AMPHITHEATER TEACHER PERFORMANCE EVALUAUTION SYSTEM

PROFESSIONAL GROWTH PLAN

Reflection

Rachel Brekke Donaldson Elementary

K-2/ Reading and Inclusive Practices September 2016

AREA(S) TO BE ADDRESSED:
The goal under my Professional Growth plan is to provide best practices and
research based instruction through continual formative assessment in the
areas of reading and inclusive practices. My objective is to ready my
students to meet and/or experience on grade-level curriculum and skills
under the Arizona Career and College Ready Standards (AZCCRS). I have a
personal goal of becoming a teacher leader at Donaldson.
Currently I have 10 students, 4 kindergarteners, 4 1st graders and 2 2nd
graders. One of the First graders is being included in the Kindergarten
classroom because this best fits his needs and was discussed at his IEP
meeting. The two-second graders are in a 1st grade/2nd grade combination
class in which they are focusing mostly on the 1st grade curriculum which
was determined at their IEP meetings. Of this group I have 2 girls and 8 boys.
9/10 students have reading IEP goals, and all students have
social/emotional/behavioral goals. 3/5 students are included in the general
education classroom for up to 3 hours of their day, as well as recess, lunch
and specials. Both 2nd graders are included for core math and reading
instruction as well as science and specials. None of my 1st graders* are
included in the general education classroom due to their needs at this
moment.
I have chosen to focus on inclusive practices as a means to address this
issue. I plan on co-teaching with Mrs. Bennett 2/5 days for math instruction
with this hope of increasing this time. I also plan on co-teaching with Mrs.
McAllister for 2/5 days for math and reading instruction with the hope of
increasing this time as well. Inclusion encompasses instructional strategies
such as differentiation and blended learning. My plan includes providing
inclusive practices, and, ultimately, best practices to achieve overall growth
in reading for my students and all students.
EXPECTED OUTCOMES:
All students who have IEP reading goals should meet their goals with 100%
accuracy through formative and summative assessment. Students who are
included for core reading instruction in their general education classroom
should show improvement and growth in reading as reflected in the grade
level assessments (DRA, DIBELS and other screening or diagnostic
assessments).
Specific Actions and Timelines:
I collaborate with Mrs. Bennett and Mrs. McAllister on our inclusive practices,
services for students, and accommodating students in their classrooms so
they can read toward mastering the general education curriculum.
As one of the leaders of the Student Support Goal team I plan on providing
ways for all students to encounter academic achievement at school. Through
our collaborative planning on events, PBIS, and other activities at school that
encourage students to problem solve, be respectful and responsible and for
their family members to be involved in their learning. This also encompasses
inclusion for all students and families to be involved and attend school
functions and activities.
And as one of the leaders on the Leadership Team and being the Special
Education Facilitator at Donaldson I plan on becoming more skilled in
communicating with my peers at Donaldson and throughout the District.
Professional Reading: (and *re-reading)
Teach Like a Champion by Doug Lemov
*Proust and the Squid by Maryanne Wolf
The Highly Engaged Classroom by Robert Marzano and Debra J Pickering

Administrative action to be provided:

Availability for feedback and discussion.
Classroom observations with discussion and feedback after.

Teachers Signature: ________________________________ Date: ____________

Administrators Signature: ___________________________ Date: ____________