PROFESSIONAL LEARNING PLAN

NAME: Lydia Benitez

Part 1: Strengths & Areas for Growth
Areas of Strength Description of Evidence Rubric/Standard
identified strengths
Planning Content Knowledge US Obs 2 1PL-Advanced edTPA Rubric(s):
Demonstrated and TAP:
displayed current InTASC:
knowledge of the content,
curriculum, and students for
the teaching segment
Academic Language observed.

US Obs 2 4PL-Advanced
The academic language
and vocabulary needed to
engage in the lesson were
made accessible to
students

Instruction Build on Learner Knowledge US Obs 2 2ID- Advanced edTPA Rubric(s):

you were able to tie and TAP:
align the new learning to InTASC:
what had been taught and
studied

you helped students to build

upon their prior learning and
connect to the standards
and learning
Develops Higher Order goals/function(s) through
Thinking through variations in discourse
Questionoing

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards

Appropriate Communication
to Facilitate Teaching
US Obs 2 4ID- Advanced
Students were able to
interpret, analyze and
predict as they engaged in
the teaching and learning
through a series of
questions.

US Obs 2 7ID- Advanced

You communicated very
effectively with students
using both verbal and non-
verbal language. The lesson
concepts and directions
were communicated to
support the students’
learning
Assessment Involves learners in US Obs Involves learners in edTPA Rubric(s):
individual goal-setting comprehensive cognitive TAP:
and metacognitive strategies to construct InTASC:
strategies. knowledge
Professionalism Promote Understanding and US Obs 2 2LE- Advanced edTPA Rubric(s):
Acceptance of Learner Your understanding of the TAP:
context of the school, InTASC:
community and
perspectives of the students
was demonstrated in the
manner in which you and
the students engaged in
discussing the lesson
content. It was also shown
in the way you gave
affirming student responses.

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
 Areas for Growth Description of areas Evidence Rubric/Standard
for growth
Planning Content Knowledge Mentor Teacher Feedback edTPA Rubric(s):
TAP:
InTASC:
Instruction Provides appropriate US Observation: 9 ID- edTPA Rubric(s):
adaptations and/or Developing TAP:
modifications for students who are InTASC:
individual learners challenged in any area or
need and require
remediation should have
more targeted instruction
and appropriate adaptations
and/or modifications

Assessment Models for learners how US Observation: 4AL- edTPA Rubric(s):

to apply teacher and/or Developing TAP:
peer feedback on InTASC:
strengths, needs, and
strategies for
improvement/extension of
learning.
Professionalism Respond to disruptions in Mentor Observation 4LE edTPA Rubric(s):
timely manner TAP:
InTASC:

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
 Part 2: Planning for Support

Areas for Growth Description of areas Strategies to Supports/Resources

for growth Improve
Content Knowledge Read student textbook to Textbook (Chemistry Matter
Planning get background knowledge and Change, 2008).
and specifics that pertain to
what students need to be
learning.

Provides appropriate Divide class up into small Flexible Grouping and

Instruction adaptations and/or groups and use Student Learning (Castle,
modifications for individual homogenous grouping to 2005).
learners better scaffold and address
student needs.

Models for learners how to
Assessment apply teacher and/or peer
feedback on strengths,
needs, and strategies for
improvement/extension of
learning.
Spend the first 5-10 minutes N/A
of class reviewing feedback
on key assessments and
allow students opportunities
to correct their errors.

Respond to disruptions in Develop a partnership with Assistant Principal at Arabia

Professionalism timely manner a buddy teacher to send Mountain High School
students over to work
quietly when they are not
respecting the classroom
learning space.

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
References:
Castle, S. (2005, February 1). Flexible Grouping and Student Learning in a High-Needs School.
Chemistry Matter and Change. (2008). New York: Glencoe/McGraw-Hill.

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