Teacher Professional Growth Plan - Professional Semester III - Matthew Gough

Professional Goal #1: I will develop my computer programing and multimedia skills, as they apply to the CTS classroom.
Rationale:
I completed a business management degree which allowed me to enter the Faculty of Education as a CTS major. During my practicums, I have found that at the middle school and high school level there are
more opportunities to teach computer science and multimedia classes, compared to business classes. I want to become a more capable CTS teacher by completing some professional development in the
computer sciences so that I am capable of teaching a wider variety of classes in the future. I think that this will be a goal that I will need to continue to work on throughout my teaching career as technology
continues to develop and as my students become more exposed to different types of technology.
Teaching Quality Standard(s)/KSA(s):
4) The subject disciplines you teach. They understand the subject disciplines they teach. - They have completed a structured program of studies through which they acquired the knowledge,
concepts, methodologies and assumptions in one or more areas of specialization or subject discipl ines taught in Alberta schools;
10) The functions of traditional and electronic teaching/learning technologies. - They understand the functions of traditional and electronic teaching/learning technolo gies. They know how to
use and how to engage students in using these technologies to present and deliver content, communicate effectively with other s, find and secure information, research, word process, manage
information, and keep records;
15) The importance of career-long learning. They understand the importance of career-long learning. - They know how to assess their own teaching and how to work with others responsible
for supervising and evaluating teachers. They know how to use the findings of a ssessments, supervision and evaluations to select, develop and implement their own professional development
activities;
Strategy(s): Timeline(s) Resource(s) Indicator(s) of Success
- I will have a good grasp of the outcomes in CSE 1010, CSE 1110,
INF 1050, COM 1165, COM 1205, COM 1105, INF 1030, INF 1060,
1. Explore the CTS outcomes for the modules I am teaching and Alberta Education: Guide to CTS, Karen
August and INF 1070.
determine which technologies I will use during instruction. Morden-Babick, Nevin Morrison,
- I will be able to make clear connections between these outcomes
and specific technologies required to teach them.
2. Discuss the merits of different technologies with teacher mentor
- I will have a firm grasp of computer programing languages,
and practise using them to become proficient enough to teach
September Karen Morden-Babick & Nevin Morrison including basic programing logic and app development.
them. (For example: Corona, Java, Excel, Photoshop, Fireworks,
- Will be able to manipulate and edit photos.
etc.)
3. Determine the best methods to teach technologies to the October - - I will be able to develop effective and engaging lessons.
Karen Morden-Babick & Nevin Morrison
students and use them in the classroom. December - My students will develop their technological skills.
4. Develop a website cataloguing each technology used. Including November - Karen Morden-Babick & Nevin Morrison - The website will be easy to navigate and be used effectively by
tutorials and teaching strategies. December Weebly.com teachers. It will be submitted as my personal inquiry project.

Reflection(s):
To what extent are my strategies helping me achieve this professional goal
In what ways is my professional practice improving toward these KSAs?
Next steps to further improve student learning?
Professional Goal #2: I will differentiate for students of varying need and ability in the courses I teach.
Rationale:
I believe that every student can succeed if they are given the opportunity to do so and that it is our job as teachers to provide them with this opportunity. I know that I do differentiate for students already
but need to be more consciously and activity planning to do so. I feel that I have a lack of resources and materials to aid me in differentiating. I also think that I am inexperienced with dealing with classrooms
where there are major differences in need. I have worked in classrooms with primarily very high level students who needed to be challenged and in classrooms comprised mostly of low level students who
needed added support; I have never been in a classroom where the range of students is more wide spread. If I am able to differentiate successfully my students will find success on whatever level is
appropriate for them. When given work at their level that they have the ability to complete they will be easily motivated to complete the assignments.

Teaching Quality Standard(s)/KSA(s):

1) How contextual variables affect teaching and learning. - They understand contextual variables affect teaching and learning. They know how to analyze many variables at one time, and h ow
to respond by making reasoned decisions about their teaching practice and students learning;"
5) All students can learn, albeit at different rates and in different ways. - They understand all students can learn, albeit at different rates and in different ways. T hey know how (including when
and how to engage others) to identify students different learning styles and ways students learn. They understand the need t o respond to differences by creating multiple paths to learning for
individuals and groups of students, including students with special learning needs;"
9) There are many approaches to teaching and learning. - They understand there are many approaches to teaching and learning. They know a broad range of instructional strategies
appropriate to their area of specialization and the subject discipline they teach, and know which strategies are appropriate to help different students ac hieve different outcomes;
15) The importance of career-long learning. - They understand the importance of career-long learning. They know how to assess their own teaching and how to work with others responsible
for supervising and evaluating teachers. They know how to use the findings of assessments, supervision and evaluations to sel ect, develop and implement their own professional development
activities.
Strategy(s): Timeline(s) Resource(s) Indicator(s) of Success
1. Research a variety of differentiation strategies and techniques. Advancing Differentiation: thinking and learning for the 21st - I will have a comprehensive list of differentiation
(For example: selective grouping, more detailed tutorials, step- August - century by Richard M. Cash techniques which will apply to my specific teaching
by-step instructions, pre-assessment, tiered assignments, team September
University of Lethbridge Library - Education Journal Catalogues context in PSIII.
leaders, etc.)

2. Discuss strategies with experienced teachers to determine the

September - - I will feel prepared to implement differentiation
application potential for specific students and learning Karen Morden-Babick, Nevin Morrison, Leonard Sproule,
October techniques.
situations.
- Students who were struggling will have relatively
3. Implement findings with students to find best fitting strategies October - Karen Morden-Babick, Nevin Morrison, Leonard Sproule, improved.
and resources. Reflect on their success. December Myself, Feedback from Students, - Students who are achieving will be continuously
interested and challenged by the material.
Reflection(s):
To what extent are my strategies helping me achieve this professional goal?
In what ways is my professional practice improving toward these KSAs?
Next steps to further improve student learning?