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Source of Evidence: Professional Growth 

Your committee will use this evidence to evaluate your performance on the following:
Kentucky Framework for Teaching Components Kentucky Teacher Standards
4A – Reflecting on Teaching 7 – Reflects on and Evaluates Teaching and Learning
4E – Growing and Developing Professionally 9 – Evaluates Teaching and Implements Professional Development
10 – Provides Leadership Within School/Community/Profession

 
“Facilitators of Student Success” 

Guidelines for Developing the Source of Evidence: Professional Growth

As noted in the overview of this handbook, the KTIP approach is grounded in a developmental view of
teaching, recognizing that this complex, demanding profession is learned over the course of several years of
study, consultation, and reflective practice. In developing this Source of Evidence, you will have the
opportunity to assess your present level of performance on the components of the Kentucky Framework for
Teaching to begin to identify your strengths and areas for growth. Working with your P-12 clinical faculty
and/or your Asbury University Supervisor, you will identify the focus for your PGP.

The areas for growth to be addressed on your PGP will be identified within the first 30 days of your
ED/EDA clinical experience. The PGP must first focus on documenting your growth to improve your
performance on any components rated as Ineffective. If all components are rated as developing or higher,
the focus of the PGP can be on components, which if refined, would have the greatest impact on your
instruction and your students’ learning.

1. In ED/EDA 401, you should assess your present level of performance on the components of the
Kentucky Framework for Teaching by completing the following steps:
● Download a copy of the Kentucky Framework for Teaching from the EPSB website and get
a highlighter.
● For each component, carefully read the indicators for the four levels of performance,
highlighting the indicators that best describe your current performance for that component.
● For each component, the performance level with the most highlighted indicators best
describes your assessment of your level of performance for the component.
● In the Self-Assessment of Performance matrix on the template, click on the appropriate
performance level to the right of each component.

2. During the first 30 days of ED/EDA 401 review your ratings for the components of the Kentucky
Framework for Teaching to identify those components that represent possible priority growth needs
(needs which if addressed by professional development would have a positive impact on your
instruction and your students’ learning). To get started, consider those components that you rated as
either (I) Ineffective or (D) Developing. From these components, select the four components you
believe would have the greatest impact on your instruction and student learning if addressed by
professional development. As you identify these components, click on them in the Possible
Professional Growth Priority Components section of the template.

3. During the first 30 days of ED/EDA 401 you and your P-12 clinical faculty and/or Asbury University
Supervisor should consider the components you identified as possible priorities for professional growth
as well as other Sources of Evidence such as observations and student assessment data to reach
agreement on ​the one or two priority components​ that will be your focus for professional growth goal
development. In the Priority Component for Professional Growth Plan Development section of the
template, enter the number and name of the selected component(s) and click on the current level of
performance below the component(s).

4. Throughout the ED/EDA 401 semester you should plan for professional development that will
effectively address your identified priority growth need, specific goals, and actions. Your answers to the
following questions will be the basis for developing your PGP and should be entered in the template for the
PGP.

● What is my professional growth goal? What do I want to change about my instruction that will
effectively impact student learning?
● What learning activities will help me develop the new knowledge/skills I need to make that
change?
● What resources and support will I need to develop the new knowledge/skills?
● When do I anticipate completing each of the learning activities?
● How will I assess my progress/success in making the change?
● What is the expected impact of the change on student growth?

5. For the end of the semester:


● Analysis of Self-Assessments and/or Student Voice Survey(s):
Complete the Final Self-Assessment of your level of performance related to each of the components of the
Kentucky Framework for Teaching. Compare the results of the Final Self-Assessment with the
results of the Initial Self-Assessment and identify specific areas of growth. If administered, reflect
on your STUDENT Voice Profile and implications for your professional growth.
● Analysis of Professional Growth:
Discuss the progress made in addressing your professional growth needs. Did you achieve your
professional growth goal(s)?
● Summative Reflection:
Reflect on the impact of the professional learning activities on your instructional effectiveness and student
learning. Did you achieve the expected student growth impact from these activities? What
components would you want to be the focus of your professional development next year?
● Complete the Final Report.
Source of Evidence: Professional Growth 
1. Self-Assessment of Performance
Rating Scale to be used: (I) Ineffective, (D) Developing, (A) Accomplished, (E) Exemplary
Component Initial Final
I D A E I D A E
DOM 1A – Demonstrating Knowledge of Content and Pedagogy
AIN 1
1B – Demonstrating Knowledge of Students
Planni
ng and 1C – Selecting Instructional Outcomes
Prepar
1D – Demonstrating Knowledge of Resources
ation
1E – Designing Coherent Instruction
1F – Designing Student Assessment
DOM 2A – Creating an Environment of Respect and Rapport
AIN 2
2B – Establishing a Culture of Learning
Classr
oom 2C – Managing Classroom Procedures
Enviro
nment 2D – Managing Student Behavior
2E – Organizing Physical Space
DOM 3A – Communicating with Students
AIN 3
3B – Using Questioning and Discussion Techniques
Instruc
tion 3C – Engaging Students in Learning
3D – Using Assessment in Instruction
3E – Demonstrating Flexibility and Responsiveness
DOM 4A – Reflecting on Teaching
AIN 4
4B – Maintaining Accurate Records
Profes
sional 4C – Communicating with Families
Respo
nsibilit 4D – Participating in a Professional Community
ies 4E – Growing and Developing Professionally
4F – Demonstrating Professionalism

2. Possible Professional Growth 3. Priority Component for Professional


Priority Components Growth Plan Development
Planning and Preparation 1A 1B 1C 1D 1E 1F Domain 3 will be my primary focus for this
The Classroom Environment 2A 2B 2C 2D 2E semester and will be top priority for my
Professional Growth Plan. I plan to create better
Instruction 3A 3B 3C 3D 3E instruction which is content based, student
Professional Responsibility 4A 4B 4C 4D 4E 4F
driven, and relies on the results of student
assessment data.
Current Level of Performance
I D A E
4. Professional Growth Plan (4E)
This PGP should be completed within the first 30 days of the semester. The PGP is to be sent to the AU 
Supervisor. 
Name: ​Emily McCombs ​Date: ​9/28/2017
a. Professional Growth Goal:
My professional growth goal for this semester will be to develop clear, engaging instruction for my students by designing content
based formative and summative assessments, using results from activities and assessments to determine future instruction, and
create questions and discussion opportunities which challenge students to think on a higher level. I will hold my students to high
standards and create a warm, inviting classroom environment for all students and staff.

b. Professional Learning Activities c. Needed Resources/Support d. Anticipated


Completion Date
Work with Mrs. Hudson, my cooperating ● Cooperation with Mrs. Hudson 12/06/2017
teacher, to develop instruction that is clear ● Examples of formative
and content based, with formative assessments and summative
assessments used throughout instruction for assessments I have designed
student feedback and data. ● Examples of formative
assessments and summative
assessments designed by Mrs.
Hudson or other teachers.
Practice creating lesson plans I may use ● Cooperation with Mrs. Hudson 12/06/2017
during student teaching and allow Mrs. ● Cooperation with other teachers
Hudson, as well as a few of the other from the school
teachers in the school, to look over it and ● Feedback forms based on this
provide specific feedback. area of professional growth,
which will allow for specific
comments and suggestions
Seek out professional development ● Online access to professional 12/06/2017
opportunities for growth in the areas of development
instructional design, using assessment data, ● Lesson plans and assessments
and how to create more higher order thinking from teachers within the
questions with multiple solutions. learning community at my
school
● Ideas for higher level questions
created on a variety of topics
and content areas
Try to do a project-based learning lesson ● Project-based lesson plan with 12/06/2017
involving multiple topics which connect with formative and summative
each other. Students will learn how to solve assessments throughout
real-world based problems, as well as the ● Cooperation with Mrs. Hudson
content in math, reading, and/or writing. ● Possible other materials as
needed based on the project
e. How will you assess your progress/success in addressing the Professional Growth Goal?
Based on the feedback I receive for each of the activities listed above, I will evaluate this information and re-evaluate myself using
the Kentucky Framework for Teaching domains. My goal is to receive as much feedback as possible from veteran teachers who
have experience and more knowledge of creating well rounded instruction and assessments.
f. What is the expected impact on student learning of your professional learning activities?
This growth will definitely increase my ability to reach students at all levels of learning. By using formative assessments
throughout instruction, I will develop a better sense for how my students are progressing through a topic, unit, or lesson, which
will allow me to re-teach if needed, provide more scaffolding, and clear up any misconceptions. I want to be able to provide my
students with the information which will benefit them the most and help them succeed with the content we are covering. I also
want to prepare them for what they need for the next school year as well. This growth plan will allow me to dig deeper into my
understanding of my students and their individual goals and skill sets.

5. Progress Update 401 (4E)


By focusing my attention on these two goals and doing my best in my 401 placement thus far, I have seen
significant improvement in my assessment results. I have worked hard to ensure my lessons are assessment
driven, provide opportunities for student-led discussion, are fully differentiated to meet the needs of all
students as much as possible, and provide a variety of learning strategies so all students have the chance to
learn the content. The students seem to enjoy each lesson I have taught so far and I have done my best to
keep a warm, welcoming demeanor when interacting with them. I have also worked with Mrs. Hudson and
the other 2​nd​ grade teachers to develop my lesson plans and make them more beneficial; they have provided
specific feedback after each lesson.

Moving forward, I want to continue to build on these skills and possibly add in even more learning strategies
and ways to reach the students. I plan to continue working closely with Mrs. Hudson and the other 2​nd​ grade
teachers to keep my lessons on target and include higher order thinking questions and discussion techniques.

6. Final Report 401


a.​ ​Analysis of​ ​Self-Assessments (4E)   
After taking the self-assessment again at the end of my clinical experience, I have made great strides in
accomplishing my goals from the beginning. I have improved in several of the areas I identified as potential
growth areas, such as Domain 3A-Communicating with Students, Domain 4A-Reflecting on Teaching, and
Domain 1C-Selecting Instructional Outcomes. Each of these, I identified as being areas of development for
me and now I feel as though I am leaning more toward the accomplished side. I do still have some areas in
which I can grow, both in my planning lessons and assessments, and how I teach my students; however, I
felt as though I made great strides toward my professional goals for this course and will continue to work on
these items, as well as other areas in student teaching and my future classroom. Two areas I still identify as
being “Developing” would be Domain 3B- Using Questioning and Discussion Techniques and Domain 3D-
Using Assessment in Instruction. These will be my main focus moving forward.

Below are my Post-401 Self-Assessment results:

Source of Evidence: Professional Growth 


1. Self-Assessment of Performance
Rating Scale to be used: (I) Ineffective, (D) Developing, (A) Accomplished, (E) Exemplary
Component Initial Final
I D A E I D A E
DOM 1A – Demonstrating Knowledge of Content and Pedagogy
AIN 1
1B – Demonstrating Knowledge of Students
Planni
ng and 1C – Selecting Instructional Outcomes
Prepar
1D – Demonstrating Knowledge of Resources
ation
1E – Designing Coherent Instruction
1F – Designing Student Assessment
DOM 2A – Creating an Environment of Respect and Rapport
AIN 2
2B – Establishing a Culture of Learning
Classr
oom 2C – Managing Classroom Procedures
Enviro
nment 2D – Managing Student Behavior
2E – Organizing Physical Space
DOM 3A – Communicating with Students
AIN 3
3B – Using Questioning and Discussion Techniques
Instruc
tion 3C – Engaging Students in Learning
3D – Using Assessment in Instruction
3E – Demonstrating Flexibility and Responsiveness
DOM 4A – Reflecting on Teaching
AIN 4
4B – Maintaining Accurate Records
Profes
sional 4C – Communicating with Families
Respo
nsibilit 4D – Participating in a Professional Community
ies 4E – Growing and Developing Professionally
4F – Demonstrating Professionalism

b. Analysis of Professional Growth: (4E) 


Although I did make progress toward reaching my professional growth goals, I will still be working toward
this goal during student teaching. Mrs. Hudson and I worked together to identify parts of my lesson planning
and implementation which could improve. In the areas of providing more challenging questions for students
and using assessment throughout my lesson, I am still working toward accomplishment. I would like to
continue progressing and growing in these areas, as I feel they are highly important for being the best teacher
I can be. On the other side, I have improved in reflecting on my lessons and assessment data to improve
student learning. Mrs. Hudson and I both agree, I have come quite far in understanding how to use this as a
way of taking a step back to really get to know how my students learn best and reflect on my own goals as
both a person and an educator. I will continue to improve in this area as well.
c. Summative Reflection: (4A) 
Reflect on the impact of the professional learning activities on your instructional effectiveness and student
learning. Did you achieve the expected student growth impact from these activities? What components
would you want to be the focus of your professional development next year?
Throughout the semester, I was able to take part in several professional learning activities including TELL,
Co-Teaching with Mrs. Hudson and the other 2​nd​ Grade teachers, grade-level meetings and school meetings,
and even assisted with several after school activities such as fall festival and PTO events. Each of these
activities helped me become more involved with the other teachers and staff members, as well as become
more aware of the culture and climate of the school I am working in. By working with the teachers to
organize and host the fall festival, I was able to understand the importance of extending our passion for
student learning into the hours after school and beyond the normal classroom environment. Teachers are
amazing individuals, who put their needs aside to ensure the students were having a fun filled night with all
kinds of games and activities for them to participate in; everyone had a blast and I met a lot of school staff I
hadn’t met yet.

Another great learning opportunity came from collaborating with Mrs. Hudson and the other 2​nd​ grade
teachers during regular grade level meetings. We were able to use this time to align curriculum goals and
learning targets, discuss ways in which we could improve in certain subject areas, and develop a plan to meet
the needs of the whole 2​nd​ grade. Since they do class rotations two days a week, it was also a great time to
work on scheduling conflicts and ways which they can combine two or more subject areas into one lesson
plan. It was a chance for me to see how these type of meetings are great for self-reflection and professional
growth in all aspects of teaching; it’s great when your colleagues can see things you may not have seen or
give a new perspective on a lesson.

This was also true when I co-taught a few lessons with Mrs. Hudson and the other 2​nd​ grade teachers and I
did some team teaching during our “Holidays Around the World” unit. Allowing the students to have four
different teachers, who all had different ideas coming together to teach one unit was amazing. As one of the
teachers, I was able to see how veteran teachers handle cooperation, student behavior, class discussions, and
what types of questions they asked during this time. This really helped my growth in learning new discussion
techniques, new questioning techniques, and using these to challenge students to become better learners. It
was a great experience!

Finally, my participation in TELL allowed me to learn about school safety and ways in which I can better
prepare myself and students for situations which may arise. The meeting I viewed, since I am unable to
travel to campus, was highly informational and I feel the information I gained from viewing this meeting and
other meetings, will be a great resource even into my teaching career. It provided me with a better
understanding of how violence, threats, and terroristic events are handled in the school. This is a situation
which may not address my specific professional growth goal, but part of my goal was to better communicate
with my students. By keeping communication open with my students and allowing them to know they can
come to me about any type of situation, I am already taking steps to keep them safer. Therefore, I feel I am
better equipped to handle situations which may come up in my career involving violence, threats of violence,
and attacks. Something every teacher needs to be aware of.

5. Progress Update Student Teaching (4E)


Upon leaving my first placement and entering my second placement, I was able to see improvement in my
goal I had set for myself at the beginning of 401 and updated before the start of student teaching. In January
my goal was to extend my questioning techniques to ensure my students were challenged and gaining deeper
understandings of the concepts I was teaching. Another goal was to manage my time so that I could use
assessment more efficiently and continuously monitor student progress without taking up valuable
instructional time. These goals were set by both my supervisor and myself, and gave me a driving focus for
my lessons and plans during student teaching.

Now that my time is complete in my first placement, I realize I have grown in both of these areas. I am able
to better assess my students and their progress toward mastering certain concepts, not just long term but
short term. I have also been able to enhance my questioning techniques using “Bloom’s Taxonomy” and
Mrs. Hudson as valuable resources to assist me. Learning to ask more “why and explain” questions and less
“what, when, how” type questions. Although I have improved in both areas, I would like to grow even more
in these areas, as I feel they are key to differentiated and meaningful instruction. Therefore, my goals will
remain the same except, I will be adding to practice setting high expectations for both academics and
behavior often throughout the lessons.

6. Final Report Student Teaching


a.​ ​Analysis of​ ​Self-Assessments and/or Student Voice Survey(s): (4E)   
After assessing myself each time, I realized I was progressing toward my targeted goal and building on my questioning 
techniques, as well as my ability to manage my time more wisely during instruction. Throughout my clinical experiences and 
student teaching experiences in both placements, I quickly realized how important it was to assess myself as often as I assess the 
students. By critiquing my lessons and their effectiveness, I was able to adapt my future lessons and activities to enhance student 
learning and differentiate as needed to meet student skills and levels of knowledge. Without self-assessment, I would not have 
found the areas which I was lacking in or set new goals for myself for each coming week. Overall, I feel self-assessment and 
student assessment are equally important in ensuring the students and I are getting the most out of our educational journey 
together. 
b. Analysis of Professional Growth: (4E) 
My goal for the year was to improve upon my questioning techniques, become more flexible in my array of teaching strategies
and using them appropriately, and learning to utilize my time wisely and manage it to fit the needs of the students in my classes.
Now, as I finish out my time in student teaching and look back over what I have accomplished, I am amazed! I have grown and
changed so much, not only as an individual but also as a teacher. I can see more confidence in my ability to work with students,
less confusion on the academic standards and challenges which come with common core, and I realize just how important it is to
set goals for myself as well as my students. Throughout the year I have learned a lot from both of my cooperating teachers, using
their feedback and suggestions to drive my lessons and make them more meaningful and engaging. I have also built on my
questioning skills and studied Bloom’s Taxonomy to help in this area I identified as an area of growth. Furthermore, I have come
to realize just how important building relationships with other teachers and staff is, and how those people can become huge assets
whenever I get a classroom of my own.
c. Summative Reflection: (4A) 
In summary, my time in both student teaching placements and my 401 placement have been very beneficial in preparing me for 
the future. I have more confidence in all grades and subject areas now, than I did before, and I feel as though I have some valuable 
resources and ideas for my classroom, wherever I end up next year. The goals I have set for myself are still ongoing and I will 
probably have more as I progress into the next stages of my career; however, through what I’ve learned this semester and 
continuous development and assessment, I know I can increase my skills in both time management and questioning techniques. I 
am looking forward to developing new goals for myself as well!