How I Decided
Goals/Standards/Indicators:
Based on my supervisor’s first
evaluation, I am choosing these two standards and indicators to base my goals
on and improve my teaching abilities overall. I will attach my first and final
evaluations (from my supervisor) as evidence for how I determined my goals, and
also as supporting evidence on reaching my identified goals.
#1: I believe by continuing to
work on this goal, I will be better able to address the needs of all students
and families in my current and future classrooms. The goal of activating
students’ prior knowledge is to help launch lessons and establish student
engagement. A mini-lesson, at the beginning, helps to bring the class together,
as we transition from one content/subject to the next.
#2: Creating a positive
classroom environment is an essential component in all classrooms today. As a
life long learner, this is a goal I will goal to improve and work on in my
future as an educator. I believe there is a lot to learn about positive
classroom climates. It is critical that classrooms promote respect and responsibility
because without it, everything else will crumble. In classrooms, having this
solid foundation that respects and is responsible for their learning is
something I will continue improving until I feel like I have mastered this
skill.
EDUCATEAlabama PROFESSIONAL LEARNING
PLAN
School Year 2014-1015
Educator:
Katherine N. Harmon Position:
Student Teacher-UAB- Fall 2014; 1st Grade
Directions:
This plan should result from
conversations based on a combination of a self-assessment utilizing the rubrics
provided, the Collaborative Summary Report (CSR), and
subject-area/grade-level/school-wide student achievement goals. It should focus on the knowledge and
practices that would assist the educator in achieving the professional learning
needed to progress to higher levels of teaching practice found on the AQTS
rubrics. The plan usually should address
no more than two indicators, providing time for deep learning to occur in both
areas. The indicators chosen should be
prioritized based on agreed-upon needs.
My first goal is to activate children’s
prior knowledge in the launch of lessons I teach. This initial engagement will
help guide instruction and bring students in quickly. According to teaching.monster.com,
this initial “spark” of children’s interest occurs in the “first five minutes
of the lesson.” This engagement is critical to help benefit the classroom
management component. If you can keep the “sparks flying” and are able to
readily “spark up the classroom” right away, you will be much better off and
able to achieve much more, than those who do not have this skill.
Goal 1 Focus
|
Proposed Action Steps, Activities, and Outcomes
|
Timelines
|
Standard/Indicator
Standard: 1
(Content
Knowledge)
Indicator: 1.2
Activates
learners’ prior knowledge, experience, and interests and uses this
information to plan content and to help individual students attain learning
goals.
|
· The teacher will observe the co-operating teacher
launch lessons to activate prior knowledge and initiate engagement of
students quickly. The teacher will also browse the Internet to research
information and gather ideas about launching lessons to activate children’s
interests within the first five minutes.
· Students will participate in explicit inquiry-based
lessons that are “launched” to activate learners’ prior knowledge, experience
and/or interests. Teacher will utilize information gained from lessons to
further learning. Students will receive instruction and scaffolding through
lessons that activate students’ interests and taps into their prior knowledge.
· Teacher will continue to receive support and
facilitation in conjunction with the co-operating teacher, colleagues, the
supervising teacher, and other additional professional resources.
|
September 2014- July 2015
|
End of
PLP Cycle Reflection and Impact on Personal Practice and Student Learning
|
||
Teachers at Margaret Elementary School
have various instructional blocks (reading, writing, math, and science/social
studies). During this instructional
block of time, I launched inquiry-based instructional strategies that
activated learners’ prior knowledge, experiences and/or interests through
mini-lessons, whole group, and workshops.
Throughout the implementation of these strategies, I received coaching
and guidance from both the co-operating and supervising teachers.
Students have been engaged with lessons
that focus on their interests and activate learners’ prior knowledge. I began to work with the students in establishing
learning goals and needs. This was
done in an effort to provide my co-operating teacher with current student
data, which could help guide the instructional plan for her future lessons.
Evidence included: Co-operating
teacher’s evaluations (mid-term and final)
Additional Resources/Articles Read:
7 Ways To Start a Great Lesson:
Seven Ways To Increase Student
Engagement In the Classroom:
Engaged Teaching: “Do Now” Activities
for Your Lessons:
Videos of Ways to Engage Students:
( Math- Skip Counting 1st
Grade) https://www.youtube.com/watch?v=sb5-S7e_o5E
(Writing- Wrting Elememts/Features) https://www.youtube.com/watch?v=Xp7dochSllY
|
||
Additional Educator /Evaluator Comments
|
||
We agree upon the Goals, Action Steps, Activities, Proposed
Outcomes and Timeline Listed.
___________________________________ __________ _______________________________ ___________
Educator Date Evaluator Date
Signatures indicate we have discussed
the Reflection and Impact described.
___________________________________ __________ _______________________________ ___________
Educator Date Evaluator Date
EDUCATEAlabama PROFESSIONAL LEARNING
PLAN
School Year 2014-1015
Educator: Katherine
N. Harmon Position:
Student Teacher-UAB- Fall 2014; 1st Grade
Directions:
This plan should result from
conversations based on a combination of a self-assessment utilizing the rubrics
provided, the Collaborative Summary Report (CSR), and
subject-area/grade-level/school-wide student achievement goals. It should focus on the knowledge and
practices that would assist the educator in achieving the professional learning
needed to progress to higher levels of teaching practice found on the AQTS
rubrics. The plan usually should address
no more than two indicators, providing time for deep learning to occur in both
areas. The indicators chosen should be
prioritized based on agreed-upon needs.
____________________________________________________________________________________________
My second goal is to promote a positive
classroom climate that focuses on promoting respect and responsibility.
Moreover, I want to learn how to create an effective behavior management system
that will enhance my classroom time and management overall. I will continue to
look for ways to establish and maintain communication to parents on a regular
basis regarding behavior.
______________________________________________________________________________________________
Goal 2 Focus
|
Proposed Action Steps, Activities, and Outcomes
|
Timelines
|
Standard/Indicator
Standard: 2
(Teaching
and Learning)
Indicator:
Creates
a positive climate that promotes respect and responsibility.
|
• The teacher will attend a Workshop in Education Class at UAB
during the Fall 2014 Semester (taught by Mrs. Summerlin); to gain additional
professional development and information specifically on positive classroom
behavior systems, ELL strategies and differentiation, and to learn whatever
Mrs. Summerlin has to teach (because I knew it would be worthwhile!).
• The teacher will use Class DoJo to enhance management
through a more positive classroom reward system approach. This tool also allows
students and parents the opportunity to progress-monitor students behavior..
It does also have the option to give negative points, and at times the
teacher would. At this age, when the teacher gives points for students
behaving appropriately, the other students quickly begin to reflect the
actions of peers earning points. It truly is magical to use positive
reinforcement and praise.
·
The teacher will
review articles online and browse the Internet to find resources that focus
on positive climates in the classroom, more specifically those that promote
respect and responsibility. Useful articles will be included in the evidence
section to keep an ongoing file of resources/tools to utilize.
|
September 2014- July 2015
|
End of
PLP Cycle Reflection and Impact on Personal Practice and Student Learning
|
||
The co-operating teacher monitored a
“Class DoJo” program, so I have had adequate experience fostering this
specific management tool. This served as a classroom management system and
was actually adopted school-wide by the Principal, Mr. Goble. One thing that
was truly beneficial of utilizing this tool was that it provided the
opportunity for students to progress-monitor their own
behaviors/successes/failures. Every
day, students are given points for good behavior and lose points for
inappropriate behavior.
Evidence included: Co-operating
teacher’s evaluations (mid-term and final); class DoJo data; notes from
course taken at UAB
Additional Resources/Articles Read:
Class DoJo Resources:
How To Create a Positive Classroom
Climate To Help Your Students Become Successful Learners:
Seven Strategies for Building Positive
Classrooms:
Whole- Brain Teaching Videos:
|
||
Additional Educator /Evaluator Comments
|
||
We agree upon the Goals, Action Steps, Activities, Proposed
Outcomes and Timeline Listed.
___________________________________ __________ _______________________________ ___________
Educator Date Evaluator Date
Signatures indicate we have discussed
the Reflection and Impact described.
___________________________________ __________ _______________________________ ___________
Educator Date
Evaluator Date
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