Professional Growth Plan Final Report

Gina Calbeto

Part 1
1a. What data are you using to guide the development of your professional learning goal (e.g.
reflections on teaching, teaching observations, mid-program evaluations, student feedback)

To guide the development of my professional learning goal I will continue to look at the
following sources: The Framework for Teaching Evaluation Instrument, my LiveText rubric for
Small Group Reading Assessment C, and my LiveText rubric for ESOL Assessment C. I will
also continue to engage in conversations about professional growth and improvement with my
CT.

1b. What does the data tell you?

I am good at incorporating lots of nonverbal elements and gestures into lessons. This is
particularly helpful for EL students. The reflections would also support that I have gotten better
at anticipating the materials that the students will need during my lessons and anticipating how
they will respond to certain learning experiences depending on the classroom. I would like to
improve in my grouping ability. Sometimes, I feel it is difficult to pair or group students
effectively for productive discussion. I would also like to improve my planning of leveled
questions for my EL students.

I need to continue to develop my classroom management skills and practice being firm
with the students without disrupting the environment of respect and rapport. My time in junior
block helped me with this goal, but I will need to focus on developing my classroom
management further in my senior internship.

2. Using the information from question 1, what is your focus area (write both the Danielson
domain and the component that you have identified as having the greatest potential for
increasing student learning below)

Domain: 2, The Classroom Environment

Component: 2d, Managing Student Behavior

3. What goal will enable you to strengthen your practice (write your goal statement below)?

My goal is to respond to student misbehavior in a consistent, respectful, and effective manner

and establish a clear standard of conduct.
4. Describe what you will do to build professional background knowledge related to the
domain and component that you have selected in order for you to achieve your goal (e.g. what
articles/books will you read, what internet resources will you use, what workshops will you
attend, will you interview or observe teachers)?

To build background knowledge related to classroom management I will review and read the
following sources:

 Analyzing the Relationship between Happiness, Teachers' Level of Satisfaction with

Life and Classroom Management Profiles by Neslin Ihtiyaroglu
 The impact of classroom management on new teachers at a newly opened elementary
school by Larry Peaden Jones
 Coin Counter: Gamification for Classroom Management by John Carlson, Ranida
Harris, and Ken Harris
 Classroom Management in Pre-Service Teachers' Teaching Practice Demo Lessons: A
Comparison to Actual Lessons by In-Service English Teachers by Perihan Korkut
 Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive
Classroom Management Strategy by various authors
 Effect of transcendental meditation on classroom management in Maharishi
organisation with special reference to Maharishi Vidya Mandir Schools by Gayatree
Goswamee and Amlan Kumar Dey
 Classdojo.com: The effects of a digital classroom management program by Rhiannon
Mechelle Wilson
 Review information given at CHAMPS training/notes from the sessions and review and
Comprehensive Classroom Management textbook

5. What specific activities/actions will you implement to help attain your goal (e.g. administer a
student interest inventory, develop lessons that include multiple project options for students,
include the use of formative assessments during instruction, video tape and critique one’s
practice, establish procedures for the distribution and collection of materials and supplies)?

I will complete consistent self-evaluations on my progress. I will also do my best to

implement behavior management strategies that already exist in my CT’s classroom. I will also
record my lessons so that I may go back and reflect on the effectiveness, respectfulness, and
consistency of my responses to student misbehavior.

6. How will you collaborate with other professionals to meet your goal?

I will assess progress made toward my goal with my CT and my professors at various
points throughout the semester and use the evaluation tools mentioned above as a frame of
reference and data point during discussions. I will ask for specific feedback from my CT
regarding component 2d. I will also reach out to other teachers within the grade level and my
peers for suggestions.

7. What evidence/artifacts will you collect to demonstrate that your goal is being met?

Rubrics and evaluations completed by myself, my CT, and my advising professor

should show a steady growth in my PGP focus. Recordings of my lessons should also provide
evidence of growth. I will look to see whether redirecting and pausing due to off task behavior
decreased over time.
PART 2

1. What did you do to build your professional background knowledge related to the
domain and component that you selected? Did you add any new professional learning
opportunities during your internship?

During my internship, I attended a parent conference between my cooperating

teacher, the school guidance counselor, and a parent. The goal of this conference was to
obtain permission to start a Functional Behavior Assessment for this student. My
behavior case study was used as additional data during this meeting. This directly
relates to my PGP focus dealing with response to student behavior because the problem
behaviors discussed during the meeting also arise during when I am teaching in the
classroom. Prior to this meeting, I also attended a regular parent conference for this
student where my cooperating teacher and I tried to collaborate with the parents of the
student to see what might motivate him as a reward for desired and on-task behavior.
The parents had no feedback regarding this that could be implemented.

In addition, during the 2019 ILA Conference, I attended a workshop focused on

restorative practices. During this workshop, I learned even more about how to
incorporate social emotional learning practices into the school day and the more about
the importance of doing check-in circles. This training will help me to grow even more
in my PGP focus area.

2. What specific activities/actions did you implement to help attain your goal?

I have learned through being in the classroom every day with my third graders,
that I am better able to manage student behavior if clear expectations for how
the students treat each other are set first. Students were consistently rude with
each other. To try and correct this I have been incorporating activities that show
the students the importance of class-wide cooperation and kindness towards
each other. Below are descriptions of two activities that I did specifically to get
students thinking about how they treat one another:

 Class Constitution: I incorporated this activity as a part of our social

studies block after reading the book “We the Kids” with students.
Students had a sticky note on each of their desks. To tie it back to the
social studies standard I explained the word “posterity” by posing the
following scenario:

Imagine you left Mrs. Peavy’s class to go to fourth grade tomorrow and
a new third grade class came into this room. What would you want them
to know and how would you want them to be treated?

Students wrote their classroom behavior goals based on this question.

Students suggested things like:
 -Appreciate our classmates and our teachers.

-To be a good sport when we are playing at recess.

-To work together without arguing.

After completing this activity with students, I wrote down each of the
goals that students shared with me and had each student sign the
document. The constitution was hung at the front of the classroom and
has been used as a tool for students to self-evaluate how they are acting
compared to the standards they had set for themselves. For example, my
student who suggested the “be a good sport” goal, told another student to
“shut up” after losing a race. When I heard this, I had the student check
the board and read the rule he created to me. Then, I asked him if he was
being a good example of that rule based on his actions. He told me no
and decided to apologize to the student on his own.

 Plate Activity: Students were instructed to balance a paper plate on their

heads and move around the room. If one student dropped their plate, they
could not pick it up. The student had to wait for a classmate to help. This
activity was used on two separate occasions to help students understand
that they must work together to make sure the entire class is successful.

 Class Plant: To motivate the students to produce positive behavior

toward the adults in the classroom and toward one another I asked them
what they would like to see in the classroom. One of the students said
that she would really like to see a plant in the classroom. So, I
incorporated this into one of our social studies activities on voting. I had
the students vote for a class plant. Students chose a sensitive plant. So, at
the end of the day, I pick one or two students who have shown active
listening (eyes forward and mouths closed when the teacher is talking)
and have been respectful toward others to “say goodbye” to the class
plant. When the students touch the plant, it shrivels momentarily.
Students know the expectations to be chosen for this reward and look
forward to this every day.

 Super Scientist: Super Scientist is a stuffed animal that is given as a

reward to students who show cooperation and responsibility specifically
during science time. Students know that this is what I am looking for
when I choose a Super Scientist. Students who receive Super Scientist
can keep the stuffed animal at their desk for the entire following day.
Students can leave it out or use it as a pillow. Students cannot be playing
 with the stuffed animal while the teacher is talking. If this happens, the
stuffed animal is taken away until the student shows that they are
responsible enough to earn it back later in the day.

3. Did you meet your intended goal? Describe the evidence and artifacts that demonstrate
the professional learning goal was met (include at least 5 descriptions of evidence). Two
pieces of evidence must be the focused observations by your cooperating teacher in
your selected area of growth (attach the feedback provided by your cooperating
teacher).

I met my goal, but I have plenty of progress to still be made.

Artifact 1: Supervisor Danielson Rubric # 1

In this rubric, Dr. Duvall left positive comments about my use of

CHAMPS, my use of the classroom timer, my reaction time for students who
were talking over me, and my use of different types of verbal attention signals.
She suggested that I walk and talk with more confidence and remember that I
am in charge. She also suggested that I pull a student to the side when I am not
getting the desired behavior, so no instructional time is lost. I included this
observation in my evidence to show where I started at the beginning of the
semester and adequately track growth. The score for managing student behavior
that was received on this rubric was a two.

Artifact 2: Supervisor Danielson Rubric #3

The Danielson reflection that I received from Dr. Duvall further supports
that I have made progress in my professional learning goal. In my post-
observation conference with Dr. Duvall, we discussed how I was able to gain the
attention of the room more efficiently than before and how the students seemed
to show respect for me during the lesson. Additionally, in the written
observation, Dr. Duvall made comments about how I was able to handle what
little misbehavior did occur quickly and without giving too much attention to it.
Both my cooperating teacher and my supervisor made positive comments about
my use of signals during the lessons observed. The artifact tells me that my
confidence in this section of Danielson has improved since my first observation.
My cooperating teacher also liked my use of CHAMPS during the lesson she
observed. My cooperating teacher told me that using CHAMPS in my lessons
has lowered the likelihood of student misbehavior throughout the lesson. The
score received for managing student behavior on that was received on this rubric
was a two.
 Artifact 3: Cooperating Teacher PGP Reflection #1

My cooperating teacher liked that I set clear expectations during the

lesson that I used for this PGP observation. During this lesson I also used time
limits for activities, purposeful pairing, and proximity control. I also specifically
addressed arguments within groups and gave clear instructions for how students
could correct the way they are treating one another. Her suggestions included
giving clearer instruction about how students should flow around the room.

Artifact 4: Cooperating Teacher PGP Reflection #2

The lesson for this reflection was on bartering. Students traded potato
chips, Twix, pretzels, and goldfish. These items represented potatoes, gold bars,
salt, and fish. My cooperating teacher liked how engaged the students were. She
noted that I used proximity control and students had appropriate line behavior at
the end of the lesson when we needed to leave for lunch. She also liked that one
of the food items for the lesson, the candy, doubled as a reward for behavior
when the lesson was complete.

Artifact 5: Supervisor Danielson Rubric #4

The Danielson reflection that I received from Dr. Tichenor shows that
measurable growth was made in my PGP area. Dr. Tichenor made positive
comments about my use of both verbal and non-verbal cues, my constant
tracking of student behavior as I moved around the room, and my ability to
intervene during a specific disagreement between students. To improve even
further, I plan to utilize Dr. Tichenor’s feedback to get even better in this area by
continuing to encourage students to monitor their own behavior and continuing
to use both verbal and non-verbal cues. I received a three in this category for
this lesson.

4. How did you collaborate with other professionals to meet your goal?

I asked my cooperating teacher for advice consistently. My cooperating

teacher showed me various books that she had on CHAMPS training. She also
encouraged me to model all activities that require any type of movement for
students. She told me that being explicit in my modeling can also lower the
likelihood of student misbehavior during the lesson because students are sure of
what they need to do. So, whenever I can, I try to model what I expect from the
students.

To help with behavior, my placement school also implemented the Ron

Clark House System this year. I have been learning a lot from how this is being
implemented on its first year at my school. Students get to see their house points
 on the morning news each day and faculty works hard to keep students
motivated about this system. I encourage students to act according to the values
of their house and even let them each create a house shield. I have been in sync
with other faculty and staff by wearing a house shirt, just like the kids, and
doing what I can to show an enthusiastic attitude about the whole program. I
work with my cooperating teacher to participate in house meetings and activities
on Wednesdays as well.

5. What new learning did you acquire as a result of the professional learning opportunities
in which you engaged?

From the meetings regarding my behavior case study student, I learned

that it is not always easy to find the type of reward that motivates a student to do
better behaviorally. I also learned a lot through the CHAMPS training that we
had before our internship. We had this training late in the previous semester. So,
I was able to more effectively grow in my CHAMPS knowledge this semester
since I was able to go into this semester with the knowledge I needed. I also
learned that it is an extremely powerful motivator if students have a collective
goal like the house system gives them. I learned from the ILA Conference that,
when I have my own classroom, I will want to have check-in and check-out
circles at the beginning and end of each day as consistently as possible. The
schedule at my current placement school makes this process difficult. Students
leave for SIPPS almost immediately after coming in the door.

6. What impact did the changes in instructional practice have on you as a professional?

Students did not always take easily to the small changes that I made
during my internship. This gave me room to practice my response
style/technique with more defiant students. I have one student with Oppositional
Defiant Disorder and, through some of these activities, I was able to remind her
and others of the standards that I have for students in the classroom. For
example, if this student (or others) broke one of the goals that we had for the
class in our Class Constitution, I had that student review the statement that was
broken. Then, I used overcorrection where necessary. As a professional, I
learned that students may be defiant toward a stern approach at first, but, if the
teacher is consistent, the student can develop more respect for this teacher after
the correction of negative behaviors. I learned the importance of being
consistent and confident in my actions as a professional.

7. What impact did the changes in instructional practice have on your students’ learning?

After completing the activities discussed in this PGP, students were more
likely to help one another. I was able to make powerful informal observations of
students doing things like moving to work with a student that did not have a
buddy, getting a chair for another student, and inviting someone they would not
normally speak with to participate. Students were also more willing to share
 resources (pencils, glue, crayons, etc.) When asked how they think they are
doing at adhering to their Class Constitution, students still rated themselves
harshly because they understand that there is still a lot of improvements to be
made as a class, but they are making small actions that show their progress
every day.

8. How will you continue to develop in this area?

I would like to go back and do some of the reading that I chose for myself in
Part 1 of my PGP. Particularly, I would like to read the piece about the power of
greeting students at the door in the morning. This is something that I tried to do
consistently over the course of my internship. I also would like to reread The
Essential 55 by Ron Clark because the house system has been so successful at my
school. I would like to be prepared if I decide to work at a school that also
implements this system. I would also like to attend more workshops on social
emotional learning in the future.
Evidence:

Artifact 1:
Artifact 2:
Artifact 3:
Artifact 4:
Artifact 5: