Professional Growth Plan

Teacher: Ms. Jazmin Roe PS III January 2019

Classroom Management
Goal 1:  Develop different levels of classroom management strategies that help
establish inclusive learning environments.
Related Establishing Inclusive Learning Environments: 4. A teacher establishes,
TQS promotes and sustains inclusive learning environments where diversity is
embraced and every student is welcomed, cared for, respected and safe.

Especially:
(f) employing classroom management strategies that promote positive,
engaging learning environments;

Strategies Indicators and Measures of Achievement

 Create a classroom management plan
early during the internship.
 Select and implement 1-2 newly
learned classroom management
strategies consistently for 1-2 weeks.
 Develop a resource bank of different
classroom management strategies and
reflect on what behavioral intervention
level they work best at.
Time Line
January 14 – April (ongoing)
 Can get students’ attention quickly.
 Students transition between activities
with minimal disruptions.
 Student-teacher relationships are
positive creating an inclusive and
respectful classroom environment.
 Reflections on lesson plans make note
of what classroom management
strategies were effective and which
were not.
Resources
 Teacher mentor and colleagues: provide
tips on their implementation of
effective classroom management
strategies.
 Central Elementary School Team Drive:
there are different resources for
Behavioral Response to Intervention, in
the CRM room there is a wall of
strategies including classroom
management.
 Observe effect classroom management
strategies used in other classrooms.
 Alberta Education: Supporting Positive
Behaviour in Alberta’s Schools: A
Classroom Approach:
http://www.assembly.ab.ca/lao/library/e
govdocs/2008/aled/165333.pdf
 Valid, Fair, and Reliable Assessments
Goal 2:  Regularly utilize and implement different assessment strategies that
demonstrate triangulation of evidence.
Related Demonstrating a Professional Body of Knowledge 3. A teacher applies a
TQS current and comprehensive repertoire of effective planning, instruction, and
assessment practices to meet the learning needs of every student.

Especially:
(c) applying student assessment and evaluation practices
that:
• accurately reflect the learner outcomes within
the programs of study;
• generate evidence of student learning to inform
teaching practice through a balance of formative
and summative assessment experiences;
• provide a variety of methods through which
students can demonstrate their achievement
of the learning outcomes;
• provide accurate, constructive and timely feedback
on student learning; and
• support the use of reasoned judgment about the
evidence used to determine and report the level
of student learning.

Strategies Indicators and Measures of Achievement

 Make sure that all assessments are
directly and explicitly related to student
learner outcomes.
 Provide students with a variety of
assessments to demonstrate their
achievement of the learning outcomes.
 Consult with colleagues in order to
broaden my own educational skillset.
 Study and implement the model of
triangulation (conversations,
observations, and products) used by
Central Elementary School.
Time Line
January 14 – April (ongoing)
 Created rubrics are explicitly linked to
student learner outcomes.
 Lesson plans include a variety of
different types of conversations,
observations, and products when
appropriate.
 Student choice in how they demonstrate
their learning, especially in products.
Resources
 Central Elementary School Team
Drive: there are different resources for
triangulation of evidence.
 Teacher mentors, administrator, and
 university consultant: written and
verbal feedback on my implementations
of a variety of assessments.
 Professional research literature:
education journals accessed through the
UofL library on triangulation of
evidence.