Teachers Professional Growth Plan Proposal

Teacher: Guy Becker

School: Niton Central School
Year: 2015-2016
Teaching Term: January - April
Teacher Mentor: Maridell Veenstra
Administrators: Roy Davenport and Mary Ann Varty
Faculty Adviser: Marlo Steed
Proposed
Goals
1.Engage in
meaningful
professional
inquiry into a
non-specialized
subject
(mathematics)
Create a
elementary
essential math
skills manual
that outlines
strategies and
resources to
address
challenging
outcomes.
KSA 14: The
importance of
contributing,
independently
and collegially,
to the quality of
your school.
Know strategies
to
independently
and collegially ,
enhance and
maintain the
quality of your

Strategies for
Achievement
Draft questions
regarding
challenging
outcomes at each
grade level
Make us of
weekly PLC
meeting to
address inquiry
Use email and
overarching
questions to
involve staff in
the inquiry
process
Interview
appropriate staff
members to
acquire resources
and build a
comprehensive
product stemming
from inquiry
Attend Kim
Sutton workshop
for strategies
Put together
comprehensive

Resources

Contextual Variables

Notes

Program of Studies from

K-9 for Mathematics
Alberta Education
https://archive.education.
alberta.ca/teachers/progra
m/math/

PIP largely dependent on

staff member at my
school. I will need to
begin early and be
consistent in order to
obtain the data needed.

Weekly PLC meetings

with administration and
math teachers from
grades K-9

PLCs will not be solely

devoted to my project. I
must remember to
schedule discussion
early in order to build
my product.

My PIP project will

focus on
developing a
comprehensive list
of mathematics
outcomes that
students struggle
with at each grade
level and building a
resource and
strategy list to
address these
outcomes. The
projects will also
work to develop
understandings of
outcomes students
must meet to be
successful in math
at the following
grade level.

Various resources
provided by math
teachers at every grade
level, significantly from
expert Kim Sutton

school to the
math skills
benefit of
manual complete
students,
with resources
parents,
and strategies
community, and
colleagues.
Rationale:
To ensure continuity of the understanding of number sense throughout the grade levels in order to limit
back tracking at future grade levels.
To provide a comprehensive list of strategies and resources aimed at challenging math outcomes at every
grade level.
To provide a comprehensive list of strategies and resources aimed at challenging math outcomes essential
for understanding concepts at future grade levels.
To provide the school with a document that can be used to address these significant outcomes for years to
come.
Timeline:
Draft questions regarding challenging outcomes and essential understandings at previous grade level
Early January.
Make use of weekly PLC meetings to gather resources and strategies To be completed by April 1st.
Interview schools math instructors to establish effective strategies for hitting challenging outcomes To
be completed following observations of math classes at every level, end time will be March 1st.
Attend Kim Sutton workshop in Edmonton Mid February
Put together comprehensive math skills manual complete with strategies and resources for challenging
outcomes. This will begin at the first PLC meeting on math outcomes (January 13th) and be
completed by April 1st.
Indicators of Progress:
I find myself able to use strategies learned from math instructors to assist my own students with math at
the grade 4/5 level.
The math skills manual begins to take shape with approval on all aspects from math instructors involved in
PLC meetings.
2. Apply a
Produce
Classroom observations. Certain classroom
Various classroom
diverse
classroom
management techniques management
number of
management plan Produced classroom
may be ineffective for
techniques will be
classroom
based on
management plan.
certain students. I must
gathered through
management
previously
diversify my
observation. I must
techniques
effective
Various classroom
management techniques. also be aware of
gathered
practices.
management plan
behaviours that my
through
templates.
TA does not allow
observation.
Observe teachers
as well as
from grade k-9
overarching
KSA 8: The
and record
behavioural
importance of
classroom
expectations of my
respecting
management
school.
students
techniques that I
human dignity. may find

Know how to
establish, with
different
students,
relationships
that are
characterized
by mutual
respect, trust,
and harmony.

adaptable.
Adapt observed
classroom
management
practices in every
day lessons to
find out what
works best (while
being aware of
the strictness and
effectiveness of
each practice).
Adapt my
classroom
management plan
to reflect
classroom
management
practices that are
most effective.

Rationale:
To ensure that I develop a classroom environment that consists of positivity and mutual respect that allows
me to provide the best instruction possible, leading the best assessment results.
In order to ensure that students understand the structure of classes and expectations at all times.
In order to adapt school wide expectations in my own classroom management practice.
Strategies and timeline:
Produce initial classroom management plan from previous experiences Has been completed prior to
January 4th start date.
Begin classroom observations that also fit into the challenging math outcomes project. To begin in early
January.
Adapts classroom management strategies gathered through observation To be done throughout
internship.
Adapt classroom management plan to reflect effective classroom management strategies To be
completed by April 1st.
Indicators of Progress:
Students develop behaviour patterns that are based on structure developed by classroom management
techniques.
3. Develop a
Introduce myself Preparing for a parent-teacher Parents may be less
I would have liked
strong bond
using a letter sent interview. (n.d.). In The
opened to
to communicate
Alberta Teachers Association.
with parents
home and
communicating
with
a
more with parents
Retrieved September 20, 2013

and engage
them more
fully in the
learning
process.

inviting parents
to join Remind to
keep up with
students weekly
learning in class.

KSA 12: The

importance of
engaging
parents
purposefully
and
meaningfully,
in all aspects of
teaching and
learning. Know
how to develop
and implement
strategies that
create and
enhance
partnerships
among
teachers,
parents, and
students.

Keep in constant
contact with
parents by
phoning and
letting them
know about both
positive and
negative
behaviour in the
classroom.
Lead Flipgrid
seminar
discussion on
what the most
successful parent
teacher interview
looks like.
I will ask my
teacher mentor
for further
strategies to
preparing for a
PTA
Parent teacher
interviews will be
held after report
cards during the
term. I will attend
and participate in
these interviews
Encourage further
remind
participation.

Rationale:

from
http://www.teachers.ab.ca/Tea
ching%20in
%20Alberta/Resources%20for
%20Parents/Parent -Friendly
%20Articles/Pages/Preparingf
oraParentTeacherInterview.asp
x

student teacher in
regards to their childs
learning. Once again, it
will be important to
develop a strong
relationship with parents

in previous
practicums.

To ensure the development of positive relationships with parents, as well as effective, student centered
parent-teacher interviews.
To learn the structure of an effective parent teacher interview.
To help parents build confidence in the abilities of a pre-service teacher.
To support the triangle of learning between student, parent, and teacher.

Strategies and timeline:

Send home introduction letter to parents inviting them to join my personal Remind system To be sent
home on the first day of PSIII
Phone parents to let them know about both positive and negative behaviour in the classroom in order to
maintain communication From January 4th to April 24th
Lead a seminar discussion on the steps to a successful and fulfilling parent teacher interview using Flipgrid
with class. To be posted on February 23, 2016.
Engage in dialogue and planning for successful parent-teacher interviews with teacher mentor prior to
parent teacher interviews. To be completed in the last week of February.
Engage in parent-teacher interviews and gather feedback on how informative parents believe the process
was. Between February 25-28th.

Indicators of Progress:
A majority of parents sign up for Remind and actively engage in dialogue in regards to classroom
activities.
Parents respond positively to the Parent-Teacher interview process, realizing that the process is student
centred.
Seminar discussion produces answers to how to make parent-teacher interviews as student centred as
possible.