Professional Development Plan Discussion

Professional Development Plan Discussion

Professional Development Plan Discussion

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Question Description
To complete:

Utilizing Microsoft Word, begin by formatting the paper in correct APA (i.e. title page, double space, Times New Roman size 12 font, headers, page numbers, headings).
To ensure that all content required is included in the paper, review Professional Development Plan assignment rubric and the Professional Development Plan example.

Write your PDP using scholarly writing, correct grammar, and proper APA citations. Review the APA Basics Checklist: Citations, Reference List, and Style to make sure that your citations are correct. This document should represent your best professional effort. Assignment Grading RubricTITLE PAGE–
Levels of Achievement:  Needs work 0 (0%) – 3 (3%)
Title page has several mistakes.
Competent 4 (4%) – 7 (7%)
Title page mostly formatted correctly
Proficient 8 (8%) – 10 (10%)
Title page correctly formatted
BODY OF PAPER–
Levels of Achievement:  Needs work 0 (0%) – 2 (2%)
Title of paper not included or very brief. ii.Introduction to the topic is brief or unorganized: this is a brief paragraph that provides an overview of the assignment; and iii.A purpose statement is either not included or does not include critical elements. : The purpose of the paper is to……………
Competent 3 (3%) – 7 (7%)
Title of paper included, but has errors. ii.Introduction to the topic is adequate: this is a brief paragraph that provides an overview of the assignment; and iii.A purpose statement is brief: The purpose of the paper is to……………
Proficient 8 (8%) – 10 (10%)
Title of paper included. ii.Introduction to the topic is thorough: this is a brief paragraph that provides an overview of the assignment; and iii.A purpose statement is nicely written: The purpose of the paper is to……………
EDUCATION AND PROFESSIONAL BACKGROUND–
Levels of Achievement:  Needs work 0 (0%) – 7 (7%)
Needs work on brief personal introduction; ii.Description of the formal and informal learning experiences that comprise educational background, including individual knowledge, skills, and accomplishments; iii.Academic and research proficiencies brought to the program and areas wishing to improve while pursuing studies; and iv Needs work on personal evaluation of readiness to engage in graduate-level study.
Competent 8 (8%) – 14 (14%)
Adequate personal introduction; ii.Adequate description of the formal and informal learning experiences that comprise educational background, including individual knowledge, skills, and accomplishments; iii.Academic and research proficiencies brought to the program and areas wishing to improve while pursuing studies; and iv.Adequate personal evaluation of readiness to engage in graduate-level study.
Proficient 14 (14%) – 20 (20%)
i.Brief personal introduction; ii.Description of the formal and informal learning experiences that comprise educational background, including individual knowledge, skills, and accomplishments; iii.Academic and research proficiencies brought to the program and areas wishing to improve while pursuing studies; and iv. Personal evaluation of readiness to engage in graduate-level study.
PROFESSIONAL GOALS–
Levels of Achievement:  Needs work 0 (0%) – 4 (4%)
i.No or inadequate statement of purpose for completing a graduate program; ii.Less than three to four professional goals; and iii.Inadequae identification of how earning a master’s degree will assist in meeting goals and carrying out the mission of the University.
Competent 5 (5%) – 10 (10%)
i.Competent Statement of purpose for completing a graduate program; ii.Three to four professional goals; and iii.Competent identification of how earning a master’s degree will assist in meeting goals and carrying out the mission of the University.
Proficient 11 (11%) – 15 (15%)
i.Statement of purpose for completing a graduate program; ii.Three to four professional goals; and iii.Identification of how earning a master’s degree will assist in meeting goals and carrying out the mission of the University.
COURSE ORIENTATION–
Levels of Achievement:  Needs work 0 (0%) – 7 (7%)
i.Address, in detail, three to four specific learning goals you accomplished. ii.Address, in detail, one area needing improvement and actions you will take to grow in that area.
Competent 8 (8%) – 14 (14%)
i.Address, in detail, less than three to four specific learning goals you accomplished. ii.Address, in detail, one area needing improvement and actions you will take to grow in that area.
Proficient 14 (14%) – 20 (20%)
i.Address, in detail, three to four specific learning goals you accomplished. ii.Address, in detail, one area needing improvement and actions you will take to grow in that area.
PRACTICUM GOALS–
Levels of Achievement:  Needs work 0 (0%) – 4 (4%)
Need to work on dentifing one possible practicum settings that match personal, professional, and course learning goals; and ii.Need to identify one project to potentially develop in your practicum setting or area of interest that addresses a real-world problem.
Competent 5 (5%) – 10 (10%)
i.Adequately,identifies one possible practicum settings that match personal, professional, and course learning goals; and ii.Adequately, identifies one project to potentially develop in your practicum setting or area of interest that addresses a real-world problem.
Proficient 11 (11%) – 15 (15%)
i.Identifies one possible practicum settings that match personal, professional, and course learning goals; and ii.Identifies one project to potentially develop in your practicum setting or area of interest that addresses a real-world problem.
SUMMARY–
Levels of Achievement:  Needs work 0 (0%) – 2 (2%)
Needs work on the summary of main points of the paper.
Competent 3 (3%) – 7 (7%)
Competent Summary of main points of the paper.
Proficient 8 (8%) – 10 (10%)
Excellent summary of main points of the paper.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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