Sie sind auf Seite 1von 9

PROFESSIONAL LEARNING PLAN

NAME: Diana Miculescu 4/7/2019


Part 1: Strengths & Areas for Growth
Areas of Strength Description of Evidence Rubric/Standard
identified strengths
Planning 1. Develops plans that are -Practicum II/III Weekly L&A edTPA Rubric(s): 1. Planning
clear, logical, sequential, and Plans 1: 92.63% for Scientific Understandings;
integrated across the - Practicum II/III Weekly L&A 2. Planning to Support Varied
curriculum Plans 2: 93.68% Student Learning Needs; 3.
2. Plans instruction effectively - Practicum II/III Weekly L&A Using Knowledge of Students
for content mastery, pacing, Plans 3: 93.68% to Inform Teaching and
and transitions. - Practicum II/III Weekly L&A Learning; 4. Identifying and
3. Plans for instruction to Plans 4: 98.95% Supporting Language
meet the needs of all Demands
students. TAP: 1. Professional
4. Aligns and connects lesson Knowledge; 2. Instructional
objectives to state and local Planning
school district curricula and InTASC: 1. Learner
standards, and student Development; 2. Learning
learning needs. Differences; 7. Planning for
5. Develops appropriate Instruction
course, unit, and daily plans,
and is able to adapt plans
when needed.
Instruction 1. Comfortable with content; -Mentor Teacher Field edTPA Rubric(s): 6. Learning
demonstrates accurate and Performance Feedback Environment; 7. Engaging
current content knowledge (February 22, 2019) Students in Learning; 8.
2. Good grasp on what -University Supervisor Deepen Student Learning
students can do on their own Observation of Field TAP: 3. Instructional
and what student will need Performance Feedback Strategies;
help on (February 22, 2019) 4. Differentiated Instruction; 7.
Positive Learning Environment;

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
3. Builds upon students’ -Mentor Teacher Field 8. Academically Challenging
existing knowledge and skills Performance Feedback Environment
and personal and cultural (November 13, 2018) InTASC: 3. Learning
assets - Mentor Teacher Observation Environments; 4. Content
4. Provides continuity with the of Field Performance Feedback Knowledge; 5. Application of
activity using vocabulary from (September 20, 2019) Content; 8. Instructional
previous lessons within the Strategies
context of the new content
5. Has good tolerance for
group work
6. Asking probing questions
and “no telling” the students
exactly what they needed to
know
7. Made connections to prior
learning
Assessment 1. Uses appropriate formative -University Supervisor edTPA Rubric(s): 11. Analysis
and summative assessment Observation of Field of Student Learning; 12.
tools Performance Feedback Providing Feedback to Guide
2. Aligns student assessment (February 22, 2019) Learning; 13. Student
with the established -Practicum II/III Weekly L&A Understanding and Use of
curriculum and benchmarks. Plans 1: 92.63% Feedback; 14. Analyzing
3. Varies and modifies - Practicum II/III Weekly L&A Students’ Language Use and
assessments to determine Plans 2: 93.68% Science Learning; 15. Using
individual student needs and - Practicum II/III Weekly L&A Assessment to Inform
progress. Plans 3: 93.68% Instruction
4. Uses formal and informal - Practicum II/III Weekly L&A TAP: 5. Assessment Strategies;
assessments for diagnostic, Plans 4: 98.95% 6. Assessment Uses
formative, and summative -Pre/Post Assessment Plan InTASC: 6. Assessment
purposes.
5. Collaborates with other
teachers to develop common
assessments.

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
6. Uses diagnostic assessment
data to develop learning goals
for students, to differentiate
instruction, and to document
learning.
7. Provides constructive and
frequent feedback to students
on their progress toward their
learning goals.
8. Teaches students how to
self-assess and to use
metacognitive strategies in
support of lifelong learning.
Professionalism 1. Carries out student teacher -Mentor Teacher Conference edTPA Rubric(s): 6: Learning
duties in accordance with Report (November 30, 2018) Environment; 10: Analyzing
federal/state laws, Code -Mentor Teacher Conference Teacher Effectiveness
of Ethics, established Report (March 1, 2019) TAP: 9. Professionalism; 10.
state/local school board -University Supervisor Communication
policies, regulations, and Observation of Field InTASC:
practices, and university Performance Feedback 9. Professional Learning and
policies. (February 22, 2019) Ethical Practice; 10. Leadership
2. Maintains professional -Professional Learning and Collaboration
demeanor and behavior. Community every Tuesday
3. Reflects on personal morning during Planning
strengths and areas of -Professional Development
improvement after lesson Days July 30 to August 3, 2018,
observations during mentor January 2, 2019, February 18,
teacher/university supervisor 2019
and student teacher
conferences
4. Participates in professional
development and incorporates
learning into
classroom activities.

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
5. Engages in activities outside
the classroom intended for
school
and student enhancement.
6. Has good rapport with
students and uses this to help
students
7. Show confidence and
leadership with students.
8. Keeps the learning
environment relaxed and
students respond well to
instruction.
Areas for Growth Description of areas Evidence Rubric/Standard
for growth
Planning 1. Develop lesson segments -Personal reflection on my edTPA Rubric(s):
with obvious overarching past planning 1. Planning for Scientific
phenomenon Understandings; 2. Planning to
Support Varied Student
Learning Needs; 3. Using
Knowledge of Students to
Inform Teaching and Learning;
4. Identifying and Supporting
Language Demands
TAP: 1. Professional
Knowledge; 2. Instructional
Planning
InTASC: 1. Learner
Development; 2. Learning
Differences; 7. Planning for
Instruction

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
Instruction 1. Be consistent with -Mentor Teacher Conference edTPA Rubric(s): 6. Learning
enforcement of classroom Report (March 1, 2019) Environment; 7. Engaging
rules. -Mentor Teacher Field Students in Learning; 8.
2. Increase wait times to Performance Feedback Deepen Student Learning
increase student (February 22, 2019) TAP: 3. Instructional
understanding -University Supervisor Strategies;
3. Increase awareness of Observation of Field 4. Differentiated Instruction; 7.
student behavior for Performance Feedback Positive Learning Environment;
consistent enforcement of (February 22, 2019) 8. Academically Challenging
classroom policies -Mentor Teacher Field Environment
4. Use a verbal or non-verbal Performance Feedback InTASC: 3. Learning
cue to bring students back to (November 13, 2018) Environments; 4. Content
target - Mentor Teacher Observation Knowledge; 5. Application of
5. Lessen the time spent with of Field Performance Feedback Content; 8. Instructional
each group to keep other (September 20, 2019) Strategies
groups engaged and on task
6. Deepen student
understanding using more
probing questions and
scaffolding and let students
figure things out on their own
7. When asking probing
question repeat student
response to make sure all
students heard their peers
response
8. Allow students to discuss in
their peer groups before
sharing with the class to make
each student responsible for
reflecting on the question
(think, pair, share)

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
Assessment -Increase the number of - Mentor Teacher Observation edTPA Rubric(s): 11. Analysis
students who participate in of Field Performance Feedback of Student Learning; 12.
verbal formative assessments (September 20, 2019) Providing Feedback to Guide
Learning; 13. Student
Understanding and Use of
Feedback; 14. Analyzing
Students’ Language Use and
Science Learning; 15. Using
Assessment to Inform
Instruction
TAP: 5. Assessment Strategies;
6. Assessment Uses
InTASC: 6. Assessment
Professionalism 1. Engage in more activities -Personal Reflection on my edTPA Rubric(s): 6: Learning
outside of the classroom integration within the school Environment; 10: Analyzing
intended for school and community at my field Teacher Effectiveness
student enhancement placement TAP: 9. Professionalism; 10.
Communication
InTASC:
9. Professional Learning and
Ethical Practice; 10. Leadership
and Collaboration
Part 2: Planning for Support

Areas for Growth Description of Strategies to Supports/Resources


areas for growth Improve
Planning 1. Develop lesson segments -Spend more time 1. Research science education
with obvious overarching researching phenomena and journals for engaging lessons
phenomenon lessons I can adopt instead 2.
of allowing my mentor https://www.ngssphenomena.com/
teacher to guide my
planning

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
Instruction 1. Be consistent with -Plan on how I will manage 1. Observe other teachers and how
enforcement of classroom probing questions and they manage discussion with
rules. discussions students
2. Increase wait times to -Implement think, pair, 2. Use research-based strategies to
increase student share increase wait times after questions
understanding -Scaffold instruction and let
3. Increase awareness of students work on their own
student behavior for for some time before I
consistent enforcement of attempt to help
classroom policies -Include more reflective
4. Use a verbal or non-verbal opportunities for students
cue to bring students back to to deepen thinking and
target understanding
5. Lessen the time spent
with each group to keep
other groups engaged and
on task
6. Deepen student
understanding using more
probing questions and
scaffolding and let students
figure things out on their
own
7. When asking probing
question repeat student
response to make sure all
students heard their peer’s
response
8. Allow students to discuss
in their peer groups before
sharing with the class to
make each student
responsible for reflecting on

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
the question (think, pair,
share)
Assessment 1. Increase the number of -Use think, pair, share 1. Use websites such as
students who participate in -Use technology to collect quizizz.com, kahoot.com
verbal formative data on student learning 2. Research tools for formative
assessments assessments which can be
implemented within instruction

Professionalism 1. Engage in more activities -Attend school and 1. Use field placement website and
outside of the classroom community events other teachers to be aware of
intended for school and -Get involved in extra- school and community events
student enhancement curricular activities

Part 3: Reflecting on the Process


1. Have you been able to implement these practices effectively? Why or why not?
I have been able to implement effective teaching practices as I continue to reflect on my own teaching, but since I am a student
teacher, sometimes I have to let my mentor teacher provide me with some of the instructional materials. Since I am a guest in their
classroom, I feel as if I should not overstep any boundaries and let my mentor teacher guide me through how they believe
instruction should occur. This includes some instructional practices such as guided notes and lectures and worksheets which
supports that the teacher’s role is to give content and the students role is to receive the content. During my edTPA in which I had full
control over every instructional aspect of the learning segment, I was able to effectively implement science practices and support
students as active learners. When I have my own classroom, I believe I will have more control over how I choose to teach students
specific content through my instructional strategies that support culturally relevant pedagogy and not traditional teaching.
Discussing with my university supervisor has been especially beneficial to me in recognizing the professional relationship between
mentor teacher and student teacher and lessening my concerns when it comes to planning instructional in collaboration with my
mentor teacher.

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards
2. Which supports have been most useful to you as you work on your growth areas?
Having the opportunity to verbally discuss my teaching after an observation has been extremely useful in reflecting on my own
instruction. When I will be teaching on my own and not observed by other teachers, reflecting on my instruction from an outsider’s
perspective may be difficult. I have realized that filming myself and reflecting on my own instruction later on is useful in
documenting my instruction so that I may reflect from an outsider’s perspective. As I continue to teach, I can use this strategy to
further reflect on my teaching when I will not be formally observed by another teacher.

3. What additional supports would you like to receive?


I would like to receive additional supports such a print sources of science education journals which will encourage me to use outside
resources in planning instruction. Researching on the internet has become standard practice, but I believe having something tangible
that I could carry around and read in my free time would benefit me in actively using these types of sources to support my planning
and instruction. Having a mentor teacher during my student teaching has informed me of my strengths and areas of improvement in
planning, instruction, assessment, and professionalism. I would also like to observe more teachers before I complete my student
teaching at my field placement to develop a greater understanding of how other teachers may use various instructional and
assessment strategies to support student learning. As I continue in my teaching career, I would like to develop a professional
relationship with an experienced teacher at my school to discuss openly about my strengths, areas of improvement, questions, and
concerns I may have as a first-year teacher.

Adapted from SCALE 2016 Professional Learning Plan to align to Georgia TAP Standards