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Montana Lucier

4/24/19

Professional Growth Plan –Part 1


1a. What data are you using to guide the development of your professional learning goal (e.g.
reflections on teaching, teaching observations, mid-program evaluations, student feedback)

To continue the development of my professionalism, I reflect after each lesson I teach on what
went well, what could have gone better, and what I would do differently. Similarly, I take great
value in the feedback that I receive from my professors and my CT and also use that to guide
further teaching.

1b. What does the data tell you?

Thus far the data has told me that I design effective lessons in that the students are engaged and
fulfil their learning goals, yet I need to strengthen my classroom management because it is
important for effective instruction.

2. Using the information from question 1, what is your focus area (write both the Danielson
domain and the component that you have identified as having the greatest potential for increasing
student learning below)

Domain: 2: The Classroom Environment

Component: 2d: Managing Student Behavior

3. What goal will enable you to strengthen your practice (write your goal statement below)?

My goal is to set the standard or expectation for the maintaining of appropriate student behavior.

4. Describe what you will do to build professional background knowledge related to the domain
and component that you have selected in order for you to achieve your goal (e.g. what
articles/books will you read, what internet resources will you use, what workshops will you
attend, will you interview or observe teachers)?

I will utilize the internet, specifically teacher-help sites like www.teachervision.com , to gain a
better insight on how to handle the specific behavioral challenges in my classroom to continue to
develop professionally in the area of behavioral management. Likewise, I plan to utilize books
like Teach Like a Champion 2.0 by Doug Lemov and The Power of Our Words by Paula Denton
to gain insight on different behavior management strategies.

5. What specific activities/actions will you implement to help attain your goal (e.g. administer a
student interest inventory, develop lessons that include multiple project options for students,
include the use of formative assessments during instruction, video tape and critique one’s
practice, establish procedures for the distribution and collection of materials and supplies)?
Montana Lucier
4/24/19

In order to attain my goal, I will be firm and explicit in my expectations of my students—that my


students will not speak over me and that transitions are quiet and efficient. Similarly, I will not
overuse attention signals trying to obtain my student’s attention, but instead use wait time to cue
misbehavior. I will use the acronym take-away system (similar to RECESS) to remove time
away from “fun activities” so that students are silently redirected, and the lesson is not further
interrupted.

6. How will you collaborate with other professionals to meet your goal?

I will continue to seek advisement from my professors as well as from my cooperating teacher to
evaluate my success towards my goal, as well as my overall professionalism and with-it-ness.

7. What evidence/artifacts will you collect to demonstrate that your goal is being met?

I will ask my cooperating teacher/observer to record any instances where I allow the students to
continue speaking over me without my realization. Also, other parts of monitoring student
behavior. Likewise, I will also record myself to self-reflect on my teaching and effectiveness of
observing student behavior. I will do this through lesson plan reflections, student feedback, and
supervisor/CT feedback on Assessment C—Component 2d.
Montana Lucier
4/24/19

Professional Growth Plan –Part 2


1. What did you do to build your professional background and knowledge related to the domain
and component that you selected? Did you add any new professional learning opportunities
during your internship?

Prior to my internship, I read “Teach Like a Champion” to learn about classroom management
strategies. During the internship, I referred back to the strategies that I had wanted to focus on
prior to the start of the internship to assess how effectively I was implementing each strategy.
Similarly, I attended development trainings after school on Wednesdays focusing on topics like
Sanford Harmony, Number Talks, and technology integration. Sanford Harmony, which focuses
on restorative practices, helped me with managing student behavior by creating a more positive
classroom climate.

2. What specific activities/actions did you implement to help attain your goal?

Within the first few weeks of the internship, I realized that the students could benefit from a
positive reward-based system, so I created a “secret reward” sheet. On this sheet, I wrote a
reward that could be earned by the class working together to remove positive behavior listed on
sticky notes that had been observed. A few of the positive behaviors listed were: “silent
transition in under 1 minute”, “no call outs in 15 minutes”, “working on task”, and “back in seats
and ready to learn in under 2 minutes”. This allowed students to focus on following behavior and
working towards revealing their reward, rather than being punished for not following rules and
procedures. Students took to this reward system quickly and started to encourage their peers to
follow procedures so that the reward could be earned.

3. Did you meet your intended goal? Describe the evidence and artifacts that demonstrate the
professional learning goal was met (include at least 5 descriptions of evidence). Two pieces
of evidence must be the focused observations by your cooperating teacher in your selected
area of growth (attach feedback provided by your cooperating teacher teacher).

I felt as though I did show growth in classroom management and managing student behavior, but
I still have much room to continue growing. My cooperating teacher and supervisor both
observed that I have shown substantial growth in my ability to handle student misbehavior and
manage student behavior in the classroom by setting explicit directions which, in turn, reduced
the amount of instances of misbehavior.
Montana Lucier
4/24/19

Artifacts:
Artifact A: PGP Focused observation by Lynne Beery on 4/16/19
Artifact B: PGP Focused observation by Lynne Beery on
Artifact C: Positive Behavior Sticky Note Reward System
Artifact D: Teaching Observation #1 Danielson Evaluation by Dr. Frances Duvall (supervisor)
Artifact E: Teaching Observation #1 Danielson Evaluation by Dr. Frances Duvall (supervisor)
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Artifact A
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Artifact B
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Artifact E

4. How did you collaborate with other professionals to meet your goal?

I collaborated primarily with the third grade team while at school and used Dr. Mercedes
Tichenor and Dr. Bette Heins as resources when identifying strategies to best aid me in
managing student behavior. Because this is an area that I am still working to improve, I would
state that my goal is somewhat met, but is still being improved upon.

5. What new learning did you acquire as a result of the professional learning opportunities in
which you engaged?

Through this experience of working to improve a specific aspect of my instruction, I learned just
how much improvement can be made if I focus specifically on one component. Similarly, I
learned that positive behavior reinforcement is much more effective than punishment because it
gives the students hope and a goal for improvement, rather than explicitly punishing students for
misbehavior.

6. What impact did the changes in instructional practice have on you as a professional?
Montana Lucier
4/24/19

This PGP impacted me by showing me that managing student behavior is something that I can
control because of the way that I react, even if I can’t necessarily control the students’ behaviors.

7. What impact did the changes in instructional practice have on your students’ learning?

Because I grew in my ability to manage student behavior, students were learning more and
working more collaboratively to stay on task. Similarly, students were excited to be doing the
right thing because of the chance of a reward, rather than scared to do the wrong for fear of a
consequence. The growth that I had in this area strengthened the classroom climate and pushed
students to aim for success.

8. How will you continue to develop in this area?

I will continue to develop in managing student behavior by gaining experience in the classroom
and by collaborating with more experienced teachers. Similarly, I will continue to read literature
pertaining to classroom management to learn about different methods to strengthen behavior
management in my classroom.

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