Professional Growth Plan

Beginning of Year Outcomes represent moderately high expectations and rigor Some outcomes reflect important learning in the discipline

Middle of Year Outcomes represent high expectations and rigor Outcomes are related to big ideas in the discipline

End of Year Outcomes represent high expectations and rigor Outcomes represent a range of outcomes: factual, conceptual, understanding, reasoning, social, management, communication Outcomes are suitable to groups of students in the class, differentiated when necessary

Domain 1: Planning and Preparation 1c: Setting Instructional Outcomes

Outcomes are suitable for most of the class

Action Steps: Create various methods of assessment that align to objectives Use Blooms Taxonomy to design higher-order thinking questions Create outcomes that address all learners: low, middle, and high Standards of Teachers response Teacher monitors conduct appear to to student student behavior have been misbehavior is without speaking established effective just moving about Teacher acknowledges good behavior The teacher Student behavior is generally appropriate

Domain 2: The Classroom Environment 2d: Managing student behavior

frequently monitors student behavior

Action Steps: Post classroom rules Teach problem-solving with peers Teach attention signals (including non-verbal signals) Implement incentive system: whole group, tables, and individuals -> consequences for noncompliance Circulate and use proximity to keep an eye on student behavior Some students are Most students are There is a mix of intellectually intellectually different types of engaged in the engaged in the groupings, suitable lesson lesson to the lesson objectives The pacing of the lesson provides Learning tasks students the time have multiple needed to be correct responses intellectually or approaches engaged and/or demand higher-order thinking Action Steps: Utilize technology to engage students Use TPTs (Total Participation Techniques such as quick draws, numbered heads together, chalkboard splash, etc.) Adapt lessons based on student needs at the time The teacher sends Teacher develops Students maintain information about activities designed accurate records student progress to successfully about their home on a regular engage families in individual learning basis their childrens progress and learning, as frequently share

Domain 3: Instruction 3c: Engaging students in learning

Domain 4: Professional Responsibilities 4c: Communicating

with families

appropriate

this information with families

Action Steps: Student homework/behavior sign-off Weekly Facebook posts that include: homework information, current class activities, community and/or school projects, field trips, etc. Monthly family newsletter Teacher-created monthly progress report sent home for each student Implement student self-checklist for completed work