School Professional Development Plan (PDP) Template

District Name / School Name / Principal Name / Plan Begin/End Dates
Orange Township Public Schools / Orange Early Childhood Center / Jacquelyn Blanton / September 2015 – June 2016

1: Professional Learning Goals

No. / Goal / Identified
Group / Rationale/Sources of Evidence
1 / By June 2016 preschool teachers/paras and support staff will use CLI strategies with the preschool children in order to improve phonological awareness / Preschool Teachers, Preschool Paraprofessionals and relevant Early Childhood Support Staff / Phonological awareness is a strong essential precursor for reading. Children develop this sound awareness through conversations, word games, songs, chants and stories.
Evidence: PD sign in sheets for CLI, as well as PD evaluations, classroom observations and child assessment data on phonological awareness.
2 / By June 2016 preschool teachers/paras and support staff will receive direct PD in ELL Sheltered Instruction for English Language Learners in order to improve their acquisition to English / Preschool Teachers and relevant Early Childhood Support Staff / For children whose first language is not English, the greater their skills in their home language, the more easily they can learn a second language. Therefore, PD for staff is designed to effectively address the academic needs of English Learners around the areas of lesson preparation, comprehensible strategies for Interaction, Practice/Application, Lesson Delivery Review & Assessment.
Evidence: PD sign in sheets for ELL Sheltered Instruction, lesson plans, teacher observations and child assessment data.
3 / By June 2016 preschool teachers and support staff will have PD and will use CPT to learn, create and implement different strategies to effectively move the advanced, later learners to the next level in Language, Literacy and Communication (LLC) / Preschool Teachers and relevant Early Childhood Support Staff / Communication – through gesture, spoken language, and written language is an essential characteristic that children are highly motivated to master so that they can signal their needs; learn from the words and symbols that surround them; and connect with others to exchange ideas, feelings, and friendship. The EC program has excellent resources and strategies for children who are experiencing delays but teachers do not have enough experience to move the advanced learners along the developmental continuum appropriately.
Evidence: CPT minutes, PD sign in sheets, lesson plans, child assessment data and teacher observations

2: Professional Learning Activities

PL Goal
No. / Initial Activities / Follow-up Activities
(as appropriate)
1 / ·  One full day large group PD session in September
·  Two half day small group PD sessions
·  Embedded PD
2 / ·  One full day large group PD session in September
·  One half day PD session
·  Several staff meetings that will focus on Sheltered Instruction
·  15 hours in total PD over 2 years
3 / ·  One full day large group PD session in September
·  Staff meetings to review state standards in Language, Literacy and Communication
·  CPT meetings to review the developmental continuum in LLC and to create appropriate lessons for the advanced learners

3: Essential Resources

PL Goal
No. / Resources / Other Implementation Considerations
1 / The CLI Facilitator
2 / ELL Sheltered Instruction Facilitator
3 / Dr. Holly Seplocha of William Patterson University, the NJDOE Preschool Teaching and Learning Standards, and child assessment data

4: Progress Summary

PL Goal
No. / Notes on Plan Implementation / Notes on Goal Attainment
1
2
3

Signature: Jacquelyn Blanton 6/26/2015

Principal Signature Date

New Jersey Department of Education 1 April 2014