Teacher Professional Growth Plan

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PSI Student Teacher: Nicole Losier Semester: Fall 2018

Professional Goal Statement #1: Develop classroom management & whole-group instruction skills.
Rationale:
 Lacking experience – mostly just worked with individuals and small groups before
 Manipulating teaching to suit the needs of individual learners in the class increases overall student engagement & achievement
Teaching Quality Standard (KSAs/Competencies):
TQS 4: Establishing Inclusive Learning Environments
(b) “using appropriate universal and targeted strategies to address students’ strengths, learning challenges and areas for growth” (p. 6)
(f) “employing classroom management strategies that promote positive, engaging learning environments” (p. 6)

Week Strategies Resource(s) Indicator(s) of Success

1. Get to know who students are
-names (my class + neighbouring class)
-personalities, learning styles, routines
Learn current classroom routines
2. Get to know how students learn
-how and what they like to learn
-keep note of students who may require
differentiation (keep in mind for lesson
plans)
3. Implement specific strategies into
lesson and reflect on effectiveness
-very contextual
4. Create some habits/routines in terms of
classroom management
-create own while adapting to TAs
-effective use of voice, tone, transitions,
attention grabbers, formative
assessments…
-class lists
- “get to know you”
activity/worksheet for day 1
-classroom presence
-observations
-conversations
-strategies the TA uses
-lesson plans
-I believe that I need much
more CONTEXT before I
create classroom
management strategies
specific to this environment
-CONTEXT
-Lesson plans
-Reflective notes
-can name whole class
-know a little bit about each student
-comfortable and confident in environment
-grasp/use of classroom routines
-students are becoming more responsive & comfortable with me
-can name my class & neighbouring class
-awareness of students who may require differentiation
-understanding & implementation of strategies the TA uses to
mitigate these (ex: clapping to gain attention)
-students are engaged and responsive
-comfortable implementation of strategies the TA uses to
mitigate common classroom problems
-experimentation with my own strategies I think may be
successful
-weaved into student activities as well as my own
actions/instruction
-students are engaged and responsive
-confident implementation of my own & my TA’s strategies to
modify teaching
-students are engaged and responsive
-modifications based on ongoing reflections

ED3505 - Sproule, 2018

 5. Confidently developing, growing &
understanding what works best for me
as well as the class/students
Continual & final reflection on what I
improved on this semester and what
still needs work
-reflective journal - confident implementation of my own & my TA’s strategies to
-feedback modify teaching
-conversations with TA, UC, -all or most students are engaged and responsive
etc. -reflection of what worked best and what did not
-degree of goal achievement & big take-aways

Professional Goal Statement #2: Construct collaborative & positive professional relationships with my TA, as well as other school personnel.

Rationale:
 This situation is new to me as well as to my TA, I would like to effectively navigate together and develop routines that work best for us
 An open stream of communication will ensure I receive honest and genuine feedback which will improve my teaching capabilities
 General networking increases my presence, experiences, opportunities, and access to more resources
 Collaborating and developing effective communication, routines, and plans will improve the lessons flow, student experience & engagement
Teaching Quality Standard (Competencies):
 TQS 1 – Fostering Effective Relationships – “A teacher builds positive and productive relationships with students, parents/guardians, peers and
others in the school and local community to support student learning” (p. 4)
 TQS 2 – Engaging in Career-Long Learning
(a) “Collaborating with other teachers to build personal and collective professional capacities and expertise” (p.4)
(b) “Actively seeking out feedback to enhance teaching practice” (p. 4)

Week Strategies Resource(s) Indicator(s) of Success Reflection(s)

1. Get to know TA, begin to create relationship -TA, myself, genuine care -comfortable communicating and working
-likes, dislikes, expectations, philosophy,etc -personal and professional with TA
Let TA get to know me (strengths, goals, etc.) calendars/schedules -comfortable with class & school routines
Establish daily and weekly routines and -classroom resources -effective planning sessions/meetings
communication habits together (textbooks, plans, etc) & -weekly lessons plans, feedback,
Learn about important classroom & school relevant school reflection
resources resources/schedules
-PSI resources & expectations
2. Develop & refine routines and habits -TA, PE teacher, team teacher -modelling and enforcing class & school
Receive support and feedback from TA - also -collaborative planning routines, using & implementing resources
important to reciprocate this because we are -lesson plans -mutual/earned support and respect with
going through this first together -lesson feedback TA
Thoughtfully increase responsibility & teaching -effective use of feedback in lesson
planning
ED3505 - Sproule, 2018
 Reach out to PE teacher as well as TA’s team
teacher no later than week 2
3. Continue to develop & refine approaches
made with TA, PE teacher, team teacher
Begin to connect with other school personnel
(administrators, other teachers, etc.)
Branch out to extracurriculars or clubs
4. Continue to develop, refine, and reflect on
approaches made with TA, PE teacher, team
teacher
Expand resource repertoire – school-wide
resources, external resources, tips & tricks
from all the new relationships I’ve created
5. Integrate new resources and learned skills into
lesson planning and instruction.
Final reflection as practicum ends -takeaways
and what still needs work
ED3505 - Sproule, 2018
-continual, active reflection of
practices
-other school personnel
-extracurricular
information/schedules
-somewhere to organize/keep
track of all my new resources
-reflective journal
-feedback
-conversations with TA, UC,
etc.
-collaborative with PE teacher and team
teacher
-learn names/position of other personnel
in school
-effective and evident use of feedback in
lesson planning and growth
-positive connections/relationships
developing
-involved in club, team, or extracurricular
of some sort
-organized logbooks, resources,
strategies, feedback, lesson planning, etc.
-strategies and feedback are evident in
planning and instruction
-growth is achieved and visible through
feedback, lesson planning, collaboration,
and instruction
-student learning is ultimately positively
influenced
-big take-aways: reflection of what
worked best and what did not