Professional Growth Plan Noboa 1

Professional Growth Plan- Part I

1a. I am using various data points to guide the development of my professional learning goal. I am

constantly reflecting on my teaching and asking myself what could I do better next time. As a pre-

service teacher, I reach out to cooperating teachers and my former teachers for advice. I ask for advice

in teaching and managing student behavior. I use feedback given by professors during teaching

demonstrations and classroom observations to develop more towards my professional goal. Another

data point I use is the outcome of students’ assessment. I utilize these assessments to help me gauge

instruction.

1b. I use formatives as a data point to guide my instruction. If students perform well, I know I can

provide enrichment. If students do not demonstrate proficiency, I know I must provide intervention. I

have been given feedback to vary my formative assessments; this would allow students of all learning

styles to demonstrate their knowledge accurately. I use a lot of paper/pencil assessments, but I could

include oral questioning as a formative. I need to work on differentiating in the midst of instruction—

this would benefit students’ academic achievement. The feedback I receive from peers, teachers, and

professors is constructive and allows me to develop further as a pre-service teacher. The data shows that

there are always areas I can focus on to benefit students’ learning. I need to slow down while I teach

because the pace of my instruction is extremely fast and this will not benefit English Language Learners

or struggling students. Feedback from many individuals stated I demonstrate enthusiasm during

instruction. Enthusiasm and excitement demonstrated by the teacher is a good way to get students

engaged in the content. I will continue to share my passion of learning with my students!

2. Domain 3: Instruction

Component: 3c- Engaging Students in Learning

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I believe knowing your students strongly impacts their academic development. If students are not

engaged because their individual needs are not being met, they will not be motivated to learn. Students

will put minimal effort into their studies if they are not engaged or interested. It is imperative to create

instruction that engages students. This can be done through hands-on activities or cooperative learning.

Differentiating instruction is a great way to portray knowledge of students. For example, providing

options for students to demonstrate their knowledge.

3. My goal of teaching is to engage and challenge students by providing instruction to fit every

student’s individual, educational needs. I want to differentiate my instruction to provide engaging

activities to give students the opportunity to learn—this can be done through effective grouping of

students, relevant materials/resources, and proper structure and pacing.

4. To build professional background knowledge related to engaging students in learning, I will review

differentiation assignments that I have completed during my time at Stetson, for example, the

Differentiation Review I completed for Nat./Social Sciences in Elementary School. This assignment

was full of resourceful cites to deepen my knowledge on differentiation. The websites list examples of

how to differentiate content, process, product, and classroom environment. I will note specific examples

of the ways to differentiate instruction to implement into my future lessons. I will also review the IRIS

Module: Differentiated Instruction: Maximizing the Learning of All Students. I will watch videos on the

Teaching Channel and Edutopia to observe the use of differentiation in the classroom. These videos will

provide solid examples of how to engage students in various ways. Another resource I will use is Teach

Like a Champion 2.0; this book will provide information on how to create rigorous instruction to fit the

needs of my future students. Lastly, I will have discussions with my future cooperating teacher to seek

advice and resources to help build my professional background.

5. In the future, I will implement student interest surveys. These surveys will allow me to collect data

about the students. On this survey, I will be able to ask questions related to their personal life, such as
 Professional Growth Plan Noboa 3

“How many siblings do you have?” I will also ask questions related to their learning styles, such as “In

which setting do you learn best?” These surveys will allow me to create lesson plans fit to the students’

needs. If students indicate they learn best working collaboratively, I will include collaborative learning

in my instruction. Interest surveys will give me the opportunity to get to know my students; this

information will be helpful in forming instructional groups.

Another action I will take to implement my goal is differentiating products. I will allow students to

select a way to demonstrate their knowledge instead of giving them all the same assessment. These

assessments can then be used to guide my instruction. I have to take into account that all students learn

differently.

6. I will reach out to other professionals to ask for advice and resources. I will seek advice from teachers

in the same grade level as my senior internship placement. These teachers, as well as my cooperating

teacher, can help me create the knowledge I need to make my instruction beneficial to every student. I

will ask how teachers differentiate, as well as their struggles. Asking teachers to share resources and

experiences will help me reach my goal. I can ask to observe a lesson that involves differentiation to

better understand the concept. To help attain my goal, I will also reach out to Stetson professors to

provide me with constructive feedback on my lesson plans and teaching.

7. I will collect evidence to determine if I met my goal. The evidence I will collect can be attitude

surveys. For example, students will communicate with me if they feel more motivated after I provided

differentiated instruction. Student feedback is a reliable, valid data point. I will also ask for teacher

evaluations on my instruction. I will have my future cooperating teacher critique my lessons and give

me verbal feedback on the pros/cons of my instruction. I can create a table to document that ways I have

differentiated my instruction in process, content, product, and learning environment throughout my

lesson plans. I will utilize lesson plans I have created and student work samples/products to collect

evidence. All of these artifacts will help me gauge if I have met my goal!
 Professional Growth Plan Noboa 4

Professional Growth Plan- Part II

1. To build my professional background knowledge I read books on strategies to engage learners. I

read Teach Like a Champion 2.0 and The Power of Our Words. These books were full of

resourceful advice to motivate and encourage learners in the classroom. I wrote and took notes

to refer back to, as needed, to ensure I am using the techniques in my classroom during

instruction. Over the summer, prior to student teaching, I worked with Dr. Parks on writing an

article on differentiated instruction. This required research about the impact and benefits of

differentiated instruction on students’ academic achievement. The research I gathered helped

me form differentiated, meaningful instruction for all the students in my class based on their

learning profiles, student interests, and readiness.

Another way I built my professional background knowledge was attending Early Release

Professional Learning (ERPL) and Professional Learning Community (PLC) meetings. One

ERPL meeting I found beneficial was on responsive classroom. I learned ways to implement

brain breaks, quiet time, and energizers into my everyday lessons. The kindergarten team met

weekly to discuss data and other elements of curriculum. During these meetings, I was able to

seek advice and ideas for ways to engage my students.

2. To help attain my goal of engaging students during my instruction, I created a student interest

survey to learn about my students. I gathered information from the surveys and from the “All

About Me” sheets that parents filled out. I was able to learn about my students’ strengths/

weaknesses, likes/dislikes, and interests. This information allowed me to plan engaging

activities that fit their learning style and/or interest; for example, all of my students stated they

liked to do things hands-on. I planned many activities that required cutting, pasting, sorting, etc.

My intentions were to allow students to select their way of demonstrating their knowledge, but

this was difficult in a kindergarten classroom. The students cannot read and write—this
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required me to assess students orally, through observation, or drawings. In the future, depending

on the grade I teach, I want to incorporate more product differentiation.

3. I am pleased to have met my intended goal of engaging and challenging students. I was able to

conquer this goal by differentiating my instruction, including cooperative learning, and

planning hands-on activities.

 Professional Growth Plan Focused Observation 1: Mrs. Delligatti observed my lesson

during the science block. I completed a lesson on the sense of touch by having students
sort objects by their texture. I gave each student a bowl (I prepared this all the night
before to avoid wasting instructional time). There were four textures on the paper: hard,
soft, rough, and smooth. They felt each item in the bowl to determine if the item felt
hard, soft, etc. The students used this hands-on activity to learn about various textures.
Mrs. Delligatti stated, “All students were engaged during the lesson.” I used rewards
and discussions for the students to share their thoughts.

 Professional Growth Plan Focused Observation 2: Mrs. Delligatti completed this

observation during a math lesson. I had the students working with play dough to make
different shapes. My students love working hands-on with things like slime and sand,
so I knew play dough would be engaging for them. I had mats for them to use as a
guide to make 2D shapes. I was flexible during this lesson because I had upset
students—not all students got the color they wanted. I had to redirect those behaviors
and communicate consequences.

 Livetext Assessment C (Dr. Parks): During this observation, Dr. Parks stated my
activities were age appropriate for students and she could identify all students on task. I
made each student a spider booklet. I gave them sentence strips, in which they had to
cut and paste them in their booklet, then draw a picture to match their sentence. The
students illustrated these booklets and they got to take them home full of fun facts. This
activity allowed students to use their creativity and independence.

 Microteach: This was one of my first lessons taught. I wanted to make it fun, so I had a
puppet, Mrs. Mary, to munch on letters that start with the /m/ sound. I showed a video
to introduce the letter M and they used their magic pencils to write the letter in the air.
The students each had the chance to come up and feed Mrs. Mary if their picture card
started with the /m/ sound; for example, mangos or marshmallows. The students were
giggling, but really understood the lesson. The rest of the week, they would come up to
me and tell me words that start with /m/.

 Science- Taste Test: This lesson was apart of my science unit. I was introducing taste to
the students. The students tried various foods blind-folded. They had to use their taste
buds to categorize food as: sour, sweet, bitter, and salty. The students were engaged
through this scientific experiment.

*I have attached the lessons below for reference.

 Professional Growth Plan Noboa 6

4. I collaborate with professionals to help me reach my goal. My cooperating teacher has been

supportive in providing resources and feedback on my lessons. We discuss ideas to teach

standards in an engaging manner. She has shared resources she has used in the past to teach,

such as using play dough to make letters. I am able to develop strong lesson plans with the

materials she provides. During PLC meetings, I ask for ideas for morning meetings and

resources to use online and with technology—my class enjoys technology, so I integrate it as

much as I can. I have used the feedback from my supervisor, Dr. Parks, to adjust my instruction

to ensure it is age appropriate. I am very thankful Kaitlin is in kindergarten—her and I discuss

ways to make our lessons fun and exciting to engage the learners. We share materials and

reflect on our lessons frequently.

5. Through professional learning opportunities, I learned the importance of seeking help. There

were some days I could not think of ways to engage my students. The advice I got from my

cooperating teaching and other team teachers was helpful during my lesson planning. Also, I

realized not every lesson will be the most engaging or hands-on, but your behavior and attitude

toward learning can really influence how the lesson goes. I expressed my excitement and would

dance to engage the student—sometimes that’s all they need!

6. I am excited to teach when I have engaging lessons. Not all lessons have puppets and play

dough, but the ones that do are always extra fun to teach. I love seeing the excitement on my

students’ faces. A parent contacted me and said, “Thank you for instilling the love of learning

in Adelyn...” That is the number one reason I want to teach! I create positive, fun environments,

which makes teaching so much more fun! I have referred to my Assessment C rubrics rated by

my professor and cooperating teacher. They provide feedback that has proven I am providing

engaging instruction. I intended to collect data from students through attitude surveys, but I do

not think this is age-appropriate for kindergarten students. I try to determine this myself through

informal observations.
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7. There has been a positive impact on student learning since I have made the changes in my

instructional practice. My students are young. Some of my students did not attend pre-school;

therefore, this is there first exposure to school. I am one of the first teachers my students have

had-- the way I teach can make a lasting impression on their feelings toward school. My

students are engaged and show excitement for learning, whether it is about a national holiday or

teen numbers. I incorporate ways to engage my students; for example, using videos, playing a

learning game, or discussing with a partner. Since most of my lessons require the students to do

something, my classroom management has improved. I am able to monitor student behavior and

provide redirection as needed.

8. I will continue to develop in this area. Every year I want my students to be engaged and

motived to learn through activities I have planned. I can do this by continuing to read peer-

reviewed articles on differentiated instruction and engagement. I will collaborate with my

colleagues to develop engaging activities and lesson ideas. One way to continue to develop in

this area is to form positive relationships with every student who walks into my classroom. I

want my students to feel comfortable and excited to learn!

 Professional Growth Plan Noboa 8

Microteach

Name: Olivia Noboa Date: Time: 8:15 am- 8:45 am

August 30, 2018
Big Idea/Topic: Letter M Grade/ Subject: Kindergarten/ Writing
CPALMS/ Resource link: http://www.cpalms.org/Public/search/Standard#
Lesson Structure: Whole Group
Standards: (CCSS/NGSSS)
CCSS.ELA-LITERACY.RF.K.1.D: Recognize and name all upper- and lowercase letters of the alphabet.
CCSS.ELA-LITERACY.RF.K.3.A: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing
the primary or many of the most frequent sounds for each consonant.
Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)
Students will identify the letter M.
Students will practice writing the letter M.
Students will identify words that start with the letter M.
Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
Students will write the letter M.
Students will state words that start with the letter M.
Key Vocabulary Instructional
Materials/Resources/Technology
Consonant: the opposite of vowel (a, e, i, o, and u). A consonant is a sound  https://www.education.com/lesson-
that is made by blocking air from flowing out of the mouth plan/marvelous-mrs-mary-the-letter-m/
 https://www.youtube.com/watch?v=rGbnc
OU3qlc&index=13&list=PL9bsPVRSg1sn
N6HWgjJIDHEep90jf1B1c
 https://www.youtube.com/watch?v=WFMI
-cV9sq8 (play at the end)
 Laptop & projector
 How to Make an M poem sheet
 Pencils
 M worksheet (20 copies)
 Mrs. Mary puppet and picture cards
 M&M
H.O.T.S. Graphic Organizer/Thinking Map
Bloom’s Taxonomy
Understand: Students will recognize upper and lowercase M. Letter sort: place all M’s under M and place
Analyze: Students will distinguish different words that start with the letter other letters aside.
M.
Lesson Portions: Pacing ESOL Support
 How will you introduce the lesson, assess or activate
prior knowledge, motivate students to learn?
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Box Higher Order/High Quality Questions in lesson.
Introduction/Building Background: B: Use visual aids.
Go over expectations and carpet rules. Have students repeat carpet
rules. 1-2
We will be learning how to write ANOTHER letter in the alphabet min.
today.
Write the letter on the board in uppercase and lowercase.
Ask what letter that is.
Have students raise their hands if they have the letter M in their
name.
 Professional Growth Plan Noboa 9

Write students’ name on the board (for example: Manuel, Romeli,

Emily, and Benjamin).
Instructional Steps: B: Model first.
1. Explain how to write the letter Mm to students. Practice writing
letter on the board. 1-2
- “Ptttt!” for the starting point min.
- “F-f-f-f-t!” for the first vertical stroke
- “Tk!” when lifting your marker
- “Sssssp!” for the first slanted stroke
- “Sssssp!” for the first slanted stroke
- “F-f-f-f-t!” for the second vertical stroke

Lowercase m:
- “Ptttt!” for the starting point
- “F-f-f-f-t!” for the first vertical stroke, the first hump of the m
- “L-l-l-l-oop!” for the curved stroke, the second hump of the m
*Repeat*
2. Instruct your students to practice using sound effects with you B: Use gestures.
as they “air write” the uppercase and lowercase letter M. 2 min.

Ask your students to describe how the lower case letter is

different from the uppercase letter.

3. Say the sound of M. B: Model how to make the /m/ sound.

Tell students to list some things that begin with the /m/ sound
2-3
(muffin, man, mouse).
min.

Write the words on the board.

Tell them to fold their lips and make the /m/ sound like the sound
at the beginning of the word mouse.
4. Play video as a quick brain break: B: N/A
https://www.youtube.com/watch?v=rGbncOU3qlc&index=13&list 3 min.
=PL9bsPVRSg1snN6HWgjJIDHEep90jf1B1c
4. Introduce the female puppet, Mrs. Mary (process). B: Help student identify what picture is.

Tell them she can only eat picture cards of letter M words. 5-6
Give each student one picture card. Some will begin with M and min.
some picture cards will not begin with the letter M (ex: crab).
Tell them to feed Mrs. Mary the card that begins with the letter M.
Go to each student and allow him or her to give the puppet a letter
M card, if he or she has one.
*If they feed Mrs. Mary the wrong card, let the puppet get a
tummy ache and let them try again. “Throw” words away that she
can’t eat in the trashcan.
Tell me words that start with the letter m that Mrs. Mary ate.

5. Pass out M worksheet and have students go back to their seats to B: Assist student with worksheet.
work on tracing the letter M. 5 min.
6. Collect worksheets and play M video. 3 min. B: N/A
 Professional Growth Plan Noboa 10

Closures Pacing ESOL Support

Content/Procedural Closure: B: Use gestures during instructions.
Take out your magic pencil and practice writing the letter M with 1-2
me. What is something that starts with the letter M? (Mouse, min.
monkey, Manuel, money)
Procedural Closure:
Please leave your papers at the desk. I will come around and
collect all the materials. ___ Table come stand on the carpet, ___
Table come stand on the carpet, etc.
ESE Modifications CPLAMS Access Points ESE Accommodations
Independent: N/A  Ensure students are sitting in assigned seats on
Supported: N/A the carpet.
Participatory: N/A  Monitor voice levels of students in the room.
 Use positive praise and reinforcements, as
needed.
 Allow student(s) to utilize the Take a Break
table.
Assessment of Student Learning:
Objective 1: Collect students’ M worksheet. Send home an extra practice
sheet for students who may need extra assistance in writing/tracing the letter
M.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

The students did well at practicing writing the letter M. I included an additional worksheet into their center time. To re-teach, I
would find more traceable worksheets where students could practice writing the letter M. I would also include some area of
practice where they don’t trace, for example, using the sound effects to practice writing M on the whiteboard. I would spend
more time during re-teach going over the sound of m. I could use a game to find words that begin with the letter M—I would
utilize the picture cards and have the students sort them by M and Not M.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

My students love puppets because Ms. Young uses them frequently in the media center. I knew this would be a way to engage
the students. I know my students well and this is why I incorporated a brain break and went over the expectations. I always
explain directions before sending them back to their seats to manage smooth transitions.
I am working on applying what I read in the Power of Our Words. I have high expectations for my students and when they are
not doing what I asked, I use the term “forgot”. The book says to use the terms forgot, confused, etc. because it’s not as harsh.
I had one student get upset because I did not call on him because he yelled his answer out. I tried to stay firm because I said
only two more answers and I only wanted to hear from students who were following our carpet rules. That student had a small
meltdown, but I was able to talk to him during the video and explain why I did not choose him. I restated the expectations and
explained how he was being unkind to his classmates raising their hands. I suggested for him to go to the Take a Break table.
My CT has this table set up because we are practicing using a responsive classroom. This does not mean the student is in
trouble, it just gives them a few minutes to calm down and think.

Content Summary (One to two paragraphs describing the content to be presented. Do not restate lesson. Show
what YOU know about the content supplemental to lesson. )

The letter M is a consonant. It makes the sound /m/ like at the beginning of muffin, magnet, marshmallow, etc.
Words also end with the letter M, such as arm, farm, warm, etc.
Lesson plan from: https://www.education.com/lesson-plan/marvelous-mrs-mary-the-letter-m/
 Professional Growth Plan Noboa 11

Taste Test

Name: Olivia Noboa Date: Time: 11:10-11:30

September 11, 2018
Big Idea/Topic: Five Senses- Taste Grade/ Subject: Kindergarten/ Science
CPALMS/ Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/1563
Lesson Structure:
Lesson 6: Whole Group
Standards: (CCSS/NGSSS)
SC.K.L.14.1: Recognize five senses and related body parts.
Instructional outcomes/objectives(s):
Students will taste one of the five senses.
Students will identify the tongue corresponds to the sense of taste.
Language Objective(s):
Students will talk to their classmate about their favorite food.
Key Vocabulary Instructional
Materials/Resources/Technology
Taste: the sweet, sour, bitter, or salty quality of a thing that you can sense
when it is in your mouth: the flavor that you can taste when you eat or drink  Tongue diagram
something  Whiteboard and markers
Taste buds: one of many small spots on your tongue that give you the  Taste card
ability to taste things  Sense of taste activity for kids using
Tongue: the soft, movable part in the mouth that is used for tasting and tasting bottles. (2017, January 19).
eating food Retrieved from
Bitter: having a strong and often unpleasant flavor that is the opposite of https://www.giftofcuriosity.com/sense-of-
sweet taste-fun-with-tasting-bottles/
Sour: having an acid taste that is like the taste of a lemon  Our senses. (n.d.). Retrieved from
Sweet: containing a lot of sugar https://www.theschoolrun.com/homework-
Salty: of, tasting of, or containing salt help/our-senses

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy

Understand: Students will discuss their favorite food items with their
classmate. N/A
Students will recognize the tongue is the body part related to taste.

Lesson Portions: Pacing ESOL Support

 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Box Higher Order/High Quality Questions in lesson.
Introduction/Building Background: B: Refer to rules listed on board.
Go over expectations and carpet rules. Have students repeat carpet
rules. Check that students are sitting in their appropriate place on 1 min.
the carpet.
 Professional Growth Plan Noboa 12

*Remind students you will only be calling on students raising their B: Monitor student discussion. Ask leveled
hand. questions:
Did you pack your lunch?
Ask students: What did you eat for dinner last night or what did Did you eat breakfast at school?
you have for breakfast this morning? 2-3 Do you like fruit?
min.
List some of these food items on the board.

Students turn-and-talk to their shoulder partner about their favorite

food (process).
Instructional Steps: B: Refer to support above.
1. Write the question on the white board:
3-4
What is your favorite food? min.

Have students share what their

partner shared with them.
2. Explain our tongue allows us to taste the food we eat. B: Use gestures and visual aids.

Ask students:
Have you ever tried a food you didn’t like?
Students share. 2-3
Our taste buds are all different from each other. I might like tacos, min.
but Robert might not.
Define taste buds:
Taste buds are small bumps on our tongue. They allow us to taste
the food we eat.
3. Explain the four main food flavors: B: Give examples of flavors (if needed).

Bitter: having a strong and often unpleasant flavor that is the 2 min.
opposite of sweet
Sour: having an acid taste that is like the taste of a lemon
Sweet: containing a lot of sugar
Salty: of, tasting of, or containing salt

There are many foods that fit into these categories.

Have students:
Show me the face you would make if you ate something sour,
bitter, sweet, and salty.

4. Show tongue diagram. Explain our tongue can taste all foods, B: Use non-verbal cues.
but these sections of the tongue are specific to this flavor. 2-3
min.
Explain the sense of taste helps protect us from eating spoiled or
poisonous foods.

Closures Pacing ESOL Support

Content/Procedural Closure: Our tongue allows us to taste B: N/A
different types of foods. There are lots of flavors, like salty, sweet,
bitter, and sour. Our taste buds allow us to detect the flavors we 1 min.
eat.
 Professional Growth Plan Noboa 13

Procedural Closure: Please quietly go back to your seat. I am

going to line up the table that looks the most ready for specials.
You should be waiting quietly in your chair.
ESE Modifications CPLAMS Access Points ESE Accommodations
http://www.cpalms.org/Standards/AccesspointSearch.aspx  Ensure students are sitting in assigned seats on
Independent: N/A the carpet.
Supported: N/A  Monitor voice levels of students in the room.
 Use positive praise and reinforcements, as
Participatory: N/A
needed.
Allow student(s) to utilize the Take a Break table.

Assessment of Student Learning:

Objective 1: Anecdotal records on students’ oral responses and student
participation throughout lesson.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)

I will review key vocabulary and ask students to give me examples. I would want to use a written formative assessment to
collect valid, reliable data on each individual student. It is hard to keep track of oral responses for every student. I would use
the mouth model to help review content.
Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

The students were engaged and I had great classroom management (woo, go me!). I utilized the popsicle sticks to randomize
the students I selected. The students did really well during the turn-and-talk. I held the students’ accountable by asking them
what their partner said. I was able to introduce the content in an enthusiastic manner and this lesson set the stage for all the
future lessons I have planned on taste. ALSO, they sat on the carpet for 25 minutes (no brain break) and listened to their peers
and me attentively. I am pleased with the way this lesson went!
Content Summary (One to two paragraphs describing the content to be presented. Do not restate lesson. Show
what YOU know about the content supplemental to lesson. )

Most taste buds are on the tongue, but they are also found in other parts of the mouth. Humans have approximately
10,000 taste buds, each of which has between 50 and 150 receptor cells. However, children have about twice as
many taste receptors as adults, which may account for why children are often much pickier eaters than adults.