Professional Goals PSIII

Goals for Professional Semester III Name: Zachary Baker

Goal #1:

By December 22nd (the end of the PSIII practicum), I will make a variety of performance tasks (formative and
summative) that are differentiated for select students in the classroom. I will incorporate these into my unit plan and
lesson plans, and have them prepared when I need the students to work on the specific assignment.

Teaching Quality Standard Reference:

Teaching Quality Standard #4b - using appropriate universal and targeted strategies and supports to address
students’ strengths, learning challenges and areas for growth.

Strategies Resources Evaluation

Make my performance tasks (labs, assignments,
quizzes)- whether summative or formative- and
use these as a layout for the types of questions I
will differentiate.
Compare and contrast questions and choose
which ones I want to make differentiated
I can make questions all multiple choice
- A,B,C options only
I can add pictures and filled in work to guide
students along
I can make the questions require less reading
and less interpretation
My TM, and any other If I can incorporate differentiated
teachers who are willing assignments in the classroom, with
to share their thoughts success, I will have met my goal. The
and ideas with me resources listed will greatly aid me in
my ability to do this.
Open internet searches
for “how to make I will find and incorporate my first
differentiated piece of differentiation in an
assignments for certain
assignment about genetics. I will then
learners.”
see how the certain students
The Science 9 K+E POS respond/perform on the task, and will
and resource booklet for gauge my progress from here.
guidance and inspiration
on how to Each assignment will build off one
another, and being open to feedback
from teachers and students can
influence how the differentiation is
used in future performance tasks.
Goal #2:

By December 22nd (the end of the PSIII practicum), I will see an increase in my classroom management
abilities. I will do this by promoting a solid foundation of classroom culture and control as a
leader/educator, as well as delivering content and resources in an appropriate and meaningful manner.

Teaching Quality Standard Reference:

Teaching Quality Standard #3c Applying student assessment and evaluation practices that:

- accurately reflect the learner outcomes within the programs of study;

- generate evidence of student learning to inform teaching practice through a balance of formative
and summative assessment experiences;

Teaching Quality Standard #4f - employing classroom management strategies that promote positive,
engaging learning environments.

Strategies Resources Evaluation

I will do this by coming to class prepared to The help and guidance Students will be hooked and
learn every day, and when I do speak to the of my TM and UC attention will be more towards
students, I will remember to start loud and me at the start of class as
set the tone for the class.
Look up or ask for opposed to having distractions.
strategies for having a
Remember that I am the leader, and I can
strong introduction and From improving my classroom
use strategies learned from my UC to
closure to class. management skills, I will start
address certain classroom issues.
to notice that the classes will
run a lot more smoothly.
Have a strong intro and outro to the class,
and to remember to prevent situations
Making reliable and valid
before they happen. I need to build these
assignments that promote
skills to be prepared for the variety of
strong student engagement will
classroom environments I will be teaching
aim to increase student success.
in.

Having good classroom vision

Making performance tasks that are engaging

and promote student learning, and making
sure that students are aware, prepared, and
feeling comfortable when they have to do
work.
Indicators of Success:

For my first goal, my indicators of success will be when:

- The students who need differentiation are starting to gradually improve their marks at their
appropriate grade level
- There is more student engagement
- When students will included in the class because they are able to complete the material- even if it
is in an easier form
- A strategy I try receives good feedback and the students are able to really grasp what I am
looking for- (this comes with some experimentation).

For my second goal, my indicators of success will be when:

- I have establish a strong classroom culture

- When students who used to act out before are starting to respond better towards me
- When I engage the students at the start of class, they will be hooked and engaged throughout the
lesson.
- When I am done presenting material, I am able to create meaningful and reliable assignments that
have good alignment to the material.
- When I check for understanding- formatively- the students are seeing improvements in their
learning and success on tasks.