SMITH Professional Growth Plan 2016-2017

Goal #1: To implement Leveled Literacy Intervention in my classroom.

Rationale Strategies Indicators/ Timeline Resources

Measures of
Success
Literacy skills are Levelled Literacy Students Ongoing LLI
important as children Intervention improved for the professional
grow, learn, and professional learning literacy skills, 2016-2017 learning
become responsible training Sept. 21-22 as measured school Discussions
citizens. LLI has the Collaborative by the year, with Learning
power to significantly timetabling with the Fountas and beginning Support
improve literacy skills 4/5 team Pinnell after F & P Teacher,
for a small group of Collaboration with the benchmark fall Ainsley Croil
children. This boost is 4/5 team to group assessment. assessmen Teachers that
particularly important at students into specific Students ts are have
this grade level so that and targeted improved complete successfully
students can read at (or groupings self-esteem in late implemented
close to) grade level as and October.
Collaborating with the LLI
they enter middle confidence
LST and teachers who Fountas and
school, which will
have successfully Pinnell
support them in all
implemented LLI. resources
areas of the curriculum.
included in the
LLI kits
KSAs Addressed:
E) All students can learn, albeit at different rates and in different ways. They know how (including when and how to
engage others) to identify students different learning styles and ways students learn. They understand the need to
respond to differences by creating multiple paths to learning for individuals and groups of students, including students
with special learning needs
F) The purposes of short, medium and long term range planning. They know how to translate curriculum and desired
outcomes into reasoned, meaningful and incrementally progressive learning opportunities for students. They also
understand the need to vary their plans to accommodate individuals and groups of students
I) There are many approaches to teaching and learning. They know a broad range of instructional strategies appropriate
to subject discipline they teach, and know which strategies are appropriate to help different students achieve different
outcomes
K) The purposes of student assessment. They know how to assess the range of learning objectives by selecting and
developing a variety of classroom and large scale assessment techniques and instruments. They know how to analyse
the results of classroom and large scale assessment instruments including provincial assessment instruments, and how
to use the results for the ultimate benefit of students
SMITH Professional Growth Plan 2016-2017

Goal #2: To accommodate LLI timetabling by restructuring my language arts timetable to include workshop-style
reading blocks with meaningful reading instruction.

Rationale Strategies Indicators/ Timeline Resources

Measures of
Success
LLI is a valuable Levelled Literacy Students Ongoing for the LLI professional
instructional strategy Intervention improved 2016-2017 school learning
and it requires a professional learning literacy skills, year. I began pre- LTS, Ainsley
significant investment training Sept. 21-22 as measured by teaching reading Croil
of time. I will need to Collaboration with the F &P strategies in late Teachers that
think creatively about the 4/5 team to benchmark September. We have
how to structure LA to develop and reflect assessment. will start the successfully
make LLI possible. I am upon readers Students reading workshop implemented
confident that there are workshop engaged and schedule and set LLI
meaningful learning minilessons and on-task during up in early F &P resources
opportunities in assessments reading October, but
included in LLI
workshop-style (reading responses, workshop instead of doing
kits
instruction, but this book clubs, Students LLI, I will do F &P
style of reading assessments Literacy Place,
independent reading improved
instruction is quite support, guided during the LLI Stepping Up
independent
different from what I reading, LLI) block. The guided reading
reading
experienced in my own normal kits
Collaborative stamina
education. It will take schedule Lessons in
timetabling with the Students
time, research and 4/5 team including LLI will Comprehension
respond to and
collaboration to help me begin in late : Explicit
Collaborating with reflect on their
make this timetabling October. Instruction in
the LST and teachers reading
work and implement the Reading
who have independently
this style of teaching Workshop by
successfully and with
effectively. Frank Serafini
implemented LLI. others.
KSAs Addressed:
C) The purposes of the Guide to Education and programs of study germane to the specialization or subject disciplines they are
prepared to teach. They know how to use these documents to inform and direct their planning, instruction and assessment of
student progress;
E) All students can learn, albeit at different rates and in different ways. They know how (including when and how to engage
others) to identify students different learning styles and ways students learn. They understand the need to respond to
differences by creating multiple paths to learning for individuals and groups of students, including students with special
learning needs
F) The purposes of short, medium and long term range planning. They know how to translate curriculum and desired
outcomes into reasoned, meaningful and incrementally progressive learning opportunities for students. They also understand
SMITH Professional Growth Plan 2016-2017

the need to vary their plans to accommodate individuals and groups of students
I) There are many approaches to teaching and learning. They know a broad range of instructional strategies appropriate to
subject discipline they teach, and know which strategies are appropriate to help different students achieve different outcomes
Goal #3: To work collaboratively as part of a grade 4/5 teaching team that prioritizes effective time management,
cooperative planning, and reflective practices within the context of all being in the first five years of teaching.

Strategies Indicators/ Measures of Timeline Resources

Working, as often as
possible, on Friday
afternoons in order to
discuss, plan, and
prepare for the weeks
ahead
To communicate
clearly and frequently
about shifting student
needs in order to plan
and respond
accordingly
To share the planning
workload by adhering
to common year plans
and unit plans; to
reduce teacher
workload by each
planning for just one
of the following: Art,
French, or Music, and
then rotating classes
according to a set
schedule
Success
Weekend and evening Ongoing 2016-
workload is less due to
proactive Friday
afternoon planning
Teacher preparation
time is reduced into
thirds by the
distribution of tasks
Attention to individual
student learning needs
is maximized through
frequent, ongoing
discussions as a grade
level team
Work-life balance is
supported thanks to a
reduction in individual
planning and
preparation time
required from each
team member
51-5 Mentorship Program
2017 school and discussions (support)
year. from team members
mentor teachers
Discussions with school-
based Administrative
Team and Learning
Support Teacher
Attention to common
planning tools that will
support online
collaboration (Google
Documents and Dropbox
file sharing)
Taking care not to
reinvent the wheel and
focusing time and
attention on the
fundamentals of teaching
practices

KSAs Addressed:
C: The importance of the Guide to Education
D: The subject disciplines they teach
F: The purposes of short, medium, and long term range planning
SMITH Professional Growth Plan 2016-2017

Date Reflection Initials

Goal #1

Goal #2

Goal #3