Summary D182 Task 2 Professional Growth Plan.docx Running head: OHM2 Task Two: Developing a Professional Growth Plan D182 MSCIN Program,

Document Content and Description Below

OHM2 Task Two: Developing a Professional Growth Plan Introduction I am a first-grade teacher in a small Title 1 school within a small district. The class consists of 20 students, 8 boys and 12 girl... s—16 of them being English Language Learners. ELLs get pulled out throughout the day for LEP resources. Native languages spoken in the classroom are English, Spanish, and Russian. Ages range from 6-8. Many students read and write below grade level. Engage New York is the curriculum used for mathematics and ELA. Challenge Given that regular classroom instruction has been minimized over the past year, and current instruction being a hybrid model of in-person and distance learning, the challenge for my class is that reading skills are at an all-time low. Students are not being taught to read at their level anymore. We are cramming first-grade level reading curriculum with very little testing and progress monitoring that tells us any information. I have many students learning Phonological Awareness as a step before reading. We have an assessment called the Phonological Awareness Screening Test that covers eight areas in kindergarten and eight different areas in first grade. Many students aren’t able to pass kindergarten sections. Along with this, there is a struggle with students’ ability to read fluently. Most students can decode but when it comes to putting it into a sentence or paragraph, they struggle with reading it in context. Long-Term Goal To increase student accuracy of substituting last phonemes to 70% or higher on the PAST 1 Assessment by researching and implementing three new strategies for teaching phonological awareness by the end of the 4 th quarter. 3 OHM2 Task Two: Developing a Professional Growth Plan Goal #1 Explanation Typically, students in first grade are taught to read at their level, being progressmonitored and assessed consistently to reevaluate reading levels. At this point in the year, students should at least be reading at a first-grade level, and many students do not. By focusing on Phonological Awareness and assessing the students individually to see what areas of phonemes they need to work on, we should be able to progress through Phonological Awareness and move on to leveled reading, fluency and comprehension. This will be evidenced by daily instruction and bi-weekly monitoring. By researching new strategies for teaching phonological awareness, I can work on building engagement and better sequencing for lessons during whole group or small group reading intervention. Short-Term Goals for Long-Term Goal #1 • Observe 5 ELA lessons taught by other teachers and implement two of their strategies in a 4-week period. • Work with each reading intervention group twice a week for 6 weeks to practice implementing new strategies. • Research different instructional strategies through online seminars, articles and blogs and implement three new strategies for teaching phonological awareness. Actionable Steps for Goal #1 Short-Term Goals. • Schedule 5 lessons during lunch and/or prep periods to observe, taking notes on each lesson in teaching log. Debrief with teachers if needed. • Implement at least two strategies observed from lessons into ELA whole group lessons or reading intervention mini lessons. Reflect on lesson outcomes and effectiveness in teaching log [Show More]

Last updated: 2 years ago

Preview 1 out of 9 pages