Self-Directed Growth Plan A
Professional Practice Goal: Instructional Effectiveness for Student Learning
Goal: Manifesting a belief that the subject is important to the students learning
Practice methods
- Communicating clearly and accurately to students
- Use a variety of methods to teach the content
- Well planned projects
- Make connections to students lives
Evidence
- Good behavior
- Students are engaged in the process of learning
- Photographs of students work
- Written summative assessment
When a subject becomes important to a student then the learning truly begins. The student’s grades will reflect this deepened understanding and will appease the schools grade goals as a whole. This type of development engages critical thinking, which aids a student in their academic career.
Professional Learning Goal
Goal: Working as a professional fine artist on the side of teaching to enhance my skills
Practice methods
- Working in my own studio 10 hours a week
- Showing my work in galleries
- Curating community shows
Evidence
- Connections I can use for my students (i.e. student gallery exhibits)
- My instruction will be more thorough
- Student work will improve
- More ideas for lessons
To teach art I need to know how to do many different types of processes and mediums. The only way to get better at this is by doing it. The students’ work will reflect my effort and look good for the art department as a whole. Impressive student exhibits can encourage more funding for the school’s art program as well.
Anticipated new knowledge and/or skill KUDO
Goal: Working with mixed media processes
Practice methods
- Working in my own studio 10 hours a week
- Trying different media
- Going to art workshops at the Emerson
- Watching online demonstrations
Evidence
- My work will be better
- My instruction will be more thorough
- Pass skill along to students
- At the end of the goal, I as a teacher should be able to have well-structured lessons for my students
- Teach with a deepened personal understanding of the content
I choose this goal as mixed media has many diverse outcomes therefore can be applied to different content standards needed for the school curriculum. I also have a personal interest in mixed media processes. I will be able to pass on a wide range of skills to my students therefore reaching more personal connections with a broad group of students. Student outcomes and attitudes can help me monitor student progress.
Time frame for achieving goals
- Within the first year of teaching develop personal body of work
- 10 hours a week in personal studio
- 5 hours a month at workshops
Specific PD activities
- Show my work in galleries
- Curate my students’ work in galleries
- Attended other artist shows and lectures
- Attend workshops at the Emerson and the Foundry
- Seek online tutorials for ideas and instruction
Anticipated work products / evidence
- Photos of student work
- Over all grades are good
- Class attendance is high
- Positive parent and student feedback
- Student behavior and attitude is over all good
Resources needed to achieve your goals
- Internet
- Workshop calendars
- Supportive family
- Motivation
Self-Directed Growth Plan B
At the end of my yearlong student teaching experience I can now adequately reflect on my Growth Plan. My professional practice goal involved communicating clearly and accurately, use a variety of methods to teach content, have well planed projects, and make connections to students. My evidence of these goals was good behavior, student engagement, photographs of student work, and written summative assessments.
Good behavior has been a solid confirmation of my goals success throughout the year. This class is a general art 9 -12 grade mix of students that would have every chance to misbehave and for the most part, it was productive. Students came in before class for help and during class, benefited from my help. This engagement was another facet of evidence of my goals. The photographs of my student’s work that I will show on my completed website / portfolio is tangible evidence that I am glad to have as well. I feel personally that the MOST important indication I have of succeeding my goals is the look on my student’s faces of utter amazement of what they accomplished! This is why I am here! It was not in my initial evidences but turns out to be the most important to me personally. Written summative assessments were helpful in making sure my teaching was clear, well planed, and reached all students as well as something that was tangible for grading but honestly was the weakest to me as this is a general art class. I believe I met my goals but remain humble to the fact that I have much room for improvement each time I teach.
It is important as an art teacher to be involved in community events in areas of the arts. During the year I helped with the Belgrade Student Art Show at Zoot. I have also arranged a Senior Art Show May 4th at the Foundry downtown. Since this was my connection to begin with I have been put in charge of the event. This event happens outside of my MSU student obligations but I am excited to prove to the art department that I am a good fit for the position that will be opening up in the next year. On top of these two art shows I am constantly working with and communicating with artist to bring into the classroom. An art teacher cannot be an expert at every single facet of art. For this reason it is important to be in a network of artist even beyond my local community. This will also foster more ideas for lessons in the future and grow me as a teacher and as an artist.
I am taking away from this goal setting process the importance of setting goals. My CT had talked to me about how each teacher meets with administration twice a year on his or her professional goals. At the beginning of the year to set them, and at the end of the year to evaluate if they have met them. If they did not meet them then they have help with solving whatever obstacles they might of had. The need for this makes sense in order to grow as a professional and for the school to keep track of their teacher’s growth and/or needs. I see this goal setting integral to the success of student learning and intend to keep doing it in my career.