Support inclusion education and differentiated instruction.
• Aid students to learn through their strengths.

(Tibbitt, 2020)

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Effective Formative Assessment Implementation

• Questions that train students' critical thinking.
• Give specific and immediate feedback.
• Self or peer assessment for self-monitoring and collaboration skills.

(Tibbitt, 2020)

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SMART Goals

SMART goals are measurable to ensure the attainable achievement within the time limit. The goals are usually related to students' academic and skills accomplishments.

SMART goals can be the development process of a growth mindset in students as they achieve their goals with high expectations and appropriate challenges.

(Purdue Global, 2022)

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SMART Goals Stand For:

Specific-Specificity of the goal includes details like who is involved and the intention.

Measurable-The goal is possible to track its progress.

Attainable-The goal can be accomplished realistically.

Relevant-The achievement of the goal can benefit other purposes related to academic performance.

Time-bound- The goal has an expected time for each step to be achieved efficiently.

(Purdue Global, 2022)

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The Benefits of SMART Goals for Students

• It is the personalized goal related to what they want to achieve according to their interest and experiences.
• It supports students' autonomy in learning and self-monitoring skills.
• It increases students' motivation in skills development and helps them understand the importance of time.
• Students can train themselves to think critically of ways to achieve goals.
• It leads to high expectations from teachers.

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Teaching With High Expectations in Students

High Expectations in Teachers

• Affect students' psychological well-being.
• Give students the optimistic belief that teachers trust their ability.
• Show teachers care about students' academic achievement.
• Influence teachers to support students learning in high quality as they believe in students.

(Rubie-Davies et al., 2020)

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SMART Goals worksheet

Use the worksheet to:

• Check-in with each student once a semester.
• Students can fill in up to three SMART goals worksheets.
• One goal for each sheet.

(Purdue Global, 2022)

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Figure 9 & 10

The SMART goal worksheet

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What is Empathy?

It is the ability to think from others' perspectives without bias and understand others' feelings in their viewpoints.

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The Foundation of High-Quality Education-Empathy in Teachers

Empathy in Teachers

It is imperative to develop empathy in teachers as it is the root of fulfilling the school's mission and vision statements, enhancing students' academic outcomes, and providing a positive learning experience for learners.

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Empathy can:

Support teachers in better understanding students' intentions behind disruptive behaviors and helping them appropriately.

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Help teachers to understand the cause of students' learning difficulties, including cultural backgrounds.

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Increase teachers' patience in helping students to thrive academically.

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Motivate teachers to have high expectations of students.

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Empathy in the Classroom�

• Support students to know it is the root of a caring and inclusive community.
• Support students in understanding and appreciating differences with others and accepting diversity.
• Help to enhance students' learning at school.
• Aid students in being competent and respectful citizens.
• Fulfill the Christian characteristics.

(Milner et al., 2022)

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Christianity in the Classroom

Implementation of Christian Classroom to Fulfill Christian Characteristics

• Teachers implement subject-centered instruction to discuss the wisdom of the subject and knowing Christ is about it all (Burt, 2021, p. 74).
• Let Christ be the classroom center where teachers and students are equal under Him.
• Teach students to welcome Christ and that He is the true friend for all.
• Express compassion and care for all students to practice the virtue of Christianity.
• Encourage students to have a loving relationship with Christ.

(Burt, 2021, p. 72)

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Christianity in the Classroom

• Bring in the culture of honesty, morality, and following the principles of being a Christian.
• Have a solid Christian mission to be a positive Christian role model to all students.
• Inspire students to appreciate their abilities as God gives them; all are valuable and unique.

(Yates, 2021)

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Be the Christian Teachers who make a difference in Students' lives

Remember, teaching is not only a job; it defines who teachers are.

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Display integrity, practice gratitude, be inspirational, and be mindful.

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See the strengths in students and believe in their achievements with high expectations.

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Be loving and caring to all students.

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Be patient and empathic with students' learning progress.

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Understand students' different abilities and backgrounds.

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Invite God into the classroom.

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Educate students to have a growth mindset.

(Mussey, 2021) (Kopecky, n.d.)

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Growth Mindset in Students

• Increase students' interest and their intrinsic motivation in learning.
• Educate students to have self-belief that they can develop skills and abilities through effort and time.
• Teach students to persevere and be resilient in achieving goals.
• Let students understand they are the creation of God and capable of skill development to serve Him better.
• Guide students to look beyond the current challenges, press towards future hope, and regard difficulties as the learning progresses.
• Let students know successes and failures do not define life; only Christ defines the value of all. (Yates, 2021, p. 14)

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“Therefore, as God’s chosen people, holy and dearly loved, clothe yourselves with compassion, kindness, humility, gentleness and patience. Bear with each other and forgive one another if any of you has a grievance against someone. Forgive as the Lord forgave you (New International Bible, 1978/2011, Colossians 3:12-13)”.

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A Biblical Scripture to Remind All Educators in Teaching Students

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Colossians 3:12-13

Teachers should adopt the virtue of being Christians by showing the following characteristics in the classroom as role models for students to learn:

Selflessness

Compassion

Kindness

Morality

Fairness

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Colossians 3:12-13

Do not show:

Favoritism

Abuse of power as teachers

Impatience to students

Blame or hold a grudge on students' behaviors

Teachers should always see opportunities for academic enhancement in students and never see students as failures due to their difficulties in the past.

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References

An, Y., & Mindrila, D. (2020). Strategies and tools used for learner-centered instruction. International Journal of Technology in Education and Science, 4(2), 133–143. https://doi.org/10.46328/ijtes.v4i2.74

Burt, N. F. (2021). “I have called you friends”: Toward a pedagogy of friendship in the classroom. Journal of Spiritual Formation & Soul Care, 14(1), 72–85. https://doi.org/10.1177/1939790920951908

Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of technology on student learning. Turkish Online Journal of Educational Technology, 20(1), 105–113. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1290791&site=ehostlive&scope=site&custid=liberty&authtype=ip,shib

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Danhoff, C. (2021, June 16). 7 augmented reality tools for the classroom. Edutopia. https://www.edutopia.org/article/7-augmented-reality-tools-classroom/

Haiken, M. (2021, February 12). 5 ways to gamify your classroom. ISTE. https://iste.org/blog/5-ways-to-gamify-your-classroom#:~:text=Scavenger%20hunts%2C%20bingo%2C%20dice%20games,words%20after%20hearing%20the%20definitions.

Hoffmann, M. M., & Ramirez, A. Y. (2018). Students’ attitudes toward teacher use of technology in classrooms. Multicultural Education, 25(2), 51–56. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1181619&site=ehostlive&scope=site&custid=liberty&authtype=ip,shib

Hwang, W.-Y., Hariyanti, U., Chen, N.-S., & Purba, S. W. D. (2021). Developing and validating an authentic contextual learning framework: Promoting healthy learning through learning by applying. Interactive Learning Environments, 31(4), 1–13. https://doi.org/10.1080/10494820.2021.1876737

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IRIS Center. (2020). Differentiated instruction: Maximizing the learning of all students. IRIS Center. https://iris.peabody.vanderbilt.edu/module/di/

ISTE. (n.d.). ISTE standards. ISTE. https://iste.org/standards

Kopecky, A. (n.d.). 10 traits of impactful Christian teachers. Lutheran High School. https://www.lhsparker.org/blog/10-traits-of-impactful-christian-teachers

Kurt, S. (2019, September 16). TPACK: Technological pedagogical content knowledge framework. Educational Technology. https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/

Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L., Rikers, R., & Loyens, S. (2020). Formative assessment as practice: The role of students’ motivation. Assessment & Evaluation in Higher Education, 46(2), 1–20. https://doi.org/10.1080/02602938.2020.1765228

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Martinez, M. R., & McGrath, D. (2021). Seize the moment: Double down on authentic learning. State Education Standard, 21(2), 30–34. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1315390&site=ehostlive&scope=site&custid=liberty&authtype=ip,shib

Milner, J. M., Fisher, H., Melendez, J., & Thomas, T. (2022). For “KEEPS”: Empowering student educators’ culturally responsive and sustaining classroom practices. Voices in Urban Education, 50(2), 46–54. https://doi.org/10.33682/vwhnk02f

Mussey, S. (2021). Mindfulness in the classroom: Mindful principles for social and emotional learning (1st ed.). Routledge. https://doi.org/10.4324/9781003236665

New International Bible. (2011). The NIV Bible. https://www.thenivbible.com/ (Original work published 1978)

Purdue Global. (2022, May 13). SMART goals for students. Purdue Global. https://www.purdueglobal.edu/blog/student-life/smart-goals-for-students/

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Rubie-Davies, C., Meissel, K., Alansari, M., Watson, P., Flint, A., & McDonald, L. (2020). Achievement and beliefs outcomes of students with high and low expectation teachers. Social Psychology of Education, 23(5), 1173–1201. https://doi.org/10.1007/s11218-020-09574-y

Sáez-López, J.-M., Sevillano-García-García, M. L., & Pascual-Sevillano, M. de los Á. (2019). Application of the ubiquitous game with augmented reality in primary education. Comunicar, 27(61), 71–82. https://doi.org/10.3916/c61-2019-06

Shadiev, R., Hwang, W.-Y. ., Huang, Y.-M. ., & Liu, T.-Y. . (2017). Facilitating application of language skills in authentic environments with a mobile learning system. Journal of Computer Assisted Learning, 34(1), 42–52. https://doi.org/10.1111/jcal.12212

Shift the thinking load to students: Instructional strategies promote problem-solving abilities. (2020). Learning Professional, 41(1), 58–62. https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=141887753&site=ehostlive&scope=site&custid=liberty&authtype=ip,shib

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Singh, M. N. (2021). Inroad of digital technology in education: Age of digital classroom. Higher Education for the Future, 8(1), 20–30. https://doi.org/10.1177/2347631120980272

The California State Council on Developmental Disabilities. (2018, March). The difference between IEPs and 504 plans. The California State Council on Developmental Disabilities. https://scdd.ca.gov/wp-content/uploads/sites/33/2018/03/The-Difference-Between-IEP-and-504-Plans.pdf

Tibbitt, J. (2020). Formative assessment: A tool for closing achievement gaps in diverse classrooms. Odyssey: New Directions in Deaf Education, 21, 72–75. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1268293&site=ehostlive&scope=site&custid=liberty&authtype=ip,shib

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Pearson Education.

Yates, C. (2021). Growth mindset teaching in a God mindset classroom. Christian Teachers Journal, 29(1), 10–14. https://search.ebscohost.com/login.aspx?direct=true&db=esu&AN=150453972&site=ehostlive&scope=site&custid=liberty&authtype=ip,shib

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