1 Task 2: Developing a Professional Growth Plan Western, Thesis of Accounting

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Task 2: Developing a Professional Growth Plan Western Governors University D629 : The Reflective Practitioner

Implementing a Professional Growth Plan By implementing a professional growth plan I will be able to support the academic and nonacademic needs of my students better. Setting up a plan for myself, gives me the chance to improve my knowledge of recent studies and improve my instruction as the year goes on to better support my students. As I learn more about my students, I can research different teaching strategies to grow my teacher toolkit. In being flexible and adjusting myself to what the students need, I am setting them up for success. It is also important to show students that I am willing to learn new material to better help them. It sets the tone that even teachers are still learning and will hopefully encourage them to keep academically and socially motivated. By improving instructional practices and being able to adapt to the continually changing education program, I can help students foster their academic and nonacademic skills. As I grow my knowledge, I can learn more about how to create a more engaging and supportive class. If I am able to improve instructional practices such as creating more opportunities for students to collaborate I will help improve their nonacademic skills. In times where the world and social norms are constantly changing, I need to ensure I as the teacher anm staying up to date on the latest knowledge of where students gaps might be and how to fix them to ensure students academic and nonacademic success. Additionally as a new teacher, in a class with many ESOL students I need to create a growth plan to ensure I am learning how to best help them and improve their skills such as vocabulary development, confidence and more.

a. Take notes on what I learn and instructions/strategies I could implement in the future. Identify the steps on how I could implement the practice in the classroom.

2. By the end of March, I will have a second evidence-based research article on how to indirectly teach teamwork skills. a. Take notes on what I learn and instructions/strategies I could implement in the future. Identify the steps on how I could implement the practice in the classroom.

3. By the end of April, I will have read the third evidence-based research article that specifically focuses on fostering ESOL students SEL. a. Take notes on what I learn and instructions/strategies I could implement in the future. Identify the steps on how I could implement the practice in the classroom. Academic need: An academic need that my students have is understanding vocabulary. With a high population of ESOL students, my class lacks vocabulary development. Professional growth plan Long-term goal: By the end of the 2024-2025 school year, I will improve my understanding of teaching academic vocabulary by attending a professional development program, researching two EBPs and implementing two new strategies I learned in the class. I will assess students' development of vocabulary by tracking correct usage of terminology by students and creating exit tickets to measure understanding of each vocabulary word. This goal addresses my students' need for developing vocabulary by encouraging students to use the language in daily activities. Giving students more opportunity to learn how to effectively use the math terminology, improves their understanding of the concepts. Having students start each math lesson with a “math talk” where we describe an image or equation using the terminology will help improve students' academic vocabulary. Additionally, I will attend professional development programs that my district provides for ESOL support. This will help me in learning how to best support their learning of new vocabulary. By researching new instructional practices that have data to back them up, I will be better equipped to help students with their academic vocabulary development. Already through

research of evidence-based practices, I have learned of a strategy called narrative intervention which will help my students with using vocabulary in different contexts to foster their understanding of the meaning. Expanding my knowledge of evidence-based approaches and instructional practices, I can create more engaging and specifically targeted lessons to meet my students' academic needs. Three short-term professional goals

1. Before March 10th, I will attend an ESOL professional development program that specializes in teaching and building vocabulary knowledge for different language tiers. a. Take notes on what I learn and instructions/strategies I could implement in the future. Identify at least one that I want to try out.
2. By the end of March, I will read one evidence-based research article on teaching academic vocabulary and a second evidence-based research article that specifically focuses on ESOL students. a. Take notes on what I learn and instructions/strategies I could implement in the future. Identify at least one that I want to try out..
3. By the end of April, I will attend a second professional development program that specializes in tier 2 level vocabulary development to help my middle-level students. a. Take notes of what strategies will best help tier 2 level students versus tier 1 and 3. Find one strategy I want to implement in a small group for those students.