VANGUARD Individual Development Plan

») UNIVERSITY
Graduate Program in Education

All credential program candidates must develop an Individual Development Plan (IDP) in collaboration
with their Master Teacher and University Supervisor. Please submit a copy of this completed document by
4/29/2022 to your Advanced Student Teaching Seminar professor. Retain the original for your
records. Candidates will also need to submit another copy of this document to the Clear/Induction
program.

Candidate Name
Alyssa Tanner Multiple Subject Preliminary Y
University Supervisor Name
Eddie Espinosa Single Subject Preliminary
Master Teacher Name
Lisa Pursley Date of Meeting: 4/20/22

Performance . | Select TPE Strengths/Evidence

Expectations 2
‘TPEs
Please complete all TPE Domains
per
Section
What elements describe my strengths as a beginning teacher?
TPE 1: Engaging TPE
| helped my students see the personal relevance for each of my
and Supporting All
lessons as | made real-life connections to the content. | provided
Students in 1.3|| active learning experiences to support my students’ interest and
Learning
motivation by incorporating games, opportunities to be creative, and
hands-on activities.

TPE During each of my lessons, | monitored student learning through

18 observation and informal assessment. | used this data to adjust
instruction while teaching by presenting the content in a different way,
progressing to more challenging questions and activities, and by
providing brain breaks when needed.
TPE 2: Creating TPE | took advantage of opportunities to promote my students’ social-emotional growth
and Maintaining and development by using our weekly stories as a springboard for discussion. | also
Effective planned an SEL lesson focused on self-image. | used the program, Calm Classroom,
Environments for as an established routine everyday. | incorporated a plan to minimize disruptive
Student Learning behavior with a check-in system after recess and lunch.

| maintained high expectations for learning by pushing each of my students towards

excellence as | provided immediate feedback and additional support so that they
TPE
meet the learning goal. | planned lessons with a number of UDL strategies to support
2.5 the full range of students in my classroom. Students had multiple opportunities to
show their understanding.

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 VANGUARD Individual Development Plan
Sy) Graduate Program in Education
UNIVERSITY

TPE 3: TPE l\collaborated with my Master Teacher and our grade level team to design daily
Understanding and curriculum maps for math, science, and ELA units. | also challenged myself to use
Organizing Subject 3.4|~| Thinking Maps, collaborative discussions, Total-Physical-Response,
Matter for Student "gelf-assessment, art, and appropriate realia. Part of my planning also included class
Learning time for review content before tests and differentiated reteaching opportunities after
assessments.

TPE
In each content area, | supported my students’ acquisition and use of academic
3.5[x] language through direct instruction (featuring visuals, realia, sentence frames,
real-life examples), small group discussion, and hands-on learning activities to
promote the subject matter knowledge of all students.

TPE 4: Planning TPE |While preparing my lessons, | considered assessment data, language
Instruction and proficiency status, student interests, and cultural background to design
Designing Learning | 4 4 ; .
Experiences for All an effective learning experience for all students.
Students

TPE | maximized student participation in their learning by incorporating

7 Think-Pair-Share discussions, whole class activities, and groupwork.
4.7\x) Having a small class also allowed me to work individually with students
to answer their questions, provide actionable feedback, and deepen
their understanding of the content.

TPE 5: Assessing TPE | designed and administered a range of assessments including

Student Learning 54 informal, formal, performance, summative, and student
" self-assessments. Scoring students on rubrics helped me to know
which students have met the learning goals and which needed
additional support. | worked with students individually to address their
specific needs. These assessments were especially reflected in my
math unit on arrays.

TPE
5.2 [-| | collected and analyzed assessment data from STAR reading and
math testing as well as summative math unit assessments to adjust
my instruction and document students’ learning over time.

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 SS) VANGUARD Individual Development Plan
Graduate Program in Education
UNIVERSITY

TPE 6: Developing TPE At the end of each of my lessons, | reflected on what was most
as a Professional
effective and least effective about my teaching, taking into account my
Educator 6.1
level of subject matter and pedagogical knowledge.

TPE _|1 demonstrated professionalism in all my interactions with students,

6.5 | parents, and staff. | taught with integrity and modeled respectful
behavior for my students to follow.

Focus Areas for Continued Professional Development

Please include'a minimum of 2 professional growth goals and identify the CSTP domain area reflected.
Goal 1: CSTP TPE
1.4 Using a variety of instructional strategies, resources, and
Domain
1.4 technologies to meet students diverse learning needs.
Choose:
Standard One My goal is to integrate more technology into my teaching and
Standard Two assessment strategies.
Standard Three
TPE
1.5 Promoting critical thinking through inquiry, problem.solving, and
1.5[>| reflection.

My goal is become more confident in the curriculum and the grade

level | am teaching to promote critical thinking.

Goals 2: CSTP TPE 2.6 Employing classroom routines, procedures, norms, and
Domain supports for positive behavior to ensure a climate in which
2.6 all students can learn.
Ld

Choose:
Standard One My goal is to enlarge my toolbox of classroom management techniques.
Standard Two
Standard Three
3.1 Demonstrating knowledge of subject matter, academic content
TPE
standards, and curriculum frameworks.

3.1 My goal is to become familiar with the grade-level standards | am teaching in

collaborate with my teaching team to understand the way the curriculum supports the
standards. | also want to deepen my background knowledge in science and social
studies.

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 SS) VANGUARD Individual Development Plan
Graduate Program in Education
UNIVERSITY

Goal 3: CSTP 5.4 Using assessment data to establish learning goals and to plan,
Domain GI differentiate, and modify instruction.
Choose: = . . . . ;
Standard Four My goal is gain more experience in analyzing assessment data and
Standard Five implementing differentiated instruction.
Standard Six

TPE

6.6 [~||6-6 Managing professional responsibilities to maintain

‘(motivation and commitment to all students.

My goal is to set short-term goals, find a mentor to support me, and set
appropriate personal boundaries to give my students 100% of my
energy and not 100% of my time.

Document Review

Candidate Signature University Supervi Signature Master Teacher Faculty Signature

Cyan)
—— LErlola “ Signature
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A Pale.
Print Name ay éSq Tanned Eolas Espinese
1154 fursley
Due to the impact of the COVID-19 pandemic, the CTC has asked that we report the number of hours
each candidate has completed in his or her Clinical Practice experience.

I, Alyssa Tanner have completed 732.75 hours of Clinical Practice hours during my credential
program at Vanguard University.

Signature of Candidate

55 Fair Drive, Costa Mesa, CA 92626 © vanguard.edu Graduate Education / Handbook — BH 01/08/20