Greer Derby

University of Lethbridge
Professional Growth Plan

January 8th, 2013

Goal 1: I will develop classroom management techniques and a classroom presence that effectively motivate, engage, and direct my students, and that further develop my own personal teaching style to be that of an engaging, well-respected professional who appreciates the dynamic nature of children and the teaching profession. Strategies/Actions: I will build positive relationships and a good rapport with my students. 2. I will establish classroom rules when I begin my student teaching practicum, and work with my TM to reinforce the classroom rules that have already been established. 3. I will constantly monitor my class for misbehaviors or other issues. 4. I will model desired behavior for my students. 5. I will develop clear, consistent responses to misbehavior. 6. I will establish ways of attracting attention that the students respond to. 7. I will motivate students in diverse ways including group work and active learning. Time Line: I will begin to build rapport during the first week of practicum using introductory activities. I will establish classroom rules and expectations on the first day of practicum, or re-establish the rules of my TM. I will reinforce them often while I teach. Rules that worked well will be carried over into future. I will create behavior plans for students that require extra attention. The development of classroom management techniques will be a gradual process that will get stronger. Reflections/Progress: 1. Indicators and Measures of Achievement: When I teach, lessons will run smoothly. Transitions between activities wont take too long. I will be able to get the students attention quickly. Students will view me as a teacher, not a friend. Students will maintain an appropriate level of volume while they are working, and they will be on task. Students will be engaged in activities and will show enthusiasm and effort. Students will take ownership of their expectations and of their own learning.

Resources: -The rules put in place by my TM -Classroom management techniques from previous experience, outlined in the Curriculum and Instruction Textbook from PSI -Theories of classroom management found in textbooks and from my PLN -My TM and school administration -My peers -My practicum faculty supervisor Connection to the Internship: This is an ongoing goal that I have had since PSI. This is appropriate because classroom management is essential to student learning. Classroom management in grade 3 is different than in any other context so it is important to develop new strategies that work for this particular classroom and context.

Goal 2: I will differentiate my instruction based on student needs, and guide my instruction based on both formative and summative assessment. Strategies/Actions: 1. I will assess my students often, using many different methods, so I can get a clear picture of their needs. I will make use of a wide range of instructional techniques to engage many learning styles Indicators and Measures of Achievement: Students will be successful with the level of work that I give them Overall achievement will be consistent Key students needs will be given appropriate attention All students learning styles will be

2.

Greer Derby
3.

University of Lethbridge
accommodated

January 8th, 2013

I will scaffold my instruction, and break tasks down into steps 4. I will look for ways to engage the whole spectrum of abilities within my classroom 5. I will modify tasks for exceptional learners 6. I will communicate with parents often to make sure that student needs are being met. Time Line: Formative assessment will be constant throughout the practicum. Summative assessment will take place often enough to measure achievement. After each assessment, I will reflect on whether I need to modify my instruction. Instruction and student tasks will be differentiated on a daily basis. At the end of each week, I will look through all student work to formatively assess, highlight any issues, and modify my instruction. After each summative assessment, I will review student achievement and modify my instruction. At the end of each month I will review my progress Reflections/Progress:

Resources: -Psychology of education course material -Alberta Assessment Consortium - Classroom assessment tool kit http://education.alberta.ca/media/453404/div1_2.pdf - Learn Alberta - Rubistar

Connection to the Internship: This is appropriate for the context of my school and internship because inclusive education is in the forefront. My classroom is a community of diverse learners, and many of them need more support than others. My goal is to give every student the support they need to be successful.

Goal 3: I will help students develop a sense that they are part of both global and local communities by making connections with other students. This is consistent with Lakeviews goal to make learning activities meaningful to students. Strategies/Actions: 1. I will establish a pen-pal relationship with a classroom in India through www.epals.com 2. I will incorporate the questions that the students ask their pen pals into the India unit in social studies 3. I will incorporate the theme of global citizenship into the pen pal project and the India unit. 4. I will emphasize different kinds of communities both local and global 5. Students will share what they learn from their pen pals with other students in the classroom, and the school. Indicators and Measures of Achievement: Students form a relationship with their pen pal. They are enthusiastic about their communication, they ask and answer questions, and they value their pen pal. Students are able to articulate specific things they have learned about India from their pen pal Students will articulate similarities and differences between their classroom and the classroom in India. Students ask their pen pals meaningful questions I will communicate with the classroom teacher in India to discuss the achievement in her classroom. Resources: - www.epals.com: as a resource for the student mail itself, and all the teacher

Time Line: Prior to beginning the pen pal project, we will discuss empathy and respect how can you build

Greer Derby

University of Lethbridge

January 8th, 2013

a community with people youve never met? Communication between pen pals will occur every three weeks. Epals Communication Schedule 1. Introduction of self, hobbies, school 2. Introduction to the city, state, and country: What is your school like? Daily life? 3. Sharing festivals and celebrations 4. Sharing almanac of festivals 5. Sharing pictures, videos of student celebrations 6. Sharing power points and skyping if possible Reflections/Progress:

resources on the website. The classroom teacher in India will share resources and materials

Connection to the Internship: This has important connections to the grade 3 social studies curriculum. It is also an appropriate goal because connecting with other students could possibly be a way of increasing learning and engagement and I hope to discover whether how this impacts student learning. This is one of the goals that I will focus on in my professional development project.

Goal 4: I will demonstrate an ability to integrate a variety of technological tools into my planning, lesson plans, and teaching methods, during my PSIII practicum, in order to incorporate 21 st century learning. Strategies/Actions: I will create an assignment that requires the use of technology as a central component I will require that students connect with others through the use of technology: this will be achieved through www.epals.com I will utilize my Personal Learning Network in order to get ideas and feedback I will have students engage with technology to respond to text, and connect with others I will engage ICT outcomes on a regular basis Time Line: End of January: have established international link End of January: completed first exchange Mid February: completed second exchange Beginning of March: completed third exchange End of March: Completed fourth exchange Mid April: Completed fifth exchange Mid April: Create a class video. End of January, End of February: Have students complete a web quest, in order to search for information. Beginning of February: Incorporate Class Dojo into my management scheme. Indicators and Measures of Achievement: Students will have a basic understanding of how to use relevant technology Students will have a basic understanding of how to do an Internet search. Students will respond to text and each other digitally Students will successfully communicate with their pen pal via email. Resources: Smart notebook software Smart Exchange http://exchange.smarttech.com/#tab=0 www.epals.com Personal Learning Network Websites such as epals, Weebly Class Dojo EvaluWise/other evaluation app

Greer Derby

University of Lethbridge

January 8th, 2013

Mid March: Incorporate EvaluWise into daily assessment. At the end of every week, or more: Reflect on my learning experiences via online blog, and share with PLN Reflections/Progress: Connection to the Internship: This goal is relevant because it is important to create a culture of 21st century learning, especially since Alberta is creating a new, technology-based curriculum. It is important to try out these tools and understand how they can be used. It can also help my school form relationships around the world with other schools. This is the second goal that I will be focusing on for my professional development project.