Professional Growth Plan

Established January 20th, 2023

Name Review Date 1 January 20th, 2023

Bryson Quilliams Beginning of Practicum
Student /Teacher
with TA and UC

Name TA Dalyce Wehlage Review Date 2 February 15th, 2023

Midterm Review with TA
and UC

Name: UC Heather Sellers-Shmitke Review Date 3 April 21st, 2023

End of Practicum with TA
and UC

Goal #1

Goal 1: To create better student learning and comprehension by creating smoother transitions and thought-out
closures in my lessons

Rational:
 In PS1, one of my goals was to create engaging lessons. Throughout the semester, I found that I was able to
achieve this goal. However, I believe that most of my time was spent on finding and facilitating engaging activities
rather than focusing on the transitions and closures. This had my students engaged in the activities, but because of
my lack of transitions, the activities often became shorter, and the expectations were unclear than what I would have
liked. Since the activities were rushed because of the lack of transitional planning, this often had me running the
activity to the bell and there was very little time for successful closures, which I believe affected my students'
learning negatively. I find that in teaching art, transitions are especially important and need to be planned.

Strategies:
 In PS2, I would like to maintain my engaging openings and activities, but pay more attention to my transitions and
the closures of my lessons. I will do this by changing up my lesson plan template (which I have already done) and by
focusing on transitions and closures as important points of a lesson when I am writing them. I will also research
ideas on how to create successful transitions and closures in a way that suits my teaching style.

Related TQS(s)
● Engaging in Career Long Learning
Indicator(s) of Success
● The number of questions about what to do from the students after my lesson and into the activity should be
minimal.
● The number of times that I will have to repeat the objectives for the lesson will lessen.
● Being able to successfully group the class back together at the end of the lesson and check for
understanding.
● I should be able to move on to the next lesson at the appropriate times.
● The art room should be cleaned up at the end of my lessons

Action Resource(s) Timeline

Implemented at the beginning of my
Create a new lesson plan template PS2 experience
New lesson plan template that me and
that emphasizes transitions and
my TA created at the end of my PS1
closures Refined on February 2nd 2023
All plans following it by February 13th
 (Helps with Planning)

Set out clear expectations before the

activity begins PowerPoint list created for activity in
By the end of my PS2 experience
each lesson
(Helps with Expectations)

By the end of my PS2 experience

Create an effective timer to keep
myself on track in my lessons Timers made on slides February 2nd,
Making sure I wear my watch (either
2023
physical or online)
(Helps give me enough time for
closures) Watch timer made on February 1st,
2023

Different educational websites and

Research different activities to work as
asking different teachers within the
closures to keep students engaged By the end of my PS2 Experience
school
(Allows me to check in to see what List ideas implemented on February
9 Wrap Up Activities for Lesson
students are understanding the 6th: Shown Below
Closure That Work Like a Charm |
project)
Teach Starter

Reflection
Goal #2
Goal 2:
Investigating what supports and guidance for academically ‘lower-level’ students are needing to be successful, /
creating effective ways to regularly check in with those students.

Rational:
I think that as a new teacher, it is easy to focus on the majority of the class while a few unnoticed ‘fall through the
cracks’. Because practicums are often short I think that the long-term consequences of this are not observed,
therefore, student teachers do not focus on making this a priority. In my PS2/3 I would like to focus on investigating
what supports and guidance ‘lower-level’ students are needing to be successful / creating effective ways to regularly
check-in with those students.

Strategies:
Create more opportunities for “check-ins” during lessons. More opportunities for formative assessment for these
students during the lesson instead of just after. More ways to engage these specific kids.
Related TQS(s)
1. Establishing Inclusive Learning Environments

Indicator(s) of Success
● The number of questions about my lesson and what was taught should be minimal.
● I will know if I achieved this goal through formative and summative assessment. If the students are
understanding the material more without me having to explain it to them again after the lesson, then I know
they are being reached.
● To have less of a learning gap between students.
Action Resource(s) Timeline

Knowing the students who need more I will ask my Teacher Mentor (Dalyce)
check-ins / are considered for assistance in making this list
‘lower-level” Implemented at the beginning of my
I will also create my list for different PS2/3 experience
(Allows me to focus on the students subjects, as some students may
that need extra assistance) struggle with different subjects.

Creating regular check-ins during and Make an exit card that asks students
after instruction. how they are doing with the topic
By the mid-point check-in of my PS2/3
experience
(Allows me to catch students that are Can use the back white board
following behind)

Green /red/yellow cards By the mid-point check-in of my PS2/3

After multiple searches, this was a
experience
common action to this problem
(Creates a regular check-in for
students that do not ask for help often) Implemented on February 6th, 2023

Reflection
Ideas for Transitions
- Bell for clean-up
- Have a “beat the timer” thing

Closures:
Asking: What did you learn today? What did you like today? What question do you have
Green / Yellow / Red Cards
Trashketball
Snowball (write something you learned, crumple it up and throw it, each student reads one)
Write a summary of the lesson / 2 Sentances
Mini-Quiz
Questions
So What? (Students answer what takeaways will be important 3 years from now and why)
Beat the clock - have ten seconds to think of answer and then I pull popsicle stick
Teach it to an absent student
Quiz a Partner
Silent Ball - must say something they learned on catch
Think-pair-share / Stand up-hands up -pair up
Write it up on the board
Question parking lot - sticky notes put up on board
DIY Trivia Cards
Exit Slip
Clear or Cloudy - One thing they understand / one thing they are unsre about
Other…