Professional Growth Plan PS I

Cason Machacek
Westminster Elementary School
Nov 3- Dec 9 2014
Mr. Grant Bertamini
Mr. Bob Miller

1.Goal: To incorporate at least one form of differentiated teaching into each lesson
or learning activity to provide acceptance of the different learning styles and
increase student engagement.
Rationale: There are a wide variety of learning styles out there, and exceptional
teachers will have the ability to recognize this and adapt their teaching approaches
in order to meet these needs. If teachers consider teaching things in multiple ways it
will increase student engagement levels and provide students with more then one
way to learn a concept.
Strategies:
Using the resources to research different ways to approaching outcomes.
Incorporate a different approach to at least one learning activity a lesson
during my PS I practicum.
Create an individual relationship with each student, finding out how they
learn best.
Evaluate the effectiveness of each lesson by using a self-reflection approach.
Indicators of Success:
Clearly outlined differentiated approaches in the lesson plans
Increase student engagement in lessons
Have learned new strategies I myself can use in my further teaching practices
Reflection: As I have now completed my PS I practicum placement, I felt I grew many
lengths in my ability to incorporate different approaches to not only my activities
but as well as my teaching approaches in order to try and meet each students
needs. KSA #9 places strong emphasis on teachers practicing their ability to adapt
teaching approaches in order to meet the students where they at in regards to their
learning needs. This for me was something I was very cognizant about as a taught
each lesson. Simply put the lesson plan is used as a framework for what you intend
to teach for a given lesson. It is not a concrete plan of what your lesson might look
like when you actually teach it. Simply, because you cannot predict the student
response before you teach the lesson. Some students picked up on the first strategy
I taught the lesson in while others needed more clarification and guidance. By being
prepared to further explain each concept from more then one approach I was able to
increase student engagement and interest in all lessons I taught. This adaptable
approach also provided me as a teacher with an increased knowledge on many

subject manners. Which would lead to increased interest from myself as the teacher
as I was continually learning through the whole practicum. Incorporating activities
that involved hands on, group discussions, critical thinking, applying to real world
situations is what gave me my most success in regards to this goal. Students were
always excited when I would get to teach each lesson because they knew it would be
a differentiated approach than we had experienced before. Leading to a lot of
learning from me as a teacher, as I was able to see which approaches were most
effective and gave the students the best chance to succeed.
2. Goal: To efficiently plan my lessons in a time that can maintain student
engagement the entire time.
Rationale: In order to maintain a positive learning environment in my classroom it
will involve a high level of student engagement toward learning. This is done
through an ability to recognize what level you can challenge each student at.
Planning enough to challenge your more advanced learners while still taking into
consider those who may take longer on activities will lead to an overall positive
class environment. In this environment students will have an increased level of selfdirected learning.
Strategies:
I will observe my ability to manage time based on instructional periods, and
learning activities.
Planning a sponge activity into every lesson.
Using students as teachers or aids in the classroom when they have
completed their own activities.
Being open to adjusting lessons on the fly to maintain engagement.
Indicators of Success:
I will be able to plan my lessons with a sufficient time for instructional,
teaching, and learning activities to take place.
Increased student-to-student learning.
Increased levels of student engagement in learning, and lack of boredom.
Reflection: This was something I found quite difficult as I began my practicum. At
the beginning of my practicum the amount of instructional time I was using was
quite lengthy. Handling more the 3-5 instructions at a time for grade 2/3 students is
a lot to ask. These students have a lot of different things on their minds and no
matter what you do their brains are going to wander from time to time. So I simply
adjusted my instructions always to one or two things at a time then moving onto
further instructions if necessary. Adjusting the amount of time I set for teaching and
instructional periods based on these observations would lead to more success with
my students in each lesson.

Reflecting on my allotted time for each activity was something I became very
reflective on after each lesson I taught. Simply because at the 2/3 grade level
students need to be kept busy doing something or they will be more likely to
disrupt the learning environment rather then enhance it. Providing those students
who would finish activities very quickly with another sponge activity directed
toward the same concept kept student engagement level high. It also proved to
provide something students would use as motivation to finish their activity. They
knew I would always have an activity planned for them as they finished to keep
them busy. Using students to help other students also led to an increased level of
relationship building in my classroom. Students began to respect each other and
push each other to the best of their own capabilities.
Reflecting each day on how my lesson went, and how I managed my time proved to
be the most effective step in my accomplishment of this goal. Reflecting firstly on
how many different teaching approaches I used in order to meet all the learners in
my classroom. Then considering if my instructions were given in a language and
manner students could understand led to increase excitement when it came to
applying our knowledge. Then having sufficient time for each student to experience
success one way or another through the application of their knowledge was
essential factors I reflected on after each lesson.
3. Create a learning environment where students feel welcomed, safe, and willing to
learn.
Rationale: In order to further student knowledge and capabilities students must feel
comfortable within their learning environment. School needs to a place where
students feel safe experimenting with different outcomes in order to experience
signs of success, failure, and self-learning. This wont be possible unless you as a
teacher have created a positive safe learning environment, where each student feels
welcomed.
Strategies:
Create lesson activities where all students can experience success and selfsatisfaction in one-way or another.
Establish respect for every student in your classroom, regardless of language,
religion, race, sex etc.
Class meetings; Sharing things that each student is doing awesome!
Challenge each student to their given capabilities.
Indicators of Success:
Increased willingness to further enhance learning
More ethical and respectful students in Society.
Self directed learners

Students who love coming to school, coming to school with a smile on their
face everyday

Reflection: This was something that was a very meaningful goal to me before I began
my practicum. It was meaningful simply because of the fact that I was that student
who didnt feel safe and comfortable within my classroom walls when I was
younger. Simply because the fact of the matter was when I went to school, the
learning environment was a results directed environment. It didnt give students a
chance to experience failure and learn from it in a positive way. This eventually led
to discouragement and my lack of interest to attend school. Knowing what that
feeling was like, I made it my initiative everyday through my practicum to give one
compliment to each of my students at least once a day. Ensuring that my lessons
and activities would be used as a means of experimenting with their learning and
not as a grade letter also led to increased self motivation through my students
during my practicum.
When I planned my activities that were very interactive I was sure to incorporate a
skill level of steps that would gradually get harder. This way when it came to my
easier questions I could differentiate who I chose to come answer the question or
the directed task. Giving a chance for each student in my class to experience success,
this is an important trait I learned through the observation of my TA. He knew that if
what he was asking involved a complex critical thinking aspect that he could call on
certain students, and if it was a simplistic task he could approach others who might
not get the opportunity as much. I felt by the end of my practicum I was doing this in
my own lessons and it would eventually learn to my students feel safe, welcomed,
and excited about the learning environment they were in.