Beruflich Dokumente
Kultur Dokumente
Your committee will use this evidence to evaluate your performance on the following:
Kentucky Framework for Teaching Components Kentucky Teacher Standards
4A – Reflecting on Teaching 7 – Reflects on and Evaluates Teaching and Learning
4E – Growing and Developing Professionally 9 – Evaluates Teaching and Implements Professional Development
10 – Provides Leadership Within School/Community/Profession
“Facilitators of Student Success”
As noted in the overview of this handbook, the KTIP approach is grounded in a developmental view of
teaching, recognizing that this complex, demanding profession is learned over the course of several years of
study, consultation, and reflective practice. In developing this Source of Evidence, you will have the
opportunity to assess your present level of performance on the components of the Kentucky Framework for
Teaching to begin to identify your strengths and areas for growth. Working with your P-12 clinical faculty
and/or your Asbury University Supervisor, you will identify the focus for your PGP.
The areas for growth to be addressed on your PGP will be identified within the first 30 days of your
ED/EDA clinical experience. The PGP must first focus on documenting your growth to improve your
performance on any components rated as Ineffective. If all components are rated as developing or higher,
the focus of the PGP can be on components, which if refined, would have the greatest impact on your
instruction and your students’ learning.
1. In ED/EDA 401, you should assess your present level of performance on the components of the
Kentucky Framework for Teaching by completing the following steps:
● Download a copy of the Kentucky Framework for Teaching from the EPSB website and get
a highlighter.
● For each component, carefully read the indicators for the four levels of performance,
highlighting the indicators that best describe your current performance for that component.
● For each component, the performance level with the most highlighted indicators best
describes your assessment of your level of performance for the component.
● In the Self-Assessment of Performance matrix on the template, click on the appropriate
performance level to the right of each component.
2. During the first 30 days of ED/EDA 401 review your ratings for the components of the Kentucky
Framework for Teaching to identify those components that represent possible priority growth needs
(needs which if addressed by professional development would have a positive impact on your
instruction and your students’ learning). To get started, consider those components that you rated as
either (I) Ineffective or (D) Developing. From these components, select the four components you
believe would have the greatest impact on your instruction and student learning if addressed by
professional development. As you identify these components, click on them in the Possible
Professional Growth Priority Components section of the template.
3. During the first 30 days of ED/EDA 401 you and your P-12 clinical faculty and/or Asbury University
Supervisor should consider the components you identified as possible priorities for professional growth
as well as other Sources of Evidence such as observations and student assessment data to reach
agreement on the one or two priority components that will be your focus for professional growth goal
development. In the Priority Component for Professional Growth Plan Development section of the
template, enter the number and name of the selected component(s) and click on the current level of
performance below the component(s).
4. Throughout the ED/EDA 401 semester you should plan for professional development that will
effectively address your identified priority growth need, specific goals, and actions. Your answers to the
following questions will be the basis for developing your PGP and should be entered in the template for the
PGP.
● What is my professional growth goal? What do I want to change about my instruction that will
effectively impact student learning?
● What learning activities will help me develop the new knowledge/skills I need to make that
change?
● What resources and support will I need to develop the new knowledge/skills?
● When do I anticipate completing each of the learning activities?
● How will I assess my progress/success in making the change?
● What is the expected impact of the change on student growth?
Moving forward, I want to continue to build on these skills and possibly add in even more learning strategies
and ways to reach the students. I plan to continue working closely with Mrs. Hudson and the other 2nd grade
teachers to keep my lessons on target and include higher order thinking questions and discussion techniques.
Another great learning opportunity came from collaborating with Mrs. Hudson and the other 2nd grade
teachers during regular grade level meetings. We were able to use this time to align curriculum goals and
learning targets, discuss ways in which we could improve in certain subject areas, and develop a plan to meet
the needs of the whole 2nd grade. Since they do class rotations two days a week, it was also a great time to
work on scheduling conflicts and ways which they can combine two or more subject areas into one lesson
plan. It was a chance for me to see how these type of meetings are great for self-reflection and professional
growth in all aspects of teaching; it’s great when your colleagues can see things you may not have seen or
give a new perspective on a lesson.
This was also true when I co-taught a few lessons with Mrs. Hudson and the other 2nd grade teachers and I
did some team teaching during our “Holidays Around the World” unit. Allowing the students to have four
different teachers, who all had different ideas coming together to teach one unit was amazing. As one of the
teachers, I was able to see how veteran teachers handle cooperation, student behavior, class discussions, and
what types of questions they asked during this time. This really helped my growth in learning new discussion
techniques, new questioning techniques, and using these to challenge students to become better learners. It
was a great experience!
Finally, my participation in TELL allowed me to learn about school safety and ways in which I can better
prepare myself and students for situations which may arise. The meeting I viewed, since I am unable to
travel to campus, was highly informational and I feel the information I gained from viewing this meeting and
other meetings, will be a great resource even into my teaching career. It provided me with a better
understanding of how violence, threats, and terroristic events are handled in the school. This is a situation
which may not address my specific professional growth goal, but part of my goal was to better communicate
with my students. By keeping communication open with my students and allowing them to know they can
come to me about any type of situation, I am already taking steps to keep them safer. Therefore, I feel I am
better equipped to handle situations which may come up in my career involving violence, threats of violence,
and attacks. Something every teacher needs to be aware of.
Now that my time is complete in my first placement, I realize I have grown in both of these areas. I am able
to better assess my students and their progress toward mastering certain concepts, not just long term but
short term. I have also been able to enhance my questioning techniques using “Bloom’s Taxonomy” and
Mrs. Hudson as valuable resources to assist me. Learning to ask more “why and explain” questions and less
“what, when, how” type questions. Although I have improved in both areas, I would like to grow even more
in these areas, as I feel they are key to differentiated and meaningful instruction. Therefore, my goals will
remain the same except, I will be adding to practice setting high expectations for both academics and
behavior often throughout the lessons.