A Professional Growth Plan Incorporating the STP Process

Annual Professional Growth Plan for: Mandy McCullough

School Year: Nov 2012 to Dec 2012
Teaching Quality Standard Reference: E; F; G; H; I; J; P
Goal:

Plan:

1) Feel and act more confident infront of large

groups

1) Practice as much as possible in PS1

classes prior to being in the classroom;
volunteer for any/all activities; ask for
tips from colleagues/professors;
research tips online; checklists to be
used by myself and TA; self-reflections
on how I feel vs acted
2) Ask for class photo of students; find
out the seating plan (if there is one);
practice mnemonic devices

2) Learn all students names in the practicum

classroom by the beginning of the second day.

Timeline and Resources:

Expected Outcomes:

1) Practice as much as possible prior to

beginning of practicum; self-assess
and practice more as needed through
practicum. Resources: colleagues,
internet, professors, groups of
individuals Im not necessarily
comfortable infront of. Will measure
by utilizing checklists (done by
myself and hopefully my TA); selfreflections
2) Prior to Nov 8. Resources: class
photo; seating chart. Measured by
using names as frequently as possible
with no error

1) More confidence, applicable outside

the classroom as well; more
comfortable volunteering in situations
out of my normal comfort zone; more
approachable as an individual
2) Build stronger relationships with
students quicker which will in turn
(hopefully) allow them to feel more
comfortable to ask questions, etc.

2006 The Alberta Teachers Association

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Reflections:
Based on my professional practice and my observations of student learning . . .
What should I do more of?
I should do a wider variety of formative assessments, especially in the form of exit slips
or cards.
Because
Ongoing assessment through the lesson gives me information as we go along, but if
there is more assessment at the end of class, I can see how students are retaining the
information so far, or see how they can apply the knowledge.

What should I do less of?

I should do less whole-group, question-and-answer classes, and instead have the
students explore the information on their own.
Because
The whole group discussion works well sometimes, but the students will be more
engaged if they are discovering and applying the information for themselves.

What new things could I do?

I could incorporate a wide variety of exit slip ideas that were supplied at the Ann Davies
conference in November. In the Knowing What Counts series, the book SelfAssessment and Goal-Setting - 2nd Edition has several ideas located at the back to
study.
Because
It will provide me with effective and timely feedback for where the students are at with
their studies.

2006 The Alberta Teachers Association

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