Growth Plan for Professional Semester 1: Fall 2014

Related Knowledge, Skills and Attributes Related to Interim Certification: 
KSA #3 Use documents to inform and direct planning, instruction and assessment of student progress; and the subject discipline they teach, and know which strategies are appropriate to help different students. 
KSA #5 All students can learn, albeit at different rates and in different ways. They understand the need to respond to differences by creating multiple paths to learning for individuals and groups of students, including students with special learning needs. 
KSA #9 There are many approaches to teaching and learning. They know a broad range of instructional strategies appropriate to their area of specialization and the subject discipline they teach, and know which strategies are appropriate to help different students achieve different outcomes. 
KSA #10 The functions of traditional and electronic teaching/learning technologies. They know how to use and how to engage students in using these technologies.
KSA #15 The importance of career-long learning. They know how to assess their own teaching and how to work with others responsible for supervising and evaluating teachers. They know how to use the findings of assessments, supervision and evaluations to select, develop and implement their own professional development activities.    
KSA #16 The importance of guiding their actions with a personal, overall vision of the purpose of teaching. They are able to communicate their vision, including how it has changed as a result of new knowledge, understanding and experience.  

Goals and Indicators of Performance for Practicum


Goal: I want to use a variety of approaches to engage students with the content and to encourage active student participation.

Rationale: I need to experiment with approaches that are interesting to students. If students are hooked by the content then it is easier to keep their attention and focus. In order to create an environment that fosters learning, students must feel involved in their learning process.


Technology integration using an interactive whiteboard SMARTboard lesson. Visuals, images, video

Role-play activities including props and mock trials or voting.

Reading strategies (chunking, read-write-pair-share, bump reading, teacher reading)

Read-write-share in pairs, group, class

Class discussion

Ask students what they are interested in with exit slips and incorporate ideas into successive lessons

Engage imagination using writing prompts of topic, character, setting, theme



Daily visuals


Every time reading



Each unit

Writing lessons

Performance Indicators

- Create notebook file and include in lesson plan at least once a week

- Lesson plans include role play activities

- Teacher reflections of lesson plan effectiveness. Have scale of how interested students were, can use exit slips of students rating interest of content.

- Teacher checklist or scale of student focus and attention in class

- Student self-assessments, KWL, exit slips

- Participation by all students using popsicle stick method

- Week 1: social studies introduction to ancient Athens, LA writing

- Weeks 2-5 include science and math hands-on activities and games


Goal: I want to experiment with differentiated learning using a variety of approaches on a regular basis.

Rationale: To create a student-centered learning process, I must provide students with opportunities for active participation and understanding that is valid for each student’s abilities and learning strategies.


Hands-on activities

Role playing

Hands-up class discussion for formative assessment

Graphic organizers

Jigsaw – expert groups, professor know-it-all

Cube review

Videos/film and technology integration


Week 1- experiment with role playing activities and formative assessment of activities using exit slips and hands-up checks

Week 2- develop differentiated approach to teaching mathematics order of operations BEDMAS

Week 3- develop differentiated lessons for science Evidence and Investigation

Weeks 4&5- experiment with ways to gently get students with behavioral problems and special needs involved and learning the material

Performance Indicators

Students interested in activity measured by participation and exit slips

Reflections on whether or not the strategy worked

Review the next day if students still remember what they learned the previous lesson

Lesson plans with hands-on activities

Products that special needs students finish to demonstrate work