Looking Forward: Developing a Professional Development Plan Michael Bohannan National University Domain F: DEVELOPING AS A PROFESSIONAL EDUCATOR

Table of Contents Developing as a Professional Educator Artifact: Professional Development Plan & Timeline Artifact: Social Science CSET Study Guide Artifact: Literature Review

Developing as a Professional Educator TPE 13: Professional Growth Domain F Developing as a Professional Educator TPE 13: Professional Growth Candidates for a Teaching Credential evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning. They improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies. Candidates use reflection and feedback to formulate and prioritize goals for increasing their subject matter knowledge and teaching effectiveness. They develop appropriate plans for professional growth in subject matter knowledge and pedagogy. Candidates access resources such as feedback from professionals, professional organizations, and research describing teaching, learning, and public education.

Artifact 1 – Professional Development Plan and Timeline Please refer to website links (www.bohannanpdqp.weebly.com ).

Artifact 2: CSET Social Science Study Guide

Artifact 3 - Literature Review Author: Sandra Harwell, Ph.D. Title: Teacher Professional Development: It’s Not an Event, It’s a Process 2003 CORD Communications, Waco, TX

Literature Review Main Idea Supporting Evidence They improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies. “Professional development in which participants are given the opportunity to learn new classroom practices in the contexts within which those practices will be used is far more effective than more traditional methods of professional development” (Harwell, 2003, p. 7) “Professional development should be designed around research-documented practices that enable educators to develop the skills necessary to implement what they are learning” (Harwell, 2003, p. 5) “While the end result of all education reform should be student improvement, every reform initiative, if it is to succeed, must begin with the recognition of the importance of teachers in raising student performance” (Harwell, 2003, p. 1).

References Harwell, S. (2003). Teacher professional development: it's an event, it's a process. Waco, TX: CORD Communications. CSET Social Science Study Guide. Retrieved from http://www.cset.nesinc.com/PDFs/CS_114subtestdescription.pdf