INDIVIDUAL GROWTH PLAN

Student___Mary Dodson___________________________________ Date_3-7-16___________________

SchoolSite&GradeLevel:___HolyGhostImmaculateConception:Grade4_____________________
CooperatingTeacher:LindaWeber______________________________________________________________
CollegeSupervior__SuzanneHeinle_____________________________________________________________
Part I. Identifying Areas of Strength and Improvement
BasedonthecategoriesoftheInTASCStandards:
A. Identifyyourgreatestteachingstrengths.
B. Identifyareasofyourprofessionalpracticeyouwouldliketoimprove.
C. Explainhowyouplantoworkonthesearea(s).
TheIndividualGrowthPlanisdevelopedandpostedbythestudentafterreviewingthecumulativeratingsonthe
StudentTeachingEvaluationInstrumentatthemidpointofthestudentteachingsemester(Midtermconferencefor
18wkplacements).AdraftGrowthPlanwillbepresentedbythestudentattheFinalconferenceoffirst9wk
placement,thenacompletedplanwillbepostedandsharedattheinitialtriadmeetingofsecond9wkplacement.
GrowthPlanswillbesharedwiththecooperatingteacherandcollegesupervisor,thenpostedtoeLearnafter
consultationandpossiblerevision.Timelyreflectiononandprogresstowardplannedgoalsalsocanbedocumented
intheWeeklyReflection.
Category1:TheLearnerandLearning
A. Identifystudentswhostruggleandmaketime
toworkthemindividuallyorinsmallgroups

Utilizingtechnologyandmultipleinstructional
strategiestoengagedifferenttypesoflearners
(i.e.grammarcenters,cooperativelearning,2
optiontests)

B. Studentsontaskmorequickly,especiallyinthe
morning
Holdstudentsaccountablefortheirbehaviorbe
moreconsistentwithbehaviormanagement
ConflictResolutionmediateconflictbetween
students
C. Remindstudentsofexpectations

usesocialstoriesandothervisualstoprompt
students
Shareprogressmonitoringdatawiththe
studentssotheyarechallengedtoowntheir
learning

Category2:ContentKnowledge
A. PreparedwithknowledgeofmycontentsoI
canexpandonthecontentwithmyown
experiences
Abletoanswerstudentsquestions
Encouragingstudentstoaskandanswer
questionsfromoneanother

Selfassessmentsforstudentsontheir
understandingofatopic(i.e.Exit
cardswithquestionstogaugecontent
knowledge)

B. Varystudentsexposuretoatopicratherthan
usingonlythetextbookasthemaintext

Usemultimodalapproaches
opportunitiesforreading,writing,
speaking,andlistening

C. Bringinmoreoutsideresourceschildrens
books,etc.toenhancelearning

Uselettertileswithstudents,magnetic
letters,Ipadapps,whiteboards,etc.

GoasfastasIcanbutasslowasImust

Teachnovelsliteracycircles

Developaroutineforeachsession

Setatimer
Offeropportunitiesforbrainbreaks

Teachtothemultipleintelligences
withthesemethods(visual,auditory,
spatial,kinestheticlearners)

Utilizecenterswhileteaching

Conflictresolutionemphasizetheimportanceof
worryingaboutoneselfmodelexamplesandnon
examplesofhowtoresolveconflict
Category3InstructionalPractice
A. Askquestionsandbuildingoffstudents
answerstokeepdiscussionsgoing
Promptstudentsforexplanationsoftheir
answers.i.e.mathhowdidyouknow?follow
up.

Category4ProfessionalResponsibility

Provideopportunitiesforsuccesssostudents
becomemoreconfidentwithaparticular
concept

A. Professionalismwithregardstoconfidentiality
Attendedstaffmeetings
Extraduty
PreparedFridayFoldersheets
Attendedconferencesandledoneofthem
preparednotesoneachstudentandparticipated
duringconferences
Plan&implementedaMathRTIlessonfora
combinedgroupof4thand5thgraders

Cooperativelearningexperiencesi.e.peer
editing,partner/groupwork,teamgames,etc.

B. Networking/Sharingideaswithother
professionals

B. Maintainingstudentengagementthroughout
thelesson
Relatingtostudentsmorepositivelywhile
teaching,notalwayscorrectingnegative,off
taskbehaviors
Goalsetting:makestudentsawareofthe
objectiveandhavethemdecideiftheymetit
Teachreading,math,andsocialskillsstrategies
C. Engagementintegratemoretechnologyinto
lessonssuchasvideoclips,songsandother
interactiverelatedtocontent

Movestudentstoamorepositive
environment

Stop,look,listen

Verbal&visualprompts(Redand
green)

Usezonesforstudentstoexpress

C. Gatherideasfromotherteachersinthebuilding
duringotherobservationsHGIC
MockEvaluationobservationandconference
withprincipalatHoover
Collaboratewithparaprofessionals,gened
teachers,andotherspecialeducatorsatHoover

emotions

Strategychartspostforstudents

UseReciprocalTeachingMethods

Positivepraisetostudents/wholeclasswhen
theyareontask,nonverbalcuestoofftask
students,limitstoppingandstartingwhile
teachingalesson,keepitmovingbutstopifI
must
Makeeverythingaboutchoicesbetterwith
thisaftermidterm