Professional Learning Plan Final This assignment must be uploaded to receive a grade for this course. Rev. 08.12.25 Professional Learning Plan Template and Questions.docxDownload Rev. 08.12.25 Profes

Professional Learning Plan

SMART Goal: By the end of the school year, 80% of first graders will be able to identify words and phrases in stories or poems that suggest feelings or appeal to the senses with 85% accuracy, as demonstrated by teacher-made assessments and reading log activities.
Target Audience	Strategy (Prof. Learning)	Activity (Student Centered)	Timeline	Evaluation Method(s)	Person Responsible	Funding	Legal/Ethical Implications
1st Grade Teachers & Students	Teacher models how to find sensory/feeling words through think-alouds during read-alouds	Students highlight/circle sensory/feeling words in texts	Weekly throughout the year	Reading logs and teacher observation	First Grade Teachers, Literacy Coach	Minimal – classroom materials	Alignment with Common Core RL.1.4; equal access for all students
	The teacher uses graphic organizers to help students classify sensory/feeling words.	Students categorize words into “feelings” and “senses”	Small group sessions weekly	Completed graphic organizers	Teachers	Provided internally	Fair treatment of diverse learners
	The teacher develops formative assessments to check progress	Students complete matching games/worksheets	Weekly assessments	Teacher-created assessments	Teachers	Low cost	Assessments used ethically and supportively

GOAL 1:

How did you determine that this goal was important for your organization?

This goal was determined based on first-grade literacy standards that emphasize early comprehension skills, particularly recognizing sensory and emotional language.

Is this goal a SMART goal? (specific, measurable, attainable, realistic, and timely) Explain.

It is SMART because it sets a clear, measurable benchmark (80% of students achieving 85% accuracy), is realistic with scaffolding and practice, and is time-bound by the end of the school year.

Which high-quality, evidence-based professional learning strategies will be used?

Evidence-based strategies, such as modeling, graphic organizers, and formative assessments, will be employed.

Will this goal utilize online, blended, or face-to-face professional learning options?

This goal will primarily utilize face-to-face professional learning, as teacher modeling and small-group work are most effective in this context.

SMART Goal: By the end of the school year, 75% of second-grade students will use context clues to figure out the definition of an unfamiliar word with at least 80% accuracy in vocabulary tests and reading standards.
Target Audience	Strategy (Prof. Learning)	Activity (Student Centered)	Timeline	Evaluation Method(s)	Person Responsible	Funding	Legal/Ethical Implications
2nd Grade Teachers & Students	The teacher explicitly models different types of context clues	Students identify context clues in short paragraphs and explain meanings in journals	Weekly	Journal checks, class discussions	Teachers, Literacy Coach	Classroom resources	Alignment with CCSS RI.2.4
	The teacher builds vocabulary word walls and models their use	Students create sentences or stories using word wall words	Ongoing, updated weekly	Word wall usage in class	Teachers	Materials for displays	Ensures access for all
	The teacher prepares weekly formative quizzes.	Students complete quizzes independently, then discuss confusing words in peer groups.	Weekly quizzes	Quiz results and peer review	Teachers	Low cost	Assessments used fairly

GOAL 2:

How did you determine that this goal was important for your organization?

This goal is important because vocabulary knowledge has a direct impact on comprehension in second grade.

Is this goal a SMART goal? (specific, measurable, attainable, realistic, and timely) Explain.

It is SMART: specific (context clues), measurable (80% accuracy), achievable (with consistent practice), relevant (aligned to RI.2.4), and timely (end of year).

Which high-quality, evidence-based professional learning strategies will be used?

Evidence-based strategies include modeling, interactive word walls, and formative quizzes.

Will this goal utilize online, blended, or face-to-face professional learning options?

This goal will utilize a blended format—combining face-to-face instruction with student journals and occasional digital quizzes.


Target Audience	Strategy (Prof. Learning)	Activity (Student Centered)	Timeline	Evaluation Method(s)	Person Responsible	Funding	Legal/Ethical Implications
3rd Grade Teachers & Students	Teacher models strong paragraph writing with think-alouds	Students draft paragraphs on familiar topics	Weekly writer’s workshop	Teacher rubric assessments	Teachers, Writing Coach	Minimal (paper, journals)	Aligns with CCSS W.3.4
	The teacher distributes graphic organizers for planning.	Students use organizers before writing	Ongoing	Completed organizers	Teachers	Internal resources	Ensures equitable scaffolding
	The teacher provides rubric-based feedback.	Students revise their paragraphs based on feedback	Regular feedback cycles	Revision quality vs rubric	Teachers	Low cost	Fair grading and feedback

GOAL 3:

How did you determine that this goal was important for your organization?

This goal was chosen because paragraph writing is a foundational skill for success in upper elementary education.

Is this goal a SMART goal? (specific, measurable, attainable, realistic, and timely) Explain.

It is SMART: specific (paragraph writing with topic/support), measurable (80% rubric proficiency), achievable with structured practice, relevant to grade-level writing standards, and time-bound by year’s end.

Which high-quality, evidence-based professional learning strategies will be used?

Strategies include teacher modeling, organizers, and feedback cycles—each supported by evidence-based literacy instruction.

Will this goal utilize online, blended, or face-to-face professional learning options?

This goal will be implemented face-to-face during writing workshops, with opportunities for blended digital feedback available if needed.