Professional Development Plan
For Brian Jaeger School Year: 2006-2007
Creation of an Online Forum for Honors English 10
- State teaching standards addressed:
A.12.4 Students will read to acquire information.
- Apply tests of logic and reasoning to informational and persuasive texts
- Analyze and synthesize the concepts and details encountered in informational texts such as reports, technical manuals, historical papers, and government documents
- Draw on and integrate information from multiple sources when acquiring knowledge and developing a position on a topic of interest
- Evaluate the reliability and authenticity of information conveyed in a text, using criteria based on knowledge of the author, topic, and context and analysis of logic, evidence, propaganda, and language
D.12.2 Recognize and interpret various uses and adaptations of language in social, cultural, regional, and professional situations, and learn to be flexible and responsive in their use of English. Evaluate the use of standard American English in public contexts, such as school and work
- Evaluate the use of standard American English in public contexts, such as school and work
- Evaluate the choice of words, expressions, and style considering the purpose and context of a communication
- Analyze and explain how immediate context and broader social, cultural, regional, and professional variables influence the use of language, citing characteristics such as level of formality, slang, jargon, and emotional impact
- Draw inferences about values, attitudes, and points of view by analyzing a writer's or speaker's use of English
- Compare form, meaning, and value of different symbol systems--such as alphabets, signs, symbols--and of expressions commonly used in another language
E.12.1 Use computers to acquire, organize, analyze, and communicate information.
- Design, format, and produce attractive word-processed documents for various purposes
- Incorporate information from databases and spreadsheets into reports
- Integrate graphics appropriately into reports, newsletters, and other documents
- Retrieve and reproduce documents across various platforms
- Use on-line sources to exchange information
F.12.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.
- Formulate questions addressing issues or problems that can be answered through a well defined and focused investigation
- Use research tools found in school and college libraries, take notes, collect and classify sources, and develop strategies for finding and recording information
- Conduct interviews, taking notes or recording and transcribing oral information, then summarizing the results
- Develop research strategies appropriate to the investigation, considering methods such as questionnaires, experiments, and field studies
- Organize research materials and data, maintaining a note-taking system that includes summary, paraphrase, and quoted material
- Evaluate the usefulness and credibility of data and sources by applying tests of evidence, including bias, position, expertise, adequacy, validity, reliability, and date
- Analyze, synthesize, and integrate data, drafting a reasoned report that supports and appropriately illustrates inferences and conclusions drawn from research
- Present findings in oral and written reports, correctly citing sources
ALL standards CAN be “met” through the proper implementation of the goal. However, these are the standards directly related to the goal itself, rather than simply what may result from proper use of the goal by students and parents. The teacher is not limited in what content may be put online as a resource. However, the fact that teacher student interaction and relationships are very important should be stressed. I am by no means designing an online course, and do not believe that students could benefit as well from an online course. Students can meet many standards using resources found online, but the evaluation and presentation of those techniques works best in a classroom setting, or at least with close supervision of a qualified content area teacher. This is also a goal that should be as individualized as other aspects of teaching, and the time and effort put into the creation of any of the Professional Development Plan goals should reflect what the teacher feels will help the individual classrooms, not simply as a fulfilled expansive assignment passed down in order to create conformity. Ultimately, the standards met through the use of this goal are only relevant if the students are able to apply those goals in a way that makes sense to them, not just because the goal itself is fulfilled. This, of course, is a conundrum for any teacher: will my effort translate into improved student achievement or simply create more for me to do? The measurement as far as a statistically relevant standardized examination can be called into question, yet would seem to be the ultimate culmination of student learning as a result of implementation of the goal. Therefore, although I will claim to have met standards and that my students can perform tasks associated with interpretation of the goal I set forth, I cannot determine that the goal I am creating can meet state standards in a way that will greatly effect student scores in the short term on such tests as the WKCE, though the standards being met should translate into robust scores if students are able to synthesize information in a way consistent with the learning expected in said tests. I can only provide a framework for what I expect students will learn and for the standards that should be met by their continued exposure to the resource created with this Professional Development Plan in mind.
- Description of the goal
Students will use the internet to participate in an online forum for Honors English 10 that will allow them to discuss the classroom activities and expand beyond the class in their community learning. The forum will also provide a place for students who do not perform well in-group discussions to demonstrate their abilities and knowledge for teacher and peers. Since this is not the kind of innovative program school districts tend to own or promote, I must first research which online forum is free, works on our computers at school, and can be used as a discussion group. I used some research from past years because technology was not up to appropriate standards in order to determine if I had already come across an internet site or download that would work to implement the forum. http://www-writing.berkeley.edu/TESL-EJ/ej26/m2.html However, the promising programs that are free and legal downloads are not available for me because all program files are blocked. I then spent a number of valuable prep periods searching again for what I needed, but finally I did find an educational forum-hosting website. http://www.nicenet.org/ While Nicenet is not terribly user-friendly and does not provide the customization of any of the popular forums, it was free, accessible, and could do most of what I wanted. (sort of like PowerGrade)
I set up both of my English 10 Honors classes and added topics for students to respond to. The idea is for them to take the discussion from the initial point provided by me and go in whatever direction necessary to maintain a discussion and keep on the English topics. Furthermore, students are to create their own topics and respond to one another, not just what has been provided by the teacher. Students will have to use technology to access the forum, and research skills to continually add relevant content.
- How will achievement of this goal impact on student learning?
A.12.4 Students will be forced to think about English class while at home navigating the internet, and in a format that is natural to them. They will be able to exchange information about class discussions, notes, homework, and the meaning of stories. This is an opportunity for students to fill in the blanks that may still exist after class for some students.
D.12.2 Students will practice using forums, a useful tool on the internet for acquiring and disseminating information. They will need to use appropriate etiquette and pay attention to what other users are asking for. Students cannot copy their friends’ papers during lunch for this assignment—it is all signed and time stamped for the rest of us to see. This is a public context of their use of language that goes beyond the normal classroom discussion, and students must realize that their comments are to be “published” on the internet for their class to see.
E.12.1 Students will need to access the forum using a computer and internet connection. Accommodations can be made for students who cannot do this, but the requirement will be one post per week, and each student should be able to use a computer at some point during each week. The computers will be used to read comments, research any information needed to respond to the comments, and then respond on the forum.
F.12.1 The forums are to be somewhat dictated by the teacher (with the initial topic categories), but students are allowed to create more topics. This means that students are responsible for driving the discussions and coming up with new concepts to address. Even if the teacher does add the first comment, students are the leaders in the forum after that, and they are required to present appropriate information and opinion based on their own inquiry.
Students are also creating relationships with one another as much as with the teacher, so it seems to be a twist on traditional journaling, and may be a better concept overall. Students can all respond to one another in class or on the forum, so the location is moved from only at school to a neutral site, and students will guide themselves in inquiry.
- Anticipated strategies/action to achieve goals:
The best strategy is to NOT micromanage. Students can follow the guidelines of: it must be relevant to class; I will check for posts periodically. Students were abhorred when it was suggested parents might have access to the forums (which is likely the case with online grades as well), and we agreed that if the forums stayed on topic, the parents would not be invited to read the comments.
Sometimes new topics may be necessary to be created, and students may need to be directed back on to the appropriate topics, but even if a student posts a favorite TV show, the goal of creating relationships in the classroom is still being fulfilled. Grading is based on participation, and could also be based on relevance and length. Basically, however, the goals are achieved if students participate.
Teacher may need to restructure forum and create school-related posts as necessary. Also, a forum that is easier to use and more fun for the students would be welcomed, though not entirely necessary. If forums were tied into popular non-school activities, like Myspace or Instant Messenger, students would likely see it as part of their social life rather than part of their school work, though the nature of the forum seems to alleviate some of this feeling, anyhow.
Please see attached form indicating number of posts and forum topics for Fall 2006. Forum concept has been re-evaluated and will remain in place after some adjustments and possibly moving the hosting to a new server or a new forum program, though all of this would need to be instituted by myself and my non-existent staff, in between grading papers and filling out forms.
Brian Jaeger
Reflection on Teaching and Learning 2010-11
- Results of Professional Growth in Each Domain
Domain 1
I worked on understanding MAP test scores and tried to create a way for students to care about their scores. My main goal was to tie MAP test scores to something that students see as important, like graduation requirements or the ACT. No research had been done to correlate MAP tests to the ACT, and the evidence ACT uses to prove it’s useful to determining college success dates back to 1978, so the reality is that if we could relate scores to one another, neither one may really predict college success.
Domain 2
I worked on finally organizing the physical space in my classroom, which I was able to do because I received a ceiling-mounted projector. Since I use the projector daily, I really could not arrange the room in certain configurations before the rolling cart-mounted projector was removed. I still use a couch as a reward space. I have gotten away from circles, but I will make an effort again next year. I do have the room divided into sections that can be seen as student team areas. Mostly, however, I was fairly happy with the setup and I did not change the configuration as often as in years past.
Domain 3
I worked on communicating clearly and accurately. I have had a website for years that contains the class assignments, but this year I made an effort to help students find those resources rather than just direct them to the site. While I assume most students can find what they need, I don’t want to not help a student who legitimately has trouble using the internet to find necessary material for a class. Since I did not have to share my classroom with another class (besides studyhall), I was also able to write assignments on the boards, including the small white board I requested for the far wall. I was also able to add a bulletin board outside my room for club announcements.
Domain 4
Probably the best way any teacher could show professionalism this year was to not allow personal feelings invade their classrooms. I have made this my goal since I’ve started teaching, but this year was especially difficult. The truth is that teachers have a lot of influence over children. College professors try their best to use this influence, as do politicians, religious leaders, and parents. But teachers might have more influence than any other in a child’s life, yet when our own lives make us feel like we’re not worth what we thought we were, it’s not easy to avoid the subject. I did not post on blogs or read articles to students about the budget bill or even tell them what I thought.
- Improved practice
I am a better teacher each year because I learn from mistakes and eliminate techniques that don’t work. That’s not to say that I’m a perfect teacher or ever will be. I’ve been forced to change how I use technology because of MAP testing and a new school web page, but I have tried to incorporate my best technology lessons with a more teacher-centered approach to certain aspects of its use with fewer days available in the lab. I have also added such units as King Arthur for regular-ed because students are really interested in stories like that right now. My communication with students has allowed students to succeed if they chose to do so, and for them not to have excuses available to them if they refuse to succeed. I have also looked at my teaching practice like the government has looked at my job, asking what the most efficient way to teach would be. While this appears to involve a lot of internet resources, I have tried to identify where I can be more efficient with or without that specific resource available.
- Student Learning
Students have been given every opportunity to succeed because of the methods I use in my class. I have not pulled them back by discussing unrelated topics or personal problems, though personal stories can help relate elements of a story. The organization of the physical space has allowed me to place students where they need to be in order to participate, view the boards and projected images, and listen to the lesson. My attempt at understanding MAP test scores has demonstrated to the students that the tests matter for something and that I have dedicated myself to understanding that purpose.
- How do I know
Students demonstrate their knowledge through quizzes and papers, using the information discussed in class. Mostly, when it comes to much of the background knowledge being established, student learning is helped later on or even on completely different activities. One goal is to have many of the lessons tie in together and discuss how they relate. When students can have that conversation with me, they demonstrate their knowledge. Discussions (in class or online) allow students to demonstrate the knowledge they have acquired, as well.
- Survey
While I did not create a survey, feedback that I’ve received over the years indicates that students tend to realize the importance of some of their lessons later on. They remember aspects of the class that often surprise me, and they also complain about some of those same situations as they participate in the lessons.
- What will I do differently
I will plan my year around MAP testing better, both in the class as I prepare students to take the tests, but also when it comes to the need to use the computer labs or COWS. I put myself in too many situations where I had to get lucky that a computer lab was open or I had to plan a different order to my units at the last minute because I hadn’t planned around testing well enough or because I wanted to present a specific lesson before students took their tests.
I’m probably going to spend a little less time experimenting with new ways of teaching and learning, especially if the Creative Writing for Publications class no longer exits. I needed to create new lessons all the time, and I tried to go beyond the expected, so I was researching new ways to express oneself weekly. However, I also had three other classes to prepare for, and a person can only do so much before constant work on something gets tiring.
Professional Development Plan
Staff Member: Brian Jaeger School Year: 2011-2012
Component(s) of the Framework to be Addressed (based on self-assessment): Preparing for a new curriculum for grades 9-11, or preparing for new elective courses, using mainly non-fiction pieces to guide process. Planning lessons, assessments, and often learning the content. Domain 4.
State Teaching Standard(s) addressed:
Teachers understand that children learn differently; Teachers are able to plan different kinds of lessons; Teachers are able to evaluate themselves; Teachers are connected with other teachers and the community. Teachers know the subjects they are teaching.
Description of the Goal: Plan classes for next year and into the future, using this school year as an opportunity to test out texts that can be utilized to maximize student attenuation of skills, mostly while using non-fiction texts that relate to a specific theme and fiction
How will achievement of this Goal impact student learning: As per the Aligned By Design seminar, students will see connections between fiction and non-fiction. Students will focus more on the skills necessary to do well on tests like the ACT without teaching to the test. Students will interact with texts that are more meaningful to them on a personal level, without abandoning the use of advanced texts. Testing aspects of the lessons this year will give me confidence as a teacher. Students will have practice as well, which should result in less resistance. Mostly, students will learn because what is being taught will be relevant, and the skills they see themselves working to perfect will be relevant for higher achievement.
Activities/Steps _ Timeline Resources Documentation ___
Re-structure some assignments/rubrics Fall 2011 Aligned by Design Paper for class
Evaluate effectiveness ongoing grades earned, student reaction Grades; attitudes
Consider changes Spring 2012 Grades earned, other English teachers grades
Create activities Spring 2012 non-fiction books / online, Aligned by Design worksheets, etc.
Create lesson plans Spring 2012 - Summer 2012 Aligned by Design, other English teachers Core lesson template
________________________________ ______________ _________________________________ _______________
Staff Member Date Administrator Date
Brian Jaeger
Reflection on Teaching and Learning 2011-12
- Results of Professional Growth in Each Domain
Domain 1
I had to be more prepared for the week than ever because of the need to create many lesson plans for many absences. Absences also forced me to use more general versions of assignments rather than some of the specific lessons I usually teach. I continued to work on understanding MAP test scores and tried to create a way for students to care about their scores, especially as we work towards increasing ACT scores (which the students do see as important). I worked on creating Google sites and apps while trying to maintain my old website and have some semblance of a presence on fusion while looking for new technology that can help in the future.
Domain 2
The couch that had become a staple in my classroom was removed. Students had looked forward to their turn on the couch and it motivated work to get in on time or be made up quickly. I have never given treats or gifts as rewards, but this system was useful. Going back to regular rows has led to a bit more space available in the room and fewer blind spots when using the board, but it feels like a punishment to the students. At least next year will begin without the couch. I continue to use videos to begin the class and break the class into smaller parts.
Domain 3
I continued to work on communicating clearly and accurately. I have had a website for years that contains the class assignments. I tried to add links assignments in Powerschool and use the Incomplete grade in order to more accurately indicate student performance and student effort. I was also able to maintain the bulletin board outside my room for club announcements, and I used or re-assigned the display cases once again.
Domain 4
I demonstrated professionalism and professional development by attending classes or meetings and being ready for my substitutes. Those classes and meetings have led me to be a leader in the new curriculum and an important person in the implementation of that curriculum with the new laptop computers being distributed.
- Improved practice
I have added grammar into the repertoire that I teach, mainly to practice for teaching freshmen, but also to benefit the sophomores this year. I also had a good year avoiding conflict with students even as class sizes increased. I am a better teacher each year because I learn from mistakes and eliminate techniques that don’t work. That’s not to say that I’m a perfect teacher or ever will be. I’ve been forced to change how I use technology because of MAP testing and a new school web page, but I have tried to incorporate my best technology lessons with a more teacher-centered approach to certain aspects of its use with fewer days available in the lab. I have also added such units as King Arthur for regular-ed because students are really interested in stories like that right now
- Student Learning
Students work together and on their own during most days. Along with my initial instruction, this helps them to cement their learning. Students have been given every opportunity to succeed because of the methods I use in my class. I have not pulled them back by discussing unrelated topics or personal problems, though personal stories can help relate elements of a story. The organization of the physical space has allowed me to place students where they need to be in order to participate, view the boards and projected images, and listen to or lead the lesson. My attempt at understanding MAP test scores and ACT questions has demonstrated to the students that the tests matter for something and that I have dedicated myself to understanding that purpose.
- How do I know
The online, multiple choice quizzes that at one point seemed too simplistic have proven very useful in tracking and practicing for the ACT or MAP. Students demonstrate their knowledge through quizzes and papers, using the information discussed in class. Mostly, when it comes to much of the background knowledge being established, student learning is helped later on or even on completely different activities. One goal is to have many of the lessons tie in together and discuss how they relate. When students can have that conversation with me, they demonstrate their knowledge. Discussions (in class or online) allow students to demonstrate the knowledge they have acquired, as well. Verbal demonstrations of knowledge, like several speeches in semester 2 for sophomores, may be phased out soon.
- Survey
While I did not create a survey, feedback that I’ve received over the years indicates that students tend to realize the importance of some of their lessons later on. They remember aspects of the class that often surprise me, and they also complain about some of those same situations as they participate in the lessons.
- What will I do differently
I will plan my year around MAP/ACT testing better, both in the class as I prepare students to take the tests, but also when it comes to the need to use the computer labs or COWS. I put myself in too many situations where I had to get lucky that a computer lab was open or I had to plan a different order to my units at the last minute because I hadn’t planned around testing well enough or because I wanted to present a specific lesson before students took their tests.
I will use the new computers and the website I’ve created in order to facilitate learning with the freshmen.
I am working on a classroom management plan that will help me to stay organized as I teach a number of new classes, once again. I will work closely with the other freshmen teachers in the way the Hersey mentor school did, unless it proves negligent to do so with respect to my own pay and tenure.
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PROFESSIONAL DEVELOPMENT PLAN (cont’d) |
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Step III: Annual Review of the PDP (Submit to your Administrator by April 15th & Hold Formal Review by June 1) Annual reviews are done in years two, three, and four and will be submitted as part of your completed plan in the last year of your licensure cycle.
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Reflection (Year 1) |
Revision (if needed) |
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Date: 4/15/2013 |
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My own growth was limited by the necessary revision and re-revision of curriculum, but I was able to see how that curriculum will help me if implemented in the proper way. Students have bought into a portion of the continuous improvement model, but their focus is on ACT results, as is the district’s, and they too want me to decide how best to improve their scores rather than ask them for plus deltas.
The difficult part of designing the lessons as you go is that implementation of a plan gets pushed away in order to facilitate actual lesson design time. The ABD idea is also to keep finding new articles and constantly creating new ways of discussing the topics. While this would be great, in the framework of the continuous improvement model, it’s quite exhausting creating the first lesson to use.
The homework policy has made flipping a classroom or extended learning opportunities impossible. In a regular classroom, maybe ten percent of students will complete any kind of homework or at-home study, so more is expected to be handled in the classroom.
I have continued to work on creating all lessons using Google Docs and Sites. Students do not have an excuse for missing assignments. However, grading on Google Docs is not fast, so that has become an issue to deal with. I can safely say that students have benefitted from my extensive use of Google Docs and Sites, but I cannot present hard evidence to demonstrate this benefit.
The grammar lessons continue to be a work in progress, and the E9 teachers cannot agree on the right way to teach them, nor the right scope and sequence. This is frustrating because we had a good portion of it outlined for us in ABD, but we have seen the flaws in the material. With the new focus on re-recreating material to use, we have put ourselves another year behind our goal, and I’m not sure there’s a good reason for it.
I have added the visual representation of test scores to the classroom through Google presentation. However, the monitor I have is too small to properly display my creation, though it is the correct way to do it. |
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Reflection (Year 2) |
Revision (if needed) |
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Reflection (Year 3) |
Revision (if needed) |
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Reflection (Year 4) OR, Re-initiate New PDP |
Revision (if needed) |
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Reflection (Year 5) OR, Re-initiate New PDP |
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PROFESSIONAL DEVELOPMENT PLAN (cont’d) |
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Step IV: Documentation of Completion of the PDP Your PDP must include 3-5 pieces of evidence that document professional growth and the effect on student learning. Number and label each piece of evidence (i.e., 1. Student test score analysis). You may use a single piece of evidence that focuses solely on professional growth or the effect on student learning as long as your completed plan includes both types of documented evidence. When attaching evidence, please include the number and label entered below. |
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A. Evidence of Professional Growth and the Impact of Professional Growth on Student Learning
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B. Reflection and Summary
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I grew in the domains during the year because I had to plan and prepare new lessons that would be used by myself and other teachers. I also posted those lessons for all to use. I tried to make the new lessons fun (even grammar) and related to what we were learning in class. The classroom environment improved because I had goals clearly defined, if not always posted in the room. The students and I knew what we needed to do next and what we’re working towards. Student rapport has had to be revised this year, as there is less time for the kinds of discussions that make my class fun, but I have tried to keep a portion of the atmosphere of the past while moving into the future. I have grown in providing feedback through the use of Google Docs, though cumbersome. The system allows me to comment on papers in a useful way and grade quizzes very quickly for feedback. I have used reflective teaching this year more than in the past few years because of how much new curriculum I am responsible for teaching. I re-revise lessons if they don’t work, especially since the lessons are not ones I would normally not have used.
I have positively affected student learning through revision of lessons, posting lessons online, analysis of student scores, and timely feedback of the quizzes. While there are still many lessons to design and revise, I have attempted to make the lessons interesting and unique while maintaining what is necessary for common assessment. Mainly, a good portion of the students have bought into the idea that what we are doing together is important, and while that might not show up immediately on test scores, it will show up in their curiosity and dissemination of information.
I collaborated with the English 9 team members weekly (sometimes daily) on where they were in a text, what we were using for resources, tests and quizzes, papers, lesson ideas, and generally the entire process of designing the curriculum and website. I fear for a future when I need to compete with these same wonderful individuals in order to keep my job. I want to maintain the sense of community that we’ve established while implementing the new units. I talked to some science and social studies teachers about loose integration of common ideas, but I did not receive positive feedback, so I mostly collaborated with students in order to make a determination of what crossed over into their other classes. I collaborated with my wife and kids because I saw them less and was sometimes in a bad mood, so we had to understand each other. I also collaborated with all of the friends and family that are current and former teachers to help guide me through frankly stressful times.
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C. Submitting the Completed PDP for Plan Verification: Submit your completed PDP including your 3-5 pieces of labeled evidence to a PDP Team no later than January 15 of the final year of the plan. If you are an Initial Educator, include a copy of your signed Goal Approval Signature Form(s).
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