shania mack teacher professional growth plan psii | Lesson Plan | Reading Comprehension

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Shania Mack February 28, 2017 Education 3601: Drama Mr. Corey Makoloski PSII Teacher Professional Growth Plan Goal One: To instruct Drama/English Language Arts/Glee/Social Studies lessons that have a meaningful sequence, clear message/idea and appropriate closure. Strategies  Communicate with my mentoring teacher associate.  Draw from successfully implemented lessons I have seen before.  Consult the Drama/English Language Arts/Music/Social Studies Alber
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  Shania Mack February 28, 2017Education 3601: DramaMr. orey Mako!o ki PSII Teacher Professional Growth PlanGoal One:  #o in truct Drama$En%!i h &an%ua%e 'rt $(!ee$Socia! Studie !e on that ha)e a meanin%*u! e+uence, c!ear me a%e$idea and aroriate c!o ure. Strategies ã ommunicate -ith my mentorin% teacher a ociate. ã Dra- *rom ucce *u!!y im!emented !e on  ha)e een be*ore. ã on u!t the Drama$En%!i h &an%ua%e 'rt $Mu ic$Socia! Studie '!berta 7/  ro%ram o* tudy, and )ariou re ource , ran%in% *rom &earn '!berta to intere t. ã (ain under tandin% o* the content materia! throu%h readin% re+uired$uti!ied tet ,doin% additiona! re earch i* and -hen nece ary. ã on truct a c!ear and thorou%h unit !an. ã 4e re*!ei)e. Make edit to unit !an or !e on !an i* and -hen nece ary. ã (ain eerience and !earn *rom my ucce e and mi take . #hi i a trate%y *or !i*e!on% !earnin%. Indicators ã o iti)e *eedback and con tructi)e critici m *rom my uni)er ity con u!tant and mentorin% teacher a ociate that re!ate to my unit !annin%, !e on !annin%, in truction and ro%re . ã Direct communication -ith tudent 5ie. +ue tion , ur)ey o* the room, eit !i about comrehen ion, intere t, tyin% back concet to re)iou !e on . ã b er)ation o* tudent en%a%ement. ã Student er*ormance on a i%nment $ta k . ã Do the !e on run mooth!y Do they *ee! a-k-ard 'm  communicatin% the main me a%e Do the !e on ha)e en ib!e c!o ure Timeline ã February 26 9 March : om!ete and edit unit !an; end to teacher a ociate *or aro)a!$thou%ht ; -rite initia! !e on !an and end to teacher a ociate. ã March </11: 4e%in conductin% unit and !e on !an , continue to -rite more !e on !an . ommunicate -ith teacher a ociate and o ib!y uni)er ity con u!tant *or her$their a e ment o* my teachin%. ã March 12/18: ontinue conductin% unit !an and conductin%$-ritin% !e on  !an . b er)e tudent en%a%ement and ro%re . ommunicate -ith tudent .1  ommunicate -ith teacher a ociate and im!ement ne- idea and trate%ie *or teachin% ba ed on her critici m and u%%e tion . ommunicate -ith uni)er ity con u!tant i* he come to ee me$i* there i anythin% imortant *or me to a k about. ã March 1/2<: = > ã March 26 9 'ri! 1: = > ã 'ri! 2/8: = > ã 'ri! /1<: = > Goal Two:  #o bui!d o iti)e, re ect/ba ed re!ation hi -ith my tudent , teacher a ociate, ta**, and member o* the 4rook ommunity. Strategies   (o out o* my -ay to !earn the name o* a!! tudent in my c!a by tudyin% their  icture $name be*ore the *ir t day o* the S racticum eme ter.   (o out o* my -ay to ackno-!ed%e$%reet$ eak -ith ta** in the ha!!-ay, ta** meetin% and ta** room.   'ttend choo! and community e)ent i* and -hen o ib!e. Indicators   nteraction -ith tudent : 4ody !an%ua%e; tone o* )oice; readab!e ecitement andintere t; 're they treatin% me -ith re ect Do they !i ten to me in c!a  Doe the c!a run mooth!y Do they *ee! com*ortab!e to ?oke -ith me Do they -ant to ta!k to me$aroach me out ide o* c!a  Do they -ant to hare additiona! detai! about their !i*e -ith me 5t i imortant to me to act a a teacher, not a *riend -ith tudent .   nteraction -ith ta**: 4ody !an%ua%e; tone o* )oice; readab!e ecitement and intere t; 'm  actin% !ike a ro*e iona! at a!! time  're they treatin% me !ike a  ro*e iona! Do  *ee! com*ortab!e -ith the ta** 're they ecited to inc!ude me Do they )a!ue my oinion Timeline ã February 26 9 March : Study *ace $name o* tudent be*ore %oin% to 4rook . ã March </11: &earn name o* tudent in *ir t *e- day ; ur)ey tudent durin% a %ettin% to kno- you !e on to ee -hat they !ike; introduce and reac+uaint e!* -ith teacher . ã March 12/18: 'ttend Schoo! ounci! meetin%. ã March 1/2<: #ake a -a!k around 4rook , %o out to eat at a be!o)ed re taurant, e!ore the area -ith other re er)ice teacher *riend . ã March 26 9 'ri! 1: Sit -ith a %rou o* teacher in the ta** room that  do not kno-$ ha)e not ta!ked to. ã 'ri! 2/8: 4rin% in treat *or ta** room. 2  ã 'ri! /1<: Make and di tribute =@ord !oud> card *or a!! homeroom tudent ,  brin% treat *or a!! o* my tudent , treat *or ta** room, %i*t *or teacher a ociate. Goal Three:  #o accommodate E&& and  !earner and he! them meet their !earnin% %oa! . #here i a !ar%e immi%rant ou!ation$number o* E&& tudent in 4rook , a -e!! a a hi%h ratio o* ecetiona! !earner in each c!a room 5<:2< and :2< in my re ecti)e Socia! Studie and En%!i h c!a e , o it i hi%h!y imortant to addre thi . Strategies ã ommunicate -ith my mentorin% teacher a ociate. Auick!y identi*y ecetiona! !earner and -rite unit !an $!e on !an $modi*y or create a i%nment $)ary in truction$ad?u t eectation !e)e! *or the e tudent . ã &ook at tudent B to identi*y %oa! . ã on u!t )ariou ource that di cu di**erentiation and inc!u ion o* E&& !earner and ecetiona! !earner to in*orm unit !an $!e on  !an $a i%nment $eectation !e)e!$the treatment and under tandin% o* the tye o* !earner. ã 4e re*!ei)e. * a trate%y aear not to -ork *or a tudent or %rou o* tudent , try omethin% e! e. ã 4e -i!!in% to take etra time and he! the tudent 5or a %rou o* tudent  one/on/one durin% and a*ter c!a . ã Make a en%a%in% !e on a o ib!eC Indicators ã o iti)e *eedback and con tructi)e critici m *rom my uni)er ity con u!tant and mentorin% teacher a ociate that re!ate to my di**erentiation and inc!u ion in my unit !annin%, !e on !annin%, in truction and ro%re . ã Direct communication -ith tudent 5ie. di cu ion and one one one -ork -ith the tudent, +ue tion , ur)ey o* the room, eit !i about comrehen ion, intere t. ã b er)ation o* tudent en%a%ement. ã Doe it eem !ike the e tudent under tand -hat  am ta!kin% about  the tudent en%a%ed -ith the materia! Doe thi tran !ate to their choo! -ork  there anythin% e! e  cou!d be doin% to he! the e tudent meet their %oa!  Timeline ã February 26 9 March : om!ete and edit unit !an; end to teacher a ociate *or aro)a!$thou%ht ; -rite initia! !e on !an and end to teacher a ociate. Make unit and !e on D& or inc!u i)e o* other tudent and edit -hen nece ary. ã March </11: 4e%in conductin% unit and !e on !an , continue to -rite more !e on !an . #ake time to ob er)e each o* the e tudent and ho- they are re ondin% to the materia!, and be re*!ei)e. ommunicate -ith teacher a ociate and o ib!y uni)er ity con u!tant *or her$their a e ment o* my accommodation,inc!u ion and en%a%ement o* the e tudent .. ã March 12/18: ontinue conductin% unit !an and conductin%$-ritin% !e on  !an . b er)e eci*ic tudent en%a%ement and ro%re . ommunicate -ith 3  tudent . ommunicate -ith teacher a ociate and im!ement ne- idea and trate%ie *or teachin% ba ed on her critici m and u%%e tion . ommunicate -ith uni)er ity con u!tant i* he come to ee me$i* there i anythin% imortant *or me to a k about. ã March 1/2<: #ake time to !ook at tudent B . ontinue to make accommodation and be inc!u i)e -hen !annin%, in tructin% and en%a%in% -ith the ub?ect materia!. ã March 26 9 'ri! 1: * the tudent5  are com*ortab!e -ith it, a k them about their ecetiona!ity, -hat they *ee! they tru%%!e -ith, -hat they !ike, and -hat cou!d  be he!*u! to them a a !earner. ã 'ri! 2/8: #ake time to read about the eci*ic ecetiona!itie o e ed by tudent in the c!a room to *urther broaden under tandin%. ã 'ri! /1<: 'roachin% the !a t -eek, continue to be mind*u! o* and %ain eerience -ith accommodatin% and inc!udin% E&& and other ecetiona! tudent .
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