Acker & Walck 1

Professional Development Plan Annotations

Participant Plan Date Observer Notes Feedback
Meg Guided Lecture 10/31/13 Mel Period 2
Mrs. Butler introduced
PowerLibrary
Citations/notecards
Good job!
I liked how the students
were engaged and took self
notes
Mel Translation of Teacher
Rubrics
10/31/13 Meg Period 3
Mel went over the rubrics for the
note cards/source cards
Answered questions
effectively and promoted
student buy-in through
relating the rubric to past
assignments
Mel Self-questioning 11/5/13 Meg Period 2
Students had to determine
questions based on their
researched disease and find the
appropriate answers
I like that you really stressed
the importance of clear
notes and citations
Meg Do Now! 11/6/13 Mel Period 2
Students needed to answer the
Do Nows so that their progress
could be monitored and
instruction could be tailored
Meg was able to group the
students based on their
individual needs/progress
This helped streamline
instruction/coordination
with other staff
Meg Translation of Rubrics 11/6/13 Mel Period 3
Went over rubrics for research
papers
Students needed individual
adaptations based on
IEP/405 plans
This was in conjunction with
Mrs. Woolgars assistance
The rubric will need to be
revisited again before
papers are due



Acker & Walck 2

Participant Plan Date Observer Notes Feedback
Mel & Meg Preflight
Checklist
Self-editing
2 Stars and a
Wish

11/12-
15/13
Mel &
Meg
Period 1-3, 5 & 6
Introduced the checklist
Discussed self-editing procedures
Discussed peer-editing
procedures
Discussed 2 Stars and a Wish
The students seemed to do
very well with editing in
colored pencils
The students struggled with
giving appropriate feedback
in the 2 stars because they
needed help expanding
beyond I liked it.
Mel Gave Biology CDTs 11/18/13 N/A Periods 2, 3 & 5 Very impressed with many
of the students self-
motivation to do well
After seeing some of the
scores, Mels expectations
went up, and she was sure
to let the students know this
Mel Went over CDTs 11/22/13 N/A Periods 2, 3, & 5 Individual conferences with
students based on CDT
scores
Some students were very
impressed with their scores
and had a visible confidence
boost
Recommendation for next
time (1/20/14): Use form
from Mr. Eglesia via
IU9CDT Student Data
Analysis Sheet






Acker & Walck 3

Participant Plan Date Observer Notes Feedback
Meg & Mel Find and Fix Your
Mistakes
12/3/13 Meg &
Mel
Periods 1-3, 5 & 6
Students papers were returned
with general feedback in terms of
grammar, mechanics, and
research criterion
Students were given several days
to revise and correct their
specific areas of need
Some students did VERY well
with this concept, while
others not so much
Some students turned in the
SAME paper
Recommendation for next
time: perhaps not accept
paper without revisions?
Academic detention until
corrected?
Meg & Mel Remediation 12/4-
5/13
N/A Students were grouped via the
guidance department
Students were given remediation
in Biology and English based on
their USA Test Prep and CDT
scores
Megby the end of the
second period, students
seemed VERY burnt out.
Melfound the same.
Meg Gave
Composition/Literature
CDTs
12/9-
12/13
N/A Periods 1-3, & 6
Periods were changed according
to the Keystone Schedule
Testing took MUCH longer
than expected
Some students worked very
diligently, but this caused
their tests to last longer
Some students were finished
rapidly, and their results
showed this









Acker & Walck 4

Participant Plan Date Observer Notes Feedback
Mel & Meg Remediation 12/10-
11/13
N/A Students were grouped via the
guidance department
Students were given remediation
in Biology and English based on
their USA Test Prep and CDT
scores
MegRecommendation for
Next Time: More work with
poetry. They seemed to like
working with their own
poems, instead of the ones
found in the Common Core
Instruction Manuals
MelStudents worked
surprisingly well on units
that they had previously
struggled with. Students
expressed how much the
two periods of remediation
helped them understand
concepts
Meg Individualized
Conferences with CDT
Results
1/9/14 N/A Periods 1-3, & 6 Individual conferences with
students based on CDT
scores
Some students were very
impressed with their scores
and had a visible confidence
boost
Mr. Eglesia came in to do an
observation
Recommendation for next
time (1/20/14): Use form
from Mr. Eglesia via
IU9CDT Student Data
Analysis Sheet




Acker & Walck 5

Participant Plan Date Observer Notes Feedback
Mel & Meg Remediation 1/13-
14/14
N/A Students were grouped via the
guidance department
Students were given remediation
in Biology and English based on
their USA Test Prep and CDT
scores
On the 13
th
, we kept the
groups assigned to us.
On the 14
th
, we decided to
switch groups to prevent
burnout and to enhance
other areas of student need
in the opposite content area.
The students seemed to
appreciate the change in
content/scenery
Mel Introduction of Quick
Key as a formative
assessment
3/21/14 Meg Had to work out the kinks such as
erasing, Whiteout, ink color, etc.
Mrs. Walck was only present
towards the end, and saw how
easy to gauge understanding
http://power-2-
teach.blogspot.com/2013/11/pow
erful-formative-assessment-
with.html
Students loved the
immediate feedback
Meg Introduction of Quick
Key as a formative
assessment
3/28/14 Mel Had to work out the kinks with
student ID numbers because my
numbers were different from
Mrs. Ackers
Some students showed
difficulty transferring
answers
Three students forgot to
answer the last question on
the Quick Key form
Meg & Mel After school: emailed
creators of Quick Key
to see about making it
easier to use with
formative assessment
4/2/14 N/A The creators were quick to
respond and gather our
information
Mrs. Walck was able to join
a discussion with the
developers





Acker & Walck 6

Participant Plan Date Observer Notes Feedback
Meg After school: had a
phone conference with
the developers of
Quick Key
4/10/14 N/A Suggestions were taken by the
developers
The developers said they
would be calling back to
discuss further
usage/developments
As of 5/28/14, this has not
happened yet
Mel Gave Biology CDTs 5/2/14 N/A Students seemed confident The majority of scores were
higher than the previous
time
Mel Conferencing with
students over CDT
results
5/5/14 N/A Students were pleasantly
surprised with their scores
Some were even ecstatic!
Meg Literature Keystones 5/14-
15/14
N/A Students told me that the stories
were very difficult
They also said that it was difficult
to determine vocabulary because
the test does not always
incorporate context clues
Most students said they
tried their absolute bests
Mel Biology Keystones 5/20-
21/14
N/A 5 students came up to Mrs. Acker
before the test to tell her that
they were so ready to take
them
Many students said they had
nailed it
Meg Gave English Literature
CDTs
5/29-
30/14
N/A Most students were annoyed to
be taking them again. However;
they did work diligently on 5/29.
1
st
period was frustrated
because the program was
down
3
rd
period Rocked it out!
6
th
period 2/6 kids didnt
perform to their ability, and
were vocal that they had
blown it off
Meg Conferencing with
students over CDT
results
5/30/14
6/2/14
Mel One of the students claimed to
be unclear as to what the
expectations were
The rest of the students
were annoyed by this
Acker & Walck 7