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Task 2: Develops a Professional Growth Plan
MSCIN Program, Western Governors University
The Reflective Practitioner- D
A. Professional growth plan Implementing a professional growth plan will help me improve instructional practices and support my student's academic and non- academic success because how a teacher teaches is as important as what they teach. If I invest in reading the research, planning effective lessons, setting goals, and attending professional development, my students will benefit academically and non-academically. Reflecting on my students' social and emotional health in my classroom will allow me to consider areas where I can improve in non-academic instruction. By implementing a professional growth plan, I can improve my teaching practices and watch my students become more successful. B. One nonacademic need One non-academic need I have noticed in my classroom is for my students to have a growth mindset to persevere through their reading challenges. C.Long-term PGP goal for non-academic need By May of the 2024 -2 025 school year, I will improve my ability to explicitly teach my students social-emotional skills and characteristics of a growth mindset.
C. 1 .a This goal will address my students’ non-academic social-emotional skills and growth mindset needs. I can achieve this goal by attending and completing a 60 - minute course to further my knowledge in this area. As I navigate this course, I will implement various lessons in my classroom and collect data using assessment tools. Measurable: I will attend and complete a 60 - minute social-emotional course for teachers available on the CASEL website https://leadingschoolwidesel.casel.org/courses/intro-to-sel Time-Bound: I will use evidence-based assessment tools to target social-emotional skills and growth mindset characteristics by May 2024 - 2025 school year. Actionable: I will implement various lessons from the program into my classroom to expand social-emotional learning and growth mindset.
Measurable: I will research and choose a YouTube video on social- emotional learning and growth mindset to help me understand the traits of children with a growth mindset. Time-Bound : I will complete this by March 25 , 2025. Actionable: I will watch the video and take qualitative notes on the characteristics of children with a growth mindset. I will incorporate the language in my 2025 - 2026 school year lesson plans. D. One academic need One academic need in my reading intervention classes is for students to improve their reading fluency. This area of reading is crucial for meeting 3 - 5 th^ grade-level expectations on the end-of-year testing. Many of my students struggle with fluency. E. Long-term PGP for academic needs By April 11 , 2025 , I will improve my knowledge and understanding of fluency and comprehension. E. 1 .a. The long-term goal outlined above will help me address my student's academic needs to improve their fluency and comprehension. I will gain an understanding of what fluency means and how it specifically relates to comprehension. Measurable: I will complete two trainings and share in dialogue with a colleague before April 4 , 2025. Time-Bound: I will complete the trainings and interview by the end of April 4 , 2025. Actionable: I will analyze my understanding of fluency and comprehension and consider areas where I need to learn more. I will receive completion certificates for the training and take notes on the interview with my colleague. E. 2. Three short-term goals Goal 1. By March 30 , 2025 , I will watch an online seminar by Dee Dee Rosenburg called The Comprehension Connection: Vocabulary and Fluency
( The Academic Language Therapy Association - the Comprehension Connection: Vocabulary and Fluency Dee Rosenberg , 2019 ). Measurable: I will receive a certificate of completion for participation in this seminar. Time-Bound: I will purchase and complete the seminar by the end of March 30 , 2025. Actionable: I will take notes on the specific areas where I need to grow in my understanding of fluency and how it relates to vocabulary. Goal 2. On March 14 , 2025 , I will attend a district professional development day on Text First Planning, which includes new ways to define fluency and vocabulary and their relationship to each other. Measurable : I will sign into the professional development day and get district credit for the training. Time - Bound : I will attend and complete the entire training day on March 14 , 2025. Actionable : I will plan for the 2025 - 2026 school year and incorporate 2 takeaways from my professional development on text-first planning, fluency, and vocabulary. Goal 3 : On March 24 , 2025 , I will ask a colleague to observe me and then meet with her to discuss and determine my growth areas in teaching fluency and vocabulary. Measurable: I will schedule an observation and a meeting time with the ELL teacher at my school building for March 24 , 2025. Time-Bound: I will put that date on my calendar and ask her for suggestions on improving. Actionable: As I plan for the 2025 - 26 school year, I will note areas of success and improvement based on the information I receive from my colleagues.
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