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 are
engaging, 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 Alberta 7-9
programs of study.
Consult various resources, ranging from Learn Alberta to Pinterest for ideas to
incorporate in the classroom.
Gain understanding of the content material through reading required/utilized texts,
doing additional research if and when necessary.
Construct a clear and thorough unit plan; and clear and thorough lesson plans with
an explicit message and resonant openers and closers.
Review lesson plan the morning of teaching, or even directly before if possible.
Be reflexive. Make edits to unit plan or lesson plans if and when necessary.
Gain experience and learn from my successes and mistakes. This is a strategy for
lifelong learning.

Indicators
Positive feedback and constructive criticism from my university consultant and
mentoring teacher associate that relates to my unit planning, lesson planning,
instruction and progress.
Direct communication with students (ie. questions, survey of the room, exit slips
about comprehension, interest, tying back concepts to previous lessons).
Observation of student engagement.
Student performance on assignments/tasks.
Do the lessons run smoothly? Do they feel awkward? Am I communicating the
main message? Do the lessons have sensible closure?

Timeline
February 26 March 4: Complete and edit unit plan; send to teacher associate for
approval/thoughts; write initial lesson plans and send to teacher associate.

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 March 5-11: Begin conducting unit and lesson plans, continue to write more
lesson plans. Communicate with teacher associate and possibly university
consultant for her/their assessment of my teaching.
March 12-18: Continue conducting unit plans and conducting/writing lesson
plans. Observe student engagement and progress. Communicate with students.
Communicate with teacher associate and implement new ideas and strategies for
teaching based on her criticism and suggestions. Communicate with university
consultant if he comes to see me/if there is anything important for me to ask
about.
March 19-25:
March 26 April 1:
April 2-8:
April 9-15:

Goal Two: To build positive, respect-based relationships with my students, teacher

associate, staff, and members of the Brooks Community.

Strategies
Go out of my way to learn the names of all students in my class by studying their
pictures/names before the first day of the PSII practicum semester.
Go out of my way to acknowledge/greet/speak with staff in the hallway, staff
meetings and staff room.
Attend school and community events if and when possible.

Indicators
Interactions with students: Body language; tone of voice; readable excitement and
interest; Are they treating me with respect? Do they listen to me in class? Does
the class run smoothly? Do they feel comfortable to joke with me? Do they want
to talk to me/approach me outside of class? Do they want to share additional
details about their life with me? (It is important to me to act as a teacher, not a
friend with students).
Interactions with staff: Body language; tone of voice; readable excitement and
interest; Am I acting like a professional at all times? Are they treating me like a
professional? Do I feel comfortable with the staff? Are they excited to include
me? Do they value my opinion?

Timeline
February 26 March 4: Study faces/names of students before going to Brooks.
March 5-11: Learn names of students in first few days; survey students during a
getting to know you lesson to see what they like; introduce and reacquaint self
with teachers.
March 12-18: Attend School Council meeting.

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 March 19-25: Take a walk around Brooks, go out to eat at a beloved restaurant,
explore the area with other preservice teacher friends.
March 26 April 1: Sit with a group of teachers in the staff room that I do not
know/I have not talked to.
April 2-8: Bring in treats for staff room.
April 9-15: Make and distribute Word Cloud cards for all homeroom students,
bring treats for all of my students, treats for staff room, gift for teacher associate.

Goal Two A: Explain tasks/concepts succinctly and directly.

Strategies
Review lesson plan before teaching.
Write agenda on the board.
Show a PowerPoint.
Get a good nights sleep.
Practice giving direction.
Use a prompt script if/when necessary.

Indicators
Interactions with students: Response to thumbs up/thumbs to the side/thumbs
down; Do they complete the task I ask them to do with little delay? Does the class
run smoothly? Do I have to interrupt and rehash what I am saying? Do they ask a
seemingly obvious question or seem very confused? Have they completed what
they need to?
Interactions with staff: Formative and summative assessment forms; Do they
understand what I have said? Have we post conferenced about anything?

Timeline
March 26 April 1: Write down and review instructions in various modalities.
April 2-8: Assess what I am doing right and wrong, and take appropriate
measures.
April 9-15:

Goal Three: To accommodate ELL and IPP learners and help them meet their learning
goals. There is a large immigrant population/number of ELL students in Brooks, as well
as a high ratio of exceptional learner in each classroom (5:25 and 9:25 in my respective
Social Studies and English classes), so it is highly important to address this.

Strategies
Communicate with my mentoring teacher associate. Quickly identify exceptional
learners and write unit plans/lesson plans/modify or create assignments/vary
instruction/adjust expectation level for these students.
Look at student IPPs to identify goals.

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 Consult various sources that discuss differentiation and inclusion of ELL learners
and exceptional learners to inform unit plans/lesson
plans/assignments/expectation level/the treatment and understanding of the type
of learner.
Be reflexive. If a strategy appears not to work for a student or group of students,
try something else.
Be willing to take extra time and help the student (or a group of students) one-on-
one during and after class.
Make as engaging lessons as possible!

Indicators
Positive feedback and constructive criticism from my university consultant and
mentoring teacher associate that relates to my differentiation and inclusion in my
unit planning, lesson planning, instruction and progress.
Direct communication with students (ie. discussions and one-on-one work with
the student, questions, survey of the room, exit slips about comprehension,
interest).
Does it seem like these students understand what I am talking about? Is the
student engaged with the material? Does this translate to their school work? Is
there anything else I could be doing to help these students meet their goals?

Timeline
February 26 March 4: Complete and edit unit plan; send to teacher associate for
approval/thoughts; write initial lesson plans and send to teacher associate. Make
unit and lessons UDL or inclusive of other students and edit when necessary.
March 5-11: Begin conducting unit and lesson plans, continue to write more
lesson plans. Take time to observe each of these students and how they are
responding to the material, and be reflexive. Communicate with teacher associate
and possibly university consultant for her/their assessment of my accommodation,
inclusion and engagement of these students.
March 12-18: Continue conducting unit plans and conducting/writing lesson
plans. Observe specific student engagement and progress. Communicate with
students. Communicate with teacher associate and implement new ideas and
strategies for teaching based on her criticism and suggestions. Communicate with
university consultant if he comes to see me/if there is anything important for me
to ask about.
March 19-25: Take time to look at student IPPs. Continue to make
accommodations and be inclusive when planning, instructing and engaging with
the subject material.
March 26 April 1: If the student(s) are comfortable with it, ask them about their
exceptionality, what they feel they struggle with, what they like, and what could
be helpful to them as a learner.
April 2-8: Take time to read about the specific exceptionalities possessed by
students in the classroom to further broaden understanding.

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 April 9-15: Approaching the last week, continue to be mindful of and gain
experience with accommodating and including ELL and other exceptional
students.