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Running Head: TEACHER GROWTH PLAN

Teacher Growth Plan

Nermin H. Fialkowski

National University

Master of Science- Advanced Teaching Practices

Spring 2019
TEACHER GROWTH PLAN 2

Table of Contents

ATP 600: July 2018 ........................................................................................................................ 3

AIL 626: November 2018 ............................................................................................................... 8

AAL 650: December 2018 ............................................................................................................ 10

AAL 656: March 2019 .................................................................................................................. 15

ATP 699: April 2019 .................................................................................................................... 22

References ..................................................................................................................................... 29
TEACHER GROWTH PLAN 3

ATP 600: July 2018

I believe this is my strongest I feel I could improve upon


The Inspired I have a strong connection with the With being an Inspiring
Teacher understanding of being an Inspired Teacher Teacher I need to improve on
Definition in fostering my students’ learning by student motivation. I need to
allowing them to strive socially- learn how to harness and
emotionally, achieve academically, and address students’ needs so that
contribute positively to their communities. students are internally
I provide students a safe and welcoming motivated to produce good
environment where high expectations are work. For them not just to do
for all students. I hope to motivate students work because it was asked of
in becoming the best version of themselves. them, but to do work as a way
to learn and progress.
Assessment I am quick, in the physical aspect, of Even though I use a variety of
Literacy putting together an assessment. I use a questions types, they do not
variety of different type of questions that vary much on Depth of
include: vocabulary, interpreting a Knowledge. Most of my
table/graph, selecting all that apply, questions fall under Level 1 of
selecting the extraneous solution, and free Recall/Reproduction and Level
response. My colleagues and I also have a 2 of Skill/Concept. I hope
great relationship where we are constantly through my Assessment
reviewing and collaborating on student Specialization I learn more
assessment results. These results then about effective assessments and
influence my next steps in instruction. incorporate all four levels of
Depth of Knowledge.
Content Aside from having deep content I need to improve in the area of
Literacy knowledge, Backwards Planning is one of providing students
my strong suits in Content Literacy. I opportunities and support in
create weekly assessments (tests and using academic language. My
quizzes) prior to teaching the content. school has a large population of
First, I analyze each sections’ goals and English Language Learners, so
standards and create an assessment aligned there is focus on vocabulary
with those objectives. This process allows acquisition and academic
me to stay focused on the task and meet all language. Although I teach and
the requirements of the assessment. present content using academic
Backwards planning keeps the “big language, I do not provide
picture” in mind because I always know students with plenty of
where I want students to go (content wise). opportunities to produce
academic language in which
they can engage in and express
complex thinking.
Critical As a teacher, I am successful in making As a teacher, I know I need to
Thinking lesson plans bases on students’ prior personally work on my wait
Literacy knowledge and abilities. My classroom is time response from students. I
also a safe environment where all students need to give students more time
TEACHER GROWTH PLAN 4

have the same opportunity to learn and to struggle with the material
succeed. Additional, I analyze student data and/or time to process the
(assessment results) and make informed question. And redirect them as
decisions about what to do next. needed so that they can come to
the conclusion on their own.
Digital I use the platform Desmos in my class as a Although I know a good
Literacy way to bring visualization and interaction amount about technology and
of concepts (mostly graphs and tables). I have learned about various
also use Kahoot! as an informal assessment digital tools to incorporate in
prior to students’ chapter tests. I am also the classroom, I rarely
highly resourceful with Illuminate (our implement technology into my
District’s assessment tool) in which I classroom. Even when my
analyze my students’ assessments results. district has supplied students
with their own personal
laptops! It is a personal teacher
goal of mine to incorporate
more technology in the
classroom this year.
Instructional Aside from being deeply committed to my Instruction Literacy is my Core
Literacy students and their learning, I design and Specialization because I know
implement learning sequences. I teach the it is the area I can grow the
building blocks of the mathematical most in. I look forward to
foundations before getting to the more learning a lot in this subject.
difficult topics. For example, before I can What I look forward to learning
teach parallel lines and transversals, the most is to engage my
students must first have a clear, indepth, students in meaningful
understanding of angle pair relationships. learning. Although this is
Also, being a part of a “Coaching Model” incorporated into my class,
last year taught me a lot about reflecting on active learning does not happen
my practice. as frequent as I would like it to.
Learner My strongest aspect of Learner Literacy is One of my weakest
Literacy that I am continuously learning from my characteristics in the Seven
learners. I constantly monitor student Literacies is involving students’
learning and modify my instruction as families in their learning
needed. Student knowledge is formally process. Most often, family
assessed weekly, which is plans my members seek me out for
instruction for the upcoming week. support in their student’s
Another aspect of my Learner Literacy is learning; instead of me
that I am able to maintain and cultivate a reaching out to the student’s
safe and respectful place of learning. family. Usually when I reach
out to students’ families it is for
negative behavior or a failing
grade. I hope to improve in this
aspect and initiate more
positive family connections.
TEACHER GROWTH PLAN 5

Social For the past two years, I have had the After reviewing the content for
Emotional pleasure to be at school that focuses on the Social Emotional Literacy, the
Literacy social-emotional well-being of its students. area I can improve on is
Our school implements a Restorative participation in ongoing
Practice approach, which focuses on professional learning to
building strong relationships. In addition to evaluate and adapt my teaching.
building relationships it also prevents and Being a part of this Master’s
resolves relationship-damaging incidents Program will allow me to
(https://restorativejustice.org.uk/restorative- evaluate my teaching and grow
practice-schools). Because of this practice, in my Social Emotional
my strongest Social Emotional Literacy Literacy.
content is fostering a caring,
compassionate, and inclusive learning
environment.
Common A common theme amongst my Literacy One common theme amongst
Theme Strengths is the understanding of the my Literacy improvements is
students in my class. Building strong my ability to engage students in
relationships with students allows me to meaningful learning, which in
use their background knowledge to guide return creates more motivated
my instruction as well as monitor and adapt students. Upon further
my instruction to their needs. reflection, I know I need to
provide more rigorous content
to my students, specifically in
my lower-level classes.

1. My overall strength as a teacher is: (Provide an example to support your self-


assessment)

My overall strength as a teacher is that I put students first. Student learning and well-
being is one of my top priorities. This focus lends itself to the definition of being and
Inspired Teacher, someone who fosters students’ learning by allowing them to strive
socially-emotionally, achieve academically, and contribute positively to their
communities. When I put students first, I am able to create a safe environment where all
students have the same opportunity to learn and succeed. In building strong relationships
with students I am able to get a better understanding of students’ prior knowledge and
abilities. I then use this information to help guide me in presenting new concepts. As I
present these new concepts to students I am able to monitor their learning and modify my
instruction as needed.

2. The area I could improve upon is: (Provide an example to support your self-
assessment)
TEACHER GROWTH PLAN 6

The area I could improve upon is providing more rigorous content to my students. This
is mostly true for my lower-level, non-honors classes. In addition, when I do give more
rigorous content to my students, I need to provide them with more wait time. I need to
give students more time to struggle with the material and/or time to process the content.
And redirect them as needed so that they can come to the conclusion on their own.
Providing students with more rigorous content includes giving students the opportunity to
produce academic language in which they can engage in and express complex thinking.

As a personal goal for my classroom, I will be working on my Digital Literacy


competency this year. Although I know a good amount about technology and have
learned about various digital tools to incorporate in the classroom, I rarely implement
them into my classroom. Our school has a one-to-one ratio with students and district
provided laptops, so I do not have an excuse as to not use technology in the classroom.
As a way to meet this personal need, I will be incorporating SBAC practice into my class
once a month. Through the use of SBAC practice students will not only be using
technology in the classroom but will be able to express their cognitive critical thinking
skills. The main purpose of providing students with SBAC practice is that hopefully
through continuous exposure there will be an increase of students passing the SBAC
exam in April. Last school year, 2017-2018, only 11% of my school’s students (11th
graders) passed the math portion of the SBAC. In addition, SBAC practice is a great way
for students to prepare for college entry math placement exams, when more than 60% of
all community college students in California are placed into remedial classes (Shelton &
Brown, 2010).

3. I can use my strength, to improve my practice by:

I can use my strengths of Learner and Social-Emotional Literacies in student connections


and relationships to grow in my Instructional Literacy to engage students in meaningful
instruction and active learning. Through meaningful instruction, students become more
engaged and motivated with the content. With being an Inspiring Teacher I need to
improve on student motivation. I need to learn how to harness and address students’
needs so that students are internally motivated to do well.

Through my strength of backwards planning, I will use my Content Literacy to further


improve in my Instructional Literacy competency, where I can ensure that learner
knowledge is produced. I will use assessments to verify that these leaning outcomes are
being met. In addition, my strength of Critical Thinking Literacy in creating an equitable
learning environment that is inclusive of all learners can be used to provide my students a
more structured rigorous environment which promotes a deep understanding of content.
TEACHER GROWTH PLAN 7

4. Transcribe your findings into at least two goal statements. For each goal statement,
include some thoughts/actions on how you might address that goal during your
program. Consider using the free template available above.

The Smarter Balanced Assessment Consortium (SBAC) is a Standardize State Test in


English-Language Arts and Mathematics that assesses student mastery of the Common
Core State Standards and is also used as college entry level placement classes. My
students will use the California Assessment of Student Performance and Progress
(CAASPP) interface to access SBAC Practice resources at least once a month until April
when the test is administered. I will use the CAASPP system to monitor their progress.
The purpose of the constant exposure and practice with the SBAC is to increase the
success rate of students meeting or exceeding standards of SBAC’s Mathematics portion.
In addition to meeting the needs of college placement exams.

Level 3 and Level 4 Depth of Knowledge Complexity deal with Strategic and Extended
Thinking, respectively. To implement more rigor in my classroom, Level 3 and 4
questions will be presented on each unit assessment, for the entire year. In order to
achieve this rigor, I will use components of Content Literacy to guide students in
critically analyzing content and being able to provide evidence to support their ideas.
Through the application of Content Literacy students will develop Critical Thinking
Literacy in which they can reflect on their intellectual growth and development. In
addition, students will communicate with others to determine solutions to complex issues.
TEACHER GROWTH PLAN 8

AIL 626: November 2018

Before: Area of Improvement Now


The Inspired With being an Inspiring Teacher I need Students become motivated and
Teacher to improve on student motivation. I engaged with content, when it is
Definition need to learn how to harness and relevant and accessible.
address students’ needs so that students Accessible content builds on
are internally motivated to produce students’ prior knowledge and
good work. For them not just to do their ability levels. Students also
work because it was asked of them, but produce quality work when there
to do work as a way to learn and is a positive working relationship
progress. amongst the community of
learners and teacher. This
relationship includes valuing all
students’ voices and opinions.

Digital Literacy Although I know a good amount about Students are constantly using
technology and have learned about Desmos in class to: create tables,
various digital tools to incorporate in evaluate functions, and interpret
the classroom, I rarely implement graphs. Through the use of
technology into my classroom. Even technology in the classroom,
when my district has supplied students students are able to use Desmos to
with their own personal laptops! It is a demonstrate four of the eight
personal teacher goal of mine to Standards for Mathematical
incorporate more technology in the Practices: model with
classroom this year. mathematics, use appropriate tools
strategically, attend to precision,
and look for and make use of
structure.

Instructional Instruction Literacy is my Core Active learning in my classroom


Literacy Specialization because I know it is the now takes on various forms.
area I can grow the most in. I look Students are actively engaged with
forward to learning a lot in this subject. the content when: they use
What I look forward to learning the technology, construct viable
most is to engage my students in arguments and critique the
meaningful learning. Although this is reasoning of others, think-pair-
incorporated into my class, active share, and look for and make use
learning does not happen as frequent as of structure. I am able to
I would like it to. implement active learning
experiences for my students
through the use of differentiated
instruction.
TEACHER GROWTH PLAN 9

Critical As a teacher, I know I need to I now have a better understanding


Thinking personally work on my wait time of how the brain works, the
Literacy response from students. I need to give science behind how people learn.
students more time to struggle with the Before students can learn in the
material and/or time to process the classroom, they must be ready to
question. And redirect them as needed learn, and most of this preparation
so that they can come to the conclusion happens outside of the classroom.
on their own. This preparation includes: sleep,
adequate hydration, proper
nutrition, and exercise.
Additionally, the brain is
constantly searching for
connections, and it is through
these connections that learning
takes place. In order to help
students build these connections, I
must first understand what prior
knowledge they have, and their
level of readiness.
TEACHER GROWTH PLAN 10

AAL 650: December 2018

I believe this is my strongest I feel I could improve upon


The Inspired I have a strong connection with the With being an Inspiring
Teacher understanding of being an Inspired Teacher Teacher I need to improve on
Definition in fostering my students’ learning by student motivation. I need to
allowing them to strive socially- learn how to harness and
emotionally, achieve academically, and address students’ needs so that
contribute positively to their communities. students are internally
I provide students a safe and welcoming motivated to produce good
environment where high expectations are work. For them not just to do
for all students. I hope to motivate students work because it was asked of
in becoming the best version of themselves. them, but to do work as a way
to learn and progress.
Assessment I am quick, in the physical aspect, of Even though I use a variety of
Literacy putting together an assessment. I use a questions types, they do not
variety of different type of questions that vary much on Depth of
include: vocabulary, interpreting a Knowledge. Most of my
table/graph, selecting all that apply, questions fall under Level 1 of
selecting the extraneous solution, and free Recall/Reproduction and Level
response. My colleagues and I also have a 2 of Skill/Concept. I hope
great relationship where we are constantly through my Assessment
reviewing and collaborating on student Specialization I learn more
assessment results. These results then about effective assessments and
influence my next steps in instruction. incorporate all four levels of
Depth of Knowledge.
Content Aside from having deep content I need to improve in the area of
Literacy knowledge, Backwards Planning is one of providing students
my strong suits in Content Literacy. I opportunities and support in
create weekly assessments (tests and using academic language. My
quizzes) prior to teaching the content. school has a large population of
First, I analyze each sections’ goals and English Language Learners, so
standards and create an assessment aligned there is focus on vocabulary
with those objectives. This process allows acquisition and academic
me to stay focused on the task and meet all language. Although I teach and
the requirements of the assessment. present content using academic
Backwards planning keeps the “big language, I do not provide
picture” in mind because I always know students with plenty of
where I want students to go (content wise). opportunities to produce
academic language in which
they can engage in and express
complex thinking.
Critical As a teacher, I am successful in making As a teacher, I know I need to
Thinking lesson plans bases on students’ prior personally work on my wait
Literacy knowledge and abilities. My classroom is time response from students. I
also a safe environment where all students need to give students more time
TEACHER GROWTH PLAN 11

have the same opportunity to learn and to struggle with the material
succeed. Additional, I analyze student data and/or time to process the
(assessment results) and make informed question. And redirect them as
decisions about what to do next. needed so that they can come to
the conclusion on their own.
Digital I use the platform Desmos in my class as a Although I know a good
Literacy way to bring visualization and interaction amount about technology and
of concepts (mostly graphs and tables). I have learned about various
also use Kahoot! as an informal assessment digital tools to incorporate in
prior to students’ chapter tests. I am also the classroom, I rarely
highly resourceful with Illuminate (our implement technology into my
District’s assessment tool) in which I classroom. Even when my
analyze my students’ assessments results. district has supplied students
with their own personal
laptops! It is a personal teacher
goal of mine to incorporate
more technology in the
classroom this year.
Instructional Aside from being deeply committed to my Instruction Literacy is my Core
Literacy students and their learning, I design and Specialization because I know
implement learning sequences. I teach the it is the area I can grow the
building blocks of the mathematical most in. I look forward to
foundations before getting to the more learning a lot in this subject.
difficult topics. For example, before I can What I look forward to learning
teach parallel lines and transversals, the most is to engage my
students must first have a clear, indepth, students in meaningful
understanding of angle pair relationships. learning. Although this is
Also, being a part of a “Coaching Model” incorporated into my class,
last year taught me a lot about reflecting on active learning does not happen
my practice. as frequent as I would like it to.
Learner My strongest aspect of Learner Literacy is One of my weakest
Literacy that I am continuously learning from my characteristics in the Seven
learners. I constantly monitor student Literacies is involving students’
learning and modify my instruction as families in their learning
needed. Student knowledge is formally process. Most often, family
assessed weekly, which is plans my members seek me out for
instruction for the upcoming week. support in their student’s
Another aspect of my Learner Literacy is learning; instead of me
that I am able to maintain and cultivate a reaching out to the student’s
safe and respectful place of learning. family. Usually when I reach
out to students’ families it is for
negative behavior or a failing
grade. I hope to improve in this
aspect and initiate more
positive family connections.
TEACHER GROWTH PLAN 12

Social For the past two years, I have had the After reviewing the content for
Emotional pleasure to be at school that focuses on the Social Emotional Literacy, the
Literacy social-emotional well-being of its students. area I can improve on is
Our school implements a Restorative participation in ongoing
Practice approach, which focuses on professional learning to
building strong relationships. In addition to evaluate and adapt my teaching.
building relationships it also prevents and Being a part of this Master’s
resolves relationship-damaging incidents Program will allow me to
(https://restorativejustice.org.uk/restorative- evaluate my teaching and grow
practice-schools). Because of this practice, in my Social Emotional
my strongest Social Emotional Literacy Literacy.
content is fostering a caring,
compassionate, and inclusive learning
environment.
Common A common theme amongst my Literacy One common theme amongst
Theme Strengths is the understanding of the my Literacy improvements is
students in my class. Building strong my ability to engage students in
relationships with students allows me to meaningful learning, which in
use their background knowledge to guide return creates more motivated
my instruction as well as monitor and adapt students. Upon further
my instruction to their needs. reflection, I know I need to
provide more rigorous content
to my students, specifically in
my lower-level classes.

5. My overall strength as a teacher is: (Provide an example to support your self-


assessment)
My overall strength as a teacher is that I put students first. Student learning and well-being is
one of my top priorities. This focus lends itself to the definition of being and Inspired Teacher,
someone who fosters students’ learning by allowing them to strive socially-emotionally, achieve
academically, and contribute positively to their communities. When I put students first, I am
able to create a safe environment where all students have the same opportunity to learn and
succeed. In building strong relationships with students I am able to get a better understanding of
students’ prior knowledge and abilities. I then use this information to help guide me in
presenting new concepts. As I present these new concepts to students I am able to monitor their
learning and modify my instruction as needed.

6. The area I could improve upon is: (Provide an example to support your self-assessment)
The area I could improve upon is providing more rigorous content to my students. This is mostly
true for my lower-level, non-honors classes. In addition, when I do give more rigorous content
to my students, I need to provide them with more wait time. I need to give students more time to
struggle with the material and/or time to process the content. And redirect them as needed so
that they can come to the conclusion on their own. Providing students with more rigorous
content includes giving students the opportunity to produce academic language in which they can
engage in and express complex thinking.
TEACHER GROWTH PLAN 13

As a personal goal for my classroom, I will be working on my Digital Literacy competency this
year. Although I know a good amount about technology and have learned about various digital
tools to incorporate in the classroom, I rarely implement them into my classroom. Our school
has a one-to-one ratio with students and district provided laptops, so I do not have an excuse as
to not use technology in the classroom. As a way to meet this personal need, I will be
incorporating SBAC practice into my class once a month. Through the use of SBAC practice
students will not only be using technology in the classroom but will be able to express their
cognitive critical thinking skills. The main purpose of providing students with SBAC practice is
that hopefully through continuous exposure there will be an increase of students passing the
SBAC exam in April. Last school year, 2017-2018, only 11% of my school’s students (11th
graders) passed the math portion of the SBAC. In addition, SBAC practice is a great way for
students to prepare for college entry math placement exams, when more than 60% of all
community college students in California are placed into remedial classes (Shelton & Brown,
2010).

7. I can use my strength, to improve my practice by:


I can use my strengths of Learner and Social-Emotional Literacies in student connections and
relationships to grow in my Instructional Literacy to engage students in meaningful instruction
and active learning. Through meaningful instruction, students become more engaged and
motivated with the content. With being an Inspiring Teacher I need to improve on student
motivation. I need to learn how to harness and address students’ needs so that students are
internally motivated to do well.

Through my strength of backwards planning, I will use my Content Literacy to further improve
in my Instructional Literacy competency, where I can ensure that learner knowledge is produced.
I will use assessments to verify that these leaning outcomes are being met. In addition, my
strength of Critical Thinking Literacy in creating an equitable learning environment that is
inclusive of all learners can be used to provide my students a more structured rigorous
environment which promotes a deep understanding of content.

8. Transcribe your findings into at least two goal statements. For each goal statement,
include some thoughts/actions on how you might address that goal during your
program. Consider using the free template available above.

The Smarter Balanced Assessment Consortium (SBAC) is a Standardize State Test in English-
Language Arts and Mathematics that assesses student mastery of the Common Core State
Standards and is also used as college entry level placement classes. My students will use the
California Assessment of Student Performance and Progress (CAASPP) interface to access
SBAC Practice resources at least once a month until April when the test is administered. I will
use the CAASPP system to monitor their progress. The purpose of the constant exposure and
practice with the SBAC is to increase the success rate of students meeting or exceeding standards
of SBAC’s Mathematics portion. In addition to meeting the needs of college placement exams.

Level 3 and Level 4 Depth of Knowledge Complexity deal with Strategic and Extended
Thinking, respectively. To implement more rigor in my classroom, Level 3 and 4 questions will
TEACHER GROWTH PLAN 14

be presented on each unit assessment, for the entire year. In order to achieve this rigor, I will use
components of Content Literacy to guide students in critically analyzing content and being able
to provide evidence to support their ideas. Through the application of Content Literacy students
will develop Critical Thinking Literacy in which they can reflect on their intellectual growth and
development. In addition, students will communicate with others to determine solutions to
complex issues.
TEACHER GROWTH PLAN 15

AAL 656: March 2019

I believe this is my strongest I feel I could improve upon


The Inspired I have a strong connection with the With being an Inspiring Teacher I
Teacher understanding of being an Inspired need to improve on student
Definition Teacher in fostering my students’ motivation. I need to learn how to
learning by allowing them to strive harness and address students’
socially-emotionally, achieve needs so that students are
academically, and contribute positively internally motivated to produce
to their communities. I provide good work. For them not just to
students a safe and welcoming do work because it was asked of
environment where high expectations them, but to do work as a way to
are for all students. I hope to motivate learn and progress.
students in becoming the best version
of themselves.
Assessment I am quick, in the physical aspect, of Even though I use a variety of
Literacy putting together an assessment. I use a questions types, they do not vary
variety of different type of questions much on Depth of Knowledge.
that include: vocabulary, interpreting a Most of my questions fall under
table/graph, selecting all that apply, Level 1 of Recall/Reproduction
selecting the extraneous solution, and and Level 2 of Skill/Concept. I
free response. My colleagues and I also hope through my Assessment
have a great relationship where we are Specialization I learn more about
constantly reviewing and collaborating effective assessments and
on student assessment results. These incorporate all four levels of Depth
results then influence my next steps in of Knowledge.
instruction.
In having students being active
Not only can I build an assessment learners, I want them to be more
quickly, but I can notw create an engaged in their entire learning
effective assessment, with sound design process, including the assessment
that has a clear purpose (Chappuis, process. This includes having
Striggins, Chappuis, & Arter, 2012). students be able to: self-assess, set
goals, reflect on their learning,
share their learning with peers, and
critique their peers work
(Chappuis, Striggins, Chappuis, &
Arter, 2012).
Content Aside from having deep content I need to improve in the area of
Literacy knowledge, Backwards Planning is one providing students opportunities
of my strong suits in Content Literacy. and support in using academic
I create weekly assessments (tests and language. My school has a large
quizzes) prior to teaching the content. population of English Language
First, I analyze each sections’ goals and Learners, so there is focus on
standards and create an assessment vocabulary acquisition and
aligned with those objectives. This academic language. Although I
TEACHER GROWTH PLAN 16

process allows me to stay focused on teach and present content using


the task and meet all the requirements academic language, I do not
of the assessment. Backwards planning provide students with plenty of
keeps the “big picture” in mind because opportunities to produce academic
I always know where I want students to language in which they can engage
go (content wise). in and express complex thinking.
Critical As a teacher, I am successful in making As a teacher, I know I need to
Thinking lesson plans bases on students’ prior personally work on my wait time
Literacy knowledge and abilities. My classroom response from students. I need to
is also a safe environment where all give students more time to struggle
students have the same opportunity to with the material and/or time to
learn and succeed. Additionally, I process the question. And redirect
analyze student data (assessment them as needed so that they can
results) and make informed decisions come to the conclusion on their
about what to do next. own.

From this Program, I now have a better As an Inspired Teacher, I also


understanding of how the brain works, need to provide my students with
the science behind how people learn. more opportunities to demonstrate
Before students can learn in the their critical thinking skills. My
classroom, they must be ready to learn, students, based on my school’s
and most of this preparation happens population and demographic, need
outside of the classroom. This additional support with vocabulary
preparation includes sleep, adequate building and annotating text.
hydration, proper nutrition, and Personally, I need to focus on my
exercise. Additionally, the brain is students’ college and career
constantly searching for connections, readiness, as identified by the Four
and it is through these connections that Claims (California Assessment of
learning takes place. In order to help Student Performance and
students build these connections, I Progress): 1- Concepts and
must first understand what prior procedures; 2- Problem solving; 3-
knowledge they have, and their level Communicating reasoning; 4-
of readiness. Modeling and data analysis

Digital Literacy I use the platform Desmos in my class Although I know a good amount
as a way to bring visualization and about technology and have learned
interaction of concepts (mostly graphs about various digital tools to
and tables). I now use Desmos almost incorporate in the classroom, I
every day in class as a way to: create rarely implement technology into
tables, evaluate functions, and interpret my classroom. Even when my
graphs. Through the use of technology district has supplied students with
in the classroom, students are able to their own personal laptops! It is a
use Desmos to demonstrate four of the personal teacher goal of mine to
eight Standards for Mathematical incorporate more technology in the
Practices: model with mathematics, classroom this year.
use appropriate tools strategically,
TEACHER GROWTH PLAN 17

attend to precision, and look for and With using more technology in the
make use of structure. classroom, it is also important to
be resourceful with these tools. I
I also use Kahoot! as an informal want to use more digital tools in
assessment prior to students’ chapter the classroom as a form of
tests. I am also highly resourceful with formative assessment. Using
Illuminate (our District’s assessment technology is a quick and
tool) in which I analyze my students’ resourceful way to gather student
assessments results. feedback immediately. Which I
can then use to support students in
their learning, while the learning is
still occurring.
Instructional Aside from being deeply committed to Instruction Literacy is one of my
Literacy my students and their learning, I design Core Specialization and I know it
and implement learning sequences. I is one of the areas I can grow the
teach the building blocks of the most in. I look forward to learning
mathematical foundations before a lot in this subject. What I look
getting to the more difficult topics. For forward to learning the most is to
example, before I can teach parallel engage my students in meaningful
lines and transversals, students must learning. Although this is
first have a clear, in-depth, incorporated into my class, active
understanding of angle pair learning does not happen as
relationships. frequent as I would like it to.

Also, being a part of a “Coaching In having students being active


Model” last year taught me a lot about learners, I want them to be more
reflecting on my practice. Through this engaged in their entire learning
“Coaching Model” I learned a lot about process. This includes having
Teacher Inquiry and self-reflection. students be able to: self-assess, set
And as I have gone through this goals, reflect on their learning,
program, I have done plenty of Teacher share their learning with peers, and
Inquiry in which my end goal is always critique their peers work
how to best support my students. I (Chappuis, Striggins, Chappuis, &
have been able to narrow down my Arter, 2012).
focus interests as an inspired teacher-
providing students with active,
engaging, and customized learning
experiences that fit their needs as an
individual learner (Keengwe, 2015).

Through this program, I have also


learned so much about the value and
impact of Clear learning targets.
Having clear learning targets sets the
tone for the content; it provides
guidance and structure for students.
TEACHER GROWTH PLAN 18

Clear learning targets provide students


with expectations and holds them
accountable for their learning.
The benefits for students in having
clear learning targets are: (Chappuis,
Striggins, Chappuis, & Arter, 2012)
1. Understanding what they are
responsible for learning
2. Understanding and acting on
feedback
3. Being prepared to self-asses and
set goals
4. Being able to track, reflect, and
share their own progress

Learner My strongest aspect of Learner Literacy One of my weakest characteristics


Literacy is that I am continuously learning from in the Seven Literacies is
my learners. I constantly monitor involving students’ families in
student learning and modify my their learning process. Most often,
instruction as needed. Student family members seek me out for
knowledge is formally assessed weekly, support in their student’s learning;
which is plans my instruction for the instead of me reaching out to the
upcoming week. Another aspect of my student’s family. Usually when I
Learner Literacy is that I am able to reach out to students’ families it is
maintain and cultivate a safe and for negative behavior or a failing
respectful place of learning. grade. I hope to improve in this
aspect and initiate more positive
family connections.
Social For the past two years, I have had the After reviewing the content for
Emotional pleasure to be at school that focuses on Social Emotional Literacy, the
Literacy the social-emotional well-being of its area I can improve on is
students. Our school implements a participation in ongoing
Restorative Practice approach, which professional learning to evaluate
focuses on building strong and adapt my teaching. Being a
relationships. In addition to building part of this Master’s Program will
relationships it also prevents and allow me to evaluate my teaching
resolves relationship-damaging and grow in my Social Emotional
incidents (Restorative Practice in Literacy.
Schools). Because of this practice, my
strongest Social Emotional Literacy
content is fostering a caring,
compassionate, and inclusive learning
environment.
Common A common theme amongst my Literacy One common theme amongst my
Theme Strengths is the understanding of the Literacy improvements is my
students in my class. Building strong ability to engage students in
TEACHER GROWTH PLAN 19

relationships with students allows me to meaningful learning, which in


use their background knowledge to return creates more motivated
guide my instruction as well as monitor students. Upon further reflection,
and adapt my instruction to their needs. I know I need to provide more
rigorous content to my students,
specifically in my lower-level
classes.

9. My overall strength as a teacher is: (Provide an example to support your self-


assessment)
My overall strength as a teacher is that I put students first. Student learning and well-being is
one of my top priorities. This focus lends itself to the definition of being and Inspired Teacher,
someone who fosters students’ learning by allowing them to strive socially-emotionally, achieve
academically, and contribute positively to their communities. When I put students first, I am
able to create a safe environment where all students have the same opportunity to learn and
succeed. In building strong relationships with students, I am able to get a better understanding of
students’ prior knowledge and abilities. I then use this information to help guide me in
presenting new concepts. As I present these new concepts to students, I am able to monitor their
learning and modify my instruction as needed.

In terms of assessment, one of my strongest areas in the Five Keys to High-Quality Classroom
Assessment, is the First Key, Clear Purpose (Chappuis, Striggins, Chappuis, & Arter, 2012).
Assessment is identified as “the process of gathering evidence of student learning to inform
education-relation decisions” (Assessment Literacy Defined). And most of the time, those
education-relation decisions are about my instruction. I am completely aware of the influence
assessment has on my instruction. Assessment (formative) results guide and drive my
instruction, to best support student learning and achievement. Additionally, I understand the
difference between formative and summative assessments and when to appropriately use them in
the classroom.

10. The area I could improve upon is: (Provide an example to support your self-assessment)
The area I could improve upon is providing more rigorous content to my students. This is mostly
true for my lower-level, non-honors classes. In addition, when I do give more rigorous content
to my students, I need to provide them with more wait time. I need to give students more time to
struggle with the material and/or time to process the content. And redirect them as needed so
that they can come to the conclusion on their own. Providing students with more rigorous
content includes giving students the opportunity to produce academic language in which they can
engage in and express complex thinking.

As a personal goal for my classroom, I will be working on my Digital Literacy competency this
year. Although I know a good amount about technology and have learned about various digital
tools to incorporate in the classroom, I rarely implement them into my classroom. Our school
has a one-to-one ratio with students and district provided laptops, so I do not have an excuse as
to not use technology in the classroom. As a way to meet this personal need, I will be
incorporating SBAC practice into my class once a month. Through the use of SBAC practice
TEACHER GROWTH PLAN 20

students will not only be using technology in the classroom but will be able to express their
cognitive critical thinking skills. The main purpose of providing students with SBAC practice is
that hopefully through continuous exposure there will be an increase of students passing the
SBAC exam in April. Last school year, 2017-2018, only 11% of my school’s students (11th
graders) passed the math portion of the SBAC. In addition, SBAC practice is a great way for
students to prepare for college entry math placement exams, when more than 60% of all
community college students in California are placed into remedial classes (Shelton & Brown,
2010). With this additional SBAC practice, the focus will be on students’ college and career
readiness (this is what the SBAC measures). Students’ college and career readiness, as identified
by the Four Claims (California Assessment of Student Performance and Progress): 1- Concepts
and procedures; 2- Problem solving; 3- Communicating reasoning; 4- Modeling and data
analysis.

Personally, one area of improvement that I would like to focus on is Student Involvement, which
can fall under Assessment Literacy, Learner Literacy, Critical Thinking Literacy, and
Instructional Literacy. As an educator, my goal is to help students develop their critical thinking
and reasoning skills. And I know that in order to do that, my students need to be able to
recognize strong work, productively critique, and provide feedback to their peers. Additionally,
to support Student Involvement I need to improve on my ability to track student achievement by
learning targets by combing summative and formative assessment results to accurately reflect
student achievement. What I am able to do is monitor students’ progress towards achievement
on content learning targets as a whole, but not on individual learning targets.

11. I can use my strength, to improve my practice by:


I can use my strengths of Learner and Social-Emotional Literacies in student connections and
relationships to grow in my Instructional Literacy to engage students in meaningful instruction
and active learning. Through meaningful instruction, students become more engaged and
motivated with the content. With being an Inspiring Teacher I need to improve on student
motivation. I need to learn how to harness and address students’ needs so that students are
internally motivated to do well.

Through my strength of backwards planning, I will use my Content Literacy to further improve
in my Instructional Literacy competency, where I can ensure that learner knowledge is produced.
I will use assessments to verify that these leaning outcomes are being met. In addition, my
strength of Critical Thinking Literacy in creating an equitable learning environment that is
inclusive of all learners can be used to provide my students a more structured rigorous
environment which promotes a deep understanding of content.

12. Transcribe your findings into at least two goal statements. For each goal statement,
include some thoughts/actions on how you might address that goal during your
program. Consider using the free template available above.

The Smarter Balanced Assessment Consortium (SBAC) is a Standardize State Test in English-
Language Arts and Mathematics that assesses student mastery of the Common Core State
Standards and is also used as college entry level placement classes. My students will use the
California Assessment of Student Performance and Progress (CAASPP) interface to access
TEACHER GROWTH PLAN 21

SBAC Practice resources at least once a month until April when the test is administered. I will
use the CAASPP system to monitor their progress. The purpose of the constant exposure and
practice with the SBAC is to increase the success rate of students meeting or exceeding standards
of SBAC’s Mathematics portion. In addition to meeting the needs of college placement exams.

Level 3 and Level 4 Depth of Knowledge Complexity deal with Strategic and Extended
Thinking, respectively. To implement more rigor in my classroom, Level 3 and 4 questions will
be presented on each unit assessment, for the entire year. In order to achieve this rigor, I will use
components of Content Literacy to guide students in critically analyzing content and being able
to provide evidence to support their ideas. Through the application of Content Literacy students
will develop Critical Thinking Literacy in which they can reflect on their intellectual growth and
development. In addition, students will communicate with others to determine solutions to
complex issues.
TEACHER GROWTH PLAN 22

ATP 699: April 2019

Assessment Literacy

ATP 600 AAL 656

I believe this is my strongest I feel I could improve upon I believe this is my strongest I feel I could improve upon
I am quick, in the physical Even though I use a variety of Not only can I build an In having students being
aspect, of putting together an questions types, they do not assessment quickly, but I can active learners, I want them to
assessment. I use a variety of vary much on Depth of now create an effective be more engaged in their
different type of questions Knowledge. Most of my assessment, with sound entire learning process,
that include: vocabulary, questions fall under Level 1 design that has a clear including the assessment
interpreting a table/graph, of Recall/Reproduction and purpose (Chappuis, Striggins, process. This includes having
selecting all that apply, Level 2 of Skill/Concept. I Chappuis, & Arter, 2012). students be able to: self-
selecting the extraneous hope through my Assessment assess, set goals, reflect on
solution, and free response. Specialization I learn more their learning, share their
My colleagues and I also have about creating effective learning with peers, and
a great relationship where we assessments and incorporate critique their peers work
are constantly reviewing and all four levels of Depth of (Chappuis, Striggins,
collaborating on student Knowledge. Chappuis, & Arter, 2012).
assessment results.

The most valuable information I learned in regard to assessment through this Program was the implementation of formative
assessments. Formative assessment is defined as the “formal and informal process teachers and students use to gather evidence for the
purpose of improving student learning” (Chappuis, Stiggins, Chappuis & Arter, 2012, p. 24). Formative assessment is a process and is
a continuous learning sequence that occurs during instruction. Some formative assessment practices during this sequence include:
diagnosing student needs, planning next steps in instruction, giving students targeted practice, and offering feedback (Chappuis,
Stiggins, Chappuis & Arter, 2012). The purpose of these practices to is to close the gap between a learners’ current situation and
where they want to be in their learning and achievement. Ultimately, the use of formative assessments should occur regularly so that
teachers and students have an understanding of student learning (while it is taking place) so that they have the ability to act while there
TEACHER GROWTH PLAN 23

is still time (as the learning is happening). The whole point of formative assessment is to support student learning, with the purpose of
improving student learning

Additionally, through this Program, I have learned the significance of invalid assessment results, and just how difficult it can be to
gather valid assessment results. As teachers, we expect assessment results to reflect evidence of students’ content knowledge or skill,
but unfortunately, this expectation usually falls short. Students’ responses to formative assessments can be affected by the familiarity
of the form and language used in the assessments. “For example, a student may not understand the grammar (form) of a question or
may lack the skills to mount an evidenced-based argument (one use of language) to respond to the question adequately” (Trumbull &
Lash, 2013, p.10). This is especially true for English Language Learners. These students are not only learning a new language but
learning new content in that new language; with different subject-matter domains, in which students are learning how to use a new
language as a way to learn and demonstrate their learning (Trumbull & Lash, 2013). A students’ knowledge is comprised of what's
taught in school, their native intellectual ability, and their out-of-school learning (Popham, 1999) all which can account for a students’
intelligence, knowledge, and ability. James Popham (1999) lists three significant reasons as to the invalidity of associating
educational quality to standardized achievement test scores: test-mismatch (what is taught locally versus what is tested), elimination of
important test questions (meaningful comparisons among students are only from a small collection of items), and confounded
causation (which accounts for what's taught in school, students’ native intellectual ability, and students’ out-of-school learning).
Regardless of the type of assessment, formative or summative, assessment results are not fully indicative of teaching and/or student
ability. Assessment results do not fully reflect a student as a whole. Many additional external factors can affect a student’s score that
are not truly reflective of their abilities and skills. Almost all assessments lack an emotional component that consider the student as a
whole.
TEACHER GROWTH PLAN 24

Instructional Literacy

ATP 600 AAL 656

I believe this is my strongest I feel I could improve upon I believe this is my strongest I feel I could improve upon
Aside from being deeply Instruction Literacy is my Also, being a part of a In having students being
committed to my students and Elective Specialization “Coaching Model” last year active learners, I want them to
their learning, I design and because I know it is the area I taught me a lot about be more engaged in their
implement learning can grow the most in. I look reflecting on my practice. entire learning process. This
sequences. I teach the forward to learning a lot in Through this “Coaching includes having students be
building blocks of the this subject. What I look Model” I learned a lot about able to: self-assess, set goals,
mathematical foundations forward to learning the most Teacher Inquiry and self- reflect on their learning, share
before getting to the more is to engage my students in reflection. And as I have their learning with peers, and
difficult topics. For example, meaningful learning. gone through this program, I critique their peers work
before I can teach parallel Although this is incorporated have done plenty of Teacher (Chappuis, Striggins,
lines and transversals, into my class it does not Inquiry in which my end goal Chappuis, & Arter, 2012).
students must first have a happen as frequent as I would is always how to best support
clear understanding of angle like it to be. my students. I have been able
pair relationships. Also, to narrow down my focus
being a part of a “Coaching interests as an inspired
Model” last year taught me a teacher- providing students
lot about reflecting on my with active, engaging, and
practice. customized learning
experiences that fit their
needs as an individual learner
(Keengwe, 2015).

Through this program, I have


also learned so much about
the value and impact of Clear
learning targets. Having clear
TEACHER GROWTH PLAN 25

learning targets sets the tone


for the content; it provides
guidance and structure for
students. Clear learning
targets provide students with
expectations and holds them
accountable for their learning.
The benefits for students in
having clear learning targets
are: (Chappuis, Striggins,
Chappuis, & Arter, 2012)
1. Understanding what
they are responsible
for learning
2. Understanding and
acting on feedback
3. Being prepared to self-
asses and set goals
4. Being able to track,
reflect, and share their
own progress

One of the most valuable concepts I have learned in terms of Learner Literacy from this Program is how to best plan for a lesson,
where the focus is on student learning and understanding. These concepts include Understanding by Design (UbD) and Universal
Design for Learning (UDL). The cycle for UbD includes three stages: 1- clarifying desired results, 2 - determining needed evidence,
and 3- developing the learning plan (Wiggins & McTighe, 2011). The focus is on how to teach the lesson, not what to teach, with the
outcome being student understanding. It is understood that a student has learned and understood the content when they are able to
transfer their knowledge. Students are able to demonstrate their knowledge and understanding through the six facets of understanding,
which include: explaining, interpreting, applying, shifting perspective, empathizing, and self-assessment (Wiggins & McTighe, 2011).
With the three main guidelines of UDL being: representations, action and expression, and engagement. (CAST). As a result of my
new knowledge of UbD and UDL, my teaching know stresses the importance of students being able to demonstrate their knowledge,
TEACHER GROWTH PLAN 26

by being able to physically produce some sort of product that demonstrates their understanding, using one of the six facets of
understanding.

In terms of students as learners, I have learned a lot about the science of how students learn, and just how malleable the brain is. The
brain is constantly changing and adapting to life and experiences, in which these adaptations can modify the genetic material of
students’ brains (Jensen, 2005). With this, students can always improve. Instead of becoming discouraged when students lack an
expected skill, I know that they still have the opportunity to learn that skill. Through new experiences and modeling, student can meet
my expectations. Through modeling, I am reminded that students need to be taught how to solve problems, essentially students need
to be taught how to be students.

Ultimately, I have learned that Instructional Literacy includes all aspects of quality teaching: student-centered learning, differentiated
learning, multiple modes of instruction, authentic assessments, essential questions, and sequencing.
TEACHER GROWTH PLAN 27

Learner Literacy

ATP 600 AAL 656

I believe this is my strongest I feel I could improve upon I believe this is my strongest I feel I could improve upon
My strongest aspect of One of my weakest After learning about Communicating and
Learner Literacy is that I am characteristics in the Seven formative assessments, I am involving parents/family into
continuously learning from Literacies is involving more hyperaware about my their student’s learning
my learners. I constantly students’ families in their students’ learning and process is still an aspect of
monitor student learning and learning process. Most often, abilities and constantly Learner Literacy that I am
modify my instruction as family members seek me out modifying my instruction to improving on. What I have
needed. Student knowledge is for support in their student’s
help support students in been able to do is increase my
assessed weekly, which is learning; instead of me
plans my instruction for the reaching out to the student’s learning and meeting the communication with
upcoming week. Another family. Usually when I reach content learning targets. parents/family by
aspect of my Learner Literacy out to students’ families it is These formative assessments documenting and making
is that I am able to maintain for negative behavior or a are reoccurring and frequent notes about students’ work,
and cultivate a safe and failing grade. I hope to as a way to get accurate and behavior, and improvement,
respectful place of learning. improve in this aspect and up-to-date information on in the online gradebook. I
initiate more family students’ knowledge. In have found that these
connections. modifying my instruction, I comments hold students
try my best to cater to all accountable for their actions.
student needs and learning Additionally, these comments
levels, through the use of also provide me with a point
differentiated instruction. of entry for communicating
with parents directly.
TEACHER GROWTH PLAN 28

Prior to entering this Program, my teaching style included having students work in groups, with each individual being assigned a
group role. Since then, my professional goals have been strengthened in terms of understanding the meaning and benefits of learner-
center teaching (LCT). Doyle and Zakrajsek describe learner-center teaching as a model where the “teacher’s goal is to get [students]
to do as much of the work in the learning process as possible, because the more work [the] brain does, the greater number of
connections established” (Doyle & Zakrajsek, 2013). Leaner-center teaching is more than just group work, it is structured work
group, with a focus on understanding the content. This structured work group facilitates discussions with a purpose on learning,
growth, and understanding. In these groups students are constantly challenging and questioning their peers, while learning from a new
perspective. Ultimately, LCT has students doing the “heavy lifting” during class time because “the one who does the work, does the
learning” (Doyle & Zakrajsek, p. 7, 2013)

What I did appreciate learning about in this Program was the implementation of differentiated instruction. Differentiated instruction
meets the needs of all students, with various readiness levels, including: knowledge, experience, interest, and learning style. The
purpose of differentiated instruction is to provide all students with access to the content. Tomlinson (2001) describes a differentiated
classroom as providing students various avenues to connect with the content, make sense of ideas, develop products, and learn
effectively. “The intent is to maximize each student's growth and individual success by meeting each student where he or she is . . .
rather than expecting students to modify themselves for the curriculum” (Ariss, et al., 2017, p. 79). The use of differentiated
instruction in the classroom is to provide students with a voice and a choice; creating student ownership of their learning. When
students have a say in their learning they become more proactive. When they are able to identify situations work best for them, they
can provide themselves with more opportunities for success.
TEACHER GROWTH PLAN 29

References

Acosta-Teller, E., Amador-Lankster, C., Anderson, L., Crow, N., Dickenson, P., Elder, D.,

Fabry, D., Gilbert, S., Karell, D., Reynolds, T., & Tolbert, D. (2016). The Inspired

Teacher and Seven Literacies Defined. Abstract retrieved from ATP 600: The Inspired

Educator

Assessment Literacy Defined. National Task Force on Assessment Education. [PDF].

Retrieved from: https://www.assessmenteducation.org/wp-content/uploads/Assessment

Literacy-Definition.2017.01.25.pdf

California Assessment of Student Performance and Progress. Retrieved from:


http://www.caaspp.org

CAST. Universal Desgin for Learning Guidelines. Retrieved from: http://www.cast.org/our-

work/about-udl.html#.W6gVlhNKiRt

Chappuis, J., Striggins, R., Chappuis, S. & Arter, J. (2012). Classroom Assessment for Student

Learning: Doing it Right- Doing it Well (2nd ed.). Boston, MA: Pearson Education, Inc.

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pdf/

Doyle, T., & Zakrajsek, T. (2013). The New Science of Learning. Sterling, VA: Stylus

Publishing, LLC.
TEACHER GROWTH PLAN 30

Keengwe, J. (2015). Handbook of Research on Educational Technology Integration and Active

Learning. (Advances in Educational Technologies and Instructional Design).

Jensen, E. (2005). Teaching with the Brain in Mind. Alexandria, VA: Association for

Supervision and Curriculum Development.

Popham, W.J. (1999). Why Standardized Test Don’t Measure Educational Quality.

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Restorative Practice in Schools. In Restorative Justice Council. Retrieved from

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