Professional Growth Plan

College of Education

Department of Teaching and Leading

Masters of Education in Instruction

Teaching is a complex profession that requires teachers to integrate both the science and the art of their craft in order to impact learning. The Professional Growth and Plan outlines a process that honors differences among teachers, encourages positive change, and provides concrete support for improving teaching and learning.

Professional Growth Plan

The goal of this Professional Growth Plan is to improve instruction. This document is for organizing your learning and growth as you complete your MED program. Each plan is unique to the individual teacher candidate, and each plan is based on your self-assessment and on feedback from your school based administrator, AU instructor and peers. The intent of this document is to support your professional growth through identification of the goals, actions/strategies, and intended results that are of value to you as a growing professional.

As you identify your goals for your professional development, keep the following components in mind.

·         Reflect on your current knowledge and skills in each area.

·         Determine specific and measurable goals.

·         Align your goals to the program standards.

·         Determine the data that will measure your success.

·         Across the program evaluate your progress towards improvement.

Professional Growth Plan Profile Template

Name:Allison Renew____________________________________________ Date:   05/30/2017

Standard - List the program standard that would be appropriate for your goal.	Reflection - Self evaluate your abilities in this area at the beginning of the program.  What evidence do you have?	Goal(s) for improvement.	Results:  How my practice improved.  Include evidence of improvement.
Standard I: Knowledge of Students	I meet with parents at open house, orientation night and parent conferences. I communicate with parents on a daily basis using the Remind app, e-mail and phone calls. I would like to develop deeper relationships with my students and get to know them better.
Standard II: Respect for Diversity	I definently understand and respect how diverse my class is but I do struggle figuring out the best way to support all learners.
Standard III: Establishing an Environment for Learning	I have a positive learning environment where boundaries/expectations are clear. I encourage positive interactions among my students.
Standard IV: Knowledge of Content and Curriculum	I’ve emersed myself in ELA standards and curriculum since I began teaching 2nd grade. I’ve grown a good understanding of math, science and social studies as I taught them.
Standard V: Instructional Decision Making	I do fairly good job of assessing, planning, implementing and reflecting. I need to work on using assessment data to develop plans as well as reflecting on what needs to be readdressed.
Standard VI: Assessment	I use a variety of assessment techniques includeding summative and formative assessments.
Standard VII: Reflection and Growth	I need to continue to learn new strategies and pedagogy as a reflect.
Standard VIII: Families and Communities	I do not collaborate with families or communities about math.
Standard IX: Professional Community	I collaborate with my grade level and with my school leadership team but I feel that I could do more.

Masters in Instruction (MED) Standards

The following standards are drawn from the National Board for Professional Teaching Standards for accomplished teaching in early and middle childhood generalist as well as adolescence and young adulthood.  They each describe an important facet of accomplished teaching and often occur concurrently because of the seamless quality of accomplished practice. These standards serve as the basis for the Masters of Education degree in Instruction at Augusta University.

Standard I: Knowledge of Students

Accomplished teachers use their knowledge of child development, their knowledge of students as individuals, and their knowledge of students as learners to develop and strengthen relationships that enhance learning.

Standard II: Respect for Diversity

Accomplished teachers respect and comprehend the complex nature of diversity. They provide opportunities for all students to access the knowledge, skills, and understandings they need to become caring and thoughtful participants in a global citizenry.

Standard III: Establishing an Environment for Learning

Accomplished teachers establish and maintain safe and respectful learning communities that nurture relationships and create climates that promote student engagement in learning.

Standard IV: Knowledge of Content and Curriculum

Accomplished teachers draw on and expand their knowledge of content and curriculum to determine what is important for students to learn and experience within and across the subject areas.

Standard V: Instructional Decision Making

Accomplished teachers are effective instructional decision makers. They use a process of assessing, planning, implementing, and reflecting to guide teaching and learning.

Standard VI: Assessment

Accomplished teachers integrate a range of assessment methods into their instruction to promote the learning of all students by designing, selecting, and ethically employing assessments that align with educational goals. They provide opportunities for students to reflect on their strengths and weaknesses in order to revise, support, and extend their individual performance.

Standard VII: Reflection and Growth

To improve practice, accomplished teachers regularly reflect on what they teach, how they teach, and how their teaching impacts student learning. They keep abreast of changes and learn new content and pedagogy, continually improving their knowledge and practice.

Standard VIII: Families and Communities

Accomplished teachers collaborate with families and communities to support student engagement in learning mathematics.

Standard IX: Professional Community

Accomplished teachers continually collaborate with other teachers and education professionals to strengthen the school’s programs, promote program quality and continuity across grade levels and courses, and improve knowledge and practice in education.