PROFESSIONAL LEARNING PLAN

NAME: _Christopher N. Okafor_

Part 1: Strengths & Areas for Growth
Areas of Strength Description of Evidence Rubric/Standard
identified strengths
A knowledgeable teacher Supervisor Feedback edTPA Rubric(s):1 - 5
Planning that demonstrates deep “He has organized his teaching so TAP:
understanding of physics. that conceptual work is InTASC: As assessed in the
Utilizes 5E Model for lesson integrated with lab work. He has University Supervisor
plans to build on the a deep understanding of physics
observation forms.
strengths, needs and and his enthusiasm for teaching
experiences of the students. physics is evident”.
Classroom Supervisor Feedback: edTPA Rubric(s):
Instruction “Chris use of dry erase board TAP:
Environment enhances the participation and InTASC: As assessed in the
interest of the students. To University Supervisor
illustrate the usefulness of
observation forms.
circular motion in real-life, Chris
had the students view a video
and a demonstration, connecting
the concept to every day
situation.”
Summative Supervisor feedback edTPA Rubric(s):
Assessment Assessment Plan: “Summative TAP:
Assessment assessment is planned for InTASC: As assessed in the
appropriate time. The students University Supervisor
will take a written quiz and test,
observation forms.
at specified intervals. Formative
assessment was done through
evaluation of students’ dry erase
board presentations, and cold
calling.”

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
 GSTA Conference edTPA Rubric(s):
Professionalism Professional Crest-Ed workshops TAP:
Development Atlanta Metro Physics InTASC: As assessed in the
Attendance Teachers workshop University Supervisor
CCLC workshops observation forms.
Areas for Growth Description of areas Evidence Rubric/Standard
for growth
Differentiation and Supervisor feedback edTPA Rubric(s):
Planning Mentor teacher feedback: TAP:
Accommodation “Work in incorporating more InTASC: As assessed in the
graphing activities to University Supervisor and
differentiate the instruction”
Mentor’s observation forms.
Supervisor feedback: edTPA Rubric(s):
Instruction Engagement “Learn more how to increase my TAP:
students’ participation and InTASC: As assessed in the
engagement by cold calling. University Supervisor and
Incorporate more graphing
Mentor’s observation forms.
activities in my lessons.
Allow students more time to
answer my questions
Manage my time better by not
teaching right to the sound of the
bell”
Mentor teacher feedback:
“Ask more questions to the
students to make them actively
engaged”
Mentor teacher feedback edTPA Rubric(s):
Assessment Formative Supervisor feedback TAP:
Assessment InTASC: As assessed in the
University Supervisor and
Mentor’s observation forms.
Mentor teacher feedback edTPA Rubric(s):
Professionalism Collaboration
TAP:

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
 InTASC: As assessed in the
Mentor’s observation forms.

Part 2: Planning for Support

Areas for Growth Description of Strategies to Supports/Resources
areas for growth Improve
Differentiation and Learn more about how to Teaching Gifted Kids in
Planning teach gifted students and how Regular classroom by Susan
Accommodation to differentiate for them Winebrenner

Learn more how to increase The Physics classroom

Instruction Engagement my students’ participation and
engagement by cold calling.
Incorporate more graphing
activities in my lessons.
Allow students more time to
answer my questions
Manage my time better by not
teaching right to the sound of
the bell
Learn about different Use science formative
Assessment Formative formative assessments and try assessments by Page Keeley
Assessment variety of new assessments

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
 Learn from other teachers how Collaborative planning
Professionalism Collaboration they support one another and meetings
good ways to get involved.

Part 3: Reflecting on the Process

1. Have you been able to implement these practices effectively? Why or why not?

2. Which supports have been most useful to you as you work on your growth areas?

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
 3. What additional supports would you like to receive?

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