Mike

 Mountain  Horse   Abby  Martin  Professional  Growth  Plan   2017-­‐2018  

 
Goal  #1:  Individual  
Goal:  To  implement  a  balanced  literacy  program  with  a  personal  focus  on  literacy  growth  in  a  new  grade  by  utilizing  Lucy  Calkins  and  
Guided  Reading.    
 
Guiding  Question:  In  what  ways  does  my  implementation  of  Guided  Reading  and  Lucy  Calkins  meet  the  literacy  needs  of  all  my  students?  
 
KSA(s)    
A.  Participates  in  professional  learning  and  critical  reflection  to  improve  teaching  
1. I  build  my  professional  capacities  to  support  student  success    
B.  Applies  a  repertoire  of  planning,  delivery,  and  assessment  strategies  appropriate  to  students’  need  
1. I  use  teaching  methods  that  demonstrate  my  understanding  of  students’  knowledge,  experience  and  development  
2. I  implement  activities  that  encourage  students’  collaboration,  communication  and  critical  thinking  
D.  Establishes  and  sustains  learning  environments  that  are  diverse,  safe,  caring,  and  welcoming  
1. I  communicate  and  enact  a  teaching  philosophy  that  affirms  learning  success  for  all  
2. I  implement  appropriate  strategies  to  meet  students’  emotional,  mental  health,  and  learning  needs    
Strategies   Resources/Support   Indicators   Timeline  
-­‐To  incorporate   On-­‐going  Resources:   Self-­‐Reflection   October-­‐June  
Guided  Reading  into   -­‐Actively  seek  out  Professional   December  check-­‐in:  
our  daily  reader’s   Development  sessions  eg.  Sue  Jackson   • Have  I  implemented  Guided  Reading  at  
workshop  using  the   -­‐Observe  my  mentor  and  have  my   least  twice  a  week?    
Literacy  Place   mentor  observe  me    
resources   -­‐Collaborate  with  my  grade  level  team     March  check-­‐in:    
-­‐  Literacy  Place  levelled  reading  kits;   • Have  I  implemented  Guided  Reading  at  
using  the  lesson  plan  instructions  as   least  three  times  a  week?    
well    
-­‐My  Guided  Reading  binder   Student  Growth  
-­‐Fountas  and  Pinnell  questioning  stand   • Students  demonstrate  a  growing  
  confidence  in  applying  various  reading  
Professional  Reading:     strategies  (apparent  in  guided  reading  
-­‐Reading  Strategies  by  Jennifer   notes,  and  students  day  to  day  
Sarravallo     oral/written  reading  responses)  
• Using  Fountas  and  Pinnell  as  a  growth  
measurement,  students  will  
demonstrate  increased  reading  levels    
-­‐To  utilize  Lucy   On-­‐going  Resources   Self-­‐Reflection   October-­‐June  
Mike  Mountain  Horse   Abby  Martin  Professional  Growth  Plan   2017-­‐2018  
 
Calkins’  writing   -­‐Bev  Smith  observations     December  check-­‐in:  
program  to  guide,   -­‐Collaboration  in  grade  level     • Am  I  integrating  the  Lucy  Calkins  
shape  and  facilitate   -­‐Personal  research   Writing  program  into  our  writer’s  
our  writer’s  workshop   -­‐Lucy  Calkins  Writing  Kit:     workshop  the  majority  of  the  time?  
sessions     o Unit  1-­‐  Crafting  True  Stories    
o Unit  2-­‐  The  Art  of  Information   March  check-­‐in:  
Writing   • Has  my  confidence  in  implementing  
o Unit  3-­‐  Changing  the  World     the  Lucy  Calkins  program  grown?  
o Unit  4-­‐  Once  Upon  a  Time      
-­‐Grade  three  Collaborative  Community     Student  Growth  
  • Students  demonstrate  a  growing  
confidence  in  writing  strategies  and  
skills  (apparent  in  students  day  to  day  
oral/written  responses,  and  one-­‐on-­‐
one  conference  notes)  
• Students  demonstrate  growing  
skillsets  in  Narrative,  Informational,  
and  Opinion  writing  (apparent  in  
students  day  to  day  oral/written  
responses,  and  one-­‐on-­‐one  conference  
notes)  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Mike  Mountain  Horse   Abby  Martin  Professional  Growth  Plan   2017-­‐2018  
 
 
Goal  #2:  Team  
Goal:  To  incorporate  more  First  Nations,  Metis,  and  Inuit  content  to  create  a  cultusre  of  understanding  and  acceptance  in  my  classroom.    
 
Guiding  Question:  How  can  I  provide  all  students  opportunities  to  develop  understanding  of  and  respect  for  the  contributions  and  
experiences  of  First  Nations,  Metis,  and  Inuit?  
 
KSA(s)    
A.  Participates  in  professional  learning  and  critical  reflection  to  improve  teaching  
1. I  seek  to  understand  First  Nations,  Metis,  and  Inuit  worldview,  culture  and  values  
E.  Applied  foundational  knowledge  about  First  Nations,  Metis,  and  Inuit  cultures,  to  the  learning  of  all  students.  
1. I  provide  all  students  opportunities  to  develop  understanding  of  and  respect  for  cultures,  contributions,  experiences,  and  contexts  of  
First  Nations,  Metis  and  Inuit  
2. I  integrate  First  Nations,  Inuit,  and  Metis  resources  to  support  the  learning  of  all  students  
Strategies   Specific  Resources/Support   General   Indicators   Timeline  
Resources/Support  
-­‐Integrate   Resources/Support:   • Mandy  for   1. Students  oral  or  written   October-­‐
First  Nation,   • Sarah  for  books  in  the  library     recommendations   responses  to  literature     June  
Metis  and   • Scholastic  and  Amazon   • Grade  level  team  for   2. Completed  self-­‐evaluations  
Inuit  Mentor   • Book  list  with  annotations:   suggestions  and  new   and  reflections  about  
Texts  in  both   http://empoweringthespirit.ca/wp-­‐ ideas   whether  I  have  successfully  
our  Writer’s   content/uploads/2017/09/Indigenous-­‐ • Keep  my  eyes  open  for   integrated  one  First  Nations,  
and  Reader’s   Literature-­‐Kit-­‐Book-­‐List-­‐Annotations-­‐ applicable  PD   Metis  and  Inuit  text  per  
workshops     K-­‐12.pdf   • University  Curr  Lab   month  in  our  reading  
• Book  list  by  division:   • FNMI  Curriculum   comprehension  and  writing  
http://empoweringthespirit.ca/wp-­‐ Database     units.  
content/uploads/2017/09/Indigenous-­‐ • Walking  Togther:  
Literature-­‐Kit-­‐Scope-­‐and-­‐Sequence-­‐K-­‐ http://www.learnalbert
12.pdf   a.ca/content/aswt/inde
• Book  list  by  level:   x.html#/home  
http://empoweringthespirit.ca/literacy • Blackfoot  Digital  
/literacy-­‐seed-­‐kit/   Library:  
  https://www.blackfootd
Ideas:     igitallibrary.com/  
• Shi-­‐shi-­‐etko  
Mike  Mountain  Horse   Abby  Martin  Professional  Growth  Plan   2017-­‐2018  
 
• Shin-­‐chi’s  Canoe   • Empowering  Spirit:  
• Stolen  Words   http://empoweringthes
• Sweetest  Kulu   pirit.ca/  
• The  Thundermaker   • Aboriginal  Collection;  A  
• Stolen  Words   Thematic  Listing  of  
• Blackflies   Resources  with  
• Owls  See  Clearly  at  Night   Aboriginal  Content  
• When  We  Were  Alone   http://www.learnalbert
• Nokum  is  My  Teacher   a.ca/content/ssac/pdf/a
• A  Promise  is  a  Promise   boriginalcollection.pdf  
• How  Raven  Stole  the  Sun    
 
• Fatty  Legs  
• Mwakwa  Talks  to  the  Loon  
• Sometimes  I  Feel  like  a  Fox  
• When  I  was  Eight  
• The  Salmon  Twins  
• Fiddle  Dancer  
-­‐Integrate   Resources/Support:   1. Self-­‐reflection  at  the   March-­‐May  
First  Nations,   • Mandy  or  community  members  to  come   beginning,  middle  and  end  of  
Metis  and   teach  lessons  on  FNMI  connections  to   the  unit  about  my  inclusion  of  
Inuit   animals,  plants  and  nature   FNMI  perspectives  in  regards  
perspectives   • FNMI  texts,  stories  and  legends  about   to  nature  
into  our  Life   different  animals   2. Students  will  be  able  to  
Cycles  unit  in   briefly  describe  at  least  one  
Science     First  Nations,  Metis  and  Inuit  
perspective  on  animals,  
plants  or  nature.    
-­‐Incorporate   Resources/Support:   1. Students  will  be  able  to   October-­‐
traditional   • Community  members  to  come  in  and   identify  one  game  that   June  
First  Nations,   teach  us  some  games  (contact  members   originated   from   F irst   Nations,  
Metis  and   from  last  year?)   Metis  and  Inuit  cultures  (eg.  
Inuit  games   • The  Learning  Circle  Activity  Book:   Lacrosse,  Archery,  etc.)    
and  activities   https://www.aadnc-­‐ 2. Students  will  be  able  to  
in  our  various   aandc.gc.ca/DAM/DAM-­‐INTER-­‐ describe  several  traditional  
Physical   HQ/STAGING/texte-­‐ games  from  First  Nations,  
Mike  Mountain  Horse   Abby  Martin  Professional  Growth  Plan   2017-­‐2018  
 
Education   text/ach_lr_ks_clsrs_learningcircle_lc81 Metis  and  Inuit  cultures.    
Units   1_1316538072761_eng.pdf   3. Students  will  participate,  and  
  express  appreciation/a  
Game  lists  and  rules:   positive  attitude  towards  
https://www.creativespirits.info/aborigin learning  traditional  games  
alculture/sport/traditional-­‐aboriginal-­‐ and  activities.  
games-­‐activities  
 
http://www.cepn-­‐
fnec.com/PDF/coin_jeunes/eng/Part3.pdf  
 
http://centraledesmaths.uregina.ca/RR/da
tabase/RR.09.00/treptau1/  
 
-­‐Integrate   Word  lists,  meanings,  and  pronunciations:   1. Students  will  be  able  to   November-­‐
FNMI   http://www.native-­‐ identify  three  new  Blackfoot   June    
language  into   languages.org/blackfoot_words.htm   words  by  the  end  of  the  year.    
our  weekly     2. We  will  add  a  minimum  of  
literacy   http://www.glenbow.org/blackfoot/EN/ht three  new  Blackfoot  words  to  
routine  by   ml/our_world.htm   our  Word  Wall  each  month.  I  
adding     will  complete  a  brief  
Blackfoot   reflection  at  the  end  of  each  
words  to  our   month  about  whether  I  
word  wall   successfully  completed  this  
goal.