This paper presents a structured professional development plan for a pre-service teacher aspiring to teach in primary elementary grades (K–2). Drawing on Wisconsin's Educator Toolkit and research on mentoring, literacy coaching, and differentiated instruction, the paper outlines five- and ten-year career goals, steps and potential obstacles to achieving them, relevant professional organizations, and strategies for evaluating progress. The plan also addresses National Board Certification, leadership skill development, and the importance of ongoing professional development in meeting the needs of diverse learners. Together, these elements form a reflective, research-supported roadmap for entering and growing within the teaching profession.
A teacher's professional development plan creates a framework for setting and achieving short- and long-range goals. The purpose of this paper is to set some goals and develop strategies to meet them. The goals encompass both personal professional goals and goals that must be met as conditions of employment as a teacher. An important component of goal-setting is the process itself. Rather than simply presenting a list of goals, this paper aims to demonstrate a thoughtful approach to the planning and implementation necessary to achieve them. Some goals are self-directed, while others are mandated by the district or the state. It is also important to recognize that a list of goals is dynamic — goals may change or expand in the future as personal and professional circumstances evolve.
The State of Wisconsin has made available on the web its "Educator Toolkit," a document that guides teachers in the creation of professional development plans. The state's Department of Public Instruction takes a strong stance in favor of the formal professional development plan, setting forth an objective to ensure that educators "are broadly informed, deeply committed, and perform actions that will keep Wisconsin schools and districts places that motivate and engage all students and will result in enhanced student learning" (Mahaffey, 2005). The format for Wisconsin's professional development plan is very specific and requires more data and reflection than requested for the scope of this paper. Nevertheless, reviewing a sample plan and its various components was helpful in thinking through personal professional goals as the path toward a teaching career comes into focus.
The goal for the next five years is to complete a bachelor's degree and take the necessary steps to become an elementary school teacher, ideally in the primary grades (K–2). Within ten years, the goal is to have been teaching for several years and to have begun working on a master's degree in elementary education, preferably in a program that emphasizes teaching in the primary grades. An additional goal is to pursue National Board Certification.
To achieve the five-year goals, it will be necessary to successfully complete all graduation requirements of the institution and to fulfill all requirements of the school's Department of Education. Submitting a portfolio for state approval in order to obtain teaching certification is a key step. As those requirements are completed, exploring the job market will begin in earnest. Resources within the Department as well as personal networks will be used to learn about job openings. The hope is to be offered several interviews so that an informed decision can be made about the most suitable teaching position — a choice that matters both personally and professionally.
Having a mentor — or perhaps more than one — will be essential to becoming the best possible teacher. A 20-year study by The New Teacher Center showed that mentoring programs "accelerate the effectiveness of new teachers, fast-tracking their progress to exemplary teachers with the ability to positively impact student achievement" (Moir, 2009, p. 16). The Center has developed a model in which new teachers work one-on-one with mentors "who analyze their practice and, using classroom data, offer constructive suggestions for improvement" (Moir, 2009, p. 16). Being employed by a school that embraces this model would be ideal.
L'Allier et al. (2010) studied the use of literacy coaches in schools to work with teachers. They noted that "literacy coaching provides job-embedded, ongoing professional development for teachers" (International Reading Association [IRA], 2004). The goal is to build "collaborative relationships with teachers" (L'Allier, p. 544) with the ultimate aim of helping students succeed. Findings from the HLM analyses of the Metropolitan District Study (Elish-Piper & L'Allier, 2007) suggested that when literacy coaches administer and discuss student assessments with teachers, observe instruction and offer supportive feedback, conference with teachers about their instruction and students, and model instruction in classrooms, student achievement in reading increases significantly more than in comparable classrooms where these coaching activities are not provided (L'Allier, 2010, p. 549). It is hoped that future employment will be in a school where literacy coaching is not only available but considered especially important for new teachers.
National Board Certification is "an advanced teaching credential that complements, but does not replace, a state teacher's license." Research shows that candidates "demonstrate significant improvement in their teaching practice" and that "students taught by NBCTs make higher gains on achievement tests than students taught by non-NBCTs." In addition, becoming a National Board Certified Teacher (NBCT) may offer increased salary potential and greater flexibility in the job market, since many states recognize National Board Certification. Certificate programs offered by NBPTS also provide avenues for continued education, and some funding and scholarships are available. National Board Certification is a value-adding credential, and the organization is an excellent resource for professional development.
There are obstacles to pursuing this professional development plan. The most common obstacles when pursuing a master's degree are time and money. Full-time employment as a teacher will make it challenging to devote sufficient time to master's-level courses. Fortunately, many institutions offer online programs designed to give working students the flexibility needed to complete course requirements. While a master's program will not be easy, the ability to complete coursework anytime and anywhere makes the goal more achievable. The financial obstacle may be addressed through school district support, grants, and loans, all of which will be explored.
"Programs and resources for differentiated instruction"
"Journals, teaching communities, and professional memberships"
"Transitioning from follower to educational leader"
Preparing a professional development plan requires that a teacher examine current practices and make thoughtful decisions about future goals. Ideally, any teacher undertaking this process would have the counsel of more experienced teachers, mentors, and administrators. There are many options for professional development, and deciding which programs or courses are most worthy of one's time and money can be daunting without guidance from colleagues. It is also essential to reflect on classroom experience and adjust professional development plans accordingly. Implementing this plan is something to look forward to, as it represents a commitment to becoming the most effective teacher possible.
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