1

O’Brien, Hannah

Professional Growth Plan

Goal  To improve my knowledge and execution of concept-based teaching.

Timeline  September 2021-December 2021

Rationale  My placement school uses concept-based teaching to teach the Program of Studies. While I have
learned about this teaching practice, I have never been able to practice such an extensive real-world
application of it.
 I intend on fully embracing this model and using it to inform and improve my teaching practice. I
believe it also provides an excellent opportunity to make curriculum more meaningful.

Resources  Articles given to me by my admin.

 Articles, videos, texts, and websites related to concept-based teaching practices and strategies.
 Other educators at my placement school who have experience with this teaching model.
 Shared Google drive with other G.8 teachers.
 Teacher Mentor.

Strategies  Continuing research into concept-based teaching practices and strategies.

 Using curriculum topics as case-studies of chosen concept of “change”.
 Continuously recentering topics and instruction around chosen concept of
change”.
 Observing other educators practicing this teaching model.
 Asking for feedback from my Teacher Mentor.

Indicators of  Students make meaningful connections with topics and assignments.

2
O’Brien, Hannah
Success  Curriculum seems more relevant and relatable through exploration of chosen concept of “change”.
 Student engagement with continued tasks with the TABA model and existing generalizations about the
chosen concept of “change”.

Goal  To improve classroom management, therefore creating an efficient and safe environment for all
learners.

Timeline  September 2021-December 2021

Rationale  As a teacher, it is my responsibility to provide all learners with the best environment possible to aid in
learning. This means attempting to limit needless distractions and help guide meaningful classroom
engagement.
 As a rather soft-spoken and passive person, managing a classroom of chatty teenagers can sometimes be
difficult, although I recognize its importance.

Resources  Previous textbooks from PSI and PSII.

 Variety of articles, websites, videos, and literature about classroom management practices and
strategies.
 Student check-in results.
 Teacher Mentor.

Strategies  Continuously setting expectations at the beginning of the day, at the beginning of a lesson, and at the
beginning of all assignments or tasks.
 Design student-centered lessons, increasing engagement and focus.
 Continuing to form meaningful relationships with all learners. Weekly “Check-In” will aid in fostering
3
O’Brien, Hannah
this.
 Modeling appropriate behaviour and expectations such as listening when others are speaking and
staying on topic.
 Allowing for brain breaks.
 Observing other educators in practice.
 Asking Teacher Mentor to observe and then provide feedback or advice.
 Continuing research into classroom management strategies and practices.

Indicators of  Fewer instances of irrelevant chatter and distractions.

Success  More on-task behaviour.
 Increase in student engagement.
 Increase in student achievement.

Goal  To improve my questioning and provocations, therefore engaging students in deeper-level thinking and
reasoning.

Timeline  September 2021-December 2021

Rationale  As a social studies teacher, I truly believe it is incredibly important to teach not just facts about history,
but important skills and abilities that will help learners become critical and engaged citizens. This can
partly be developed through effective questioning practices and tasks.
 I want to provoke deep and critical thinking in all learners with the aid of meaningful questions. I hope
to improve my abilities to both plan for these questioning practices as well as on-the-spot.

Resources  Resources provided to me by my admin.

4
O’Brien, Hannah

 Other texts, websites, videos, etc. having to do with questioning strategies and practices.
 Provided provocations and ideas on shared Google Drive with other G.8 teachers.

Strategies  Continuing research on questioning practices and strategies.

 Finding alternative ways of provoking thoughts and questions (ex. videos, literature).
 Designing lessons based on inquiry and personal engagement.
 Modeling critical thinking and deeper-level reasoning for learners at every opportunity.
 Finding topics or matters that pique the interest of students, therefore encouraging engagement. This
could also be topics that students are already familiar with, aiding in the likelihood of engagement.
 Observing other educators’ methods of provoking thought and of asking meaningful questions.
 Asking my Teacher Mentor for feedback and advice.

Indicators of  Student work shows instances of deeper-level thinking and processing.

Success  Assignments and tasks allow for deeper-level thinking and processing.
 Student work shows meaningful connections to assigned tasks with their own ideas.