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Evidence #3: Professional Development Plan |
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Evidence #3: Professional Development Plan
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My third evidence is my Professional Behavior Assessment (PBA) from my Level II Internship EDE 4942. This required my Cooperating Teacher, Mrs. Heres, to observe and assess me based on my work ethic, teaching strategies, responsibilities, and my professionalism as a teacher.
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My third evidence is proof that I met the criteria for AP#11 in several ways. Mrs. Heres, my cooperating teacher and evaluator of this PBA, gave me all 3s on the second evaluation, which is the highest competency score you can receive. She gave me this in several areas. The first area is “Demonstrates responsibility and punctuality to class and teaching setting”. She gave me a three which says “shows initiative by giving more time than designated for class. I received a 3 for this because I do definitely come early or stay late if needed. I have come in extra days in order to help with a field trip or to teach a lesson that I really want to be a part of on that particular day. Part of being a great teacher is putting in the time because you want to, not because you have to. The next professional domain in which I was graded was “reacts favorably to supervision”, in which Mrs. Heres gave me a 3 which means “elicits and follows through on suggestions – receptive and responsive to suggestions/ exhibits positive attitude. I received a 3 because I am definitely very responsive to suggestions and constructive criticism, in fact, I ask for it. I know I am still growing as a teacher and have a lot to learn, and I always feel very blessed to have such knowledgeable professors and cooperating teachers to help me develop into the best teacher I can be. The next domain is “demonstrates appropriate collaborative behavior with professionals and colleagues”. I received a 3 which says “respects others’ opinions/ initiates and supports group-problem solving/ encourages positive interactions/ Maintains confidentiality. Mrs. Heres has witnessed me doing these things at team meetings where all the fifth grade teachers would collaborate on ideas to help our students. I always am very eager to hear ideas from other teachers to improve my own teaching. I am always respectful and interact positively with colleagues and other school personnel. The next domain is “demonstrates organization and effort; strives for success.” Mrs. Heres graded me a 3 which says “demonstrates initiative, resourcefulness, higher-level thinking, creativity, and reflective thought in teaching and assignments.” Mrs. Heres also noted that this is a particularly strong attribute for me. I can see why she thinks this, because I always put a lot of thought and planning into my instruction. I want my students to get the most out of my teaching, so I really do implement as many higher-order thinking questions and activities into my lessons as possible. After each lesson, I always reflect upon what I can do next time to make the lesson even better for the students. The next domain is “Express enthusiasm and interest in teaching and class work”. I got a 3 which says “Consistently maintains high interest and enthusiasm for class work and teaching”. I am always very enthusiastic in the classroom. I don’t even have to try, it just happens naturally! Nothing excites me more than seeing my children learn new things, overcoming something that they were having difficulty with, and just generally being excited to learn. The next domain is “Demonstrates ethical professional behavior and concern for children and their families”. Mrs. Heres graded me a 3 which means “Displays professional behavior and collegiality; acts as a child advocate; proactively seeks solutions for school problems/ challenging students, families.” I have always been very serious about being ethical in the classroom in every way. In any situation where I see a potential problem, I always try to come up with solutions, or seek advice from Mrs. Heres or Mrs. Texel to help me. The final domain that Mrs. Heres assessed me in my PBA is “demonstrates an understanding that students come to school from different environments and with varying levels of knowledge.” I am very aware of the fact that every student is very different. I also know that instruction needs to be modified in a way that reaches every student in your classroom. I do this on a daily basis in my Level II Internship, and many times I have sought advice from Mrs. Heres when developing my lesson plans in order to ensure I will reach every student in the classroom.
My final evidence was a Professional Behavior Assessment in which my cooperating teacher observed all these things I implemented directly in my Level II Internship. The students benefited from all of these professional domains on a daily basis. First of all, the reason I would come early to school or stay later, or come in on days I wasn’t scheduled to was for their benefit. I was either in the middle of a lesson I wanted to personally finish up with them, or I wanted to experience a field trip with them so we could further discussion in class. I always welcome constructive criticism because I do want to be the best instructor for these students as possible. The better I get, the better they learn from me. I always put a lot of time and effort into my lesson plans to ensure that all my students will benefit positively from them. I want every student to understand and comprehend my lessons, and this is definitely something that takes time and work to produce. I always am enthusiastic when I am teaching, because I want the students to see that learning is fun and exciting. My students always impersonate me by smiling really big and talking in a sweet, chipper voice. It is funny, but it also makes me feel good because they see me as someone who is engaging and enthusiastic, and this rubs off on them when I am teaching them a lesson. Ethical behavior is so crucial in every aspect of a students’ school life. It is my responsibility as the teacher to make sure I adhere to every single ethical code in order to protect all of my students. And lastly, I definitely understand that every student comes from a different background and learns differently. I use this in my lesson implementation, and I think the students definitely benefit from this. I don’t expect them all to work at the same pace or finish an assignment at the same time. I am flexible, understanding, and there to help them with everything I can.
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