Teacher Professional Growth Plan

Alexandra Stringam
School Year 2015 to 2016
Goals created: January 22, 2016
Goal:
Classroom management
It is my goal to learn different
strategies that are effective
throughout the on-going school
year.

Timeline and Resources:

This goal will be on-going because
there will always be more resources
available.
I would like to compile a first week
of school folder. Things that need to
be set up within the first week with
your students.

Plan:
I would like to build this resource
through observation of my TA and
other teachers here at the school.
I will also gather resources from the
internet. I will record the classroom
trust and environment building
activities that I am doing with my
classes.
I will also record my own experiences
for reflection.
Also writing out the 4 or 5 rules that
need to be applied to a classroom.
(see Management Plan)
Expected Outcomes:
This will make me a more effective
teacher inside the classroom and
provide stability for my students.
Also having a portfolio for the first
week will be something I can select
for each individual

Complete Feb.15th (1st week of

school)
Classroom management Ideas Ongoing
Resources:
Coral James
Andra Johnson (vice principle)
Rhonda Harding
Sue Bengry
Psychology Toolbox.

2006 The Alberta Teachers Association

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Reflections:
Based on my professional practice and my observations of student
learning . . .
What should I do more of?

What should I do less of?

Because

Because

What new things could I do?

What should I stop doing?

Because

Because

2006 The Alberta Teachers Association

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Goal:
Differentiation
I have a classroom with a split
grade (4/5). I would like to use
this opportunity to build a skill
set in scaffolding and
differentiation.
There is also a large range of
reading capabilities in this
classroom.
Differentiation of questioning
techniques
(rubric, popsicle sticks, popcorn
reading, group read, etc.)

Timeline and Resources:

CAF website and the Daily 5 will be
my resources to draw from. As well
ass guided reading selections for the
students.

Plan:
Using collaboration I would like to
monitor and read with a variety of
reader levels. This will happen by
doing guided reading with varied
reading levels, stopping to check for
understanding and working on goals
for (comprehension, fluency,
expression, etc.)
Use reading methods in class
assignments to set students up for
success and to build their own skills.
I will use the CAF template and have
students set their goals within their
reading target groups.
Students will reflect on their growth
and will be have opportunities to
have individual reading assessments.
Use varied questioning techniques,
so that every student in responsible
for their own work in class.
Review/closure at the end of a lesson.
Use varied levels of visual and aural
instructions. Say it and post it.
Expected Outcomes:
I expect the reading level in the class
to rise. For students who struggle to
achieve goals for fluency and
comprehension, by following the
Daily 5 structure and CAF website.

Differentiation in English language

arts will be built into each lesson, I
will be working on using lots of
visuals (lists, KWL charts, ABC charts,
I can assessments, etc.)
With the opportunity for students
that are more advanced to move
forward and work at an accelerated
pace.

I will also compile some reading

strategies that I can work into the
classroom (whether that is coming up
with readings that they can take
home before hand to read it, or if
they need to hear the reading more
than once: read aloud, read with a
partner, read to self).

Resources:

I also expect that my understanding

of scaffold reading will grow, learning

2006 The Alberta Teachers Association

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50 classroom reading strategies (PS1resource)

CAF website- understanding Daily 5
Reading assessments done with Coral
James
Books: Teaching Literary Elements
using poetry (gr. 4-8) Paul B. Janeczko
50 Ways to use Poems (upper
Elementary)
Poetry Patterns & themes: Evan Moor

how to teach reading skills and what

an at grade level reader looks like in
grades 4 and 5.
Adapt assignments to make reading
material more accessible.

2006 The Alberta Teachers Association

-4-

Reflections:
Based on my professional practice and my observations of student
learning . . .
What should I do more of?

What should I do less of?

Because

Because

What new things could I do?

What should I stop doing?

Because
Because

2006 The Alberta Teachers Association

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