Suggested PDP goals that address World Language Department, Building, and/or
SPF District Initiatives
Communities – Global Connections
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To develop and implement a global project that will connect my students
to an authentic, target culture audience, and provide students with the
opportunity to collaborate on a final product, or to engage in ongoing
communication on a specific topic for the purpose of analyzing and
synthesizing authentic information and making cultural comparisons, and
to assess this project regarding its impact on student learning and
engagement.
(This can be done individually or collaboratively with a colleague who
teaches the same level)
Technology
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To develop either my Teacher Web Page on the SPF District Website, or
create a Wiki or a Blog that is linked to my Teacher Web Page, for the
purpose of engaging students in ongoing collaboration and discussion, for
a specific project in which students make cultural comparisons and
analyze, synthesize and evaluate information from a variety of authentic
sources, and to assess the impact of the project on student learning and
engagement.
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To develop and implement a technology-based digital project that focuses
on students synthesizing and analyzing cultural perspectives and making
cultural comparisons, and which includes a pre-planning template, and a
post-self assessment component.
Unit Planning
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Work individually (or collaborate with a colleague) to develop a unit plan and
an authentic performance-based culminating assessment on the Atlas
Curriculum Mapping site for (language & level) using backwards design, and
assess its impact on student interest, engagement and learning by getting
feedback from students.
Instruction: Pre-AP Strategies
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To implement strategies in all levels of my accelerated classes that will
develop my students’ language proficiency and their ability to engage in
and maintain spontaneous interpersonal conversations and interpersonal
written exchanges on a variety of topics, and compare/contrast, analyze
and synthesize information from various authentic print, audio, and video
sources in a formal written or oral presentation, and assess the impact of
these strategies on student learning and increased language proficiency.
Assessment
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To create and implement culminating integrated performance
assessments for at least one unit for each course level I teach, which
reference an authentic, real-life scenario, and include an interpretive,
interpersonal, and presentational segment, and to assess the
effectiveness of the assessments on measuring students’ language skills
and proficiency.
Additional areas of focus:
To learn about instructional strategies designed to develop and enhance students’
communicative proficiency in the target language in a student-centered learning
environment, to implement such strategies in all classes, and to assess their impact on
student speaking proficiency.
To research and implement strategies to maximize opportunities for all students to
actively apply language skills during each class period through a student-centered
instructional approach that minimizes teacher-student interactions and increases studentstudent paired and collaborative communicative tasks in the target language.
To enhance students’ ability to accurately interpret authentic text from a variety of
resources including cultural Internet sites, online newspapers, ads, songs, and books,
through the research and implementation of appropriate pre-reading and reading
strategies that focus on the higher-level skills of synthesis, analysis, and comparisons.
To learn about, create, and implement instructional opportunities that are adapted to
diverse learners in a world language classroom by developing a differentiated lesson and
a differentiated assessment for each unit of my (Lang/lev) curriculum, and assess the
impact on student learning via student feedback.
To learn about and use technology to enhance students’ authentic language experiences
and help them to apply language skills, by having students communicate with students in
a target-language country (or with another in-district or out-of-district class) using such
technology as Skype or podcasts, and then create an end-product making cultural
comparisons learned through this communication, and assess the impact on student
learning and engagement.
To learn about and use technology to enhance students’ authentic language experiences
and help them to develop interpersonal and/or interpretive language skills by having
students in (Lang/lev) create a Blog and
 Communicate/collaborate on a variety of topics and make cultural comparisons
 OR analyze/synthesize various authentic materials from a variety of sources
(text, illustrations, audio), and make cultural comparisons
Develop and present a workshop on Making Global Connections and present at a
Department Meeting, Professional Development Day, or after-school workshop or
Roundtable.
**Many other goals are appropriate – this is only a sample of possible goals
Sample Activities to Achieve Goals
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Read professional articles or publications
Attend professional development workshops
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In-district
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Related Department Meetings
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Related Roundtables
Present a workshop
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In-district
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Out-of-District
Develop new methodologies
Collaborate with colleagues to develop or create….
Participate in professional discussion groups (i.e. Book clubs, professional
learning communities)
Create a Blog and lead a professional discussion
Complete peer Observations
Chair a professional learning community
Take related graduate or other college-level classes
Create applicable lesson or unit plans
Create applicable assessments
Participate on applicable departmental committee(s)
Develop and administer a student self-assessment rubric, survey,
questionnaire
Analyze results of self-assessment rubric, survey, questionnaire
Develop a Portfolio of…
**Many other activities in addition to those on this list may be appropriate. This is
only a list of possible activities