Juliana O’Hara November 15, 2023

Professional Growth Plan Final Report (EDUC 429)

PART 1 – already completed prior to student teaching (please include)

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

Throughout the Fall 2022 and Spring 2023 semesters, I have received a variety of data in
which I utilize to guide the development of my professional learning goal. One piece of
data I reviewed is my own personal reflections on teaching, such as the post teaching
reflections section of my lesson plans in which I completed after each individual lesson I
taught in the classroom. I am also using the Danielson Assessment C completed by Dr.
Parks at the conclusion of my science unit, as well additional feedback provided to me by
other professors, by students in the classroom, and my cooperating teacher from my time
in the field placement.

1b. What do the data tell you? Describe your areas of strengths and weaknesses based on the data
collected above.

Based on the data that I have reviewed and utilized to guide my development, I have
recognized my strengths and challenges I encounter in teaching. According to the
feedback I received from Dr. Parks on the Danielson Assessment C, some of my areas of
strengths include my teacher-student interactions and setting high expectations for
learning with language and lesson activities. Dr. Parks expressed that my interactions
with the students were polite and friendly, as well as age-appropriate. Additionally, I was
provided positive feedback from my cooperating teacher, Mrs. Pasch, saying that I create
well-planned lessons that encourage lots of student participation, opportunity for good
discussions in small group work and engaging activities in order to make instruction fun
for all students. She expressed this positive feedback directly to me after teaching my
two-week science unit with her fourth grade students.

My areas of weakness include managing student behavior based on the constructive

feedback provided to me by Dr. Parks on the Danielson Assessment C. Specifically, she
stated that some off-task behavior was noted during group work in my science lesson in
which she observed. Another area of weakness is providing students with more
higher-level questions throughout instruction in order to challenge students thinking and
thought processes. This is evident based on the feedback provided to me by Dr. Heins in a
in-person one on one meeting based on my small group differentiated lesson I taught in
my field experience during ELA 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)? Remember to choose from Domains 2 and 3.

Domain: 2
Component: 2d Managing Student Behavior

● Expectations
● Monitoring Students Behavior
● Response to student misbehavior

3. What goal will enable you to strengthen your practice (write your goal statement using the
Danielson Framework language)?

In order to strengthen my practice, my goal is to monitor student behavior against the

established standards of conduct and to respond to student misbehavior consistently,
proportionately, and respectfully in an effective manner.

4. Describe what will you 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)? Describe four specific professional development
activities.

In order to build professional background knowledge related to domain 2 component 2d,

I will take various actions to help achieve my goal as an educator. First, a specific
professional development activity I will utilize is reading books, research articles, and
other professional literature related to managing student behavior. Some examples of
books include “The Classroom Management Book” by Harry K. Wong, “Teach Like a
Champion” by Doug Lemon, and “Positive Discipline in the Classroom” by Jane Nelsen.

A second activity I will engage in is I will strive to attend professional development

workshops and conferences that focus on managing student behavior. These workshops
could be offered by local schools or school districts, or by educational organizations such
as ASCD or NEA. Such workshops and conferences will provide me with opportunities
to learn from experts in the field, connect with other educators, and gain practical
strategies for managing student behavior.

A third activity that I will engage in is I will observe experienced teachers who are
effective at managing student behavior, specifically Mrs. Bree from Academy Street
Elementary and Mrs. Rall from Sylvan Elementary. Observing these teachers in action
would allow me to see practical strategies being implemented and how they are being
 used to manage student behavior effectively. I would also seek feedback from these
teachers to improve my own practices.

The fourth and final activity I will engage in is reflective practice in order to continuously
improve my classroom management skills. This involves regularly reflecting on my own
practice and seeking feedback from colleagues and students. For instance, I will keep a
journal to reflect on my own experiences and growth in managing student behavior.

5. What 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)? How will these help
you attain your goal? Describe three specific activities based on current professional background
knowledge related to your goal (this section will be updated during student teaching as you
continue to build your professional background knowledge described in question 4).

First, I will administer a student interest inventory at the beginning of my Fall 2023
student teaching experience. This will provide me a better understanding of what the
different learning styles and preferences are of my students, as well as guide me in
developing positive relationships with them by learning each individuals interests. It will
also help me plan for future instruction by having the ability to include aspects that
interest them and accommodate their specific learning styles in my instruction.

Secondly, I will incorporate formative assessment into my instruction which will allow
me to gain a better understanding of students’ learning and make adjustments to my
instruction as needed. By doing so, I can help prevent student frustration and off-task
behavior that may arise when students feel overwhelmed or disengaged.

Thirdly, I will strive to clearly communicate and reinforce expectations for behavior
which can help students understand what is expected of them and make it easier for them
to meet those expectations. This can be achieved by creating a behavior contract,
establishing classroom rules, and explicitly teaching social-emotional skills such as
empathy and self-regulation. I will also utilize the skills in which I obtained from my
restorative practices training and apply the knowledge I acquired into my classroom
management practices.

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

In order to meet my desired goal, I will strive to collaborate with other professionals in
various ways. Specifically, I will strive to collaborate with my future cooperating teacher
by observing and learning from their behavior management techniques in the classroom.
By collaborating and discussing the techniques in which my future cooperating teacher
 uses in their classroom, they can provide me with additional feedback and support as I
practice my own behavioral management skills. Additionally, I will collaborate with my
professors such as Dr. Tichenor and Dr. Heins, in order to gain a deeper understanding of
the theoretical underpinnings of behavior management to learn about evidence-based
practices for promoting positive behavior. These professors can also provide guidance
and support to me as I implement behavior management strategies in the field.

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

To demonstrate my goal being met, I will collect three specific pieces of

evidence/artifacts. First, I will collect evidence from the video footage I will take of my
own teaching in order to demonstrate my goal has been met of managing student
behavior. By analyzing the video footage, I can observe how students respond to my
behavior management strategies, how engaged they are in the lesson, and whether they
are following classroom rules and procedures appropriately.

Second, I will collect feedback from my students and my future cooperating teacher
through having discussions with them in order to gather their perspectives on how well I
am managing student behavior. This will provide insight into any improvements or
adjustments that may need to be made in my teaching practices.

Third, I will analyze and reflect on the Assessment C reports which will be done over the
course of my internship in the Fall. These specific reports will provide me with feedback
on my ability to manage student behavior from my cooperating teacher and professors.
They will also highlight my strengths and areas of improvement, allowing me to adjust
my behavior management strategies accordingly.

PART 2

1. What did you do to build your professional background knowledge related to the domain and
component you selected? Did you add any new professional learning opportunities during your
internship? Describe four specific articles, books, webinars, podcasts, etc. that helped build your
professional background knowledge.
a. Teacher observation: One effective method I employed to develop my professional
background knowledge during my internship was closely observing my
cooperating teacher's strategies for managing student behavior throughout the
semester. By actively watching and analyzing how she addressed various
behaviors in the classroom, I gained valuable insights into practical techniques for
maintaining a positive and orderly learning environment. By observing her
 valuable techniques, I have been able to implement them into the classroom, and I
will strive to continue after the completion of my internship.
b. Teach Like a Champion 3.0: One significant contribution to building my
professional background knowledge was engaging with the Teach Like a
Champion 3.0 book. In Chapter 11, the book outlines various strategies for setting
high behavioral expectations in a classroom. This resource facilitated deep
reflection on effective teaching methods, particularly focusing on the "Firm, Calm
Finesse" technique. By incorporating this technique into my classroom practices
during my internship, I observed a notable improvement in student focus and
on-task behavior throughout instruction.
c. IRIS Module: To enhance my professional background knowledge during my
internship, I actively engaged with the IRIS Module on effective classroom
behavior management. This comprehensive module provided key principles and
foundational practices, aligning with my goal of understanding and implementing
effective behavior management strategies. The module emphasized concepts such
as cultural influences on behavior, key principles of classroom behavior
management, and specific practices like creating a positive climate, establishing a
structured classroom, employing surface management strategies, and developing a
comprehensive behavior management plan.
d. Case Study: Completing a case study on a student in my classroom with
behavioral issues was instrumental in enhancing my professional knowledge
related to managing student behavior. This experience enabled me to implement
effective strategies, such as introducing a behavior chart with a weekly reward
system tailored to the student's preferences. The practical insights gained from the
case study, coupled with hands-on interventions, have equipped me with the skills
to address and cope with challenging behaviors in a meaningful way.

2. What specific activities/actions did you implement to help attain your goal? Describe at least
four specific activities. Connect each activity to a reading, webinar, podcast, etc. listed in
question 1.

Activity 1: The first activity I implemented to help attain my goal is the "carpet check"
strategy, inspired by observations of effective classroom management. This technique
serves as a reminder of established classroom procedures. When I direct students to
engage in a "carpet check," they are prompted to assume a criss cross applesauce sitting
position on the carpet, facing forward towards the teacher. This simple yet impactful
routine not only reinforces the importance of following procedures but also provides a
visual cue for students to reset and refocus during transitions. The "carpet check" has
 proven to be an effective tool for maintaining a positive and organized learning
environment, contributing to improved overall classroom behavior and engagement.

Activity 2: My second activity implemented to achieve my goal involves applying the

"Firm, Calm Finesse" technique from the book Teach Like a Champion 3.0. Emphasizing
a steady and composed approach to address student behavior, this technique's Rule 1,
"catch it early," particularly resonated with me. Utilizing the principle that "If you're mad,
you've waited too long," I proactively intervened in behavioral issues. Incorporating all
six rules, including expressing gratitude with a "thank you" after students follow
directions, not only cultivated a positive classroom environment but also modeled
respectful behavior. This practical strategy, guided by the book's insights, has
significantly influenced my proactive behavior management during my internship.

Activity 3: My third activity I implemented to attain my goal is centered around the

establishment of classroom routines, aligning with insights from the IRIS Module on
effective classroom behavior management. Recognizing the significance of routines in
creating a consistent and predictable learning environment, I tailored specific routines
into my classroom. Inspired by the module's emphasis on the role of routines in
maximizing instruction and minimizing disruptive behaviors, I incorporated practices
such as morning meetings, organized content area activities, and structured dismissal
procedures into the daily schedule. This approach aimed to create a positive and
structured classroom culture, contributing to enhanced overall classroom management
during my internship.

Activity 4: My fourth activity implemented to achieve my goal involved introducing a

behavior chart tailored to the students preferences for my case study. Utilizing insights
that he strongly appreciates prizes from the class treasure box, the behavior chart was
designed to address his calling out behavior during math sessions. Over three weeks, the
chart featured a smiley face for fewer than 3 instances of calling out, a straight face for 3
to 4 instances, and a frowny face for more than 4 instances. This strategy, aligned with
principles of positive reinforcement, showcased the effectiveness of tailored interventions
in managing student behavior.

3. Did you meet your intended goal? Why or why not?

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 the feedback provided by your
cooperating teacher). Label and describe each piece of evidence and explain why each piece
helps meet your intended goal. Attach the artifacts to the end of the report.
Based on my experiences in the field, I believe I met my intended goal. The following pieces
of evidence demonstrate how I met my goal.

Artifact 1: PGP-Focused Observation 1 by Cooperating Teacher

My first piece of evidence is the first PGP-focus observation completed by my cooperating
teacher. This observation form provides a description of the important parts of my lesson
relating to my PGP focus area. This form also clearly explains specific strengths observed,
suggestions for improvement, and overall impressions of teaching effectiveness in the focus
area of management of student behavior. This observation form helps me meet my intended
goal because it describes suggestions on how I can improve in my future teaching and what
specific areas I can continue to succeed in. This observation form not only assists in meeting
my initial goal but also pinpoints how I can further enhance my teaching effectiveness in
managing student behavior. By leveraging the identified strengths and addressing the
suggested improvements, I can actively work towards continuous improvement and increased
effectiveness in this focus area.

Artifact 2: PGP-Focused Observation 2 by Cooperating Teacher

My second piece of evidence is the second PGP-focused observation also completed by my
cooperating teacher. This observation form also gives a description of my lesson, several
noticeable strengths, and some suggestions for improvement in the future with my teaching.
In addition, the observation form also provides an overall impression of teaching
effectiveness in the area of focus. This observation form is instrumental in meeting my
intended goal of enhancing my teaching proficiency in student behavior management. It
serves as a continuation of the feedback process, offering additional insights and perspectives
to further inform my professional development in this specific area. This observation form,
combined with the first, forms a strong set of evidence for my professional growth. It mainly
provides additional guidance for improvement. By synthesizing the insights from both
observations, I can tailor my strategies to enhance my overall effectiveness in the area of
managing student behavior in my future classroom.

Artifact 3: Midterm Danielson Framework Self-Assessment

My third piece of evidence is the Danielson Framework Self-Assessment completed by me at
the midterm point of my senior internship. Although the Danielson Assessment includes
multiple domains and components, I strived to focus heavily on the domain and component
that my PGP is focused on. Through this self-assessment, I engage in focused self-reflection,
concentrating on the identified area of improvement. The self-assessment not only allows me
to set personalized goals within the context of the broader framework but also complements
the observations conducted by my cooperating teacher. By explicitly connecting my
self-reflection to both the Danielson Framework and my PGP focus, this artifact reinforces
the alignment between my professional development goals, observed teaching behaviors, and
the established standards of effective teaching.
 Artifact 4: Danielson Assessment C #3 VSET
My fourth piece of evidence is the Danielson Assessment C #3 VSET completed by my
supervisor towards the end of my senior internship. This specific assessment was my final
observation by my supervisor for the semester. Even though this Danielson Assessment
covers multiple domains and components, I only focused on the domain and component that
my PGP is focused on. This assessment piece gives me a rationale of what I did well to
manage students' behaviors in my classroom throughout my lesson, and suggested feedback
on how I can continue to improve in my future teaching. It has helped me meet my intended
goal by allowing me to recognize how I have shown improvement from the beginning of the
semester to the end. It allows me to evaluate where I am at and how far I have come in
managing student behavior in my classroom. It also provides a rating and a description
explaining how I can continue to grow as an educator to improve my behavior management
strategies in the classroom and overall, improve student learning. The recommended
suggestion by my supervisor of continuing to learn other management techniques from other
teachers is something that I will strive to do going forward in my teaching career.

Artifact 5: Rules and Procedures

My fifth piece of evidence is my rules and procedures manual that I created for my senior
internship seminar course. This manual was created based on my desired classroom rules and
procedures for my future classroom. This rules and procedures manual included a letter to
parents explaining my management plan, a list of my classroom rules, a list of my classroom
procedures, a reward system and list of consequences if students were to misbehave. Creating
this manual has helped me meet my intended goal by allowing me to articulate a clear and
thoughtful approach to classroom management, reflecting my understanding of effective
strategies and best practices. It also provides me the ability to challenge my students by
setting high expectations of their learning by fostering a positive and structured learning
environment. The manual serves as a tool for promoting a sense of responsibility and
accountability among students, encouraging them to actively engage in their education.

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

I collaborated extensively with various professionals to achieve my goal of managing

student behavior. Collaborating with my cooperating teacher throughout this experience
to reflect on my teaching and discuss alternative strategies to increase the effectiveness of
managing students behavior in my classroom to improve student learning. At the end of
the school day and during planning periods, my cooperating teacher would have quick
discussions on my ‘glows’ and ‘grows’ of what went well and what methods I could use
to improve my classroom management for the benefit of students. In addition, I
collaborated with my professors in all my courses throughout my internship to discuss
different strategies I can implement in my own classroom to effectively manage
disruptive behavior. Through conferences with these professors on my lesson
observations and emails to discuss my PGP focus, I was able to incorporate various ways
 to set clear expectations for acceptable behaviors in my classroom. Through my college
classes, not only have I had the opportunity to collaborate with my professors, but also
with fellow peers who are completing their internship with me. This helped me gain
knowledge of other interns’ effectiveness of managing challenging student behavior to
see what could work in my own classroom and what to avoid because it may not be as
effective with my students as it is with theirs. Lastly, I collaborated with my grade-level
team and other first-grade teachers, participating in team meetings where we discussed
student behavior challenges and shared successful strategies. This collaborative effort
allowed us to align our approaches and create a consistent behavior management plan
across the grade level. Regular communication with team members facilitated a
supportive environment, enabling us to address behavior issues collectively. Through
these collaborations, I gained valuable insights and practical strategies to enhance my
ability to manage student behavior effectively in the classroom.

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

As a result of the professional learning opportunities I participated in throughout my internship, I

learned new techniques and strategies to benefit my management of classroom misbehavior. The
close observation of my cooperating teacher’s techniques provided practical insights into
maintaining a positive and orderly learning environment. My cooperating teacher greatly
emphasizes on making her classroom a place of empathy, care, collaboration, and respect,
essential qualities that facilitate positive academic and behavioral student outcomes. This
experience has allowed me to learn not only about effective behavior management but also about
the importance of creating a supportive and inclusive classroom culture that fosters positive
relationships among students. Engaging with resources such as Teach like a Champion and the
IRIS Module on classroom behavior management significantly improved my knowledge. I
learned that without effective classroom management, teachers spend a majority of time dealing
with student behavior and less time providing high-quality instruction. Because disruptive
behaviors can negatively impact both teachers and students, I have realized it is crucial for me to
implement comprehensive classroom behavior management. This means creating an organized,
consistent, culturally-responsive, and integrated classroom environment that supports effective
instruction and promotes student learning. I also learned the importance of having structure in my
classroom including both physical structure and day-to-day routines. A specific routine I
incorporated with my cooperating teacher into our classroom is morning meeting. Morning
meetings have become a routine in which students greet each other, share experiences, and build a
sense of community before diving into daily lessons. In addition, collaborating with professors,
other interns, and my grade-level team has exposed me to diverse perspectives and approaches,
enriching my understanding of effective behavior management techniques. The information
provided from these opportunities allowed me to implement many behavior management
strategies tailored to the individual needs of my students.

6. What impact did the changes in instructional practice have on you as a professional?
 I feel that as a professional, I have become more confident and competent in my instructional
practice as a result of the changes implemented during my internship. The adjustments made to
my teaching strategies have positively influenced my overall professional development. This has
widened my knowledge of the most effective methods in managing student behavior. I feel that
my continuous lesson planning and instruction has also greatly impacted me by allowing me to
plan how I will manage student behavior. More specifically, it has allowed me to take some time
to identify situations, events, and even specific actions that might prompt disruptive behaviors
and strategize ways to anticipate and address them. I also have gained experience in practicing
various behavior management teaching strategies, but an even extensive amount of the
opportunity to build and maintain authentic relationships with students in my classroom. I feel
that I build strong relationships with students to where they feel comfortable sharing things about
their own lives with me but also sharing things that they struggle with at school. Recognizing the
critical role that relationships play in establishing an effective learning environment, I have come
to understand that a foundation of trust and connection is crucial for students to behave
appropriately. By prioritizing these relationships, I not only contribute to a positive classroom
culture but also empower students to engage more fully in the learning process. I feel that I have
grown in how I establish a positive classroom environment where students experience a place of
empathy, care, collaboration, and respect, essential qualities that facilitate positive academic and
behavioral student outcomes. As a teacher, these adjustments in instructional practice have
contributed significantly to my overall professional development.

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

Based on what I have observed from my own teaching and interactions with students, I feel that
the changes in instructional practice have significantly improved the management of students'
behavior throughout this learning experience. Students were able to complete a classroom interest
inventory to share more about themselves, enabling me to better understand their individual
interests. Conducting a interest inventory with each of my students contributed to my desire of
creating a positive classroom climate, which is an integral part of comprehensive behavior
management. Students also participated in a reward system weekly that encouraged positive
behavior amongst all students. These instructional changes have not only enhanced the overall
learning experience by catering to individual interests but have also established a positive
classroom culture through the reinforcement of positive behavior. Through the various classroom
management strategies I implemented, students were able to contribute to a classroom culture
where positive behavior is not just encouraged but has become a shared norm.

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

In my future teaching, I can continue to develop my classroom management of student behavior

in several ways. Before school begins, I can continue to plan how I will manage student behavior
by taking some time to identify situations, events, and even specific actions that might prompt
disruptive behaviors and strategize ways to anticipate and address them. Planning early will
potentially lead me to encounter fewer behavior problems throughout the school year. I can also
continue to respond to student behavior in a clear, consistent, and timely manner. Proceeding to
do this will help my students become more responsible for their actions, which in turn results in
fewer instances of disruptive behavior. In addition, I will strive to develop high-quality instruction
in my classroom by considering the diverse needs of all learners and be prepared to provide
support and accommodations, as needed, to main students' engagement. By providing
appropriately challenging and engaging instruction and learning activities, students will
potentially be less likely to engage in disruptive behavior. So continuing to refine my classroom
management strategies, responding consistently to student behavior, and prioritizing high-quality,
inclusive instruction will contribute to creating a positive and conducive learning environment for
my students.