GUIDELINE FOR PROFESSIONAL DEVELOPEMENT PLANS

Name: Melanie Ramchuk

School: Brooks Composite High School Practicum Dates: March 6-April 12, 2017

Teacher Mentor: Karen Gilborn and Adam Rajab

School Administrator: Grant Jensen
University Consultant: Sue Feeney

A. Professional Goals.

Goal#1: More detailed lesson planning

Rationale: Creating detailed lessons that could essentially be passed to another teacher and they would
know exactly how to teach the lesson is important and something that I struggled with in PSI

Goal#2: Creating valid and reliable assessments that are strongly linked to the outcomes I have taught
Rationale: It is important to create fair assessments that assess what I taught and what I would like my
students to know

B. Strategies (How I will go about achieving my goals).

Strategies for addressing Goal #1: Writing in exactly what I will say and potential classroom management
strategies I will use.

Strategies for addressing Goal #2: Thinking about what I have taught and then brainstorming great ways to
assess those outcomes.

C. Indicators of Progress (How I will know Im achieving my goals).

Indicators of Progress for Goal #1: I could hand my lesson plan to another individual and ask them to read
it, and then ask if they would be able to teach it if they were to teach that class

Indicators of Progress for Goal #2: Are the students succeeding with my assessments?

D. Timeline for Completion.

6 weeks (PSII practicum)

E. Summary of Growth and Goals Achieved Upon Completion

Goal #1: I gave the set up of the gym more consideration when planning a lesson. The stuntnastics lesson I
provided on this portfolio demonstrates that I thought about how the mats should be set up. I also began
including items I need to take care of prior to the lesson so that I was more prepared for my lessons.
Thirdly, I began to include what I would exactly say to the students, this required me to thoroughly think out
my lesson when planning

Goal #2: From the rubric in my portfolio, I linked my rubric to specific outcomes from the Career and Life
Management Program of Studies. I also linked the aspects in the rubric to what I had taught them in class.
Therefore, I created an alignment between my curriculum, instruction and assessment. I had many
successful students from the unit project rubric. I also provided this rubric to the students prior to marking
their unit projects so students were fully aware of what was expected of them.