Professional Growth Plan Draft

Name: Kriss Jackson-Harper

Date: 4 April 2015
Islandwoods School Overnight Program (SOP)
Step 1 - Needs Assessment and Goal Selection

A. Area of Focus
From the self-assessment task above and review of Standard 1 (Appendix A), identify the area of
professional growth relevant to your teaching that will focus your professional growth activities and
increase your capacity to impact student learning.

Criterion G: critical thinking, make inferences, support conclusions with evidence

B. Rationale
What will your students be able to do as a result of your professional development that they are not able to do
now?

I chose the area of focus for my professional development plan to focus on critical
thinking, to make inference, and to support conclusions with evidence for teaching
students about ecosystem components. I choose this as my area of focus because of the
ELA standards to teach students those skills. I believe that implementing those
standards it will improve student learning.

Step 2 Targets for New Learning

What new skills and knowledge will you need to build your capacity in this area? Be specific.

The students ability to utilize critical thinking skills, to create inferences, and to support
their conclusions with evidence is important to demonstrate the break it down technique
to help students master skills associated with learning. Simply, it is important to expose
students to a multitude of sources, ideas, opinions, and perspectives to relate their
personal lives with learning about ecosystem because it activates learning memory and
prior knowledge.

Step 3 - Professional Development Plan

What specific growth activities will you engage in to achieve your identified learning target? For
example, continuing education course, revisiting a course text, continued reading, visiting another
classroom, attend professional development session(s), participate in a study group of professional
learning community).
ACTIVITIES

RESOURCES NEEDED

QUESTIONS I HAVE

CHECK-IN MEETINGS WITH

STUDENTS/CHAPERONE/TEA
CHERS ON STUDENTS'
PROGRESS AND LEARNING
THROUGHOUT THE WEEK

TIME TO MEET WITH

STUDENTS THROUGHOUT
THE DAY DURING BREAKS
AND TRANSISTIONS.
MEET WITH
CHAPERONES/TEACHERS
AT THE END/BEGINNING
OF EACH DAY

How do I encourage
students that they have
an active process in their
own learning? How can I
encourage leadership to
emerge inside each of
my students?

Step 4 - Evidence Proposed

What evidence will you gather to demonstrate the impact of your professional growth on student learning
as defined in step 1?

I will gather feedback from mentors, teachers, and the chaperone to improve my
teaching practice so students learning experience is positive and impactful.