TPGP

Chelsea Michtich

Fall 2014

Teacher Professional Growth Plan

Teachers Name
School Year
School/Assignment
Principals Name

Chelsea Michtich
2014
Grade 1 French Immersion
Sharon Cronin

Goal 1: To research and implement the 7 habits to foster an environment of

cooperation and problem-solving
Rationale: cole Edwards Elementary School is a 7 Habits school that views each of
their students as leaders. Leadership is an important life skill that will help students
make good choices and cooperate with others.
Strategy: Participate in the 7 Habits training at cole Edwards Elementary School
September 5, 6 and 12.
Strategy: Read The Leader in Me by Stephen Covey
Strategy: Observe grade 2, 3 and/or 4 classrooms to investigate the impact leadership
has had on the students who have been living the 7 Habits at school.
Indicators:
The students and I will use the language of the 7 Habits.
The students will use the 7 Habits to resolve problems on their own, e.g. Think
Win-Win, Be Proactive, Synergize.
Student conflict will decrease over time, in the classroom and at recess.
Timeline: Ongoing.
I will complete the 7 Habits training by September 12
I will read The Leader in Me by October 31st
I will observe my first upper elementary classroom by November 1st and my
second observation by December 19th.
Goal 2: To use effective and efficient assessment methods in math to guide my
teaching practices and to enhance student learning.
Rationale: Using assessment as a tool for teachers to guide their teaching practice is
imperative. Assessment is key to confirm whether teaching and learning goals have
been met.
Strategy: Research different methods for reporting, collecting and organizing
evidence of learning by rereading Making Classroom Assessment Work by Anne
Davies, Ph. D.

TPGP

Chelsea Michtich

Fall 2014

Strategy: Keep open lines of communication with my mentor teacher, Mrs. Cyrzan in
regards to math assessment and student progress. As well as engage in dialogue with
other grade team colleagues surrounding assessment.
Strategy: Keep up-to-date and clear records of student progress by collecting
evidence of learning.
Indicators:
I will have collected enough evidence of student learning to write clear
comments on students communication of learning.
Throughout each unit, I will have a clear understanding of where each students
is in their learning concerning that particular subject due to formative
assessment no surprises.
At the end of a unit, the summative assessment portion will be a means of
summing up, rather than figuring out where students are in their learning. This
will not cause anxiety for the students.
Timeline: Ongoing. After each unit, I will reflect upon the assessment process I used
throughout the unit and identify what worked and what I could change or work on.
Goal 3: To build strong relationships with my students and foster a safe learning
environment in which they can take risks.
Rationale: Relationships are the most important part of teaching. Building healthy,
strong relationships with students will help them feel comfortable enough in their
learning to take risks and try to new things. Our class is full of diverse learners with
various needs. Building those relationships will help me identify student strengths and
weaknesses, so that we can celebrate and work together to be successful.
Strategy: Each morning I will greet every student as they enter the class by using their
name and asking how they are doing. At the end of the day, I will say goodbye to
every student.
Strategy: I will get to know my students as individuals by initiating conversation
about their interests, family, sports, clubs, etc.
Strategy: Treating each student with respect. When dealing with behavioural issues or
disciplinary matters, I will discuss the issue with students without an audience and I
will use respectful language without talking down to them. I will use positive
reinforcement and encouragement to redirect students.
Indicators:
Students engage in conversation during supervision, down times, etc.
Students feel comfortable and confident to learn new skills.

TPGP

Chelsea Michtich

Fall 2014

Student resistance towards daily routines, behaviour expectations and

classroom procedures will decrease

Timeline: This goal, like the others, is on going. However, I would like to have
connected with each and every student on some personal level by the end of
September/middle of October. Relationships take time to build and require
maintenance.