Erica Navarrette

Professional Development Plan

EDUC623 Summer 2019

As I reflected on my teaching, I viewed two different videos to help me paint a better

picture of my instruction. I viewed a video I had from the end of this previous school year (for
educator effectiveness purposes) and I viewed a video I took this past week from summer school.
I am currently teaching a reader’s workshop course for incoming 2nd graders.

The first criterion on my TPA was designing instructional outcomes. This relates to the
idea that all of the instruction that I plan directly relates to my curriculum while aligning to the
Wisconsin Common Core State Standards. I rated myself a 3 or proficient due to the fact that my
instruction is created with the Common Core Standards in mind. In my video, it was clear that as
I was teaching I believed that all students had the potential to reach the end outcome. I stated the
teaching point (or instructional outcome) in student friendly language multiple times, so my
students knew exactly what they would achieve by the end of the lesson. My expectations were
high for all students and continued to be throughout independent work time. During independent
work time, I was able to align the activities for my students based on their individual needs while
keeping the activities tied to the Common Core. My instructional strategies implemented
technology and 21st century best teaching practices. I use the teaching method of the workshop
model and allow for ample time for student collaboration. In my video I used turn and talks often
and allowed for small group work. I use the gradual release of responsibility when implementing
new material to support my students through their new learning. My biggest area for
improvement would be to allow for student voice within planning my instructional outcomes, but
most importantly my instructional activities. I need to be more aware of allowing student input in
the activities they would like to complete. I would ensure the activities are aligned, however, I do
want to provide more voice and choice than I already do.

The second criterion on my TPA was establishes a culture and environment conducive to
student learning. This relates to the idea that my classroom is a welcoming environment where
all students feel represented and like they belong. I rated myself a 4 or distinguished due to the
fact that my classroom environment is strong. When you walk into my classroom you feel
welcomed, loved, and accepted. It was evident in my teaching that my students respect my
expectations but they also respect themselves and one another’s learning. For example, my
students engage in academic conversations often. In my video, we used various sentence stems
of “I agree with ____ because” or “I respectfully disagree with ____ because.” This took a lot of
time, effort, and support for my students to feel comfortable enough in my classroom to disagree
with one another. We respectfully view everyone’s perspectives and realize that multiple
perspectives help us learn new things. My expectations are high, but are realistic for all students.
I differentiate my expectations based on student needs and abilities. My students understand that
and accept that. The reason I would classify myself as distinguished in this area is because my
students had a huge role in determining our classroom expectations and routines. In my video, I
did have a few students off topic at the carpet. However, I saw one student turn and respectfully
show that student our “quiet symbol.” This was a really powerful moment for me to see as a
teacher. They are aware of the expectations and respect one another enough to remind each other
of those expectations. We all respect one another and want everyone to do their best in our
classroom.

The third criterion on my TPA was engages all students in the learning process. This
relates to the idea that students take initiative within their own learning while relating the
learning and instruction to the Wisconsin Common Core Standards. I rated myself a 3 or
proficient due to the fact that my students are given multiple opportunities to engage in their own
learning. For example, in the video, my students worked on their goals that were selected by the
students. After the mini lesson, students engaged in independent work around what they
individually needed. Students were engaging in the learning process around reading and working
on their student selected goals that related to their abilities and needs in the classroom. All
instructional strategies related to the Common Core and were differentiated as needed. My
biggest area for improvement would be to allow for more student involvement. I do not allow for
enough student reflection. I do not allow enough time for my students to reflect on their learning
process and to make appropriate adjustments going forward. In addition, I provide my students
with 3-4 goal options they can pick from. In order for complete student ownership within the
learning process, I need to allow for my students to completely pick their reading goal related to
what they know about themselves as learners.

The fourth criterion on my TPA was use of assessment for learning. This relates to the
idea that students are continuously being assessed on their learning through formative and
summative assessments. Students are engaged in and told feedback of assessments frequently. I
rated myself a 3 or proficient due to the fact that I am constantly using formative and summative
assessments daily in the classroom to inform my instruction. In the video I was constantly
formatively assessing students by listening in on turn and talks and conferencing with my
students. I also used formative assessment with an exit ticket related to the instructional outcome
for the day from our mini lesson. During independent work time, students went into their own
books to complete the task. That independent task time was turned in for me to view. As I was
looking them over, I was conferencing with students and providing students with immediate
feedback around their exit ticket. My assessments will be taken into account when planning for
small groups and instruction in the future. I use this knowledge to differentiate, reteach, or
extend student learning going forward. An area for improvement would be for me to involve
students in the process of making assessments. This could be as simple as asking students how
they want to be assessed and in which way they would like to show their thinking. If I allow for
more student voice within the assessment process, internal motivation for my students will
increase.

The final criterion in my TPA is teacher reflection and commitment to continuous

improvement. This relates to the idea that the teacher is constantly reflecting on his or her
teaching, student learning, and progress. The teacher is always engaging in professional
development or continuing education to improve instructional practices. I rated myself a 3 or
proficient because I describe myself as a learner, which is (one of) the best quality to have in this
profession. I am constantly reflecting on my instruction, teaching methods personally and on my
students’ progress and growth all of the time. I seek out the advice of my veteran colleagues and
learning coaches to help me and give me direction. I value their feedback and continue to
improve my practices related to their feedback. I was able to implement some feedback within
my teaching in one of the videos. I was told to try providing one particular student with a graphic
organizer prior to a writing task because he was struggling. I was able to provide him with that
and he was able to complete the task well. This was one of the many ways I take feedback to
adjust my instruction. The area for growth would be to incorporate more time for student
reflection and feedback. I would love to give my students the voice to share feedback on my
teaching and how they feel I am servicing them in the classroom. I also feel it is important to
allow my students time for reflection on their learning and their own progress. I look forward to
implementing that going forward.

*Below you will find my scored TPA.

 Teacher Performance Assessment

Criteria Distinguished – Proficient – 3 Basic – 2 Unsatisfactory –

4 1
Designing Student learning Student learning Student learning Student learning
instructional targets and outcomes targets and outcomes targets and targets and outcomes
align with the align with the outcomes are are either not clear or
goals and Wisconsin Common Wisconsin Common moderately clear or not stated at all.
outcomes Core, are clear, and Core, are clear, and have moderately Learning activities are
outline high outline high high expectations. not suitable to the
expectations for expectations for Only a few of the targets or students..
students. Students students. All of the activities align to
have had participation activities align to targets and student
in setting individual targets and student need.
learning targets and a need. Instructional
plan for their strategies implement
learning. All of the 21st century learning
activities align to skills.
targets and student
need. Instructional
strategies implement
21st century learning
skills.
Establishes a The classroom is The classroom is The classroom The classroom
culture and environment is environment is environment is environment is not
welcoming for all welcoming for all welcoming most of welcoming. Learning
environment students and all students. Learning is the time. Learning is not valued by
conducive to cultures are highly valued by is valued by students or teachers.
student represented within students and teachers. students and Expectations are not
learning their learning. Expectations are teachers some of clear or achievable for
Learning is highly known and achievable the time. all students. The
valued by students for all students. Expectations are classroom environment
and teachers. Students had voice known but may not only revolves around
Expectations are and choice within be achievable for tedious repetitive tasks
differentiated and crafting those all students. The with no alignment to
known and achievable expectations. The classroom learning outcome.
for all students. classroom environment may
Students had voice environment promotes revolve around
and choice within deeper level tedious repetitive
crafting those questioning and tasks with little
expectations. The thinking for students. alignment to
classroom learning outcomes.
environment
promotes critical
thinking and inquiry.
Engages all Students are fully Students are fully Students are The teacher only
students in engaged in every step engaged in every step engaged in some engages in the learning
of the learning of the learning steps throughout process for students.
their learning process. The learning process. The learning the learning The learning does not
process is directly related to is directly related to process. Some of relate to the Wisconsin
the Wisconsin the Wisconsin the learning related Common Core
Common Core Common Core to the Wisconsin standards. The teacher
standards. The standards. The Common Core uses the same
instructional instructional strategies standards. The instructional strategies
strategies used used promote teacher uses the for all students.
promote differentiation, same instructional
differentiation, scaffolding, and strategies for all
scaffolding, and individualization so students with
individualization so all students can be occasional
all students can be successful. differentiation.
 successful. Students
take initiative to
improve or extend
their learning through
continuous reflection
Use of The assessments used The assessments used The assessments The assessments are
assessment for directly relate to the directly relate to the are sometimes not related to the
learning outcomes learning outcomes and related to the learning outcomes and
learning and assess Wisconsin assess Wisconsin learning outcomes assess Wisconsin
Common Core Common Core and assess Common Core
Standards. The Standards. The teacher Wisconsin Standards. The teacher
teacher uses both uses both summative Common Core uses one type or no
summative and and formative Standards. The type of assessment
formative assessments to plan teacher uses (formative or
assessments to plan for future instruction primarily one type summative).
for future instruction and differentiate for of assessment Assessments are not
and differentiate for students as needed. (formative or used to inform
students as needed. summative). instruction.
Students had Assessment may or
participation in may not be used to
creating the inform instruction.
assessment. Students
had participation in
how their learning
will be evaluated.
Teacher The teacher The teacher The teacher The teacher does not
reflection and continuously engages continuously engages engages in engage in reflection
in reflection around in reflection around reflection only around instruction,
commitment to instruction with instruction with when instruction assessment, or learner
continuous students’ best interest students’ best interest does not provide results. The teacher
improvement in mind. The teacher in mind. The teacher the results they does not value, give, or
seeks out feedback seeks out feedback were hoping for. accept feedback from
from various from various The teacher accepts students or colleagues.
professional professional feedback but does The teacher does not
colleagues. The colleagues. The not use it to guide participate in
teacher continuously teacher continuously instruction. The professional
seeks professional seeks professional teacher sometimes development.
development or development or participates in
continuing education continuing education professional
to improve practice. to improve practice. development.
The teacher asks for
student feedback to
improve instructional
strategies to meet the
needs of all learners.