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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