A Professional Growth Plan Incorporating the STP Process

Annual Professional Growth Plan for: March 2020 - April 2020

Teaching Quality Standard: 2 - Engaging in Career Long Learning

Goal #1: Strategies and Timelines:

Improve my self-evaluation process and the
quality of my reflective practices.
I really crave and rely on feedback, and while
feedback can be really helpful, there will not
always be someone there to give it to me. This
is why I need to improve my reflective practice
so that I can improve my teaching through
reflection instead of just relying on feedback
from others. In the past I have often not put
enough importance on my reflections. I do not
think that this means they need to be really
long, but I think they should be meaningful. If
I am able to use my reflections as a tool for
improvements, it will help me improve my
teaching practice, lesson planning, and student
engagement.
Week 2: Seek Student Input
- I think that asking my students (in the
form of anonymous exit slips) what
they like about my lessons and what
could be changed would be a great
place to start. I can reflect on their
feedback and use it to inform my lesson
plans and improve student engagement.
Week 3 & 4: Reflect & Compare
- By writing my reflections first and then
comparing with notes that my TA takes
I will be able to see what I am missing
from my own reflections.
Week 5 & 6: Reflect Continuously
- By this time, the workload will have
increased considerably, and I want to
start reflecting while teaching. This
way the lesson can improve as it goes
on instead of continuing with
something that is not working and
changing it for the next day.

Resources: Indicators of Success/Expected Outcomes:

- Teacher Advisor - Improving Feedback from Students
- University Coordinator - Improving Feedback from TA & UC
- Student Input - Noting helpful observations in my
- Lesson Reflections reflections and incorporating these into
- Daily Reflections my lessons.
- Weekly Reflections - Feeling less lost when I do not get
- Written & Oral Feedback feedback on my lessons.
- Video of my own teaching
- Tool for Reflecting on Your Teaching

© 2006 The Alberta Teachers’ Association

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Reflections:
Based on my professional practice and my observations of student learning . . .
What should I do more of?
Reflecting right after my lessons. Or at least
writing a few jot notes immediately after when
possible.
Because
The lesson is still fresh in my mind and I am
better able to remember the details that I
struggle to reflect on later.
What new things could I do?
Writing a short reflection before I discuss a
lesson with my TA.
Because
I will be able compare my thoughts on how the
lesson went and what could be improved with
hers. This will help me to see what is missing
from my reflective practice.
© 2006 The Alberta Teachers’ Association
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What should I do less of?
Waiting until I get home to write my lesson
reflections.
Because
I can remember the bigger issues and successes
within a lesson, but I am no longer in the
headspace to reflect on smaller details. Those
smaller classroom management details are
really important, and I need to be able to
improve them as well.
What should I stop doing?
Not using my reflections to inform my lessons
plans.
Because
There is no point in reflecting if I am not going
to use my reflections to improve the next
lesson. I really want to put my reflections to
use in a positive way and continue with the
things that are working really well and find
alternatives to things that are hindering
improvement.