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
ATP 600: July 2018
I believe this is my strongest
The Inspired I have a strong connection with the
Teacher understanding of being an Inspired Teacher
Definition in fostering my students’ learning by
allowing them to strive socially-
emotionally, achieve academically, and
contribute positively to their communities.
I provide students a safe and welcoming
environment where high expectations are
for all students. I hope to motivate students
in becoming the best version of themselves.
Assessment I am quick, in the physical aspect, of
Literacy putting together an assessment. I use a
variety of different type of questions that
include: vocabulary, interpreting a
table/graph, selecting all that apply,
selecting the extraneous solution, and free
response. My colleagues and I also have a
great relationship where we are constantly
reviewing and collaborating on student
assessment results. These results then
influence my next steps in instruction.
Content Aside from having deep content
Literacy knowledge, Backwards Planning is one of
my strong suits in Content Literacy. I
create weekly assessments (tests and
quizzes) prior to teaching the content.
First, I analyze each sections’ goals and
standards and create an assessment aligned
with those objectives. This process allows
me to stay focused on the task and meet all
the requirements of the assessment.
Backwards planning keeps the “big
picture” in mind because I always know
where I want students to go (content wise).
Critical As a teacher, I am successful in making
Thinking lesson plans bases on students’ prior
Literacy knowledge and abilities. My classroom is
also a safe environment where all students
3
I feel I could improve upon
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 produce good
work. For them not just to do
work because it was asked of
them, but to do work as a way
to learn and progress.
Even though I use a variety of
questions types, they do not
vary much on Depth of
Knowledge. Most of my
questions fall under Level 1 of
Recall/Reproduction and Level
2 of Skill/Concept. I hope
through my Assessment
Specialization I learn more
about effective assessments and
incorporate all four levels of
Depth of Knowledge.
I need to improve in the area of
providing students
opportunities and support in
using academic language. My
school has a large population of
English Language Learners, so
there is focus on vocabulary
acquisition and academic
language. Although I teach and
present content using academic
language, I do not provide
students with plenty of
opportunities to produce
academic language in which
they can engage in and express
complex thinking.
As a teacher, I know I need to
personally work on my wait
time response from students. I
need to give students more time
TEACHER GROWTH PLAN
have the same opportunity to learn and
succeed. Additional, I analyze student data
(assessment results) and make informed
decisions about what to do next.
Digital I use the platform Desmos in my class as a
Literacy way to bring visualization and interaction
of concepts (mostly graphs and tables). I
also use Kahoot! as an informal assessment
prior to students’ chapter tests. I am also
highly resourceful with Illuminate (our
District’s assessment tool) in which I
analyze my students’ assessments results.
Instructional Aside from being deeply committed to my
Literacy students and their learning, I design and
implement learning sequences. I teach the
building blocks of the mathematical
foundations before getting to the more
difficult topics. For example, before I can
teach parallel lines and transversals,
students must first have a clear, indepth,
understanding of angle pair relationships.
Also, being a part of a “Coaching Model”
last year taught me a lot about reflecting on
my practice.
Learner My strongest aspect of Learner Literacy is
Literacy that I am continuously learning from my
learners. I constantly monitor student
learning and modify my instruction as
needed. Student knowledge is formally
assessed weekly, which is plans my
instruction for the upcoming week.
Another aspect of my Learner Literacy is
that I am able to maintain and cultivate a
safe and respectful place of learning.
4
to struggle with the material
and/or time to process the
question. And redirect them as
needed so that they can come to
the conclusion on their own.
Although I know a good
amount about technology and
have learned about various
digital tools to incorporate in
the classroom, I rarely
implement technology into my
classroom. Even when my
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.
Instruction Literacy is my Core
Specialization because I know
it is the area I can grow the
most in. I look forward to
learning a lot in this subject.
What I look forward to learning
the most is to engage my
students in meaningful
learning. Although this is
incorporated into my class,
active learning does not happen
as frequent as I would like it to.
One of my weakest
characteristics in the Seven
Literacies is involving students’
families in their learning
process. Most often, family
members seek me out for
support in their student’s
learning; instead of me
reaching out to the student’s
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
Emotional pleasure to be at school that focuses on the
Literacy social-emotional well-being of its students.
Our school implements a Restorative
Practice approach, which focuses on
building strong relationships. In addition to
building relationships it also prevents and
resolves relationship-damaging incidents
(https://restorativejustice.org.uk/restorative-
practice-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
Theme Strengths is the understanding of the
students in my class. Building strong
relationships with students allows me to
use their background knowledge to guide
my instruction as well as monitor and adapt
my instruction to their needs.
After reviewing the content for
Social Emotional Literacy, the
area I can improve on is
participation in ongoing
professional learning to
evaluate and adapt my teaching.
Being a part of this Master’s
Program will allow me to
evaluate my teaching and grow
in my Social Emotional
Literacy.
One common theme amongst
my Literacy improvements is
my ability to engage students in
meaningful learning, which in
return creates more motivated
students. Upon further
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
AIL 626: November 2018
Before: Area of Improvement
The Inspired With being an Inspiring Teacher I need
Teacher to improve on student motivation. I
Definition need to learn how to harness and
address students’ needs so that students
are internally motivated to produce
good work. For them not just to do
work because it was asked of them, but
to do work as a way to learn and
progress.
Digital Literacy Although I know a good amount about
technology and have learned about
various digital tools to incorporate in
the classroom, I rarely implement
technology into my classroom. Even
when my 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 Instruction Literacy is my Core
Literacy Specialization because I know it is the
area I can grow the most in. I look
forward to learning a lot in this subject.
What I look forward to learning the
most is to engage my students in
meaningful learning. Although this is
incorporated into my class, active
learning does not happen as frequent as
I would like it to.
8
Now
Students become motivated and
engaged with content, when it is
relevant and accessible.
Accessible content builds on
students’ prior knowledge and
their ability levels. Students also
produce quality work when there
is a positive working relationship
amongst the community of
learners and teacher. This
relationship includes valuing all
students’ voices and opinions.
Students are constantly using
Desmos in class to: create tables,
evaluate functions, and interpret
graphs. Through the use of
technology in the classroom,
students are able to use Desmos to
demonstrate four of the eight
Standards for Mathematical
Practices: model with
mathematics, use appropriate tools
strategically, attend to precision,
and look for and make use of
structure.
Active learning in my classroom
now takes on various forms.
Students are actively engaged with
the content when: they use
technology, construct viable
arguments and critique the
reasoning of others, think-pair-
share, and look for and make use
of structure. I am able to
implement active learning
experiences for my students
through the use of differentiated
instruction.
TEACHER GROWTH PLAN
Critical As a teacher, I know I need to
Thinking personally work on my wait time
Literacy response from students. I need to give
students more time to struggle with the
material and/or time to process the
question. And redirect them as needed
so that they can come to the conclusion
on their own.
9
I now have a better understanding
of how the brain works, the
science behind how people learn.
Before students can learn in the
classroom, they must be ready to
learn, and most of this preparation
happens outside of the classroom.
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
AAL 650: December 2018
I believe this is my strongest
The Inspired I have a strong connection with the
Teacher understanding of being an Inspired Teacher
Definition in fostering my students’ learning by
allowing them to strive socially-
emotionally, achieve academically, and
contribute positively to their communities.
I provide students a safe and welcoming
environment where high expectations are
for all students. I hope to motivate students
in becoming the best version of themselves.
Assessment I am quick, in the physical aspect, of
Literacy putting together an assessment. I use a
variety of different type of questions that
include: vocabulary, interpreting a
table/graph, selecting all that apply,
selecting the extraneous solution, and free
response. My colleagues and I also have a
great relationship where we are constantly
reviewing and collaborating on student
assessment results. These results then
influence my next steps in instruction.
Content Aside from having deep content
Literacy knowledge, Backwards Planning is one of
my strong suits in Content Literacy. I
create weekly assessments (tests and
quizzes) prior to teaching the content.
First, I analyze each sections’ goals and
standards and create an assessment aligned
with those objectives. This process allows
me to stay focused on the task and meet all
the requirements of the assessment.
Backwards planning keeps the “big
picture” in mind because I always know
where I want students to go (content wise).
Critical As a teacher, I am successful in making
Thinking lesson plans bases on students’ prior
Literacy knowledge and abilities. My classroom is
also a safe environment where all students
10
I feel I could improve upon
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 produce good
work. For them not just to do
work because it was asked of
them, but to do work as a way
to learn and progress.
Even though I use a variety of
questions types, they do not
vary much on Depth of
Knowledge. Most of my
questions fall under Level 1 of
Recall/Reproduction and Level
2 of Skill/Concept. I hope
through my Assessment
Specialization I learn more
about effective assessments and
incorporate all four levels of
Depth of Knowledge.
I need to improve in the area of
providing students
opportunities and support in
using academic language. My
school has a large population of
English Language Learners, so
there is focus on vocabulary
acquisition and academic
language. Although I teach and
present content using academic
language, I do not provide
students with plenty of
opportunities to produce
academic language in which
they can engage in and express
complex thinking.
As a teacher, I know I need to
personally work on my wait
time response from students. I
need to give students more time
TEACHER GROWTH PLAN
have the same opportunity to learn and
succeed. Additional, I analyze student data
(assessment results) and make informed
decisions about what to do next.
Digital I use the platform Desmos in my class as a
Literacy way to bring visualization and interaction
of concepts (mostly graphs and tables). I
also use Kahoot! as an informal assessment
prior to students’ chapter tests. I am also
highly resourceful with Illuminate (our
District’s assessment tool) in which I
analyze my students’ assessments results.
Instructional Aside from being deeply committed to my
Literacy students and their learning, I design and
implement learning sequences. I teach the
building blocks of the mathematical
foundations before getting to the more
difficult topics. For example, before I can
teach parallel lines and transversals,
students must first have a clear, indepth,
understanding of angle pair relationships.
Also, being a part of a “Coaching Model”
last year taught me a lot about reflecting on
my practice.
Learner My strongest aspect of Learner Literacy is
Literacy that I am continuously learning from my
learners. I constantly monitor student
learning and modify my instruction as
needed. Student knowledge is formally
assessed weekly, which is plans my
instruction for the upcoming week.
Another aspect of my Learner Literacy is
that I am able to maintain and cultivate a
safe and respectful place of learning.
11
to struggle with the material
and/or time to process the
question. And redirect them as
needed so that they can come to
the conclusion on their own.
Although I know a good
amount about technology and
have learned about various
digital tools to incorporate in
the classroom, I rarely
implement technology into my
classroom. Even when my
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.
Instruction Literacy is my Core
Specialization because I know
it is the area I can grow the
most in. I look forward to
learning a lot in this subject.
What I look forward to learning
the most is to engage my
students in meaningful
learning. Although this is
incorporated into my class,
active learning does not happen
as frequent as I would like it to.
One of my weakest
characteristics in the Seven
Literacies is involving students’
families in their learning
process. Most often, family
members seek me out for
support in their student’s
learning; instead of me
reaching out to the student’s
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
Emotional pleasure to be at school that focuses on the
Literacy social-emotional well-being of its students.
Our school implements a Restorative
Practice approach, which focuses on
building strong relationships. In addition to
building relationships it also prevents and
resolves relationship-damaging incidents
(https://restorativejustice.org.uk/restorative-
practice-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
Theme Strengths is the understanding of the
students in my class. Building strong
relationships with students allows me to
use their background knowledge to guide
my instruction as well as monitor and adapt
my instruction to their needs.
After reviewing the content for
Social Emotional Literacy, the
area I can improve on is
participation in ongoing
professional learning to
evaluate and adapt my teaching.
Being a part of this Master’s
Program will allow me to
evaluate my teaching and grow
in my Social Emotional
Literacy.
One common theme amongst
my Literacy improvements is
my ability to engage students in
meaningful learning, which in
return creates more motivated
students. Upon further
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
AAL 656: March 2019
I believe this is my strongest
The Inspired I have a strong connection with the
Teacher understanding of being an Inspired
Definition Teacher in fostering my students’
learning by allowing them to strive
socially-emotionally, achieve
academically, and contribute positively
to their communities. I provide
students a safe and welcoming
environment where high expectations
are for all students. I hope to motivate
students in becoming the best version
of themselves.
Assessment I am quick, in the physical aspect, of
Literacy putting together an assessment. I use a
variety of different type of questions
that include: vocabulary, interpreting a
table/graph, selecting all that apply,
selecting the extraneous solution, and
free response. My colleagues and I also
have a great relationship where we are
constantly reviewing and collaborating
on student assessment results. These
results then influence my next steps in
instruction.
Not only can I build an assessment
quickly, but I can notw create an
effective assessment, with sound design
that has a clear purpose (Chappuis,
Striggins, Chappuis, & Arter, 2012).
Content Aside from having deep content
Literacy knowledge, Backwards Planning is one
of my strong suits in Content Literacy.
I create weekly assessments (tests and
quizzes) prior to teaching the content.
First, I analyze each sections’ goals and
standards and create an assessment
aligned with those objectives. This
15
I feel I could improve upon
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 produce
good work. For them not just to
do work because it was asked of
them, but to do work as a way to
learn and progress.
Even though I use a variety of
questions types, they do not vary
much on Depth of Knowledge.
Most of my questions fall under
Level 1 of Recall/Reproduction
and Level 2 of Skill/Concept. I
hope through my Assessment
Specialization I learn more about
effective assessments and
incorporate all four levels of Depth
of Knowledge.
In having students being active
learners, I want them to be more
engaged in their entire learning
process, including the assessment
process. This includes having
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).
I need to improve in the area of
providing students opportunities
and support in using academic
language. My school has a large
population of English Language
Learners, so there is focus on
vocabulary acquisition and
academic language. Although I
TEACHER GROWTH PLAN
process allows me to stay focused on
the task and meet all the requirements
of the assessment. Backwards planning
keeps the “big picture” in mind because
I always know where I want students to
go (content wise).
Critical As a teacher, I am successful in making
Thinking lesson plans bases on students’ prior
Literacy knowledge and abilities. My classroom
is also a safe environment where all
students have the same opportunity to
learn and succeed. Additionally, I
analyze student data (assessment
results) and make informed decisions
about what to do next.
From this Program, I now have a better
understanding of how the brain works,
the science behind how people learn.
Before students can learn in the
classroom, they must be ready to learn,
and most of this preparation happens
outside of the classroom. 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.
Digital Literacy I use the platform Desmos in my class
as a way to bring visualization and
interaction of concepts (mostly graphs
and tables). I now use Desmos almost
every day in class as a way to: create
tables, evaluate functions, and interpret
graphs. Through the use of technology
in the classroom, students are able to
use Desmos to demonstrate four of the
eight Standards for Mathematical
Practices: model with mathematics,
use appropriate tools strategically,
16
teach and present content using
academic language, I do not
provide students with plenty of
opportunities to produce academic
language in which they can engage
in and express complex thinking.
As a teacher, I know I need to
personally work on my wait time
response from students. I need to
give students more time to struggle
with the material and/or time to
process the question. And redirect
them as needed so that they can
come to the conclusion on their
own.
As an Inspired Teacher, I also
need to provide my students with
more opportunities to demonstrate
their critical thinking skills. My
students, based on my school’s
population and demographic, need
additional support with vocabulary
building and annotating text.
Personally, I need to focus on my
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
Although I know a good amount
about technology and have learned
about various digital tools to
incorporate in the classroom, I
rarely implement technology into
my classroom. Even when my
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.
TEACHER GROWTH PLAN
attend to precision, and look for and
make use of structure.
I also use Kahoot! as an informal
assessment prior to students’ chapter
tests. I am also highly resourceful with formative assessment. Using
Illuminate (our District’s assessment
tool) in which I analyze my students’
assessments results.
Instructional Aside from being deeply committed to
Literacy my students and their learning, I design Core Specialization and I know it
and implement learning sequences. I
teach the building blocks of the
mathematical foundations before
getting to the more difficult topics. For forward to learning the most is to
example, before I can teach parallel
lines and transversals, students must
first have a clear, in-depth,
understanding of angle pair
relationships.
Also, being a part of a “Coaching
Model” last year taught me a lot about
reflecting on my practice. Through this
“Coaching Model” I learned a lot about
Teacher Inquiry and self-reflection.
And as I have gone through this
program, I have done plenty of Teacher
Inquiry in which my end goal is always
how to best support my students. I
have been able to narrow down my
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.
17
With using more technology in the
classroom, it is also important to
be resourceful with these tools. I
want to use more digital tools in
the classroom as a form of
technology is a quick and
resourceful way to gather student
feedback immediately. Which I
can then use to support students in
their learning, while the learning is
still occurring.
Instruction Literacy is one of my
is one of the areas I can grow the
most in. I look forward to learning
a lot in this subject. What I look
engage my students in meaningful
learning. Although this is
incorporated into my class, active
learning does not happen as
frequent as I would like it to.
In having students being active
learners, I want them to be more
engaged in their entire learning
process. This includes having
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).
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
my learners. I constantly monitor
student learning and modify my
instruction as needed. Student
knowledge is formally assessed weekly,
which is plans my instruction for the
upcoming week. Another aspect of my
Learner Literacy is that I am able to
maintain and cultivate a safe and
respectful place of learning.
Social For the past two years, I have had the
Emotional pleasure to be at school that focuses on
Literacy the social-emotional well-being of its
students. Our school implements a
Restorative Practice approach, which
focuses on building strong
relationships. In addition to building
relationships it also prevents and
resolves relationship-damaging
incidents (Restorative Practice in
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
Theme Strengths is the understanding of the
students in my class. Building strong
in the Seven Literacies is
involving students’ families in
their learning process. Most often,
family members seek me out for
support in their student’s learning;
instead of me reaching out to the
student’s 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.
After reviewing the content for
Social Emotional Literacy, the
area I can improve on is
participation in ongoing
professional learning to evaluate
and adapt my teaching. Being a
part of this Master’s Program will
allow me to evaluate my teaching
and grow in my Social Emotional
Literacy.
One common theme amongst my
Literacy improvements is my
ability to engage students in
TEACHER GROWTH PLAN 19

relationships with students allows me to meaningful learning, which in

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

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
Instructional Literacy
ATP 600
I believe this is my strongest
Aside from being deeply
committed to my students and
their learning, I design and
implement learning
sequences. I teach the
building blocks of the
mathematical foundations
before getting to the more
difficult topics. For example,
before I can teach parallel
lines and transversals,
students must first have a
clear understanding of angle
pair relationships. Also,
being a part of a “Coaching
Model” last year taught me a
lot about reflecting on my
practice.
I feel I could improve upon
Instruction Literacy is my
Elective Specialization
because I know it is the area I
can grow the most in. I look
forward to learning a lot in
this subject. What I look
forward to learning the most
is to engage my students in
meaningful learning.
Although this is incorporated
into my class it does not
happen as frequent as I would
like it to be.
24
AAL 656
I believe this is my strongest I feel I could improve upon
Also, being a part of a In having students being
“Coaching Model” last year active learners, I want them to
taught me a lot about be more engaged in their
reflecting on my practice. entire learning process. This
Through this “Coaching includes having students be
Model” I learned a lot about able to: self-assess, set goals,
Teacher Inquiry and self- reflect on their learning, share
reflection. And as I have their learning with peers, and
gone through this program, I critique their peers work
have done plenty of Teacher (Chappuis, Striggins,
Inquiry in which my end goal Chappuis, & Arter, 2012).
is always how to best support
my students. I have been able
to narrow down my 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
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
Learner Literacy
ATP 600
I believe this is my strongest
My strongest aspect of
Learner Literacy is that I am
continuously learning from
my learners. I constantly
monitor student learning and
modify my instruction as
needed. Student knowledge is
assessed weekly, which is
plans my instruction for the
upcoming week. Another
aspect of my Learner Literacy
is that I am able to maintain
and cultivate a safe and
respectful place of learning.
I feel I could improve upon
One of my weakest
characteristics in the Seven
Literacies is involving
students’ families in their
learning process. Most often,
family members seek me out
for support in their student’s
learning; instead of me
reaching out to the student’s
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 family
connections.
AAL 656
I believe this is my strongest
After learning about
formative assessments, I am
more hyperaware about my
students’ learning and
abilities and constantly
modifying my instruction to
help support students in
learning and meeting the
content learning targets.
These formative assessments
are reoccurring and frequent
as a way to get accurate and
up-to-date information on
students’ knowledge. In
modifying my instruction, I
try my best to cater to all
student needs and learning
levels, through the use of
differentiated instruction.
27
I feel I could improve upon
Communicating and
involving parents/family into
their student’s learning
process is still an aspect of
Learner Literacy that I am
improving on. What I have
been able to do is increase my
communication with
parents/family by
documenting and making
notes about students’ work,
behavior, and improvement,
in the online gradebook. I
have found that these
comments hold students
accountable for their actions.
Additionally, these comments
also provide me with a point
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.

Depth of Knowledge (DOK) Overview Chart [PDF document]. Retrieved from Northern

Indiana Educational Services Center. Website: http://www.niesc.k12.in.us/index.cfm/

staff-development/public-consulting-group-co-teaching-session/depthofknowledgechart-

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.

Educational Leadership, 56(6), 8-15.

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

https://restorativejustice.org.uk/restorative-practice-schools

Shelton, A., & Brown, R. (2010). Measuring the Alignment of High School and Community

College Math Assessments. Journal of Applied Research in the Community

College, 18(1), 6-15.

Tomlinson, C.A. (2001). How To Differentiate Instruction In Mixed-Ability Classrooms (2nd

Ed).

Alexandria, VA: Association for Supervision & Curriculum Development.

Trumbull, E., & Lash, A. (2013). Understanding Formative Assessment: Insights from Learning

Theory and Measurement Theory. San Francisco: WestEd.

Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High

Quality Units. Alexandria, VA: Aassociation for Supervision & Curriculum Development.