Professional Growth Plan

Jenna-Lee Rusnak
PS1: Crestwood School, Medicine Hat, AB
November 16, 2015 December 16, 2015
TA: Mrs. Pavelich
University Consultant: Deb Yanota
1.Goal: Become proficient at planning appropriately paced thirtyminute lessons at the elementary school level.
Rationale: Lessons at the elementary grade levels are only thirty minutes
long. My mini unit assignment contained lessons that were approximately
one hour long and I was able to include several teaching strategies per
lesson. I realized that the lessons I would be planning would have to be
divided across at least two class periods and only one teaching strategy used
each time. One pro of planning thirty minute lessons is that I can use less
teaching strategies each week and hopefully keep the young students
engagement higher than in one hour increments.
Strategies:

I will outline the timeline in my lesson plans for each procedure to

attempt to plan them within a realistic timeframe
I will reflect on each lesson after I teach it to learn how to adjust
further lessons if they are still too long, or too short
I will reflect on the feedback given by my TA on each lesson and
practice any advice she gives towards better lesson planning and
curriculum delivery

Indicators of Success:

Reflections on each lesson with did wells and ways to adjust the lesson
to improve it next time
Feedback forms from my TA that state my improvement of lesson
planning and content delivery
Delivery of lessons as outlined in the lesson plans in the timeframe I
subscribed

Reflection: I found it difficult to incorporate some teaching strategies into a

thirty minute lesson at first, however, there are so many approaches to
teaching that I learned a variety of strategies and adjustments to remain

successful at being effective in a learning environment. A benefit to having

shorter lessons is that young students will not find most strategies
monotonous or boring. I find motivation and engagement by the students is
higher with shorter lessons which, in turn, makes teaching more meaningful
to me, despite the extra challenges involved. With collaboration with my TA, I
learned how to incorporate direct instruction, small group discussion, class
discussion, hands-on activities, guest speaker and virtual tours into my thirty
minute lessons. I reflected on my own experiences with my lessons as well
as with my TA to discuss what went well and what could be adjusted for
future use of the strategies I used. One major lesson I learned was that a
teacher must possess flexibility because the fact of the matter is there is no
guarantee that your lesson will go exactly as planned. I learned the
importance of teaching to the students and not just teaching the curriculum.
There are times where, part way through a lesson, I need to acknowledge if
extra time could be spent focusing on a certain area for further
understanding by the students and make a conscious decision to use a part
of the next class to finish a lesson you thought would not need that long to
teach.
KSAs: 1,3,6
2.Goal: Effectively use various classroom management strategies to
develop my teacher presence, keep students on task and lessons
flowing at an appropriate pace for an optimal teaching-learning
environment.
Rationale: Thirty minute class periods seem to be very challenging. Not only
am I required to teach a certain amount of assessable curriculum, but I also
have to catch and maintain the students attention and keep them on task in
order to successfully deliver the materials ideas. I will have to learn my TAs
management routines and discipline plan or create ones that work for me
and my teacher presence from the very first lesson to keep the students on
task and have them able to learn in an appropriate, non-destructive
environment.
Strategies:

I will review my TAs rules and routines in advance and learn them well
I will implement the rules and routines from my very first lesson
onward
I will become confident in using the rules and routines to ensure a
strong teacher presence

I will evaluate each rule and routines effectiveness and adjust them
accordingly to suit my own teacher presence

Indicators of Success:

Maintaining a respectful, attentive classroom environment with little to

no disruption from students
Utilizing a discipline plan to reinforce classroom management as
necessary
Positive and constructive feedback from my TA on my management
effectiveness
Weekly reflections discussing my effectiveness of classroom
management

Reflection: I have learned what seems to be an over-abundance of

management strategies for the classroom. I have learned how to use longer
wait times and patience to get students attention and other methods. Other
methods include clapping, giving five, and turning off the lights. When
there is high energy in the room there are several energizers that can be
done to allow the class to burn off energy rather than forcing them to sit and
just manage it somehow. One energizer in particular is to check your pulse
over one minute, run on the spot for a minute, then check your pulse one
more time and chat with your desk partners about it briefly. Other times, the
class gets two to three minute intermissions where they can walk around and
visit one another and simply socialize. I think that is very important as it is
our nature to wish to visit and connect with others. There are students of the
week and random ways to ensure students take turns doing any and all jobs
in the classroom such as handing out materials, gathering materials,
answering the door or phone, recycling, taking attendance, speaking over
the intercom for announcements and the list goes on and on. Students
involvement and self-efficacy are very important in developing responsible
and motivated students throughout the school year. For times when students
do not respect routines or listening, a discipline plan is in place. My TA has a
three-strike rule. The first strike is a verbal warning, the second is a name
written on the board and the third strike is a five minute detention at recess.
My TA gives lots of opportunity to turn inappropriate behavior around before
using discipline, however teaching students consequences to poor actions is
very important to maintaining an environment that is safe, respectful and
where learning can take place by all students.

KSAs: 1,7,8,14
3.Goal: Learn how to develop effective IPPs for various types of
students in an inclusive, differentiated classroom.
Rationale: On orientation day, I learned that I will be teaching three grade
four classes science. Within the group of over sixty children, there are at
least six students who have an identified disability or a severe behavioral
problem. Each students motivation and inappropriate behavior differs
greatly and are attributed to differing experiences in their personal lives. In
order to help each student reach the appropriate motivational level and
potential to learn in the classroom, I may need to adjust my lesson plans
slightly for each of them or assign time with teachers aids. I will require
assistance from my TA in learning the options, resources and limitations I
have for teaching these children each day.

Strategies:

I will learn about each students specific condition in advance and what
attributed to the development of the behavioral problem
I will collaborate with my TA in deciding what options have been
attempted and what options to try with the students to attempt
increasing their motivation levels of working and learning in the
classroom
I will implement strategies discussed for each student and evaluate
their effectiveness
I will change and adjust the strategies chosen for each student as
required

Indicators of Success:

Students completion of material work and/or their sharing of

understanding the ideas/skills to be learned
Assessments for each student showing the expected learning taking
place
Students attend class, show engagement with the lessons and
participate in the lesson as a class with little disruption

Reflection: I found this goal very challenging however, the experience and
what I have learned about individual needs in the classroom have been so
profound and highly meaningful to me as a future teacher of learning. I was
fortunate to have a TA who, on a daily basis reflected on individual student
needs and adjusted her plans for them as often as needed. She taught me to
never give up on these students. My TA was also in constant communication
with other teachers and the principals over the troubled or coded students so
we all knew how to help or proceed when we spent time with them or saw
the students in the hallway etc. The sense of care and community in this
school is truly incredible and I will aspire to care for every student in these
ways when I am a teacher. From hands on learning to assigning meaningful
jobs, to just loving these students are all a part of helping every student feel
a sense of belonging and self efficacy in order for them to begin to reach
their learning potential.
KSAs: 5,6,7,8,11,12,14,15,16
PSII Goals
1. To set clear expectations, rules, procedures and discipline plans from the
very beginning and maintaining them consistently throughout the practicum.
2. To have assessment resources and logs planned and developed before
practicum starts to ensure effectiveness and fairness of the ones chosen, and
to ensure that all evidence is recorded properly and in a highly organized
manner.
3. Use an abundance of various teaching strategies throughout my lessons to
ensure motivational, differentiated and inclusive needs are met for every
student and, for the class as a whole.