Action Plan Team Members:
Amanda Jonsgaard (Domain 2), Jeff Buszta (Domain 3), David Branch (Domain 3 and 4), Pam Lindberg (Domain 3 and 4)
Electronic copy of original Professional Development Plan - Action Plan
Team Meeting Schedule
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Area of Focus (SOEI Domains):
2Ai: Creates a safe learning environment – Teacher continues to build positive teacher/student relationships, increasing conversations with students. Teacher’s actions consistently promote the development of students’ positive social, personal and school skills.
2Aii: Establishes high cognitive expectations – Planning and lessons convey high cognitive expectations for most students. Students engage in challenging work.
2Bi: Establishes and maintains classroom routines and procedures – Teacher routinely and consistently communicates expectations for behavior, routines and procedures. Students follow procedures that are set and monitored by the teacher. Teacher adheres to his own expectations for student behavior.
3Bi: Uses instructional strategies to engage students in learning - Instructional strategies show knowledge of how individual students learn. (auditory, visual, kinesthetic – hands-on)
Students engage in challenging work, demonstrating the use of higher order thinking. Students have opportunities for some choice in how they show what they know. Classroom activities show variety.
4ii: Uses self-reflection to improve instruction – Teacher accurately assesses his own effectiveness to identify areas of strength and areas for growth.
Goals/Objectives (What are the specifics of your broader goal of improving your practice?):
Careful study of key concepts in effective classroom management has given me a broad base of knowledge about the requirement for a safe, well-organized, efficient and culturally responsive classroom. I understand that re-norming and reinforcing classroom rules, along with the shift to a proficiency-based assessment environment, will improve student achievement. I seek to explore ways these concepts can successfully be implemented in the urban classroom. To be an effective urban educator, I recognize that I must continue to develop lessons, instructional strategies, assessments and self-assessment systems that are differentiated in order to maximize individual student learning. My broader goal includes improving my practice through purposeful reflection.
Sub-goals/Objectives to improve practice:
- I can create a safe classroom environment by continuing to build positive teacher/student relationships through asserting my expectations, following those expectations myself and promoting students’ positive social, personal and school skills.
- I can create and assert routines and procedures in my classroom that I follow, students follow and we all begin to self-monitor.
- I can create and use instructional strategies that require my students to be cognitively engaged and are differentiated for different learning styles of my students.
- I can hear, reflect on and use constructive criticism and through this, begin to accurately assess my own effectiveness, especially around classroom management.
Student Outcomes:
- Students will understand what they’re learning, and the steps of the assigned tasks by the successful completion of the tasks.
- Students will remain actively engaged with the content throughout
the lesson and learn to work effectively in their independent work.
- Student learning and engagement and their behavior will increase/improve due to engaging and differentiated learning.
- Students will make progress toward the MN and MPS academic standards.
- Students will benefit from my self-reflection and proposed changes to our classroom procedures and expectations.
Strategies to realize goals
1. Teacher to develop lessons and learning activities that I have been coached and mentored to improve my classroom management and pedagogy.
2. Teacher to create additional self-assessments for students to demonstrate they truly understand the subject matter.
3. Teacher to create and use instructional strategies that require my students to be engaged in learning throughout the lesson and learn to work independently.
4. Teacher to consistently and effectively manage my classroom (using No Nonsense Nurturer strategies; using daily reminders of my behavioral expectations – for myself and my students; asserting myself as the classroom leader)
5. Teacher to use constructive criticism that I receive and enhance my self-reflection by the use of a professional journal and open discussions with colleagues.
Resources required:
- Observations by PDP team members with verbal and written feedback
- Structured time to meet with team members for planning to develop learning targets and instructional strategies
- Continued training in Focused Instruction
- Classroom observations of colleagues from NSA, NAAC and other district schools (Patrick Henry, South High)
Website for formal reflection. Time to daily organize and develop artifacts, examine, self-assess and reflect.
Data collection showing growth:
Environment
01. Lesson plans
02. Research - Culturally Responsive Classroom Management
03. * Student Artifacts: Three Act Play Project
Expectations
04. Assessments, self-assessments and rubrics
05. Research notes (subject matter/content research)
06. * Student Artifacts: Othello - Critical Response
Routines
07. Classroom Routines and Procedures
08. Research notes ("Focused instruction" research)
09. * Student Artifacts: Critical Response to Raisin
Strategies
10. Research/Reflection (No Nonsense Nurturer course)
11. Referral/student behavior data
12. Family contact records
13. * Student Artifacts: African American Authors Timeline
Reflection
14. Reflections (visitation of colleagues)
15. Observation schedule and records
16. Re-norming the Classroom strategies
17. Professional Journal - organized through website
18. * Student Artifacts: student "rulebook" posters
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