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Appendix B
Teacher Stages PD Activities

Systematic Approach to Teacher Effective Development (SATED) Tool
Developed by Dr. Susan Szabo, EdD

Directions: Once you have determined where you fit within the teacher stages, read the list of
activities and pick 2–4 choice activities (the numbers may change depending on district point system)
to complete throughout the school year. Remember, if done well, many of the activities take at least 9
weeks to complete, so they should receive 10–15 hours, with an additional 2 hours for sharing results
of research, book study, or action research via professional presentation. You should go over the
checklist with your PD coordinator and check to make sure the number of hours you will receive for
your continuing professional development hours has been determined by the district. Additionally,
this will help the PD coordinator create collaborative learning teams to work on the same activities.

Stage 1 - Apprentice Teacher
1. Attend a discipline workshop. Part 1 is the informational workshop that includes child
development and what it means to be developmentally appropriate. Select an article or book
provided by the district at the workshop to read to find out more about classroom discipline.
Put some of the ideas you learned into practice in your classroom. Part 2 is to meet with
your discipline workshop group (several times) to share what you learned while reading and
applying new techniques as well as noting obstacles and victories you have had while using
the information in your classroom. What has worked and not worked?
2. Attend a problem-solving workshop. This can be on student assessment, learning strategies,
your stress management, what it means to provide students with developmentally
appropriate instruction, how to reflect well, instructional approaches (traditional, balanced,
constructivism), different intelligences, how to differentiate, or topics of teacher’s or PD
coordinator’s choice. This has three parts: First, attend an information workshop, receive
reading material, and use information learned in your classroom. Second, attend workshop
again to share what you learned and how the implementation of new ideas worked in your
classroom. Third, meet with the group again for continued success with implementing the
topic into your teaching.
3. Meet with other first-year teachers throughout the district. Each meeting should be held in
a different classroom, so sign up to share. Give a classroom tour and talk about decorations
and organization of your classroom, explaining why for each idea. Additionally, talk about
problems you are experiencing and share ideas on how to solve them. The PD coordinator
may use this information to plan workshops.
4. Have PD coordinator/team visit your classroom and observe your teaching. Talk about how
the lesson went. Did it go as you hoped? Why or why not? Talk about ways to improve the
lesson. Pick one idea to improve on and talk about how this can be done. After the idea has
been implemented, talk with the PD coordinator/team to share your learning, your application,
and any other concerns.
5. Join a book study group with your grade-level team, reading, implementing, and sharing
learning and results. Determine topic at the first grade-level team meeting. Meet weekly to
talk about what was learned and how the implementation in the classroom is going.
6. Observe another grade-level team teacher or one above your grade level teaching a lesson
(could be on science, or a read aloud, or a guided reading group). Talk about your observations
and find out why the teacher did things the way he or she did. Reflect on what you can add to
your teaching from your observations. Implement one idea and share with the team how the
new technique is working.
7. Record a lesson you are teaching. Determine who is doing the talking. Remember the one
talking is the one doing the work and learning. What can you do to help students talk more in
class? Talk with the PD coordinator/team to find out more talking activities and implement
them into the classroom.
8. Purposefully plan a lesson that helps you learn more about each of your students. For example:
How many brothers and sisters do they have; what did they do over the summer; what do

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