Sample Professional Growth Plan



Sample Professional Growth Plan

Developed By:

Lyle Lorenz (Lorenz Consulting)

35 Cameron Close

Lacombe, AB T4L 2N6

Ph. (403) 782-5158

Professional Growth Plan

Name: Gertrude Charles

School: Grainland School, Wheafsheaf School Division No. 99

Year: 2014-2015

Goal 1: Relative to Improved Learner Outcomes (School Education Plan)

Outcome: Improved achievement levels on the Provincial Achievement Test in Grade 6 Mathematics

Strategies:

1) Collaborative participation on school’s Math PLC.

2) Use “backwards design” in my planning (see questions below).

3) Utilize “strategic teaching” by way of well-planned and purposeful instructional strategies and directed sequences of learning experiences. In so doing, there will be a constant stream of professional decisions that I will make before, during and after interaction with students—decisions that, when implemented, should increase the likelihood of student learning. Although some of these decisions will be made on-the-spot (i.e. “teachable moments”), most of them will be made strategically and systematically. I consider these decisions to be the essence of the teaching process, and categorize them as follows:

- What are the intended learner outcomes—i.e. what do I want the students to know, understand, and be able to do?

- How will I know students have achieved the intended learner outcomes—i.e. what will the students do to demonstrate learning has occurred?

- What will the students do to learn—i.e. what learning activities will enable students to achieve the intended outcomes?

- What will I do to facilitate the achievement of the learner outcomes?

- What will I do when non-acquisition of the learner outcomes is evident?

4) Develop, internalize, utilize and regularly re-visit the affirmations relative to lesson design and implementation located in the Division’s Shared Vision of Exemplary Teaching.

5) Develop, internalize, utilize and regularly re-visit the affirmations relative to student assessment located in the Division’s Shared Vision of Exemplary Teaching.

Measure(s):

1) Ongoing assessment for learning.

2) Ongoing assessment of learning.

3) 2013 Provincial Achievement Test results.

Timeline: 2013-2014 school year

Resources: Teaching for Independent and Interdependent Learning Monograph

Shared Vision of Exemplary Teaching

Reflections:

1. How has my professional practice improved?

• I now use a more structured but flexible approach to teaching Mathematics. I feel that several aspects of my teaching have improved, including:

- Improved planning skills especially with regard to “backwards design”.

- Having clearly defined objectives for each lesson (i.e. objectives-first teaching).

- Enhanced assessment for learning skills, especially with regard to using assessment to inform and shape my planning and teaching.

- Improved modeling and explanations.

- Increased focus on teaching for understanding.

- Enhanced skills and confidence with inquiry-based learning.

- I ask “better questions” especially ones that enhance student understanding and encourage higher levels of thinking. I am also doing much better at providing thinking opportunities for all students when asking questions.

● The affirmations in the Division’s Shared Vision of Exemplary Teaching served as my “instructional and assessment compass” throughout the school year and were pivotal in my growth as a teacher.

2. How has student learning improved?

• Students’ understanding of concepts and math procedures has improved dramatically.

• My students have shown significant improvement in their ability to work independently.

Note: This goal is also related to improving personal professional practice as per the Teaching Quality Standard.

Goal 2: Relative to Personal Professional Practice (i.e. Teaching Quality Standard and Jurisdiction Vision of Exemplary Teaching)

Outcome: Enhanced classroom management skills

Strategies:

1) Be well-prepared for Day One.

2) During the first week of school, clearly establish the classroom cultural norm of RESPECT as follows:

• Respect the right of teachers to teach and the right of learners to learn. Do not interfere with either of those rights.

• Treat the belongings of others with care; always ask to use other people’s belongings.

• Follow the Golden Rule.

• Use good manners.

• Don’t use bad language/profanity.

• Be considerate of the feelings of others.

2) Participate in a peer coaching relationship with Josephine Dickey.

3) Read Classroom Management Simplified by Elizabeth Breaux.

4) Focus on developing procedures and routines, independent learning skills, consistency, self-regulation, and building more positive relationships with my students. In that regard, I will internalize, utilize and regularly re-visit the affirmations relative to classroom leadership and management located in the Division’s Shared Vision of Exemplary Teaching.

5) Teacher self-reflection.

6) Obtain classroom observation feedback from Principal Prudence Smith.

Measure(s): In-class survey with my students

Timeline: September 1, 2013 to June 30, 2014

Resources: Resource Book – Classroom Management Simplified

Shared Vision of Exemplary Teaching

Reflections:

1. How has my professional practice grown?

• My classroom and student management skills have improved considerably as a result of this PGP component. Student on-task behaviour improved significantly over the year and I am close to maximizing my available instructional time. I am extremely pleased with the development of independent learning skills. I have been able to work with small groups of students (i.e. differentiation of instruction) and when so doing, the other students were able to work independently. I also think my relationship with my students has greatly improved, especially with regard to the nature of my interactions with students – i.e. interactions are much more positive and respectful. Principal Smith was impressed with the high levels of student engagement she observed during her walk-through classroom visits. Josephine’s observations were consistent with those made by Principal Smith with regard to student engagement levels.

• The affirmations definitely kept me “on course” throughout the school year!

2. How has student learning been affected?

• I strongly believe there is a more productive, work-oriented environment in my classroom. There is minimal socializing and a lot more task-oriented behaviour. As noted above, there has been a significant improvement with regard to independent learning skills. Assessment results seem to have improved as the year progressed which I attribute – at least in part – to my enhanced classroom management skills.

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