writing a Professional Development Plan
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
writing a Professional Development Plan
Doctoral students (except those in the Ed.D. program), and M.S. in Psychology and M.S. in Mental Health Counseling students to write a Professional Development Plan (PDP) at the outset of their studies. The plan includes the completion of a formal Program of Study form and, when appropriate, a Plan of Study. Students in the Clinical Psychology and Counseling Psychology specializations in the School of Psychology and Mental Health Counseling students must also submit a Personal State Licensure Plan.
Purpose of the Professional Development Plan
Students conceptualize a personalized blueprint for approaching their Walden doctoral studies and present it in a written Professional Development Plan (PDP). Writing the PDP essay allows students the opportunity to
Reflect on their personal history, professional accomplishments, and future aspirations
Initiate a discussion with instructors about graduate study in general and the Walden program in particular
Articulate academic interests and set goals for their Walden educational experience
Identify themes for each KAM that support those interests and goals
Establish a personalized timeline for meeting degree requirements (i.e., the program of study form)
Complete, when applicable, a Personal State Licensure Plan that contains information on meeting their specific state licensing requirements
Students develop the PDP in close consultation with their Foundation course instructor or their faculty mentor, who will review and approve the final document. (With the exception of the School of Psychology, the Program of Study form is ultimately approved by the students associate dean or the associate deans designee.) Students are urged to review their PDP with their faculty mentor on an annual basis to assess their progress and growth. Students learn more about the PDP in the online Foundation course.
Content and Structure of the Professional Development Plan
Although a general outline is provided for the content and structure of the PDP, students are encouraged to write an essay that reflects their individual experience, achievements, and goals. Students write the essay in the first person and include their thoughts on how the plan relates to their chosen field of study. The PDP consists of three parts:
Part I: A description of personal and professional goals.
Part II: A description of educational background and research proficiency.
Part III: An individualized plan for approaching the Walden program (Plan of Study) and completion of the program of study form. Students in the Clinical Psychology and Counseling Psychology specializations in the School of Psychology and Mental Health Counseling students must also submit a Personal State Licensure Plan.
Part I: Personal and Professional Goals
In this section, students write a brief personal introduction, state their personal and professional goals, and articulate how these goals intersect with their academic interests and selected field of study. Students reflect upon the mission of the university: Walden University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they may transform society. Students discuss how specialized learning and the attainment of a doctoral degree will help them meet their career and personal life goals.
Part II: Educational Background and Research Proficiency
When developing this section, students reflect on the formal and informal learning experiences that compose their educational background and discuss how these experiences support the direction of study established in Part I. Walden encourages students to include individual knowledge, skills, and accomplishments. Students explain the academic and research proficiencies they bring to the program and identify areas to improve while they are students at Walden. Students are expected to evaluate honestly their readiness to engage in dissertation research.
Categories for students to consider when writing this section include the following:
Academic coursework in the social and behavioral sciences
Academic coursework in other fields
Professional presentations, seminars, and workshops
Prior experience designing and executing research
Publications and other writing experiences
Academic strengths and weaknesses
Research strengths and weaknesses
Availability of library, reference, and information technology resources
Students should be clear about plans for preparing themselves for doctoral study, particularly if gaps exist in their background.
Part III: Plan of Study and Program of Study Form
Part III includes an individualized Plan of Study for approaching the Walden program and a formal Program of Study form. For non-licensure students in the School of Psychology and students in the Ph.D. in Public Health program, Part III of the PDP is the Program of Study form only. For students in the Clinical Psychology and Counseling Psychology specializations in the School of Psychology and Mental Health Counseling students, Part III also includes a Personal State Licensure Plan (PSLP). The PSLP contains information from the students careful investigation of the licensure requirements for the states in which they intend to apply for licensure, and how they plan to meet those requirements during their program of study at Walden.
For Ph.D. in Health Services and Ph.D. in Human Services students, as well as students in the Riley College of Education and Leadership and the School of Management, Part III begins with a summary of their overall learning goals as they relate to their intended field of study. This summary is followed by the Plan of Study, which contains a brief explanation (usually one paragraph per KAM) of the academic topics and professional issues to be explored in each KAM demonstration. Students should consult their curriculum guide and Foundation course instructor when developing these topics.
Students in KAM- or KAM/course-based programs who elect the Self-Designed specialization should complete the Program of Study form using the General Program course numbers for the breadth, depth, and application components of each KAM. The depth and application components should include a subtitle that reflects the focus of the students own unique self-designed specialization. In the specialized KAMs (generally V, VI, and VII), the titles of the breadth component must also reflect the unique Self-Designed specialization.
Part III also includes a Program of Study form, a formal document based on the academic evaluation made available to the student from the Office of Admissions, and showing any transferred credit. In consultation with their Foundation course instructor, students use this exercise to create an individualized plan for completing all degree requirements within a specific time frame. The university suggests that students approach the task of program planning by grouping degree requirements into stages of progress. Students are encouraged to target a completion date and work backward, identifying specific milestones of academic progress and time frames for their completion.
In developing a timeline, students must account for review, revision, and approval of academic work. For most students, academic work is not approved with the first draft. Students should familiarize themselves with the approval processes for academic work, in particular those for Learning Agreements and KAMs, and incorporate flexibility in their timeline. Students use the Program of Study form to gauge their progress toward degree completion. In KAM-based programs, the Program of Study is consulted at the beginning of the quarter to guide the study plan for the quarter; at the end of the quarter, the form is submitted via the assignment area in SBSF 7100 – Research Forum or EDUC 8800 – Research Forum, indicating the progress made during the quarter. Any revisions to the form require the approval of the faculty advisor/mentor and the associate dean or the associate deans designee.
Professional Development Plan Approval Process
Students submit the completed PDP to their Foundation course instructor electronically. Should a plan require revision, the course instructor returns it to the student with comments and feedback.
For students in the School of Psychology, the Foundation course instructor reviews the PDP for completeness and returns the PDP to the student. Students are responsible for the accuracy of their Personal State Licensure Plan and their Program of Study forms and for keeping those documents current.
For students outside the School of Psychology, the Foundation course instructor, when satisfied that the plan meets the universitys expectations, forwards the PDP and the Program of Study form to the programs academic advisors for initial review. He or she then forwards the PDP and the Program of Study form to the appropriate associate dean, or the associate deans designee, for review. The associate dean or designee may approve the plan or return it to the student and Foundation course instructor for revision. Following approval by the associate dean or designee, the PDP is ratified in the Office of the Registrar.
Criteria for Professional Development Plan Approval
A Professional Development Plan, required for those doctoral students as noted above, will be considered for approval when all of the following criteria have been met:
The PDP is well written and follows the Publication Manual of the American Psychological Association. (The use of the first person is permissible.)
The content corresponds to the curriculum requirements of the university and the selected doctoral program, and the students specialization, if applicable.
The content corresponds to the students educational background and goals.
The student has gained access to the necessary resources and exhibits the traits of an independent learner.
The Plan of Study and the Program of Study form are complete.
For students in the Clinical Psychology and Counseling Psychology specializations in the School of Psychology and students in the Mental Health Counseling program, the Personal State Licensure Plan is complete.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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