Current - Teacher Professional Growth Plan
1) Goal: Increase my knowledge and skills surrounding the Grade 6-9 Core Curriculum
Rationale: It is my ultimate goal to be a middle school/ junior high generalist teacher. To do this I want to be confident at teaching all core subjects at this level. For the next while I want to hone my skills with Social Studies, and broaden my understanding of Science, ELA and Math. I also want to find a way to make those highly academic subjects active, involved and filled with a balance of formative and summative assessment. Yes, I know that is a big goal, but I have broken it down into 4 manageable goals.
Strategies:
Sub Goal 1: Broaden my skills and understanding of the Social Curriculum.
1.1: Research and understand the curriculum.
1.2: Create a year plan for each grade (6-9)
1.3: Create an assessment plan that can highlight growth and formative assessment.
Sub Goal 1: Broaden my skills and understanding of the ELA Curriculum.
1.1: Research and understand the curriculum.
1.2: Create a year plan for each grade (6-9)
1.3: Create an assessment plan that can highlight growth and formative assessment.
Sub Goal 1: Broaden my skills and understanding of the Math Curriculum.
1.1: Research and understand the curriculum.
1.2: Create a year plan for each grade (6-9)
1.3: Create an assessment plan that can highlight growth and formative assessment.
Sub Goal 4: Broaden my skills and understanding of the Science Curriculum.
1.1: Research and understand the curriculum.
1.2: Create a year plan for each grade (6-9)
1.3: Create an assessment plan that can highlight growth and formative assessment.
Rationale: It is my ultimate goal to be a middle school/ junior high generalist teacher. To do this I want to be confident at teaching all core subjects at this level. For the next while I want to hone my skills with Social Studies, and broaden my understanding of Science, ELA and Math. I also want to find a way to make those highly academic subjects active, involved and filled with a balance of formative and summative assessment. Yes, I know that is a big goal, but I have broken it down into 4 manageable goals.
Strategies:
Sub Goal 1: Broaden my skills and understanding of the Social Curriculum.
1.1: Research and understand the curriculum.
1.2: Create a year plan for each grade (6-9)
1.3: Create an assessment plan that can highlight growth and formative assessment.
Sub Goal 1: Broaden my skills and understanding of the ELA Curriculum.
1.1: Research and understand the curriculum.
1.2: Create a year plan for each grade (6-9)
1.3: Create an assessment plan that can highlight growth and formative assessment.
Sub Goal 1: Broaden my skills and understanding of the Math Curriculum.
1.1: Research and understand the curriculum.
1.2: Create a year plan for each grade (6-9)
1.3: Create an assessment plan that can highlight growth and formative assessment.
Sub Goal 4: Broaden my skills and understanding of the Science Curriculum.
1.1: Research and understand the curriculum.
1.2: Create a year plan for each grade (6-9)
1.3: Create an assessment plan that can highlight growth and formative assessment.
Professional Semester III - Goals
1) Goal: Increase my integration of technology into teaching and students learning.
Rationale: During PSII I did not use technology as often as I could have due to inconvenience, I wasted time and resources on printing and photocopying. I want to be able to overcome the issue of inconvenience and manipulate my classroom environment and class life, to greater involve technology to help with student learning.
Strategies:
Sub Goal 1: Implement technology as a teaching tool and reference tool.
Strategies Timeline
1.1: Class website to which students can refer to if they have missed class or wish to get a head. September
1.2: Use the projector to facilitate lessons September - December
1.3: Host a class with a focus on students using technology once every 2 weeks November/December
1.4: Use technology (Ipods/Ipads/Computers) to assist with differentiation September
Sub Goal 2: Create opportunities, summative and formative assessments for students to use technology.
Strategies Timeline
2.1: Have students do an exit slip via cellphone/online twice a month October
2.2: Host a class using computers/ipads once every 2 weeks November/December
2.3: Create one project that has students use the research process and create a project using November
technology.
Indicators of Process Toward Goals:
- Class website: socialstudies82013.webs.com
- I feel more confident in finding and creating ways of incorporating technology in the day to day.
- Students feel more comfortable using technology to assist in their learning.
Resources:
- webs.com
- SmartBoard
- Computers, Ipods, Cellphones
Prior to starting my PSIII I took courses about using technology, what I learned definitely helped me in the classroom. Below are some examples of sites, technology projects, and lessons that I've created.
- Class website
- Drama 11 Unit
- Social Studies 8 Renaissance Trade Project
- Feudalism Smartboard Activity
- Smartboard Review Game
Reflection:
Technology can be a hard nut to crack in schools because often it won't work correctly or not enough of the students have access to technology. These issues came up more than once during the year, but luckily in those situations you turn it into a learning process where students are given the opportunity to collaborate and share technology. Because of lack of access to technology project often changed of technology based to in class reading based.
But I definitely learned some benefits to using technology and some disadvantages. Benefits being the students better understanding or having strong skills in working specific tools which makes the learning easier on them. Disadvantage being the students using technology inappropriately causing the few to ruin it for the many!
I didn't get to have technology hosted classes as often as I would have liked but I do feel like when they happened they were a success. For me using technology is not about the successful outcome of an assignment it is the process that students used and experienced to reach the end.
The KSA attached to this goal is #10
Rationale: During PSII I did not use technology as often as I could have due to inconvenience, I wasted time and resources on printing and photocopying. I want to be able to overcome the issue of inconvenience and manipulate my classroom environment and class life, to greater involve technology to help with student learning.
Strategies:
Sub Goal 1: Implement technology as a teaching tool and reference tool.
Strategies Timeline
1.1: Class website to which students can refer to if they have missed class or wish to get a head. September
1.2: Use the projector to facilitate lessons September - December
1.3: Host a class with a focus on students using technology once every 2 weeks November/December
1.4: Use technology (Ipods/Ipads/Computers) to assist with differentiation September
Sub Goal 2: Create opportunities, summative and formative assessments for students to use technology.
Strategies Timeline
2.1: Have students do an exit slip via cellphone/online twice a month October
2.2: Host a class using computers/ipads once every 2 weeks November/December
2.3: Create one project that has students use the research process and create a project using November
technology.
Indicators of Process Toward Goals:
- Class website: socialstudies82013.webs.com
- I feel more confident in finding and creating ways of incorporating technology in the day to day.
- Students feel more comfortable using technology to assist in their learning.
Resources:
- webs.com
- SmartBoard
- Computers, Ipods, Cellphones
Prior to starting my PSIII I took courses about using technology, what I learned definitely helped me in the classroom. Below are some examples of sites, technology projects, and lessons that I've created.
- Class website
- Drama 11 Unit
- Social Studies 8 Renaissance Trade Project
- Feudalism Smartboard Activity
- Smartboard Review Game
Reflection:
Technology can be a hard nut to crack in schools because often it won't work correctly or not enough of the students have access to technology. These issues came up more than once during the year, but luckily in those situations you turn it into a learning process where students are given the opportunity to collaborate and share technology. Because of lack of access to technology project often changed of technology based to in class reading based.
But I definitely learned some benefits to using technology and some disadvantages. Benefits being the students better understanding or having strong skills in working specific tools which makes the learning easier on them. Disadvantage being the students using technology inappropriately causing the few to ruin it for the many!
I didn't get to have technology hosted classes as often as I would have liked but I do feel like when they happened they were a success. For me using technology is not about the successful outcome of an assignment it is the process that students used and experienced to reach the end.
The KSA attached to this goal is #10
2) Goal: Apply differentiation for multiple levels of reading and writing skills.
Rationale: In my classroom I know there will be multiple levels of student ability in the realm of reading and writing. I want to be able to better tailor my instruction, assignments and tests, to better suit those varying levels of reading and writing skills.
Strategies:
Sub Goal 1: Analyze and categorize student reading and writing ability.
Strategies Timeline
1.1 Discuss with my TA the students & techniques used in the past. September
1.2 Conduct various activities to check student ability during the first week activities. September
1.3 Create a chart that categorizes the various needs for students based on expectations September
that will be necessary for my course
1.4 Conduct meetings with students to see how comfortable they feel with the work they have October/November
been accomplishing in class.
Sub Goal 2: Create varying levels of instruction and assessment to suit needs.
Strategies Timeline
2.1 Class Work: Use EA to work with specific skill sets during individual work time to ensure September
they are having their needs met.
2.2 Written: Create various levels of notes/assignments that either lessens or greatens the September
challenge of the class work.
2.3 Instruction: Make use of images, discussion, and group techniques to support instruction or notes. September – December
2.4 Audio/ Verbal: Create audio copies of big assignments/notes for students with minimal September - December
reading/writing skills and offer assessment in a verbal format.
Indicators of Process Toward Goals:
- Students will feel comfortable with the work they are assigned in class.
- All students will be achieving at their own pace and own ability.
- My charts to track students needs and abilities.
Resources:
- Teacher Mentor
- Fellow Teachers
- Students
Reflection:
During my practicum I had a large number of students each with varying needs and skill levels. I feel like the methods I used definitely helped students succeed. Prior to school starting I had met with my Teacher Mentor who gave me a run down of all the students I could expect to see in the classroom, with that and with the list of students codes and needs I was able to break down student work and create a chart for my lower end students. I grouped the students together into three different levels that would allow me to build and alter assignments to meet those levels. Doing this it gave students a group of similar skills that they could work with. Plus I could keep track of their needs which allowed me to know who I needed to spend more or less time with in class, or assign an EA to.
Though creating and tiering questions and assignments is time consuming in the end it was worth it to see the students succeed.
I wish that I could of had an EA in every class (sadly those dreams are not often a reality). I saw growth in myself of being confident enough to use an EA this year which really helped the students who needed it and allowed me to not spread myself too thin!
The KSA's attached to this goal are 5, 9, 11.
Rationale: In my classroom I know there will be multiple levels of student ability in the realm of reading and writing. I want to be able to better tailor my instruction, assignments and tests, to better suit those varying levels of reading and writing skills.
Strategies:
Sub Goal 1: Analyze and categorize student reading and writing ability.
Strategies Timeline
1.1 Discuss with my TA the students & techniques used in the past. September
1.2 Conduct various activities to check student ability during the first week activities. September
1.3 Create a chart that categorizes the various needs for students based on expectations September
that will be necessary for my course
1.4 Conduct meetings with students to see how comfortable they feel with the work they have October/November
been accomplishing in class.
Sub Goal 2: Create varying levels of instruction and assessment to suit needs.
Strategies Timeline
2.1 Class Work: Use EA to work with specific skill sets during individual work time to ensure September
they are having their needs met.
2.2 Written: Create various levels of notes/assignments that either lessens or greatens the September
challenge of the class work.
2.3 Instruction: Make use of images, discussion, and group techniques to support instruction or notes. September – December
2.4 Audio/ Verbal: Create audio copies of big assignments/notes for students with minimal September - December
reading/writing skills and offer assessment in a verbal format.
Indicators of Process Toward Goals:
- Students will feel comfortable with the work they are assigned in class.
- All students will be achieving at their own pace and own ability.
- My charts to track students needs and abilities.
Resources:
- Teacher Mentor
- Fellow Teachers
- Students
Reflection:
During my practicum I had a large number of students each with varying needs and skill levels. I feel like the methods I used definitely helped students succeed. Prior to school starting I had met with my Teacher Mentor who gave me a run down of all the students I could expect to see in the classroom, with that and with the list of students codes and needs I was able to break down student work and create a chart for my lower end students. I grouped the students together into three different levels that would allow me to build and alter assignments to meet those levels. Doing this it gave students a group of similar skills that they could work with. Plus I could keep track of their needs which allowed me to know who I needed to spend more or less time with in class, or assign an EA to.
Though creating and tiering questions and assignments is time consuming in the end it was worth it to see the students succeed.
I wish that I could of had an EA in every class (sadly those dreams are not often a reality). I saw growth in myself of being confident enough to use an EA this year which really helped the students who needed it and allowed me to not spread myself too thin!
The KSA's attached to this goal are 5, 9, 11.
**In connection to my PSIII goals, I have completed my PD project which incorporates technology and assists lower students in learning the material. Check out the website below:
Grade 8: Social Studies Resource
Grade 8: Social Studies Resource
My professional growth plan shows that I know my weakness' and that I am willing to grow as a life long learner. This also shows where my focus is for important areas of growth for my skills in the classroom. This is evidence of KSA #15 and 16