STRENGTH (S) WEAKNESSES (W)

SI
S2
S3
A teacher of English option.
Diversity of motivation and
improvement program in place to help
English students.
A conducive environment at school for
the students activities.
W1
W2
W3
W4
W5
W6
W7
Use low vocabulary.
Weakness in grammar and
comprehension.
Pupils never get A's in UP! "#.
$he practice of reading among students
is lacking.
Pupils feel ashamed to use English in
daily conversation.
%ack of teaching and learning materials
%ack of reference materials
OPPORTUNITY (O) THREAT (T)
O1

O2
O3
O4
PPD and &P' have a good
relationship with the school.
(ood pupils) support and cooperation.
English teachers always engaged
pupils in solving problems in the
sub*ect of English.
$eachers are motivated and high
potential to solve the problems faced
by the pupils in the P + P.
T1
T2
T3
T4
Pupils do not communicate in English in
the classroom, home and among their
friends.
%ow-income parents.
Pupils have no interest in reading
practices.
Pupils spend time with activities that are
not beneficial.
SWOT ANALYSIS
MY PROFESSIONAL DEVELOPMENT GROWTH & ATION PLAN
SHORT TERM
!1" IMPROVE EFFETIVE LISTENING SKILLS
A#$%&'(
$ake seminar to ac.uire strategies.
#dentify opportunities to practice what # have learned.
/aintain 0professional study buddy1 relationships.
!ead relevant materials.
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(et feedback from colleagues.
!2" DEEPEN UNDERSTANDING OF TEAHING STRATEGIES THAT +UILD
READING OMPREHENSION
A#$%&'(
&oin a study group to read about and discuss effective reading comprehension
strategies.
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!eflect on increased knowledge through *ournal writing.
!3" REFINE LEADERSHIP SKILLS AND ONTENT KNOWLEDGE RELATED TO
LITERAY AND LEADERSHIP
A#$%&'
Attend leadership seminar.
Attend Aligning 2urriculum and tandards 2onference.
2ontinue writing monthly articles.
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2onsult notes and identify and highlight new information ac.uired.
!espond to on-line .uestions by colleagues.
LONG TERM
!1" REFINE SKILLS AS AN INSTRUTOR
A#$%&'(
$each literacy courses.
!ead relevant materials.
A(()((*)'$
Distribute and read student evaluation forms.

!2" REFINE LEADERSHIP SKILLS
A#$%&'(
&oin two-year leadership academy to refine and strengthen effective leadership
behaviours.
Engage in on-going leadership roles.
2omplete research pro*ect that documents effective leadership behaviors within the
ne3t two years.
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/eet with 0critical friend1 for feedback.
Distribute and read informal surveys.
Writing down my specific goals has helped me to focus on what # want to accomplish,
how # will proceed, and how # will assess my progress. $he plan has also supported
reflective thinking, which allows me to make meaning of my teaching - a conscious and
intentional process that provides time for thinking about practice and how to refine it. 4ou
may choose a format that is appropriate for your learning style and convenience. "ut, as
professionals it is essential to have an individual professional growth plan to focus and
monitor continual refinement of your practice.
%astly, it serves as a reminder of all my accomplishments and the growth that has
taken place. #t might lead you to think about how much satisfaction you e3perience when you
review student work and see the progress your students have made. 4ou can e3perience a
similar satisfaction as you review the goals and ob*ectives you have achieved.