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 Rubric

  Title 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.

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