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2019\u003Cbr>Personalized Professional Development Plans\u003Cbr>Nancy B. Ruppert\u003Cbr>UNC-Asheville, [nruppert@unca.edu](nruppert@unca.edu)\u003Cbr>Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)\u003Cbr> Part of the Curriculum and Instruction Commons, and the Junior High, Intermediate, Middle School Education and Teaching Commons |  |\n\nRecommended Citation  \nRuppert, Nancy B. (2019) \"Personalized Professional Development Plans,\" Current Issues in Middle Level Education: Vol. 24 : Iss. 1 , Article 5.  \nAvailable at: [https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss1/5](https://digitalcommons.georgiasouthern.edu/cimle/vol24/iss1/5)  \nThis best practices is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, [please contact](please contact digitalcommons@georgiasouthern.edu)[ digitalcommons@georgiasouthern.edu](please contact digitalcommons@georgiasouthern.edu).  \nRuppert: Personalized Professional Development Plans  \nPersonalized Professional Development Plans  \nNancy Bell Ruppert  \nUniversity of North Carolina Asheville  \nNancy Ruppert is the past-president of AMLE and past-president of NAPOMLE. She is  \nthe chair of the education department at UNC Asheville. Her current areas of interest are  \nin advocating for middle school alumni and creating resources to advocate for middle  \nlevel education. Here she invites readers to contribute to ideas for ongoing professional  \ndevelopment.  \nHow do we prepare teachers, counselors, and administrators to embrace a ‘middle school mindset?’ We start with a discussion of what is most important: knowing who our students are and knowing how to interact with them, their families, and one another. In May, colleagues met to deepen our own understanding and commitment to promote a  \nmiddle school mindset.  \nI believe the purpose of an annual conference is to bring people together who are interested in planting seeds of ideas, providing and receiving inspiration, and developing commitment related to their own practice, as well as collectively being reminded that  \nwhat we do matters. However, the experience is sustained only when educators work  \ntogether over time to grow their own practice, plant their own seeds.  \nIn the spring of 2018, professors of middle level education met at our state middle level conference. We began a conversation about what it means to speak the language of middle schools. We shared the notion that there is a middle school mindset that  \naccompanies stakeholders’ language. We also talked about the difference between a  \nmiddle school mindset and the structures that exist in middle schools to support young  \npeople.  \nFast forward two months. Middle level professors in the southeast hosted a middle school symposium to ignite the fire of middle school. A small group, 50 in all, came together to share, to write, to inspire one another to find ways to tell our story of the relationship between a middle school mindset and professional development to promote middle school structures. It was a starting point really. We are seeking ways to promote a middle school mindset in theory and in practice.  \nIf we are going to share the middle school story, we need to share both inspiration and practical tools. This presentation introduces the idea that promoting a middle school mindset and middle school structures can be created in a format that can be shared; and that we should use the resources available to us provided by the Association for Middle Level Education (AMLE) and our other constituents who advocate for middle level  \nstudents. Currently we are starting with the AMLE resources.  \nIn our conver","cbCaidcBhYbgEmee","https://ap.wps.com/l/cbCaidcBhYbgEmee","pdf",159400,"English","# Personalized Professional Development Plans\n## Middle school mindset and educator preparation\n## Purpose of annual conferences and sustained growth\n## From state conference discussions to regional symposiums\n## Sharing inspiration and practical tools using AMLE resources\n## What professional development looks like for middle school educators\n## Research foundations for effective, ongoing PD","[{\"question\":\"What is the purpose of annual conferences mentioned in the article?\",\"answer\":\"The article describes annual conferences as bringing people together to plant ideas, share inspiration, and build commitment, while reminding educators that sustained change requires working together over time.\"},{\"question\":\"How does the article define effective professional development for middle school educators?\",\"answer\":\"It emphasizes that productive PD must focus on context, content, and product, and should include knowledge, relevance, personal impact, and practical application to educator practice.\"},{\"question\":\"Why does the article argue against traditional “sit and git” professional development formats?\",\"answer\":\"It states that one-hour, monthly sessions may not meet educators’ needs or improve student learning, and that PD must be sustained and ongoing to enable reflection and consideration of alternatives.\"}]","Personalized Professional Development Plans - Article 5 - A discussion of a middle school mindset and professional development | PDF",1792089661,15]