Karlee Wright

Professional Growth Plan – Part 1 and 2

1a. What data are you using to guide the development of your professional learning goal (e.g.
reflections on teaching, teaching observations, mid-program evaluations, student feedback)?

In order to guide my instruction, I have used my own personal reflections on teaching with the aid of
recording devices and feedback from my students, peers, professors, and my cooperating teacher. I use the
results from formative assessments to evaluate how effective my instruction has been, such as having the
students performing together or individually at the end of class (exit ticket).

1b. What do the data tell you?

The data has shown me that my strengths are in creating a comfortable learning environment through
respect and rapport. By keeping students engaged, I have limited classroom management issues and can
focus more on differentiating the lesson to the students. I am still unfamiliar with a majority of the students
and need to work on understanding their learning styles.

2. Using the information from question 1, what is your focus area (write both the Danielson domain and
the component that you have identified as having the greatest potential for increasing student learning
below)?

Domain 3: Instruction

Component: Communicating With Students

3. What goal will enable you to strengthen your practice (write your goal statement below)?

My goal is to provide clear directions and procedures, anticipate possible student misunderstanding,
explain content clearly and imaginatively, and link the instructional purpose of each lesson to the
overall unit.

4. Describe what will you do to build professional background knowledge related to the domain and
component that you have selected in order for you to achieve your goal (e.g. what articles/books will you
read, what Internet resources will you use, what workshops will you attend, will you interview or observe
teachers)?

To build communication knowledge, I will read books such as Cultivating Communication in the
Classroom by Lisa Johnson, administer a student interest inventory, and ask questions to my cooperating
teacher about successful student communication. I recently started listening to a music education podcast
called Make Moments Matter. Although this podcast is geared toward the elementary level, there are
concepts that can be easily transferred to middle school.
5. What specific activities/actions will you implement to help attain your goal (e.g. administer a student
interest inventory, develop lessons that include multiple project options for students, include the use of
formative assessments during instruction, video tape and critique one’s practice, establish procedures for
the distribution and collection of materials and supplies)?

To build knowledge related to communication with students, I will use a student interest inventory to link
the instructional purpose of the lesson to students' interests, explain content through scaffolding and
student interest, and have students contribute to the explanation of content to show understanding and
knowledge retention.

6. How will you collaborate with other professionals to meet your goal?

I will collaborate with my cooperating teacher, professors, and peers through observations and
micro-teaching. These activities will allow me to gain constructive feedback to meet my goal and hear
about others experiences in the classroom.

7. What evidence/artifacts will you collect to demonstrate that your goal is being met?

To demonstrate that my goal is being met, I will use recording, lesson plans, and reflections to track my
progress and show communication during lessons. I will also collect feedback from observations and
micro-teaches to assess my progress, as well as performing activities such as exit tickets at the end of
lessons to show knowledge retention through proper communication and explanation of content.
 PART 2

What did you do to build your professional background knowledge related to the domain and component
that you selected? Did you add any new professional learning opportunities during your internship?
My Component was communication with students. To build my professional background knowledge, I
worked closely with individual students in the classroom assessing them educationally and emotionally. I
used Maslow’s Hierarchy of Needs to assess if students' basic and psychological needs were being met in
order to educationally grow in the classroom. While keeping a professional relationship with students, I
was able to build rapport through casual conversation, positive feedback, and constant encouragement. I
have found that my students work best with positive encouragement and brain break activities I
discovered through Dr. Heins.

What specific activities/actions did you implement to help attain your goal? Describe at least 4 specific
activities.

Activity 1: individual lesson-

After school, I have given one-hour private lessons to students who play guitar, clarinet, and euphonium.
This isolated instruction allowed me to find teaching strategies and communication techniques that work
best for each student.

Activity 2: breathing exercise-

Some students become very nervous before individually playing in front of the class. When I notice
nervous behavior, I initiate a breathing exercise for the whole class to calm down and center their
attention. It only takes about 30 seconds and I have noticed that the students' confidence and playing
ability have benefited from activities such as this. I have also received positive feedback from students
regarding breathing exercises.

Activity 3: brain break-

I have done this brain break with a few (individually) students who are not receiving enough stimulation
in class. While the CT is teaching, I’ll communicate with “disruptive” students about their actions
(yelling/making noises, walking around the room, agitating other students, etc.) and give them
instructions to do a short exercise in the empty hallway connected to the band room (under supervision)
if they would like - consent is important! I have only done this activity with 6th grade students and
they usually enjoy sprinting from one end of the hall to the other. This 30 second activity allows the
students to be stimulated and their energy may transfer to being engaged in the classroom with limited/no
disruptions. I have received positive feedback from every student with this activity.

Activity 4: secret student-

I found this activity online last year and decided to try it out. Before students enter the classroom, write a
student's name on a back of post-it note, flip it over, and stick it to the white board. Write the words
“Secret Student” above the note. For this activity, you will need a prize -- I got $1 containers of slime
from Target. After the students are seated and prepared for class, explain that one of their names is on the
post-it note. This student could be anyone in the class and will be discreetly assessed for their overall
behavior and engagement during class. If the secret student follows classroom expectations at 90% or
higher, they will be revealed at the end of class and receive a secret prize. If they fail to do so, the secret
student and prize remain a mystery. If the secret student is not following classroom expectations, the
whole class will receive an announcement. For example, if the secret student does not have proper
posture in their seat, I would say to the class “Secret Student needs to fix their posture.” Since every
student has a chance at being the secret student, most- if not all- will fix their posture. This has become a
fun behavior management and tracking activity. The students will track me during class to see if they can
figure out who the secret student is. This results in the students engaging in the lesson, critically thinking
and performing classroom expectations, and having fun. Being able to have fun and communicate with
students through “mind games”, body language, and direct instruction are key components to this
activity.

Did you meet your intended goal? Describe the evidence and artifacts that demonstrate the professional
learning goal was met (include at least 5 descriptions of evidence). Two pieces of evidence must be the
focused observations by your cooperating teacher in your selected area of growth (attach the feedback
provided by your cooperating teacher). Label and describe each piece of evidence and explain why each
piece helps meet your intended goal. Attach the artifacts to the end of the report.

Artifact 1: “Thank you for doing that breathing exercise with me. I am going to try it on my own when
I’m feeling anxious.” - 6th grade student during a private lesson. This is evidence that through non-verbal
communication, I am able to create a comfortable and effective learning environment.

Artifact 2: Personal records-“The students communicate well with her and ask appropriate questions
when they are confused or need assistance.” - CT on PGP focused observation. This evidence states that
my observed behaviors reflect my professional learning goal. Students feel comfortable to ask questions
and use effective communication skills to learn.
Artifact 3: “She provided feedback when the students were meeting the goal or needed a correction from
a mistake made during a performance task.” - CT on PGP focused observation. This evidence states that
my observed behaviors reflect my professional learning goal. I provide constant communication through
the lesson to ensure that students understand what the expectations are, what they need to do to meet
them, and if they are performing at the expected level.
Artifact 4: Personal records- “Since introducing Secret Student, every day at the start of the beginning
band, students will ask if we can do it. Some students have asked if they can be helpers in keeping the
“possible” secret students on task.” Through this activity, students have communicated to me how much
they enjoy it and how some of them would like to mimic the teacher to set positive examples to other
students. My observed behaviors have reflected onto students through this communication and engaging
activity.
Artifact 5: Assessment C- Supervisor: I clearly articulate instructions and my use of scaffolding was
appropriate. This assessment shows that I am able to communicate effectively with students and assess
their needs and understanding of the concept being taught.
How did you collaborate with other professionals to meet your goal?

I collaborated with my interning peers through sharing educational learning experiences and
teaching/communicating techniques with each other. I collaborated with my CT and Supervising professor by
receiving and discussing feedback from my teaching. I also joined an online Band Director Forum and often read
through seasoned educators experiences, questions, and advice.
What new learning did you acquire as a result of the professional learning opportunities in which you
engaged?
I learned that having knowledge of content and knowing how to deliver it are equally as important. If you
have poor communication skills and are not able to be empathetic towards students, they are less likely to
receive and accept knowledge you share with them. Students' basic and psychological needs must be met
before they are able to receive and retain knowledge.

What impact did the changes in instructional practice have on you as a professional?
By changing my instruction practice to be more communicative, I created a strong rapport with my students and
was able to better manage the classroom in a shorter amount of time. For example, a non-verbal communication
skill such as proximity has become second nature to me. When I notice a student becoming disruptive, my first
technique is to become within close proximity of them. I have encouraged learner autonomy in myself by
remembering and implementing communication strategies inside and out of the classroom.

What impact did the changes in instructional practice have on your students’ learning?
Students seem very comfortable with me and communicate their wants, needs, questions, interests, and praises
with me before, during, and after class. By creating this open form of communication, students feel comfortable
to ask meaningful questions and engage in lessons more than they were when I first arrived at this school.
Students have shown academic and musical growth in class due to effective communication and engagement.

How will you continue to develop in this area?

In the future, I plan to find more “fun” educational activities such as Secret Student to implement in the
classroom. Activities such as this boost class morale, engagement, communication, and overall rapport.
To continue development, I will receive feedback from peers, professors, and administration and assess
my teaching and communication with students, along with researching communication methods with
different types of learners through Band Director forums, behavior psychology studies, and music
education articles.