Jesus Espinoza

Professor Lovitt
SED 322
3 November 2018
Professional Growth Plan
1-Year Plan
Specific goals How will goal be Achievement/ Relevant-defined Time-Target clear General Goal
Who, What, When, measured Attainable Alignment to best end date
Where, Why, Which High Level & Realistic practices
(research,
team/school
priorities)

Planning and Regular performance- Create three mini I will conduct online Regular end date – By the end of each
Preparation - based assessments assessments that will research to explore a by the end of each unit taught within
Knowledge of Student will be given in class, be implemented variety of different unit. At the end of my first year of
such as before the within the lesson/unit assessments that I can the teaching, I will
Where: In my classes start of a unit, and at the start, middle, utilize within my semesters/school have obtained at
Why: To better they will not be for a and end. As I go lessons/units that are year, have students least three
provide students with grade. This will help through the appropriate/fitting for complete a different non-
appropriate me obtain an idea of lesson/unit, I can the content provided generalized graded
content/instruction where to go in a unit adjust accordingly through instruction. semester/school- assessments from
to best ensure that based on the student year assessment each of my
students are responses. At the end I will also conduct that measures their students which
receiving the of a lesson or unit, I direct research by performance and will help me
instruction they most can gain an having student- identifies their determine the
need. Students will understanding of how teacher conferences struggles so that I progress they’re
also be asked to to properly begin the at the end of each unit may better plan for making and where
provide direct next unit and and survey students the following to go from there.
feedback on what appropriately build of on how they are semester/year. Areas of assistance
they feel comfortable the knowledge the feeling with their will also be easily
with and what they students gained from progress within the identifiable and I
feel they need extra the previous one. unit and the class as a can distinguish
help with. whole. what problems the
entire class has
and problems
among individual
 or small groups of
students. I will
conduct research
online to see what
types of
assessments work
best depending on
the unit context
they are in and
also by having
direct
conversations with
students to listen
to what their
strengths and
concerns are. By
the end of the
year, I expect to
have a compilation
of data that allows
me to easily
identify common
areas of struggle
that I can better
address the next
year that a unit is
taught.
Classroom Create a rubric for my Rate students at the I will attend ASU Managing student To try and
Environment - own use that aligns end of each class and MLFTC’s annual behavior is a successfully
Managing student with the class take down Teacher Educators for constant challenge manage student
behavior rules/procedures that observations when Children with and goal to be met, behavior within
I have previously necessary throughout Behavior Disorders so there is no solid my first year of
Who: Class and discussed with my class. Misbehaved (TECBD) conference to end date to this. By teaching, I will
myself students. The rubric students will have gain a better the end of the first create a sort of
When: Entire school will be used to help their own unique data understanding of how school year, I hope rubric that I will
year establish guidelines sets which will to create behavior to notice an use throughout
Why: To create a for me to use as I hopefully change for intervention plans improvement in the year that I can
positive learning generate data related the better after that actually produce behavior in use to track my
environment where to the class’/an necessary positive results. It will situations where it classes’ general
all students are individual student’s intervention. Aside also familiarize me applies, or a behavior and
included and engaged behavior and from that, there will with methods and maintained, identify what
determine what be a general class strategies to work consistent rating of behavior merits
behavior requires score and list of with students who positive behavior in special attention. I
immediate or any observations. I will might have behavior other situations. I will rate the class
sort of attention. compile the data on a or emotional also hope to have as a whole at the
Word document to disorders. I will also acquired resources end of each class
have a better use Amy M Briesch’s and data that can period and see
visualization/record of book School-Based help me establish a what factors
the data and its Observation: A better classroom contributed to
progression/changes Practical Guide to environment for both positive and
over the semester or Assessing Student following years that negative
school year. Behavior as a resource encourages positive, behaviors. At the
to obtain tools to productive behavior. end of the school
better assess/measure year, I will have a
behavior and to digital
improve behavioral representation of
guidelines as needed. how ratings have
changed over
time, aiming for a
progression
towards or
maintenance of
high scores. I will
attend ASU
Teachers’ College
conference on
what to do to
create beneficial
 behavior
intervention plans
that produce
positive results,
not just postpone
the reappearance
of poor behavior. I
will also consult
books that provide
strategies that
provide useful
assessments for
class behavior.
Instruction - Using Establish a set Incorporate one I will communicate Have a list of With the unit
Questioning and amount of discussion activity of with other English discussion strategies plans I will utilize
Discussion Techniques discussions I should 30%/50% the lesson teachers and even created by the end within my first
aim to include in each plans that make up other content area of the first month of teaching year, I
Why: Familiarize unit of instruction. each unit. I will also teachers such as teaching. Add more will have a set
students with The amount should aim to make sure that History/Social Studies techniques and number of
communicative be appropriate for the discussion to see what discussion remove ineffective discussion
standards they can the amount of techniques are varied techniques they use in or disliked strategies included
utilize beyond the days/weeks the unit enough so that their classes and techniques regularly within each plan,
classroom. last, so if a unit lasts students are exploring which ones students as well. By the end with a fair variety
three weeks, new ways to discuss a seem to be most of the first year, the of different
three/four (large) text/topic with their responsive to. I will goal is to have a strategies as well.
discussion activities classmates, but not so also conduct online decently-sized list of As the school year
would be a varied that they research to explore discussion continues, I will do
reasonable amount. constantly need to what discussion techniques that has informal surveys
learn how to techniques work best been modified as to see what
participate in new when implemented needed, along with strategies students
discussion techniques into specific types of brief details on what work best with
and get few to no instruction/lessons. lesson type(s) a and which were
chances to revisit specific technique not as effective for
techniques they works best for. their learning.
 favored or were Research will be
comfortable with. somewhat
informal as well as
I will mostly ask
other teachers
what methods
work best within
their classes and
look through
online resources
to obtain a varied
list of different
strategies that can
be appropriately
applied to my unit
plans. By the end
of the school year,
I expect to have
developed a list of
effective
discussion
strategies that
states what
instruction they
work best for.
Professional Assuming I will Obtain and continue I will thoroughly read By the end of the Within my first
Responsibilities - definitely be receiving high/perfect and regularly revisit school year, I expect year, I expect to
Showing evaluated frequently scores on the school/district to have a well- obtain perfect, or
professionalism in my first year, I will evaluations that I guidebooks and documented record at least proficient
maintain my own receive. Receive teacher manuals as of my performance scores on
constant record of positive feedback from needed. I will also related to evaluations
my performances in professional regularly ask for professionalism, related to
those evaluations. colleagues and feedback from my both one from an professionalism. I
Aside from that, students. colleagues (other official evaluator will thoroughly
 professionalism is teachers, evaluators, and one personal, read the
something that is a and even students) on self-created school/district’s
bit difficult to what areas of evaluation. teacher and policy
maintain a (non- professionalism I am guidebooks to see
biased) self- strong and consistent what exactly is
measurement on, but in and which ones expected from my
I will constantly try to could use some behavior and
reflect on how I improvement. In cases follow as closely as
execute lessons, of doubt of the course possible. I will seek
maintain of action I should take feedback from
relationships with in certain situations, I colleagues and
students and will also consult the admins whenever
colleagues, and necessary policy possible and ask
follow school policy. books and ask for guidance in
colleagues for advice. cases of doubt
that are related to
professional
behavior. By the
end of the year, I
expect to have a
self-created
documentation of
my
professionalism as
well as
documentation
from official
evaluators.

5 Year Plan

Specific goals How will goal be Achievement/ Relevant-defined Time-Target clear General Goal
Who, What, When, measured Attainable Alignment to best end date
Where, Why, Which practices
 High Level & (research,
Realistic team/school
priorities)

Planning and Improved and more Create two unit plans If possible, take By end of year 5, I As of now, the
Preparation - thorough unit plans for both topics; two university courses hope to have unit current components
Knowledge of for both poetry and weeks minimum for focused on plans that have been of my content area
Content and Shakespeare (2-3 poetry, three weeks Shakespearean proven to be both that I am least
Pedagogy weeks) that can be minimum for literature and poetry effective in providing knowledgeable in are
evaluated by more Shakespeare. production. If not, students with Shakespearean
What: Improved experienced English conduct online knowledge on the literature and
knowledge on poetry teachers or general research and read respective topics, general poetry, both
and Shakespeare evaluators. iconic/famous works fairly hassle-free for typically taught in
Why: Current by Shakespeare and me to teach, and high school. By year
knowledge is lacking notable poets, as engaging for both five of teaching, I
well as explore students and myself. expect to have
existing, effective returned to a
lesson and unit plans university to better
online on those familiarize myself
subjects and model with those two
my own after those. topics. Upon
attending, I will aim
to expand upon
existing lessons that
may be somewhat
lacking in
development due to
my own lack of
knowledge. The end
goal is to have two
unit plans for both of
the topics, each
lasting two to three
weeks. These unit
 plans should be
thorough in the
content provided and
evaluated by more
experienced
instructors for
effectiveness.
Classroom End of semester and Work with students Conduct online By the end of year 5, I By the end of year
Environment - end of year to create research on how to expect to have a very five, I expect to know
Creating an anonymous rules/guidelines for effectively thorough how to best create a
environment of assessments for in-class behaviors collaborate with understanding of classroom
Respect and Rapport students to fill out and expectations of students to create what guidelines and environment in
that ask them to rate both the teacher and guidelines for teaching practices which students learn
Why: To ensure that the classroom the students. These classroom behavior that I have utilized in to their maximum
the classes I teach environment and will be redone each and expectations. past years generally potential and that
occur in a space that how comfortable year so that each Also consult Muriel work best in creating they feel comfortable
allows for successful they feel class has their own K. Rand’s book The a positive classroom as participants
learning and participating in it. I set of guidelines. In Positive Classroom to environment. I also within. To do so, I
discussion. will also conduct my doing so, students gain ideas on expect to know how will know how to
own observations to become responsible practices I can use on to work best with best collaborate with
examine what for the behavior they my own to make my students to create my students to
activities or set-ups are expected to show teaching as and enforce create guidelines for
students are most in the classroom. accessible and classroom behavioral classroom behavior
responsive or comfortable for my guidelines and and expectations, in
uncomfortable with. students to work expectations. order to have them
with. I will also ask hold themselves
other teachers what accountable for their
practices they use in actions as well. I will
their own classrooms conduct online
that produce positive research and read
results, and what books on the topic of
past (or current?) creating a positive
practices have led to classroom
environment and
 a poor classroom how to work with
environment. students to establish
effective rules and
policies. I should end
the year with a
compilation of rules
that have or have not
worked throughout
the past five years.
Instruction – Examining how well Create explicit Attend PLCs that By year 5, have a By the end of year
Communicating with student works align rubrics for every discuss what large collection of five, I plan to know
Students with assignment major assignment students are being different rubrics, how to provide
instructions and and model all minor assessed on and assignment sheets, explicit instructions
What: Clarity of my rubrics, and how assignments directly model rubric instructional to my students that
instruction and the strong those to students. Also, for categories and presentations, and make work
expectations related students works are. all assignments, have expectations off the assignment examples expectations as clear
to specific Student works instructions and targeted areas. Also, that have worked as possible. I will
assignments should be aligned exemplary examples consult Jim Burke’s best in assisting create thorough
Why: To ensure that with the rubrics and online and easily The English Teacher’s students to produce rubrics and
my students are my own instruction, accessible for Companion for high quality and assignment sheets
aware of exactly but the works should students. examples of meaningful works of for all major
what is expected also reflect that the thorough rubrics for writing and reading- assignments, model
from them without instruction I have writing assignments. based assessments. minor assignments in
any unnecessary provided has actually Explore AZ front of the class,
confusion, allowing served as a beneficial Department of and have exemplary
them the most room learning experience Education AZMerit examples and
for success for students. writing rubrics to instructions online
help align to state that students can
standards. easily access. I will
attend PLCs to
discuss student
expectations with my
department teachers
and model my
 rubrics off those
expectations, as well
as consult English
Instruction books
that include rubric
examples. I expect to
have developed a
great amount of
rubrics and resources
that make instruction
and assignment
expectations as
accessible and
valuable to students
as possible.
Professional Having established With start-of-year Research how to By end of year 5, At the end of year
Responsibilities - some sort of letters, have my own utilize the Remind have a complete plan five, I expect to know
Communicating with communication with professional contact app to make parent and compilation of the best methods to
families all my students’ information on the communication more resources that have establish
parents/guardians at letter and state that efficient. Review proven to be effective communication with
least once in the parents are free to school policies on in creating my students’
entire school year. At contact me how to create meaningful/necessary parents. I will have
the beginning of the whenever necessary effective communication with letters ready to send
year, have a to inquire about their communication lines the out to parents at the
personally written student’s progress. with parents as well. parents/guardians of beginning of the year
letter sent out for all Possibly also Also, research school my students. One that parents should
parents to read and consider using the resources that make week after school read and must sign
sign. Possibly send Remind app upon communicating with year begins, have for their students to
out letters at the end school and parent ESL parents students return the bring back. In the
of the fall/winter approval so parents (languages besides signed teacher letter. letter, I will
semester providing have a way to easily Spanish, since I speak communicate what
my thoughts on each contact me. it) easier. the class is about,
student’s what is expected of
performance within students, and how
my class up to that they can contact me.
point, which students I will also have a
also need to bring progress update
back signed. letter sent out at the
end of the first
semester which
students must bring
back signed as well.
Apps like Remind
may also be utilized
with the proper
permissions. I will
also be aware of
what communication
resources the school
provides for cases
such as ESL parents.