4.

Professional Growth Plan (4E)

This PGP should be completed and sent to your committee members for review and approval no
later than two weeks after the Cycle 1 Committee Meeting.
Name:

Katelyn Fryar

Date:11/3/15

a. Professional Growth Goal: My goal for the 2015-16 school year is to provide consistent, high-quality
feedback to my students. I want to communicate with my students one-on-one on a bi-weekly basis to
discuss their performance, classroom behavior, and set and adjust goals with them. Providing feedback will
be vital to student success and I will measure their progress by tracking missing work and displaying an
decrease in overall missing student work from the first 9 weeks to the last 9 weeks. I also want to conduct
student surveys so they can self-reflect and work to improve their classroom habits.

b. Professional Learning
Activities

c. Needed Resources/Support

d. Anticipated
Completion Date

Boyle County Teacher Academy

David Young

May 2016

Classroom Observations/KTIP

Mark Wade, Katie Tiller, Paula

Vanover

May 2016

Department Meetings/PLC

Katie Tiller, English Department

May 2016

e. How will you assess your progress/success in addressing the Professional Growth Goal?
I will conduct self-reflection and track data across the school year to ensure professional growth
success.
f. What is the expected impact on student learning of your professional learning activities?
I expect that students will begin to take more agency in both their learning and their behavior
monitoring. As freshmen, these students are still learning to function in a more professionally-geared
environment. This should lead to decreased behavioral corrections and decreased missing assignments.

5. Cycle 2 Progress Update (4E)

I have developed a functional system of bi-weekly check-ins for students using a binder
and spreadsheets. I also print out grade reports for students every two weeks, highlighting any
missing assignments. Students do receive a late grade for these assignments, but I try to instill
in them the realization that it is better to put in the effort to do the work than to give up on it
completely.
6. Cycle 3 Final Report
a.

Analysis of Self-Assessments and/or Student Voice Survey(s): (4E)

My student voice survey reflected areas which I feel are my strengths: creating an
environment of respect and rapport and establishing a culture for learning. I feel that I could use
improvement with questioning and discussion techniques, and this was reflected in my student
voice survey and my self-assessment.

b.

Analysis of Professional Growth: (4E)

My professional growth goal was overall moderately successful. In the first 9 weeks, there were 56
total missing assignments out of 1,909 across 5 class periods (0.02%). I only began the one-on-one biweekly check-ins 7 weeks into the 9 weeks. In the 3rd 9 weeks, there were 29 missing student
assignments out of 1,635 (0.01%).
Although it wasnt necessarily a steep decline, I think the opportunity to talk with students one-on-one
about their grades, behavior and progress was a positive experience for everyone involved. It allowed
students to take responsibility for missing work by reducing some of the anxiety that surrounds talking to
teachers about grades. It gave me a chance to figure out what concepts they are struggling with to provide
extra practice. It also gave me a chance to correct small but consistent behaviors that werent disruptive
enough to take care of in the moment but needed to be corrected. Students felt comfortable talking to me
about their goals in the classroom and things they could improve, and grew to take more agency in their
academic affairs by the end of the semester.

c.

Summative Reflection: (4A)

Much of my focus throughout the year has been focused on building relationships with
students. Part of this is because I genuinely love my students and watching them reach personal
goals beyond what they thought they were capable of is beyond rewarding, but partially because I
think that developing a relationship with students helps them to perform better academically. If
students are comfortable in a classroom environment, they are able to take greater risks which
often lead to faster growth. I feel that I was successful in obtaining a learning climate that was
student-focused but rigorous.
In the future, I hope to be able to incorporate assessment data into instruction more
seamlessly. There were a few times throughout the year that I was able to do so, and being able to
pinpoint where students struggled using data was vital to efficient correction and re-teaching. This
reduces confusion and frustration for students and allows them to feel more confident with the
course material.

Guidelines for developing Professional Growth Plan can be found on p 18-19 in the KTIP Handbook