Candidate Professional Practice Goal(s) & Implementation Plan

Name:

Amanda Upchurch

Date:

Oct. 27, 2015

Goal(s): Based on the candidates self-assessment and the baseline ratings

determined by the Program Supervisor and Supervising Practitioner, the candidate
has set the following S.M.A.R.T goal(s):
Essential
Element

In order to improve my ability to reteach, and

CAP
collect data on different types of learners and
Profession
ensure student growth, I will use research and
al Practice
note taking to improve my ability to adjust my
Goal(s)

practice and reflection on my taught unit plan

(teach unit plan from December 1st through
December 11th) by December 17th.

Adjustment
to Practice
(I-A-4)

Implementation Plan: In support of attaining the goal(s), the candidate, Program

Supervisor and Supervising Practitioner agree on the following actions (add more
rows as needed):
Action

Supports/Resources
from

Adjustments to planned
lessons in the areas of word
work, decoding,
comprehension and writing

Use of resources when lesson

planning

Research on how to
incorporate multiple types of
learners and intelligences in
lessons

Running
records
Lesson notes
taken before
and after each
lesson
Websites
Textbooks
(LeveledLiteracy
Program)
Stay current
with Education
Week
Resources
based on the

Timeline/Frequency

During and after

each lesson

Daily/when lesson
planning

Daily/when lesson
planning

lesson topic
Feedback

Reflection and revisions

during/after each lesson
plans.
- Additions to the lesson
plan to target needed areas.

Lesson Plan Checklist

(attached) - with reminders
for lesson planning criteria
such as, have I provided the
students with the information
in more than one way? This
list also includes crucial
reminders from the feedback
I have/will receive and the
observation notes that I have
taken.

Specific
criticism from
my PS and SP
after each
observation
Data
Assistance
from a Special
Educator
Video
Reflection
Post
(un)announce
d observation
conferences
Reflections
(formal and
informal)
Note taking
during the
lessons and
the review of
student work
Colleagues,
PS, SP, the
Paraprofession
al
Journal
correspondenc
e/ feedback
Consult
websites and
textbooks

At the beginning of
each topic/subunit

Daily, after each

observation (4
times), feedback
from SP and the
Paraprofessional,
journal
correspondence with
PS.

Daily/when
planning, after each
observation (4
times) and during
daily conversations
with my SP

Measure of Student Learning: In addition to attaining the professional practice

goal, the candidate will also be assessed based in part on their impact on student
learning. The Supervising Practitioner, in coordination with the Program Supervisor,
has set the following measures of student learning.
Measure of Student
Learning

Impact
Rating

Parameters

District Determined
Measures

High

Moderate
Low

Ifthestudentscanperformatahighlevel(based
onarunningrecord)atthenextFountasand
Pinnellreadinglevel(I).
Ifthestudentscanperformatahighlevelatthe
currentFountasandPinnelllevel(H).
Ifthestudentsareunabletoreadandrespondto
questioningatthelevel(F)FountasandPinnell
readinglevelandregresstolowerreadinglevels.