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Annual Professional Growth Plan Incorporating Reflection

Annual Professional Growth Plan for Nov. 12 2019 to Dec 12 2019 Name: Jaimie Lidgett

Goal: Direct effective transitions

Teaching Quality Standard or School Leader Competency Reference:
Strategies Timeline Resources
End of Find ideas online of
 Incorporate different tech solutions such as Practicum different transition ideas
Class Dojo or any website that can produce
an auditory signal if the classroom gets too TA
loud
 Observe what the TA does during
transitions and learn the routine
 Ask for feedback from the TA

Indicators of Success: (developed as goal is written)

What will successful completion of my goal look like for my Professional Practice? For Student
Learning?
Having students be able to move efficiently during transitions into other classes or subjects. This
will also be shown by minimizing time wasted when transiting between classes/activities.

Reflection on Indicator of Success (end of Year)

© 2006 The Alberta Teachers’ Association

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a) How successful have I been in meeting my goal?
Some lessons have been more successful than others in regards to this goal. At times I have
been able to get them to move quietly to their table, and others I have not, for me I feel as if it
depended on how the students were feeling that day and also how direct I was in regards to
explaining the transition. The better I was at relaying my expectations onto them, the better it
went.

b) How has my professional practice improved?

I have learned a number of strategies to help smooth transitions that I did not ever think of
from my TA. For example, having the special helper of the day give a category of who can
move first (i.e. whoever is wearing blue shoes). Another one I tried was dismissing the
students by how quiet they were being on the carpet or at their tables. If a table was being
quiet, they could line up at the door first. This also helps with positive reinforcement because
the students are being recognized and rewarded for being quiet, which I found worked most
times and was a quick way to quiet them down, leading to a smoother transition.

c) How has student learning improved?

Looking back at the first time I had them move from the carpet to their tables to now, I feel as if
it has improved. I try to be as direct as possible and normally state that their movement should
have minimal talking. In the Hallways, I try to implement what my TA does. My TA does
something called “mystery walker” where she tells the students she has two of them in mind.
One boy and one girl are chosen by my TA and their identity remains unknown, so it is an
incentive for everyone to walk quietly because if the two she picked stay quiet, they get a golden
ticket, if they don’t she tells them that they did not get it, keeping their identity unknown. In
regards to the students, they learned over time what I expected (for the most part, we all have our
bad days!).

Annual Professional Growth Plan for Nov. 12 2019 to Dec 12 2019 Name: Jaimie Lidgett

Goal: Apply feedback from my TA

Teaching Quality Standard or School Leader Competency Reference:

Strategies Timeline Resources

Throughout  TA
 Take notes on the feedback from my TA so Practicum  UC
I can remember to apply them  Notes on lesson
 Ask questions plans

© 2006 The Alberta Teachers’ Association

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What will successful completion of my goal look like for my Professional Practice? For Student
Learning?
Learning new ways to introduce lessons or explain activities to students in a way in which they
understand.

a) How successful have I been in meeting my goal?

First of all, all the feedback I received from my TA was amazing. I learnt that the little things
really do matter. Each lesson I gave my TA a copy of my lesson plan and she would make
notes on it as I did my lesson for what I could try and implement for future lessons. I feel for
the most part I was successful in meeting this goal, however sometimes my mind would slip
during the lesson and I would think “OH NO, I forgot to phrase it this way to the students”
which made for good learning moments and led me to remember to say them in lessons going
forward.

b) How has my professional practice improved?

I have learnt SO many things from my TA these past couple weeks. It has helped my
professional practice in ways such as slowing down my explanations and explaining the
directions twice, and having students explain what they are going to do back to me so I can
check for understanding. I have also learnt that younger grades need explicit step by step
directions, if I feel as if they may get confused, I try and chunk it down.

c) How has student learning improved?

Looking back on my first lesson to now, the students learning when I am teaching seems like
it has improved! At times, there are still questions when the activity has started, but it has
decreased because I have tried to remember the little things here and there during the lessons
that my TA does to help them understand and be less confused on directions. To make sure
they understand the language being used, if I say a word I am unsure that they know or not, I
have started asking if they know what it means, if not, we go through it (another great tip
from my TA).

© 2006 The Alberta Teachers’ Association

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