PROFESSIONAL LEARNING PLAN
NAME: Jamie McBurney
Part 1: Strengths & Areas for Growth
Areas of Strength Description of Evidence
identified strengths
Planning to keep students organized
Planning through the use of interactive
notebooks.
Building lessons on student’s prior
knowledge.
Scaffolding down information in
order for students to build
understanding.
Allowing students to get up and
Instruction move throughout the classroom.
Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
Rubric/Standard
Observed Strength by University edTPA Rubric(s): 1-5
Supervisor “Interactive notebook is a InTASC: Assessed in GSU
good way for students to stay
organized and be able to access the
observation form: Pedagogical
material as needed. It appears it has content knowledge,
become a natural part of the Knowledge of Learner
classroom routine. The master development & learning, and
notebook is an excellent way to help academic language.
students who have been absent or
others who are unsure of what they
need to do.”
Observed Strength by University
Supervisor “The students could apply
prior knowledge to the lesson and
demonstrated strong use of
academic language.”
Comment by mentor teacher
“Ms.McBurney had students learn
the big concept of evolution first,
and then was able to scaffold down
to the smaller details. She had
students compare and contrast
convergent evolution and divergent
evolution and come up with student-
generated examples of each.”
Observed Strength by University edTPA Rubric(s): 7,8, 9
Supervisor “PT is willing to
incorporate movement and peer
 Keeps classroom managed
throughout these activities.
Staying flexible throughout lessons,
and making necessary changes to
ensure learning target is met.
interaction into most of the lessons
she teaches. This produces benefits
on many levels, student engagement
and understand being examples.”
Observed Strength by University
Supervisor “The revised lesson
provided the students with the
concept review and new information
necessary for the learning target.”
InTASC: Assessed in GSU
observation form: Builds upon
learners existing knowledge
and skills, develops higher
order thinking, and engages
learners in authentic learning
by using real-life examples and
interdisplinary connections.

Using real-life examples in order to Comment from mentor teacher “Ms.

keep students engaged in learning.
Quick formative assessments for the
Assessment whole class to ensure
understanding.
McBurney constantly engaged
students with questions to assess
and activate their prior knowledge
as well as current content
acquisition. She also did an
exemplary job leading students to
come up with their own examples of
the three types of evolution and why
the example would fit each type.
Ms. McBurney activated student
learning by relating a portion of the
lesson to a popular teen movie
(Divergent); this facilitated the
discussion on the difference in
convergent and divergent evolution.
Relating an abstract idea like
evolution to a relatable and
understandable movie assisted in
maintaining student engagement
with the lesson.”
Comment made by University edTPA Rubric(s): 11-15
Supervisor “Teacher observation InTASC: Assessed in GSU
during the inner/outer circles
provided feedback on how well the
observation form.
students were grasping the concepts
presented. PT asked questions at
various points in the lesson to
determine student understanding.”

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
 Using assessment tools for both
formative and summative purposes
to guide and to adjust instruction.
Relationships with students are
Professionalism respectful and comfortable.
Being aware and accepting of
student needs.
Areas for Growth Description of areas Evidence
for growth
Plan for graphic organizers in order
Planning to keep students more organized,
and know the main take-aways.
Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
Comment from mentor teacher “Ms.
McBurney began the lesson with a
Biology Milestones/EOC style
formative assessment to assess
previously taught content and any
misconceptions associated with
types of selection. This allowed Ms.
McBurney to address any lingering
misconceptions and reteach and
provide any remediation an
individual student might need.”
Observed Strength by University edTPA Rubric(s):
Supervisor “Student-teacher InTASC: Assessed in GSU
relationships are respectful and
comfortable. PT can easily redirect
observation form.
with eye contact or proximity.”
Observed by mentor teacher “Ms.
McBurney values her students’
perspectives. She asked students if
they wanted the notes color coded
(they did) and she was happy to
accommodate that request. Ms.
Burney also encourages students to
respect each other by reiterating the
need to speak to each other in a
polite, respectful manner just as
they would any other adult. She also
allows students to come up and
gather around the smartboard to
take notes because they prefer to be
in close proximity to her during note
taking.”
Rubric/Standard
University supervisor said “A graphic InTASC: Assessed in GSU
organizer for the video would have observation form.
been helpful for the students to
maintain focus due to the amount of
information in the video.”
 Plan for a set time during each
lesson where students can cut, glue,
and organize their interactive
notebooks.
Need to provide students with “big
Instruction idea” summaries.
Students need individual feedback,
Assessment as well as group feedback.
Ensure that students know the line
Professionalism between teacher and student.
Part 2: Planning for Support
Areas for Growth Description of areas Strategies to
for growth Improve
Plan for graphic organizers in order
Planning to keep students more organized,
and know the main take-aways.
Need to provide students with “big
Instruction idea” summaries.
Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
University supervisor said “Provide
structured, limited time for students
to work with their notebooks in
order to keep their focus during
instruction. They need to know they
will have time to cut/glue/write
without taking it out of the
instructional block. It could be part
of the warm-up on some days.”
University supervisor said InTASC: Assessed in GSU
“Summaries to provide the students observation form.
with the most important take-aways
from the lesson are very important
and should be used with every
lesson. Tangible student feedback is
important to planning follow up
lessons on the concept.”
University supervisor said “It is InTASC: Assessed in GSU
important to get individual feedback observation form.
as well – TOTD or other quick
responses.”
University supervisor said some InTASC: Assessed in GSU
students seem to be too observation form.
comfortable in my classroom.
Supports/Resources
Provide students with graphic N/A
organizers to glue into their
interactive notebooks. This will
ensure that they take away the big
topics of each lesson.
Set aside time at the end of each N/A
lesson to go back over the big take-
 away’s. Along with providing the
graphic organizer, students will be
able to go back to study big ideas.

Students need individual feedback, I will make sure to do more Plickers, Randomize, Padlet, etc.
Assessment as well as group feedback. individualized formative
assessments.

Ensure that students know the line Make sure there are clear N/A
Professionalism between teacher and student. boundaries between students and
teacher.

Part 3: Reflecting on the Process

1. Have you been able to implement these practices effectively? Why or why not?
Yes, I have been able to implement these practice effectively. I especially have implemented more individualized formative assessments. I regularly use plickers
as a formative assessment. One day, I entered all of my students and assigned them a number. Doing this made it easier for students to see exact questions
that they missed. It also makes it easier for me to go through each answer choice with the entire group of students. Students can get feedback about why what
they chose was incorrect.

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
 2. Which supports have been most useful to you as you work on your growth areas?
The support about learning about new technologies that are available in the classroom has been the most useful. Learning about these technologies makes my
assessment uses much easier.

3. What additional supports would you like to receive?

I would like continued professional development even after leaving GSU.

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards