TPGP

Bella Sapsford
TPGP: Teacher Professional Growth Plan 2018
Timeline: September 2018-December 2018.

Goal: Establish, improve, and further develop effective classroom
management strategies.
TQS Focus:
 (a): contextual variables affect teaching and learning
 (e): all students can learn, albeit at different rates and in different
ways
 (g): students’ need for physical, social, cultural, and psychological
security
 (h): the importance of respecting students’ human dignity
 (i): there are many approaches to teaching and learning
 (p): the importance of guiding their actions with a personal, overall
vision of the purpose of teaching
Rational: I believe that good classroom management is necessary in order

to successfully run a classroom. Good classroom management is also
importance since students want a safe, predictable, and nurturing
environment – one that is consistent (Wong, 2009). I have practice some of
the skills mentioned below during my past student-teaching practicums, but
now have the opportunity to further improve my classroom management
skills and expand the number of strategies in my last teaching internship. I
want students to feel safe and welcomed in our classroom environment,
which in turn will help students to follow instructions and learn cohesively
alongside other students.
Sub-goal #1: Design and establish specific expectations and routines with
students
Strategy 1: Discuss positive expectations and routines with students
 Heavily in September but throughout the whole time I am there
Strategy 2: Design and establish expectations and routine with students
 Heavily in September but throughout the whole time I am there
 This has started in the creation of our class mission statement.
Strategy 3: Exhibit expectations towards all students; model and
incorporate expectations and reinforce routines to reiterate and strengthen
 Throughout the time I am there.
 Explicit reminders, modelling, and verbal cues
Bella Sapsford
Measures: Develop and write a concise list of expectations and routines

that will be displayed (Mrs. Smith-Myles has done this already). Take the
time to consistently reinforce the classroom expectations when required to
the individual who needs a reminder or as a whole class when appropriate.
Sub-goal #2: Build strong relationships with students and parents to

improve classroom management
Strategy 1: Get to know students interests both academic and non-
academic to relate curriculum to students lives to help them become more
engaged and improve retention.
 Heavily in September to try and build relationships as quickly as
possible to build on throughout the semester.
Strategy 2: Contact parents in September as an introduction and with a
positive note about the student and before there are any possible bumps in
the road.
 Through ClassDojo
 September Meet the Teacher
 September Newsletter bio
Strategy 3: Be in the classroom in the mornings to greet all students and
parents as well as in the hallway at the end of the day.
 Becoming recognizable to parents
 Easily available to have a quick chat if some information needs to be
shared with Mrs. Smyles or myself.
Measure: Through self-reflection I should be able to answer the following
questions: By the end of September can I tell you something unique about
each student in the classroom? Do I know each students strengths and
weaknesses within the classroom and am able to differentiate for students
to enhance their learning experiences? By the end of December do I have
a strong relationship with every student possible?
Sub-goal #3: Broaden knowledge of classroom strategies through

research, observation, and reflections.
Strategy 1: Invite Techer Mentor and other staff members to observe a
class and ask TM and other teachers if I can observe their class
 TM, teachers, EAs, administrators
 Ongoing
Strategy 2: Read credible articles and texts related to classroom
management; include new applications that are age- and school-
appropriate.
Bella Sapsford
 The Guardian: Education

 Edutopia
 Inquisitr
 Twitter: @LanceGrigg, @DanielPaulOD, @ULethbridgeEDU,
@ChrisMattatall, @AlbertaTeachers, @2Learn_ca, @drrobinbright
 Read the book What Great Teachers Do Differently: 14 Things that
Matter the Most by Todd Whittaker.
 During prep time, at least twice a week
Strategy 3: Regularly reflect on current classroom management and
climate
 Accept and understand that there are various ways to approach
classroom management; have a relaxed and open-ended mindset.
 Discover and record through experience(s) what is working and what
is not; do not hesitate to discontinue a strategy that is not or no longer
useful or effective
Measures: Engage in open discussion after being observed and observing
and recognize (1) what is working for myself and/or others, and (2) what
can be changed and improved. Record significant points (e.g. new theories,
methods, and technological tools to enhance classroom management) read
from text. By writing reflections after each lesson taught on how that lesson
went on all aspects including classroom management and climate to
broaden my understandings and for accountability.

TPGP

Uploaded by

Copyright:

Available Formats

TPGP

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

TPGP

Uploaded by

Copyright:

Available Formats

Bella Sapsford

TPGP: Teacher Professional Growth Plan 2018

Timeline: September 2018-December 2018.

Rational: I believe that good classroom management is necessary in order

Measures: Develop and write a concise list of expectations and routines

Sub-goal #2: Build strong relationships with students and parents to

Sub-goal #3: Broaden knowledge of classroom strategies through

 The Guardian: Education

You might also like