PSIII Professional Growth

Plan
Goal #1
Nam
e

Established
Date
Review
Date

Lindsay Millar

Dec. 5, 2014
Prior to April 24th,
2015

Goal
Establish an effective classroom management system by adapting to the system that
currently exists.

Rationale
This has been an ongoing goal for me throughout my prior practicum experiences.
Previously, I have received positive feedback in regards to my growth in the area of
classroom management, but I am aware that I still have room to grow. In this internship I will
have the opportunity to take on a class for an extended period of time. This time will allow
me to experiment and discover my own preferences in regards to an effective classroom
management system. I will also have a greater amount of time to get to know my students
and adapt to their individual needs.
KSA #7: students needs for physical, social, cultural and psychological security. They know how to
engage students in creating effective classroom routines. They know how and when to apply a variety
of management strategies that are in keeping with the situation, and that provide for minimal
disruptions to students learning

Indicator(s) of Success

Frequency of disruptive occurrences in classroom.

Time spent correcting behaviors.
Efficient and effective use of instructional time.

Strategy

Teach adapted procedures,

expectations, and routines to
students.
Practice reinforcement strategies
o Consequences, Rewards
Continuously reflect throughout
practicum on how to
improve/adapt
Observation of teacher mentors
practices and other teachers

Reflections

Resource(s)

Timeline

Ongoing throughout PSIII

Peers
Teacher Mentor
Other Teachers

Went to the school to meet students and observe class. Observed the use of clapping
and various phrases as a management technique by teacher mentor.
Added different clapping variations, hands on top, 1,2,3, eyes on me, 3-2-1-shh, if you
can hear me touch your nose, etc. into my own management system.
Established a point system with students regarding getting back to their seat,
cleaning up supplies, meeting me on the carpet, etc. in a timely manner. Students
respond amazingly to this. Points are totaled up every Thursday and the winning team
gets to choose one item from my treasure box.
Play a song students have to be done putting away duo tangs or meeting me at the
carpet by the time the song has finished helps work on their counting as well.
Level of music raise your hand when you cannot hear the music anymore, turn it up
just a little and play calming music. It helps keep noise levels down during partner
work.
Changed the entire class-seating plan.
Popsicle sticks are used everyday for various reasons, but at the end of the day I will
pull a number of popsicle sticks and ask students to tell me something they learned
today, either in social studies or math. They can answer or pass. If they answer their
team receives a point.
Established behavioral expectations during a test, verbally. I would probably go back
and make a written list of expectations during tests with my students the next time I
do that.
Changed seating plan for 4 students this has helped the focus of 2 and has helped
the other 2 be less of a distraction to others.
ClassDojo was introduced. As a class we set up what students should get points for
and the point values, as well as why points should be taken away and the point
values.
Working on my wait time, communication expectation, and how I form the questions I
ask. Students now know that it doesnt matter if their hand is up or not, I may still call
on them for an answer or to repeat instructions.
Working on non-verbal communication with my students. They are reacting well to it
and keeps them accountable for their actions.
Doing lots of partner or group work pairing stronger students with weaker, this has
worked amazingly. Students know that if they are on task or working well as a team
they may get special perks, such as working in the hall or sitting at my desk, which
they love.
Using modeling as a classroom management technique to show both correct and
incorrect behaviour.
Created visual reminders for what my students can do next or the steps they need to
take in order to complete the assignment.

PSIII Professional Growth

Plan

Goal #2
Nam
e

Established
Date
Review
Date

Lindsay Millar

Dec. 5, 2014
Prior to April 24nd,
2015

Goal
Develop positive, constructive and professional relationships with students, parents, and
staff.

Rationale
During my previous two practicums placements, I found one of my greatest strengths was
my ability to establish positive relationships with my students. However, I found that I
struggled to develop similar relationships with staff (other than my teacher mentor) and
students parents. My ability to do so may have been hindered by the time constraints of
those placements, but in my final internship I plan to take the time required to establish and
build upon these relationships.
KSA#8: the importance of respecting students human dignity. They know how to establish, with

different students, professional relationships that are characterized by mutual respect, trust and
harmony
KSA #12: the importance of engaging parents, purposefully and meaningfully, in all aspects of
teaching and learning. They know how to develop and implement strategies that create and
enhance partnerships among teachers, parents and students

Indicator(s) of Success

Willingness/comfort of individuals to communicate with me.

My comfort level communicating with individuals.
Do I know names, important attributes about individuals (i.e. interests, concerns,
strengths, weaknesses)?
Do students, teachers, parents know who I am?

Strategies

Get to know names as soon as

possible
Used varied communication
methods
Ask questions and listen actively
Establish open door policy
Be available outside school hours to
communicate
Require parents to sign off on
student work
Get involved in school functions and
extra-curricular activities
Self-reflect on established
relationships and those yet to be
established. Develop new strategies
to improve upon or establish these.

Resource(s)

Class list/name tags

Technology (i.e. Email,
phone, class website,
etc.)
Teacher Mentor

Timeline

Ongoing throughout
PSIII

Reflections

Sent home a letter to parents outlining who I am and my responsibilities as a PSIII

intern teaching in their son or daughters classroom.

Learned all the names of my students on the first day of class.
A parent told me that their son thinks the world of me. This parent applauded the
work Im doing with their son in reading and extended an offer for dinner if I had time.
Team teaching the first couple lessons with teacher mentor, as well as another grade
1 teacher.
Was told by another teacher that she already considers me part of the staff.
Wrote monthly newsletters detailing what their son/daughter has learned in the last 4
weeks and included at home math and reminders for parents.
Attended and facilitated a session at LethCamp about effective communication with
parents.
Taking part and contributing at our grade 1 PLC meetings really starting to feel like
another grade 1 teacher. Its encouraging that the other teachers are considering my
ideas.
I collaborate and share ideas with 2 of the other grade 1 teachers, often about math
or art.
Attending staff meetings and PD workshops has made me feel closer to the staff and
Palliser.
A parent brought my teacher mentor and I muffins and coffee as a thank you for all
the hard work we do.
Using ClassDojo as a communication tool with 14/17 parents of the children in our
classroom. This has been one of the most rewarding experiences in terms of
communicating with parents. Parents are able to see behaviour updates and I send
photos and messages home often. Its a great tool and have allowed me to build
great relationships with my students parents.
Began preparing for student led conferences collecting evidence and artifacts to
show parents.
Talked to all but 2 of my students parents at our student led conferences. Informed
them on how their son/daughter was doing, included some extra at home math they
can do, and introduced the app Remind to them. I asked if it was something they
would be interested in signing up for. 10/17 parents signed up and now receive quick
text message updates to their phones.
Created a survey on Teacher/Parent Communication for parents to fill out. I asked if
the communication through ClassDojo, agendas, class website, and Remind was
meeting their expectations and if they had any suggestions for my teacher mentor
and I.
A parent messaged me saying that they were extremely sad to hear that I was leaving
at the end of April.