University of Phoenix Material - Education Worldview



University of Phoenix Material

Professional Growth Plan Final

Student Name: Virginia Roberts

Professional Growth Statement: I will research and practice effective class management and lesson planning strategies and seek out successful mentors, procedures, and activities to improve benchmarks and achievements for my secondary students as individuals and as a whole class. I plan to listen effectively and learn from my students, model effective learning strategies, and have a positive influence on my students during my teaching career.

Timeline: This plan should address your plans for professional growth over the next five years.

|DOMAIN |STANDARD |ACTIONS TO ACCOMPLISH STANDARD |TIMELINE FOR COMPLETION |HOW OUTCOMES WILL BE EVALUATED |

|DOMAIN ONE: |KNOWLEDGE OF CONTENT AND PEDAGOGY |CONTINUE TO ACTIVELY PARTICIPATE IN |Continue personal growth and update |Attend additional group meetings and |

|PLANNING AND PREPARATION | |CURRICULUM PLANNING AND RESEARCH. |skills throughout career. |staff development. |

| | | | | |

| | |Participate in workshops, training, |Add to learned Common Core strategies |Work with mentors, support staff, |

| | |conferences, and opportunities for growth.|and progress through year one. |supervisor, and administrators. |

| | | | | |

| | |Attended training on differential learning|Complete additional professional | |

| | |during student teaching. |training units. | |

| | | | | |

| | |Attended and spoke at state conferences on|Continually revise instructional guides| |

| | |ELL groups. |and teaching philosophies, incorporate | |

| | | |notes and strategies to improve | |

| | |Planned and implemented curriculum for an |achievement scores, and add updated | |

| | |ELL program. |differential learning year one through | |

| | | |five. | |

| | |Attended Hispanic Literacy training. | | |

| | | | | |

| | |Worked with curriculum for Hispanic | | |

| | |Literacy as a tutor in an after school | | |

| | |program. | | |

| |Instructional Planning and Resources |Implemented Common Core Standards and |Use my extensive experience in |Revise and reflect on effective |

| | |state guidelines for instructional |curriculum planning, but adapt for |teaching methods and schedule |

| | |planning. |secondary classrooms and add more |personal development or staff |

| | | |Common Core standards in year one. |development training sessions. |

| | | | | |

| | | |Year two through five take on | |

| | | |additional instructional duties and | |

| | | |mentor new teachers. | |

| |Instructional Design |Used Instructional Design, graphic |Complete in the first year of teaching |Meet and discuss additional |

| | |organizers, and SIOP methods learned for |and as an ongoing part of my teaching |strategies with effective teachers |

| | |ELL and various student learners. |career. |including advanced technology and |

| | | | |graphic organizers online. |

| | |Completed onsite graduate course in |Add new learned strategies for | |

| | |Instructional design for Blackboard |socio-economic groups and low tech and |Schedule staff training, and personal|

| | |CourseSites. |high tech designs in year one. |learning goals. |

| | | | | |

| | |Completed onsite graduate course in |Implement district technology plans to |Observed star teachers in last week |

| | |Educational technology. |use in year one through year five with |of student teaching. |

| | | |methods to align for advanced | |

| | | |technology years two through five. | |

| |Assessment |Implemented and revised methods of |Ongoing training for success in |Track my success with formative and |

| | |assessments for student populations |implementing achievement scores and |summative evaluations of individual |

| | |including socio-economic groups, ELL’s, |engaging student learning. |students and whole class. |

| | |IEP’s, or other varied learning levels. | | |

| | | |Use effective school testing which |Score using a variety of methods |

| | |Attended ELL state conference that |measures and tracks performance scores.|geared for my students learning |

| | |included assessment methods as a | |styles and personal interests. |

| | |directive. |Add learned formative and summative | |

| | | |assessments used in student teaching in| |

| | | |year one through year five. | |

|Domain Two: |MANAGING CLASSROOM PROCEDURES |CONTINUE TO JOURNAL, OBSERVE, READ, |Upon completion of my first year, have |Reflect and revise plans, and attend |

|LEARNING ENVIRONMENT | |REVISE, AND RESEARCH, SO I CAN IMPROVE AND|a consistent plan for the student |additional personal development. |

| | |ADD STRATEGIES. |units, notes of changes, and effective | |

| | | |lessons to use in consecutive years. |Completed differential learning |

| | |Use strategies learned from student | |seminar during student teaching. |

| | |teaching and modeled strategies learned | | |

| | |from my classroom teacher and | | |

| | |observations. | | |

| |Managing Student Behavior |Monitored behavior and was aware of |Improved skills for an effective |Reflect, revise, and view successful |

| | |classroom behavior, used positive |classroom management. |teachers and video lectures. |

| | |reinforcements, and effective strategies. |Add additional strategies year one | |

| | | |through five. |Evaluated and created a library of my|

| | |Observed techniques to not engage in | |teaching strategies for viewing in an|

| | |student outbursts, model effective |Plan and select engaging lessons for |electronic portfolio completed and |

| | |discipline techniques, and know when to |students ongoing through teaching |updated for viewing before my initial|

| | |call an administrator. |career. |teaching position begins. |

| | | | | |

| | | |Effectively listened and modeled |. |

| | | |effective listening skills. | |

| | | | | |

| | | |Update and journal to include new | |

| | | |effective strategies in proximate years| |

| | | | | |

| |Creating a Positive Learning Climate |Continue to maintain a respectful climate |Continue to provide a positive |Treat the students with respect and |

| | |in the classroom with daily positive |environment, use experience to guide |treat students equally. |

| | |reinforcement. |with patience, and continue to practice| |

| | | |teaching in positive learning |Model star teachers and research |

| | |Provided and continue to provide a safe |environments. |updated techniques. |

| | |learning environment. | | |

| | | |Seek out new positive learning | |

| | | |techniques, model star teachers in my | |

| | | |first and second years of teaching. | |

| | | | | |

| | | |Maintain an encouraging climate and | |

| | | |continually engage and work with all | |

| | | |levels of students and student | |

| | | |populations year three through five. | |

|DOMAIN |sTANDARD |ACTIONS TO ACCOMPLISH STANDARD |TIMELINE FOR COMPLETION |HOW OUTCOMES WILL BE EVALUATED |

|DOMAIN THREE: |COMMUNICATION |Communicate with effective modeling, set |Utilize effective graphic organizers |Complete training, staff development,|

|INSTRUCTION | |clear rules, and effective directions. |similar to what I have been using, but |and work in the classroom. |

| | | |deepen context, connect prior learning,| |

| | |Work on designing clear directions for |and add additional differentiated |Research, read, and implement |

| | |secondary students. |levels. |learning. |

| | | | | |

| | |Focus on using combinations of visual, |Improve and practice skills year one. | |

| | |aural, written, and modeled directions. | | |

| | | |Have effective tools and training goals| |

| | |Use examples and practice several problems|end of year one. | |

| | |before starting on a new assignment. | | |

| | | |Year three through five facilitate and | |

| | | |mentor new teachers. | |

| |Student Engagement |Engaged students in difficult situations |Hold and engage attention of more |Work with mentors, attend |

| | |according to the student’s attention, |students in year one. |conferences, staff development, and |

| | |mood, or level of learning. | |share ideas with effective teachers. |

| | | |Improve teaching effectiveness and | |

| | |Focus on methods to engage or diffuse |engagement with a variety of learning | |

| | |upset or angry students. |groups by year one and continual | |

| | | |effectiveness in years two through | |

| | |Made lessons enjoyable and related to |five. | |

| | |real-world experiences to aid in effective| | |

| | |student engagement. | | |

| |Diversity |Worked with many ELL’s, GED students, and |Continue this crucial skill that takes |Continue reflection; work with |

| | |minority groups from different countries. |years of experience and some personal |students, and staff development. |

| | | |background. | |

| | |Need additional experience working with | |Learned from student’s experiences |

| | |various socio-economic groups in secondary|Students relate well to teachers who |and reflections. |

| | |as their motivation levels may be |have a similar background, but this | |

| | |different. |trust can be earned by gaining trust |Listened and understood stressful and|

| | | |and giving equal treatment to all |emotional situations, which led to |

| | |Completed experience in teaching college |students and again by listening and |working well with students from |

| | |transition course, which enabled me to |understanding students. |various backgrounds. |

| | |work with diverse and socio-economic | | |

| | |groups. |Provide positive learning outcomes in |Continued work with students and |

| | | |my first year. |experience is the key to having trust|

| | |Plan to gain more experience as I work in | |and relationships that foster growth |

| | |the teaching field. |Gain additional experience in |for the teacher, the student, staff, |

| | | |consecutive years by working with |and administration. |

| | | |various secondary students. | |

|Domain Four: |PARENT AND COMMUNITY INVOLVEMENT |CONTINUE WORK WITH VARIOUS INTERNATIONAL |Parent communication skills will need |Meet and understand community |

|THE PROFESSIONAL EDUCATOR | |AND NATIONAL SCHOOLS AND PARENT |constant reflection and key strategies.|members’ visions, become involved and|

| | |COMMUNITIES. | |work with parents. |

| | | | | |

| | |Taught curriculum to an international |Continue to use strategies learned | |

| | |school for five weeks in Guatemala. |through IEP student and his parent. | |

| | |Provided community weekend school and food|Received praise for working with him | |

| | |programs. |through a note from my classroom | |

| | | |teacher. | |

| | |Participated in Hispanic Literacy program | | |

| | |as volunteer. Attended training for |Continue to show patience and | |

| | |literacy. |understanding and work with staff and | |

| | | |administrators to develop an effective | |

| | |Continue to value community as an |first year plan for working with | |

| | |important part of a nurturing environment |parents and community. | |

| | |for students. | | |

| |Professionalism |Dressed to show professionalism to the |Professionalism should already be a key|Staff, students, and administrators |

| | |students. |factor for teaching before setting foot|evaluated my professionalism. |

| | | |in the classroom. | |

| | |Showed professionalism in front of | |Modeled professionalism at all times |

| | |students, staff, and administrators. |Students, parents, and staff expect |to my secondary students during my |

| | | |professional behavior. |teaching. |

| | |Continued to have patience and control in | | |

| | |the classroom. |Surrounded myself with professional | |

| | | |people to gain respect and aid in a | |

| | | |professional path. | |

| |Reflection |Reflected during and after the lesson, |Reflection at every quarter will enable|Reflected on students’ progress, |

| | |which enabled my teaching skills to grow |teachers to foster an excellent |behavior, and achievements. |

| | |and become more effective. |academic plan or unit. | |

| | | | |Maintain reflection throughout the |

| | |Reflection of skills, lessons, and student|Reflection maintained throughout the |teaching career. |

| | |interaction or discipline enabled changes |teaching career. | |

| | |in teaching to achieve higher success | | |

| | |levels. |Reflection and revision to plans and | |

| | | |units should be updated to match | |

| | | |district and state changes. | |

I accomplished my plan and added additional growth and achievements. These achievements have allowed for reflection on my Growth plan II. I reflected my strengths and weaknesses in my personal growth plan. Even though I have considerable experience with a variety of age groups, the secondary students and my classroom teacher have focused improvements in my teaching skills and highlighted my awareness of my strengths as well as weaknesses in the facets of teaching. I am an organized person, but I realize that students need consistent organization with a well thought out consistent plan including visuals, aural, and written directions and need examples to initiate new learning strategies. I have made changes to my units and plans currently and continue to practice using visuals, aural, and written directions and have tried to model effectively before having the students start a lesson. My strengths have been the ability to understand and realize when a student is upset or needs a moment to compose or talk.

I have noticed the stress the seniors I have been working with are under and tried to remember how difficult it is to be an 18 year old, who is ready to step out into the world in search of a career or move forward toward college. Another of my strengths was the ability to feel confident teaching and reviewing material in a classroom. Since I have been teaching for fifteen consistent years in various positions, I usually am relaxed in front of students. The difficulty comes when the lessons are not effective or the students are not engaged. I have learned some new strategies from my classroom teacher and have realized I still need work on deepening connections and adding levels of learning. I enjoyed the opportunity to work on low tech material, which focused on my skills, required me to explain, and made me clarify directions and add depth of discussion to my graphic organizers.

Plus, I learned how to be prepared for when technology would not work in the classroom, which will occur in any situation. The most important area would be to learn how to work with and not engage in violent student outbursts and to know to ask for help from administrators. I was able to observe some excellent teachers and administrators and go through some difficult student experiences during my observations. These experiences have only reinforced my desire to become an effective professional, who guides student learning. I know this is the career I want to pursue and have constantly returned to teaching during my professional career. Through my Personal Growth Plan, I have done analysis of my skills, gained confidence in my teaching requirements, and feel prepared to embark in my future as an educator.

Student Signature: Date: _______________________________

Faculty Signature: Date: _______________________________

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download