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Alyssa Margulis Phase 3 10/20/12 Professional Development Goal When determining what to work on for my professional development goal, I decided

to pick something that can be easily worked on in this practicum placement. My professional development goal is two fold, it two separate issues that can be determined in one observation. Many of my students need clear, concise and consistent prompting in order to successfully complete a task. While working with my teacher, I noticed that delivering these prompts in a clear and concise manner should be something I strive to work on. The other “area” that I really need to focus my attention on is the way in which I am delivering my prompts - my “tone”. I would like to strive to deliver these prompts in an age appropriate tone. My students are in high school and have significant disabilities. I have come to realize I sometimes use a tone in which I would use for children much younger than high school ages students. My Professional Development goal isWhile in a situation where a student needs systematic prompting, the student teacher will deliver a clear and precise prompt in an age appropriate tone to the student. Mastery will be when the student teacher is able to clearly demonstrate this skill by scoring 100% on the “Prompt delivering” scoring rubric for 5 consecutive trials. (See attached rubric). Link Between the goal and Illinois Teaching StandardsStandard 7- “Communication” This standard states that the “Competent teacher uses knowledge of effective written, verbal, non verbal, and visual communication techniques to faster active inquiry, collaboration, and supportive interaction in the classroom.” Working on delivering clear and concise prompts/reinforcement show a clear link between this standard. By using clear and concise language, while speaking in an age appropriate tone, it is communicating to the student that you are willing to work with them to reach the desired goal, as well as to support and scaffold them to do a task themselves. One of the other standards- standard 7E talks about modeling “accurate, effective communication when conveying ideas and information and when asking questions and responding to students” which can also be applied to this professional development goal. By using clear and concise prompting it will more accurately convey to the student what specifically you want them to learn and demonstrate? By using an age appropriate tone

when working with these students, it will show others around me how to effectively communicate with my students. I think this will help to make my students feel confident, and independent, while still fostering growth within my students. Monitoring progress To monitor progress of this goal, I will have my coop as well as others (supervisor, coteacher in the special education class) fill out a scoring rubric based on my delivery of prompts. I will have them watch in-group situations and me while working with different student’s one-on-one. Because I am given multiple opportunities a day in which I can give prompts and reinforcement to students, I will have a scoring rubric filled out 2 to 3 times per week by different people. It will be filled out under multiple situations and settings (community, snack carts, cooking, in class working with students) to test for generalization of this skill. The student teacher will ask the coop to monitor her with and without her knowledge to truly get an accurate illustration of her skill level with this goal. To make sure progress is being made, at least 2 conferences will be scheduled between the coop and the student teacher to make sure this goal is on it’s way to success.

Scoring Rubric Date___________________ Prompt Given __________________________________________________________________________

Delivery in which prompt was given1 3 5

1= Prompt was not clear in intention at all, filled with too many words/actions, and not effective in eliciting a response from the student 3= Prompt was semi-clear but not have been as concise- may have shown a couple extra words or actions. The prompt may have needed additional prompts to illicit response based on the first delivery of the prompt. 5= Prompt was very clear and concise. The student seemed to understand the prompt and elicited the desired response/action. Comments:

Tone in which the prompt was given 1 3 5

1= Tone was not age- appropriate at all. It seemed to be “sing-songy” or too high pitched for the student or the situation. Sounded as if it would be used with a baby (baby-talk) or a child much younger than that in which the teacher is talking to. 3= Tone in which prompt given may have some points in which is too high and some points in which it was even or age appropriate. The teacher may have corrected herself upon noticing her tone and or pitch when giving this prompt. 5= the tone was age appropriate to the student and correct for the situation. It was even pitched and was similar to that in which it would be delivered to a typically developing peer. Comments: