PSIII Professional Growth Plan

Robyn Volek
September December 2016
Grasslands Public Schools
1. Goal Statement: Research classroom management strategies
and create a classroom management plan to improve my
management skills.
Related KSA(s):
(g): Students needs for physical, social, cultural and
psychological
security. They know how to engage students in
creating effective classroom routines. They know how when to apply a
variety of management strategies that are in keeping with the
situation, and that provide for minimal
disruptions to students
learning.
(h): The importance of respecting students human dignity. They
know how to establish, with different students, professional
relationships that are characterized by mutual respect, trust, and
harmony
Rationale:
It is important to have effective classroom management routines
and plans so students feel safe and respected in the classroom. This
environment needs
to be positive so students can learn and grow
within. Throughout my student
teaching experience, I felt like this
was an area that I could always improve. This practicum gives me the
opportunity to improve my own classroom
management skills and
provide a safe environment for all students.
Strategies:
1. Discuss with my TA what their routines are and what works
for them
2. Discuss with my TA what the expectations are school wide
(certain rules)
3. Create a toolbox of classroom management strategies
4. Start my own classroom management plan and give
students my expectations
5. Reinforce and follow up with my rules with rewards or
punishments
Indicators of Achievement:
Each week I will reflect on my classroom management and alter
my techniques accordingly and add any strategies to my toolbox.
Timeline for Completion:
Ongoing throughout the practicum
Summary for Growth and Goals Achieved:
To be completed each week
Reflections on Professional Growth:

2 Robyn Volek
Rolling Hills School
September December 2016
Professional Goals
To be completed each week

Goal 1 Reflection
Week 1: In this week, I set up classroom routines and rules for respect
in my classroom. My mentor teachers took the whole Junior High and
went over school rules with them. In this week, I explained my
management tool students versus the teacher. The students seemed
enthused by the idea and were well behaved this week. How it works:
On the whiteboard I have a chart that is separated into two columns
Teacher and Student. Each time the students are off task or
noisy/disrespectful, I receive a point. Every time the students are on
track and working, they receive a point. I will never remove points. If
the students win at the end of the week, students will get a reward
free time on computers, treat, or we can watch a funny video as a
class. If I win, the students owe me somethingmaybe pushups or situps.
Week 2: In this week, I continued with my students versus the
teacher management strategy. Students are still responding very well.
Although my rewards and punishments are small, students are excited
to try to beat me.
Week 3-5: Students are still doing well with my classroom
management strategy. The students are winning in our challenge and
being very respectful to each other. The small school atmosphere
definitely has an impact on student respect and attitudes.
Week 6 & 7: Students lost these two weeks. I found that some
student behavior was disrespectful and I had to talk to a few students
after class about what respect means and how they can fix their
behavior. Talking to them has fixed our issues. Ive made it clear that if
they continue to behave like this, it will have to be a discussion with
our principal and parents.
Following Weeks: Classroom management has been going very well
for the remaining weeks. I find there are always little disturbances that
I can quickly resolve using verbal cues, moving around the classroom,
or talking to the student after class. The student versus teacher

management plan went very well for these fifteen weeks and it is a
strategy I would use again.

2. Goal Statement: Improve the quality and quantity of my

formative assessments.
Related KSA(s):
(k): The purpose of student assessment. They know how to
assess the range
of learning objectives by selecting and
developing a variety of classroom and large sale assessment
techniques and instruments. They know how to
use the results
for the ultimate benefit of students.
Rationale:
Formative assessment is crucial for checking student progress
throughout teaching. I have felt as though I havent been using
formative assessment as
effectively or as often as I should. I want
to improve my formative
assessment so it can guide my teaching
based on student performance. This
will improve my abilities as a
future teacher and give me a chance to try
different strategies.
Strategies:
1. Use a variety of formative assessment types
2. Create a toolbox of formative assessment types
3. Have a formative assessment every couple days to
check up on student progress
4. Give students the feedback on formative assessments to
help improve their understanding in the future
5. Record observations and anecdotal notes
Indicators of Achievement:
Each week I will reflect on my assessments and see if they are
effective in checking student understanding. I will also keep a logbook
of assessments (checklist, notebook, grade) to keep track of progress
through the whole
semester.
Timeline for Completion:
Ongoing throughout the practicum
Summary for Growth and Goals Achieved:
To be completed each week
Reflections on Professional Growth:
To be completed each week

4 Robyn Volek
Rolling Hills School
September December 2016
Professional Goals

Week 1: In this week, I set up my assessment in my PSIII binder. I

have a checklist and note sheet for formative assessment that I do
daily during or after class. This will help me to plan my next lesson
because I know where each student is. I plan to also have many
formative assessments entrance/exit slips, discussions, observations,
assignments..etc. before I assess students summatively. I plan to
record all of these formative assessments in my binder each day.
Week 3-8: I found that this assessment has been incredibly beneficial
for me. I know exactly where my students are and it helps me to plan
my next lesson and build upon their knowledge. I find that I am able to
do most of my formative assessments in class as students are talking
or working. Students are responding well to the entrance and exit slips
(I usually do sticky note ones).
Week 9-12: As I get busier, Ive found it more difficult to have all of
my assessments done in class. Report cards are approaching and it is
hard to balance it all. Thankfully, my formative assessment practice is
set up so I can quickly fill it in after class. It may not be as detailed as
it was in the first weeks, but it still helps me to plan my lessons. As I
am preparing for report cards, Im finding that my grades are much
higher than they were compared to previous practicums. I believe that
is due to my own growth and my formative assessment practice. I
ensure that students are learning before I assess them summatively. In
this practicum, I am also giving students a chance to rewrite
assessments if they feel that they can do better. Before they can do
they, we work together to check their understanding and what they
struggled with on the previous one.
Final Weeks: For the last few weeks of my practicum, assessments
are getting completed every day or couple days, depending on how
busy the day is. Im very happy with how my assessments have turned

out over this whole practicum, and Im very proud of how much Ive
improved in my assessment practices. This template that Im using will
definitely be one I will use in my future teaching career.