WGU D022 ANM1 Task 2: Professional Development Plans
Instructions: Complete parts I–V by typing your responses directly into each table.
Part I: Professional Development (PD) Areas and Rationales
No. Target Area for Professional Development Rationale for Target Area Selection
Professional development and training for the new • Teachers are not comfortable and are struggling with
math curriculum implementation of the new math curriculum
PD-1
• Decrease in math proficiency in all grade levels on the
state-wide standardized math assessment
Professional development on implementing PBIS • Increase in nonviolent behavior referrals
PD-2 and Cassel SEL programs to promote student • Decrease in student engagement
engagement and management strategies
Professional development on focus and purposes of • PLCs are not as effective as teachers would like
PD-3 PLC: PLC+ a framework that leads educators to • Decrease in math proficiency in all grade levels on the
question practices and not just outcomes state-wide standardized math assessment
, )
Part II: Professional Learning Goals and Activities
Professional Learning Activity
No. Professional Learning Goal
(Program/Strategy/Activity)
To provide an environment for students to achieve • If possible, have someone from the curriculum
excellence and help teachers to optimize learning by design team, not someone from the district who
mastering the new math curriculum and implementing has been trained, to go over the curriculum with
math strategies teachers to promote mastery. If this is not
possible, math and learning strategists will attend
trainings and relay the information and resources
PD-1
to teachers
• Offer teachers professional development on the
new math curriculum
• Allow a planning day for all grade levels to browse
through the curriculum and plan lessons so that
they are more comfortable
To provide a safe and positive learning environment for • Offer teachers professional development
students by teachers implementing PBIS and Cassel’s opportunities for PBIS and SEL programs that
SEL SAFE program to improve classroom management build up classroom community and student
and increase student engagement engagement
• If possible, invite someone from Cassel to
PD-2
introduce their SAFE approach that connects skill
development (sequenced), helps students
strengthen new skills (activate), develop personal
and social skills (focused), and target specific
social and emotional skills (explicit)
PD-3 To grow relationships between teachers and other • Offer professional development opportunities for
stakeholders that will promote communication with Corwin’s PLC+ framework that focuses on equity,
feedback using the four cross-cutting values in the PLC+ high expectations, individual and collective
framework. efficacy, and activation of new skills
• Allow time during PLC for teachers to review
PAGE 2
Instructions: Complete parts I–V by typing your responses directly into each table.
Part I: Professional Development (PD) Areas and Rationales
No. Target Area for Professional Development Rationale for Target Area Selection
Professional development and training for the new • Teachers are not comfortable and are struggling with
math curriculum implementation of the new math curriculum
PD-1
• Decrease in math proficiency in all grade levels on the
state-wide standardized math assessment
Professional development on implementing PBIS • Increase in nonviolent behavior referrals
PD-2 and Cassel SEL programs to promote student • Decrease in student engagement
engagement and management strategies
Professional development on focus and purposes of • PLCs are not as effective as teachers would like
PD-3 PLC: PLC+ a framework that leads educators to • Decrease in math proficiency in all grade levels on the
question practices and not just outcomes state-wide standardized math assessment
, )
Part II: Professional Learning Goals and Activities
Professional Learning Activity
No. Professional Learning Goal
(Program/Strategy/Activity)
To provide an environment for students to achieve • If possible, have someone from the curriculum
excellence and help teachers to optimize learning by design team, not someone from the district who
mastering the new math curriculum and implementing has been trained, to go over the curriculum with
math strategies teachers to promote mastery. If this is not
possible, math and learning strategists will attend
trainings and relay the information and resources
PD-1
to teachers
• Offer teachers professional development on the
new math curriculum
• Allow a planning day for all grade levels to browse
through the curriculum and plan lessons so that
they are more comfortable
To provide a safe and positive learning environment for • Offer teachers professional development
students by teachers implementing PBIS and Cassel’s opportunities for PBIS and SEL programs that
SEL SAFE program to improve classroom management build up classroom community and student
and increase student engagement engagement
• If possible, invite someone from Cassel to
PD-2
introduce their SAFE approach that connects skill
development (sequenced), helps students
strengthen new skills (activate), develop personal
and social skills (focused), and target specific
social and emotional skills (explicit)
PD-3 To grow relationships between teachers and other • Offer professional development opportunities for
stakeholders that will promote communication with Corwin’s PLC+ framework that focuses on equity,
feedback using the four cross-cutting values in the PLC+ high expectations, individual and collective
framework. efficacy, and activation of new skills
• Allow time during PLC for teachers to review
PAGE 2
