Final Project: Professional Development Plan (PDP) Follow the instructions below to complete the Professional Development Plan assignment. Interns may use the course resources (found under modules) t
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SAMPLE Professional Development Plan
Preface
Goals:
Participants will be able to analyze data in order to write one SMART Goal.
Participants will be able to write lesson plans that utilize at least two teaching strategies that support culture diversity in the classroom.
Participants will observe lessons and provide feedback on how diversity was implemented in the lesson.
Participants will implement 5 of the 25 effective strategies that will increase student achievement among students of culturally and ethnically diverse backgrounds in their lesson plans.
Objectives:
To revise the current school mission statement to address the needs of culture diversity.
To analyze the Myers-Briggs Assessment and relates to at least one benefit of Team Building.
To develop a SMART goal that contains all components of the SMART Acronym.
To make a list of at least 5 or more teaching strategies that will support culture diversity.
To write a lesson plan in the subject area contains at least two teaching strategies.
To provide constructive criticism to colleagues on how they implemented diversity in a lesson by written response.
To effectively use 5 of the 25 effective teaching strategies in a lesson.
The goals and objectives mentioned above were selected with the purpose in mind of having participants to not only learn about how to implement culture diversity, but to be able to apply what they learned during the training in their classroom lesson plans. These goals and objectives are linked to the Common Core Speaking and Listening Standards for grades 9-12. These standards address how students respond to diverse perspectives and how they work with peers to set rules for collegial discussions and decision-making.
Group Arrangements:
Mendenhall High School has 32 certified teachers, a Lead Teacher, a Counselor, an Assistant Principal, and a Principal. As a group leader of the professional development training sessions on Integrating Diversity into the Curriculum, I will form groups of four to seven teachers. This would provide six professional learning groups, and I will use the administrative team (Lead Teacher, Counselor, Assistant Principal, and Principal) as facilitators of the learning. The facilitators will be responsible for monitoring group effectiveness and being available to answer questions. The facilitators will be assigned up to two groups each based on their experience, knowledge base, and relationship with teachers within the groups. I will divide the teachers into groups based on the subject area that they teach and/or similar endorsements. The history department will consist of a team of five teachers. The math department will consist of six teachers that will include the business teacher. The English department will consist of seven members: all the English teachers, librarian, and two foreign language teachers. The science department will consist of six teachers that will include the vocational science teacher. The special education department and health/P.E., will consist of a team of four teachers. The health/P.E. will consist of three teachers and include the band director. Although these groups aren’t equal in number, I feel it is more important that teachers are placed within groups with similar endorsements and expertise.
Selection of Activities:
The activities that were selected for this professional development training were based on the teachers’ style of learning. Teachers learn very similar to how our students learn. They require movement and change of activities rather than someone lecturing during the professional development training. I purposefully selected activities that would intentionally bond the group as a team, and also activities that would give them a better understanding of what culture diversity is and what it looks like when implemented in the classroom.
Flow of Training:
The flow of the training was designed to first allow staff to connect with one another by playing the People Bingo. The start of the training can sometimes set the mood of the entire training. I wanted participants to be able to get up and move around the room and talk with their coworkers. Then I purposefully designed the training so that staff felt that their opinion was valued. There are several opportunities for the staff to provide input, and also opportunities to build team. I felt it was important for staff to participate some in various activities such as games, group conversations, diversity activities, and group reads, to keep their interest. I made certain that there were a mixture of activities to accommodate all learners and that these activities were mixed within the days of training.
Principal Interview:
Mendenhall High School has a mission statement that was developed in collaboration with parents and community. Their mission is to provide a comprehensive education that maximizes potential to ensure career-focused students that are prepared for the challenges of the twenty-first century. The mission statement of the school will need to be discussed during the professional development training to determine how it can be revised to include a statement addressing culture diversity. Mr. Sanders views understanding and knowing your co-workers differences and to not take for granted that they have the same beliefs or interests that you do as the most challenging aspect of a diverse working environment. The professional development training should offer more opportunities for staff to get to know one another more in depth than just a fellowship. Team activities should focus on building relationships and accepting differences amongst the members. Mendenhall High School doesn’t conduct a formal needs assessment on cultural acceptance. Mr. Sanders informs me that they need to focus their efforts toward cultural diversity by focusing on acceptance of those with religious differences, sexual preference differences, and students with disabilities. Mendenhall High School has not made great efforts so far this school year regarding diversity competence. A formal needs assessment should be given during the professional development training in order to effectively move forward with incorporating culture diversity in the curriculum.
Teacher Survey:
The first statement respondents were asked to respond to was if they do not really notice culture differences. Majority of the respondents felt as if the categories describes me some of the time and describes me well best fit them. One could determine from this data that majority of the teachers do not notice culture differences, and one could probably assume that the majority of teachers do not judge others based on one’s culture.
Majority of the teachers (78.38%) felt that they understood that differences exist, but believe that we should focus on similarities. We are all human. There was one teacher that selected the option that this never describes them, and one teacher selected the option that this seldom describes them. There were a few teachers that felt like this statement described them most of the time. In my opinion, majority of the teachers see culture differences in others, but they are willing to overlook those differences in order to best serve the needs of the students at the school. These teachers can focus on the similarities of one another rather than dwell on the differences. Those that selected the options of never describe me, seldom describe me, and describes me some of the time, may have viewed this question as they must accept other’s differences as to be religiously correct.
Seventy percent of respondents selected the options: describes me well or describes me extremely well in response to the statement that they have two cultural frames of reference, and I feel positive about cultural differences. There was one teacher who responded that this never describes me and three that responded that this seldom describes me. This data indicates that the majority of teachers is positive about cultural differences and can relate to two or more cultures.
When asked to respond to the statement that they appreciate how people from other cultures are different from them, the majority of respondents selected describes me well or describes me extremely well. I was pleased to see that no teacher selected the option that this never described them. However, there was one teacher that selected the option that this seldom describes them. This information indicates that the majority of teachers are open minded, appreciates, and respects other cultures.
Majority of teachers want to continue to learn about the world’s peoples, cultures, and issues, while a few teachers indicate that this seldom describes them. There were no respondents that indicated that this never described them. This data indicates that teachers are interested in learning more about cultures and people, and not focused on just their own culture. They recognize that the world consists of a variety of cultural differences, and that there is more to learn about cultures.
Almost all of the respondents are conscious of their own perspectives and culture. I feel that this is an expected response from any respondent. Only two respondents indicated that this statement describes them some of the time. Majority of people are conscious with their own culture and perspectives, but they tend not to be conscious of other cultures that are different from their culture.
I was surprised to see the response to teachers having the ability to deal flexibly with and adjust to new people, places, and situations. Majority of the respondents (94.6%), indicated that they have the ability to be flexible and adjust to new people, places, and situations. Sometimes people aren’t so willing to change and be flexible with new situations. I was pleased to see that this attitude is represented in the majority of our teachers at Mendenhall High School. I believe that this attitude will provide an easy transition for implementing the professional development training on implementing culture diversity in the curriculum.
Demographics Data:
After analyzing the student and teacher demographic data and poverty data, I feel that it is important to consider certain factors when developing the professional development training on implementing cultural diversity in the curriculum. One of the factors to consider would be race. Both the student and teacher bodies consist of white, black, and Hispanic races. I believe it is crucial for all staff to consider the traditions, beliefs, and cultures that exist with the three types of races represented on the campus not only with the staff, but also the students. The professional development training should focus on these particular types of cultures, but not to exclude other cultures. As educators, we need to expose our students to a variety of experiences because the majority of our students, especially those who are from low socioeconomic situations, will more than likely not have the real life experiences to expose them to other cultures. Another factor to consider is poverty. The majority of the students at Mendenhall High School qualifies for free or reduced school lunch. Teachers and staff can’t relate because they don’t live in poverty. Teachers and staff need training that would inform them of student behaviors that may be able to be avoided at school due to their poverty status. There are tips and things to look for in students who are raised in poverty that can prevent failure and poor behavior choices. Teachers should be made aware of this information and be open minded to new strategies that they can introduce in the classroom to help these students become successful. Another factor to consider is homelessness. Teachers need training on how to support these students in the classroom because their culture will be unlike their peers. The last factor to consider is the number of students who have disabilities within the student body. Teachers should be made aware of this population of students and how their disabilities affect their success in school with not only academics, but also social acceptance. I believe if all of these factors are considered in the professional development plan, teachers will experience a higher level of understanding of the variety of cultures that coexist on the campus of Mendenhall High School. They will be able to implement strategies and activities within the classroom that would inform students of the existing cultures not only on campus, but those that exist elsewhere.
Leadership Theory:
Hackman’s components of group effectiveness consist of: a real team, a compelling direction, an enabling structure, a supportive organizational context, and expert coaching. A real team sets guidelines for what a team should look like. The second component, a compelling direction, is crucial to a team. A leader should ensure success of a team by providing a team with a direction that is challenging, clear, and consequential. An enabling structure would allow team members to feel valued, motivated, and that their job is significant to the overall team. Hackman goes on to describe team composition and mistakes that leaders make in regards to the composition of a team. I feel that this is crucial to a leader to consider prior to arranging the teams at a school. Another important component he mentioned was setting core performance norms. Groups that have norms to go by, have the ability to be more successful than groups that don’t. Having norms in place will reduce hard feelings that may arise because of team members behaving in ways that may be unacceptable to other members of the team. Hackman also placed importance on the supportive organizational context. Having rewards in place for teams that meet their goals, information, education, and contextual supports will ensure that a team will be successful in completion of their task. It is crucial to provide all of these components. Rewards motivate team members to reach their potential and force them to work as a team and not as individuals. Providing the information, education, and material resources are just as equally as crucial to a team. Without these supports, a team wouldn’t be able to be successful and provide a worthwhile end product. Expert coaching provides the support for a team that may need a boost to ensure that they are successful. A leader who uses expert coaching will more than likely reap the benefits of a successful group.
Incorporating Diversity into the School Curriculum
Day 1
Goal:
Participants will be able to analyze data in order to write one SMART Goal.
Objectives:
-To revise the current school mission statement to address the needs of culture diversity.
-To analyze the Myers-Briggs Assessment and relates to at least one benefit of Team Building.
-To develop a SMART goal that contains all components of the SMART Acronym.
Agenda
8:00-8:15 Welcome and purpose/mission of retreat Misty Hanna
8:15-8:45 Get to Know You (People Bingo) Misty Hanna and Staff
8:45-8:47 Introduction using YouTube video – Diversity in Misty Hanna
the Classroom by Mary Donegan
8:47-9:30 Review and Revise Current Mission Statement Misty Hanna
Robert Sanders
9:30-9:45 Break
9:45-10:05 Discussion of Myers-Briggs Results/Benefits Misty Hanna
10:05-10:15 Conduct a formal needs assessment Robert Sanders
10:15-11:45 Develop groups by subject area, assign roles Misty Hanna
of team members and explain member roles/
10 Rules for Asking Non-Threatening Questions
11:45-12:30 Lunch
12:30-1:00 Team Building – Group creates a Team poster Teams
for the retreat
1:00-1:30 Discuss and model writing SMART Goals Misty Hanna
as a staff
1:30-2:00 Teams Develop SMART Goals Teams
2:00-2:15 Break
2:15-2:30 Develop Action Plans for Professional Development Misty Hanna
2:30-3:00 Teams Develop Action Plans Teams
3:00-3:20 Diversity Activity: Connect the Dots Misty Hanna
3:20-3:30 Wrap-Up and Assessment Misty Hanna and Staff
Materials Needed:
People Bingo cards copied on blue, yellow, pink, and white paper – cut apart and put in container
People Bingo game cards for participants copied on blue, yellow, pink, and white paper.
Highlighters to highlight squares on People Bingo game card
Laptop, projector, speakers, projector screen, and Internet access
Copies of Mission Statement for each table/Directions to activity
Chart Paper
Markers
Tape
Results of Myers-Briggs Assessment – given prior to professional development training
Team Member PowerPoint
Developing Groups Directions
Copies of Diversity Activity: Connect the Dots
10 Rules for Asking Non-Threatening Questions
Overhead Projector
Pencils
Erasers
Copies of Assessment
Incorporating Diversity into the School Curriculum
Day 2
Goal: Participants will be able to write lesson plans that utilize at least two teaching strategies that support culture diversity in the classroom.
Objectives:
-To make a list of at least 5 or more teaching strategies that will support culture diversity.
-To write a lesson plan in the subject area contains at least two teaching strategies.
Agenda
8:00-8:15 Welcome and purpose/mission of Day 2 Misty Hanna
8:15-8:25 Discuss feedback from Day 1 Assessment Misty Hanna
and how training will be adjusted based on feedback
8:25-8:55 Pipe Cleaner Similarities Misty Hanna
8:55-9:30 Discuss student and teacher demographic data Misty Hanna
Robert Sanders
9:30-9:45 Break
9:45-10:15 Discuss results from teacher survey Misty Hanna
Brainstorm ideas of how information is Robert Sanders
Beneficial to the classroom
10:15-11:45 Understanding Your Culture Exercise/Discuss Teams
11:45-12:30 Lunch
12:30-1:00 Qualities of Culturally Sensitive Teachers/ Teams
Reading Strategy – JigSaw/ Share and Discuss
1:00-2:00 Diversity Class PowerPoint Misty Hanna
1:30-2:00 Heart Transplant Exercise/Discuss Teams
2:00-2:15 Break
2:15-2:45 Brainstorm in subject area teams specific activities and Teams
lessons to incorporate culture diversity within specific
units/Share with group
2:45-3:20 Write a lesson plan using one or more of the activities Teams
from the brainstorming list. Lessons must be taught to
students prior to next training. Bring work samples to
share.
3:20-3:30 Wrap-Up and Assessment Misty Hanna and Staff
Materials Needed:
Long Pipe Cleaners (4 for each participant)
Laptop, projector, speakers, projector screen, and Internet access
Chart Paper
Markers
Tape
Teacher and student demographic data
SurveyMonkey results
Directions for Analyzing Teacher and Student Demographic Data and Survey Data
Copies of Understanding Your Culture Exercise
Copies of Ch. 8 Qualities of Culturally Sensitive Teachers
Heart Transplant Exercise
Diversity Class PowerPoint
Qualities of Culturally Sensitive Teachers
JigSaw Directions
Copies of Assessment
Incorporating Diversity into the School Curriculum
Day 3
Goal: Participants will observe lessons and provide feedback on how diversity was implemented in the lesson.
Objectives:
-To provide constructive criticism to colleagues on how they implemented diversity in a lesson by written response.
Agenda
3:00-3:15 Welcome and purpose/mission of Day 3 Misty Hanna
3:15-3:25 Discuss feedback from Day 2 Assessment Misty Hanna
and how training will be adjusted based on feedback
3:25-4:15 Participants will be chosen at random to share a Participants
lesson where they implemented diversity in the
lesson plan. Samples of work will be shown. Participant
will provide feedback to each presenters on how they
used diversity in the lesson.
4:15-5:00 Begin Chapter Study on Diverse Teaching Strategies Misty Hanna
For Diverse Learners using Text Coding Strategy
(Facing the Achievement Gap, Closing the Achievement
Gap, Embracing Diversity, Educating Diverse students,
Strategies for Culturally and Ethnically Diverse Students)
5:00 Wrap-Up Discussion and Assessment Misty Hanna
Materials Needed:
Laptop, projector, speakers, projector screen, and Internet access
Chart Paper
Markers
Tape
Copies of Diverse Teaching Strategies For Diverse Learners
Text Coding Strategy Directions
Copies of Assessment
Incorporating Diversity into the School Curriculum
Day 4
Goal: Participants will implement 5 of the 25 effective strategies that will increase student achievement among students of culturally and ethnically diverse backgrounds in their lesson plans.
Objectives:
-To effectively use 5 of the 25 effective teaching strategies in a lesson.
Agenda
3:00-3:15 Welcome and purpose/mission of Day 4 Misty Hanna
3:15-3:25 Discuss feedback from Day 3 Assessment Misty Hanna
and how training will be adjusted based on feedback
3:25-3:35 Review of previous meeting’s chapter study Misty Hanna
3:35-5:00 Chapter Study on Diverse Teaching Strategies Misty Hanna
For Diverse Learners (Strategy 2.1 –Strategy 2.25)
Groups will be assigned strategies and have 20 min.
to read strategies and report to whole group with
examples
5:00 Wrap-Up Discussion and Assessment Misty Hanna
Materials Needed:
Laptop, projector, speakers, projector screen, and Internet access
Chart Paper
Markers
Tape
Copies of Diverse Teaching Strategies for Diverse Learners
Copies of Assessment
CONTENTS OF APPENDIX (The actual attachments and links are not included here for the SAMPLE plan because of the length; however, in the real-time PDP, it is expected that the actual attachments, activity instructions, powerpoints, speaker outline, assessments, etc. must be included.)
Asking questions worksheet
Directions for assigning teams
Directions for JigSaw Reading Strategy
Diversity activities pdf
Formal needs assessment
GIST template
SMART goals
Heart transplant exercise
Meeting sign-in sheet
People bingo
People bingo game drawing cards
Survey data
Survey data in circle graph form pdf
Teacher and student demographics document
Team member roles powerpoint
Team poster directions
Text coding strategy pdf
Understanding your culture exercise
References
Cantu, M. (2008). Qualities of Culturally Sensitive Teachers. University of Texas, San Antonio.
Culture Needs Assessment. Minnesota Department of Education Needs Assessment: Culture Diversity and Parent Voices (Module 5). Retrieved from: https://education.state.mn.us/mdeprod/idcplg?IdcService=GET_FILE&dDocName=MDEDEV_0 05351&RevisionSelectionMethod=latestReleased&Rendition=primary
Donegan, M. (2013). Diversity in the Classroom. Retrieved from: www.youtube.com/watch?v=fhTvgl5gep8
Hackett, Donald and Martin, Charles L. Facilitation Skills for Team Leaders: 10 Rules for Asking Non- Threatening Questions. Menlo Park, CA: Crisp Publications, 1993.
Ingram, P.D. (2008): Diverse Activities for Youth and Adults. The Pennsylvania State University.
International Reading Association (2011). GIST Template
International Reading Association (2011). JigSaw
Rhodes, T. and Toney, A. (2010). Diversity in the School Community. (PowerPoint Slides). Retrieved from: http://uncw.edu/ed/ncteach/cohort3/documents/Diversity_Class_PPT_4_24_10m- web.ppt
Saravia-Shore, M. (2008). Diverse Teaching Strategies for Diverse Learners. Association for Supervision and Curriculum Development.
Text Coding Strategy retrieved from: www.rtsd.org
Thomas, B. Heart Transplant Exercise.
Thomas, B. Understanding Your Culture Exercise
