Sabrina Savage

Professional Development Plan

Goal 1: Create and utilize more center activities to differentiate instruction
InTASC Standard: 1(b) The teacher creates developmentally appropriate instruction that
takes into account individual learners strengths, interests, and needs and that enables each
learner to advance and accelerate his/her learning
Current Skill Level: Applying
Desired Skill Level: Integrating
Supporting Activities
Year 1: Visit and observe classrooms that utilize center activities well
Year 2: Read Differentiating Instruction with Centers in the Inclusive Classroom
by Judith Sower.
Year 3: Utilize the ASCD free professional development archive:
http://www.ascd.org/professional-development/webinars/ascd-webinararchive.aspx
o Grant Wiggins: Creating high quality units
o Robyn Jackson: Beyond Differentiation
Criteria for Success: Students will show growth in reading and writing from where they
began at the beginning of the year in other content areas.

Goal 2: Utilize new instructional strategies that help improve original lesson plans,
and promote student learning.
InTASC Standard: 1(d) The teacher understands how learning occurs, how learners
construct knowledge, acquire skills, and develop disciplined thinking processes and knows
how to use instructional strategies that promote student learning
Current Skill Level: Applying
Desired Skill Level: Integrating
Supporting Activities
Year 1: Use student feedback to shape the subsequent years. Use incoming student
feedback and surveys to plan for the upcoming year.
Year 2: Re-read and plan with textbooks, 50 literacy strategies to apply to lesson
plans for upcoming years.
Year 3: Utilize the ASCD free professional development archive:
http://www.ascd.org/professional-development/webinars/ascd-webinararchive.aspx
o Robyn Jackson: How to Support Struggling Students
Criteria for Success: Students will show mastery of new skills through various forms of
assessment.

Sabrina Savage
Professional Development Plan

Goal 3: Use a variety of resources to teach new content

InTASC Standard: 4(a) The teacher effectively uses multiple representations and
explanations that capture key ideas in the discipline, guide learners through learning
progressions, and promote each learners achievement of content standards.
Current Skill Level: Applying
Desired Skill Level: Integrating
Supporting Activities
Year 1: Obtain various books for multiple lessons and tab divide them to mark
supplementary information for students.
Year 2: Utilize the ASCD free professional development archive:
http://www.ascd.org/professional-development/webinars/ascd-webinararchive.aspx
o Suzie Boss: Engage your students with Real-World Projects
Year 3: Create thematic units
Criteria for Success: Students will make more connections between all content areas,
reading/writing/science/social studies/math

Goal 4: Use a variety of assessments; give more constructive feedback on student

assignments
InTASC Standard: 6(a) The teacher balances the use of formative and summative
assessment as appropriate to support, verify, and document learning.
Current Skill Level: Applying
Desired Skill Level: Integrating
Supporting Activities
Year 1: Create rubrics/search for already made rubrics to guide students and
myself through assessments
Year 2: Develop strategies and time management skills needed for implementing
portfolios in the classroom
o Meet with other teachers who use portfolios to learn more information on
how use them functionally in the classroom
Year 3: Utilize the ASCD free professional development archive:
http://www.ascd.org/professional-development/webinars/ascd-webinararchive.aspx
o Allison Zmuda: Creating Authentic Assessments
o Myron Dueck: Grading Smarter, Not Harder: Assessment strategies that
motivate kids and help them learn

Sabrina Savage
Professional Development Plan
Criteria for Success: Students will become involved in their work by providing
constructive feedback about themselves

Goal 5: Develop short-term goals to build up to long-term goals that meet end-ofyear standards
InTASC Standard: 7(f) The teacher evaluates plans in relation to short- and long-range
goals and systematically adjusts plans to meet each students learning needs and enhance
learning.
Current Skill Level: Applying
Desired Skill Level: Integrating
Supporting Activities
Year 1: Utilize the ASCD free professional development archive:
http://www.ascd.org/professional-development/webinars/ascd-webinararchive.aspx
o Judy Willis: How can resisting immediate Gratification and Long-term
goal development be developed in students?
Year 2: Break down standards individually and build tiered lessons
Year 3: Introduce tiered lessons to students. Collaborate with students to keep a journal
consisting of short-term goals to achieve mastery of each lesson prior to new units.
Criteria for Success: Students will be able to evaluate their own success towards the long
goals