PS III Professional Growth Plan

Name: Samantha Leriger

School: Winston Churchill High School
Teacher Associates: Rochelle Norton & JJ Ondrus
University Consultant: Leonard Robinson
1. Goal: To teach, model, and encourage effective and healthy work and
study habits into my instruction and classroom environment to benefit my
students and their academics. (K.S.A. #5, K.S.A. #7, K.S.A. #9, K.S.A. #12)
Rationale: When teaching at the high school level before (Science 10 and Biology
20) I found that a lot of my students would study for long periods of time, but
have very little to show for it when their graded tests came back. Although students
rarely attended the before and after school tutorials I offered, when students did
come in for extra help and study tips, they often performed much better on quizzes
and exams. I would like to incorporate more study skills into my lectures, activities,
and assignments, so that students are exposed to a number of different strategies
that they can use or adapt depending on their learning styles, their needs, and their
environment. By consistently modeling and practicing these strategies in the
classroom, I hope that students will incorporate them into their own study and work
routines.
Strategies:
I will explicitly model certain study strategies (mnemonics, cue cards,
teaching a concept to a partner, etc.) in my classroom.
I will ask students to choose at least one strategy to use and practice when
working or studying both in the classroom and outside of it.
I will ask students to explain what strategy they used, what they liked about
it, what they changed or modified, etc. to better understand how my students
are studying and how adjustments and improvements can be made.
I will communicate with parents and guardians that I am available to work
with students to improve their work and study skills, and will provide parents
will some suggestions that they can use in the home environment if asked.
Indicators of Success:
Students will be able to describe the practices they are using to study,
whether or not they are effective, and how they can be improved.
Students and I will be able to trace their improvement from quizzes to tests
as the school year continues.
I will see a qualitative and quantitative increase in indicators of student
performance (grades, participation, class discussions, etc.).
I will receive positive feedback from parents and guardians who are able to
provide greater structure and guidance when students are studying at home.

2. Goal: Provide students with (relatively) consistent, structured, and

concise instruction when teaching or giving instructions, particularly when
doing labs as a class. (K.S.A. #1, K.S.A. #6, K.S.A. #7)
Rationale: As a pre-service teacher, one of my biggest challenges is designing,
setting up, and maintaining order during labs that I have not previously taught
before. I want to be daring and adventurous when picking and adapting labs for my
class so that my students can experience the best of science, but I worry about
things going wrong. To minimize these risks, I want make the language and
instructions I use when explaining or facilitating labs to be simple and concise. By
putting the bulk of time and effort into planning, setting up, and explaining lab
procedures, I hope to avoid confusion and concerns during the labs themselves.
Strategies:
I will familiarize myself with lab spaces and materials, particularly safety
procedures and WHMIS safety data sheets.
I will use straightforward, concise wording when giving instructions and
creating lab sheets and associated materials.
I will check for understanding by asking my students to repeat procedures,
describe safety measures, etc. before and upon entering the lab.
I will volunteer to assist with other labs, to see how other teachers manage
and utilize their students and the lab space and materials.
Indicators of Success:
Lab and lab materials will be prepared and ready to use when students enter
the lab.
Labs will be completed within allotted time frame.
Students will always have a general sense of what they should (or should not)
be doing in the lab, as exemplified in their positioning, working, or
questioning.
Lab materials will be put cleaned, disposed of, or returned to the proper
places, and lab space will be clean when the lab is completed.
3. Goal: To develop strong working relationships with other staff members,
parents, and community members to best facilitate my own professional
development as well as my students learning. (K.S.A. #13 & K.S.A. #14)
Rationale: I believe that fostering a strong sense of community is beneficial to all.
Creating a safe space where all individuals can both contribute their own skills and
draw on the supports of others is an integral aspect of transcendent education.
Being invested in a students education, whether in ones capacity as a teacher,
coach, parent, administrator, or school staff member can be a very positive force. I
believe that this investment can and should extend further, to include ones school
and ones community. I believe staking responsibility in ones community further
amplifies ones sense of responsibility for their own individual actions as well, and
as such, is a positive transformative force for teachers personal and professional
development.
Strategies:

I will volunteer for at least three separate types of events where teachers,
students, parents, and other community members will be present. These may
include supervision, field trips, and other after-school or extracurricular
activities.
I will establish congenial working relationships with my colleagues and offer
them my assistance when needed.
I will build upon my relationships with my students to include their parents or
guardians, their coaches and instructors, etc. in order to establish a network
of individuals whose skills and services I can avail myself of on behalf of my
students and my own professional development.
I will advertise my interest and availability for a wide variety of projects or
events hosted by my school or the surrounding community or put on for their
benefit.

Indicators of Success:

PS II
Weeks
1-3

Quantitative increase in my level of involvement in school and community

activities.
Being able to facilitate connections between students and teachers and other
individuals and services in the community in order to meet their specific
needs.
Greater access to resources contributing to my professional development.
Establishing myself as an engaged member of the school community.
I will receive positive feedback from my TAs, students, and other school and
community members.
Goal #1
Get to know my
learners and start
developing learner
profiles for them,
based on their
strengths, areas for
improvement, and
interests, etc.
Use surveys, intro
activities, and
classroom
discussions and
interactions.
Model a variety of
learning and
studying strategies.

Weeks
3-6

Work with students

as a class and
individually to help
students develop a

Goal #2
Familiarize
myself with the
lab space and
materials.
Discuss labs
other teachers
have used
when teaching,
and brainstorm
ways to adapt
labs to meet
my students
learning needs
and meet
relevant
curricular
outcomes.

Goal #3
Notes
Introducing myself
to school staff
members; getting
to know my
students; meeting
my students
parents,
caretakers,
coaches, etc.;
inquiring about
upcoming events
or activities I
could become
involved with.

Observe other
teachers and
classes using
the lab space

Volunteering at a
variety of school
or community
events.

sense of their
academic
strengths, areas for
improvement, and
interests.
Have students try,
critique, and adapt
different study
strategies to meet
their needs.

Weeks
6-9

Weeks
9-12

Communicate with
parents about
tutorials and flex
time, as well as
study strategies to
be used at home.
Continue having
students try and
adapt new study
techniques,
keeping in mind
their self, peer, and
teacher
assessments.

and make
notes on how
to improve my
students lab
experiences.

Establishing a
network of
connections within
my school and the
community;
utilizing these
connections to the
best of my ability
in terms of
professional
development.

Challenge
Strengthening my
myself by
network; utilizing
developing labs my network to the
that are out of benefit of both my
my comfort
students and
zone, but fit
myself.
within the
parameters of Preserving my
earlier labs
network of
(concise and
professional
straightforward connections as I
, while also
prepare to
challenging
transition into the
and engaging next stage of my
for students,
professional path.
connected to
curricular
outcomes,
etc.).