Professional Development Plan
School Year: / 2009-2010 / Year: 1 2 3 4 Career StatusLateral Entry: 1 2 3
Name: / Barbara L. Vogt / Position/Subject Area: / Teacher/English / School: / Manteo High School
Mentor: / NA / Position/Subject Area: / School:
(Required in the first three years for all beginning teachers)
A. / NC Professional Teaching Standards
1. Teachers Demonstrate Leadership
2. Teachers Establish a Respectful Environment for a Diverse Population of Students
3. Teachers Know the Content They Teach
4. Teachers Facilitate Learning for Their Students
5. Teachers Reflect on Their Practice / Standard(s) to be addressed:
Teachers Reflect on Their Practice by Reading Mind Set and keep a journal
Elements(s) to be addressed:
To continue to improve EOC composite score of 83%
B. / Teacher’s Strategies
Goals for Elements / Activities/Actions / Expected Outcomes and
Evidence of Completion / Resources Needed / Timeline
Goal 1: To continue to improve EOC composite scores from a score of 80% of our students taking EOCs passing to reaching a composite score of 83% of our students passing the EOCs
Goal 2: To continue to develop before the end of April one common form of assessment for each course taught.
Teacher’s Signature: / Mentor’s Signature: / Administrator’s Signature:
Date: / Date: / Date:
Plan: Individual Monitored Directed
Professional Development Plan – Mid-Year Review to be completed by (date) _April 22, 2010______
C. / Evidence of Progress Toward Specific Standards or Elements to be Addressed/Enhanced
Standard 1: To continue to improve our EOC composite score from a score of 80% of our students taking EOCs passing to reaching a composite score of 83% of our students passing the EOCs
-improves reading and writing scores using the Read 180 strategies
-show adequate yearly progress through formal and summative assessment strategies to evaluate students
-gauge the progress of students and methods to help students through Read 180, EVAS, Benchmark assessment, and project-based learning
-engage in learning strategies through PLC for technologies project-bases learning
-Use wiki blogs, wiki lessons, daretolearn, google-docs and e-mail, learn-org., moodles and ESL strategies and other web sites to enhance educational best practices
-Use technological product-base learning that incorporates Bloom taxonomy
Standard 2: To continue to develop before the end of April 2010 one common form of assessment for each course taught.
-Common formative and summative assessment for English I depicting cultural (Greek) mythological studies and the Shakespearean Romeo and Juliet were taught and shared with colleagues through Wikispaces.com. -Common formative and summative assessments includes blogging, problem solving, higher-order thinking skills, student objective, curriculum-framing question (essential, unit and content questions)-Common assessments include (formative and summative assessments)-Prerequisite skills and unit details are included in common assessments
-Powerpoints, technological-project based lessons, research, templates and rubrics are included as part of the common assessment process.
-Differentiated Instruction (Special needs, Gifted/Talented, Nonnative Speaker) is includes in the common assessment paradigm
D. / Narrative
Teacher’s Comments:
As an English and Read 180 teacher, PLC, and AVID team member, I collaborate with staff to plan for individual student learning, and alignment of goals and standards across classrooms and grade levels. In addition, I relate to parents, co-workers, and others in a professional manner. Also, I mentored two mentees this year. In addition, I relate to parents, co-workers, and others in a professional manner. In fact, shared common assessments and invited others professionals to join my wiki site to share lessons. / Mentor’s Comments: / Administrator’s Comments:
Teacher’s Signature: / Mentor’s Signature: / Administrator’s Signature:
Date: / Date: / Date:
Professional Development Plan – End-of-Year Review to be completed by (date) __April 22, 2010______
Teacher: / Barbara L. Vogt / Academic Year: / 2009 -20010E. /
Evidence of Progress toward Specific Standards or Elements to be Addressed/Enhanced
Standard IA safe, orderly, and classroom culture was empowered students to collaborate to create and maintain a sfe and supportive school and community environment through collaborative technological product based learning where student engaged in productive learning groups to creative collaborative newspapers, Powerpoints, and storyboard Powerpoint presentations.
Standard II
A nurturing learning environment was created and encouraged and colleagues were encourage through the sharing of wiki lessons, PLC, and collaborative meeting to nurture positive learning environments.
Material were use such as To Kill a Mockingbird, The Life and Narrative of Frederick Douglass and Lord of the Flies, A Raisin in the Sun, The House on Mango Street, “I Have A Dream,” Red Badge of Courage and other cultural stories and dramas to counteract stereotypes and acknowledge the contribution of all cultures through project-based learning so as to incorporate the different points of view in instruction and to promote a deep life-long understanding of cultural through integration of culturally sensitive materials and ideas throughout the curriculum so as to capitalize on muti-cultural diversity as an asset to the classroom,
Standard III
Wiki site and Powerpoints were shared with teachers throughout the building, including the English, history, math and Special Ed. Dept. as to assist collegues in apply such strategies in their classroom that utilizes Project-based technological lessons and Powerpoint visual lesson strategies and AVID skill. AVID presentations and examples were presented in small group teacher workshops in the media center. I helped several teacher set-up wikis throughout Dare County and MHS and attended an ESL workshop and Intel workshop in Dare County and share lesson strategies.
It was suggest by Mr. Luciano that I incorporate Technological based learning to make necessary changes to instructional practices to improve student learning; therefore, I complete an Intel course that has afforded me to incorporate: wikis, Google.doc, Skype, diigo, Google. Maps, United Streaming, Powerpoints, Publisher to improve student learning through visual presentations. Global awareness is addressed through Google. Maps., lessons, Three Cups of Tea Community Service Projects, and the Britthaven Garden Project held on the first day of May each year where student from the school and parents join to plant flowers at Britthaven Nursing Home.
Life skills are included in all lessons along with differentiated lessons so that every student feels a part of the lesson as to deepen students understanding of the 21 st century skills so that they can all connect to develop the skill needed in an ever changing world.
Standard IV
Through the use of shared Wikispace.com lesson teachers, Rebound, and Global communities can access lesson I have developed and adapt instruction to align with students developmental levels as noted in each common formative assessment and summative assessment.
Students performance is monitored through EVAS, formative and summative assessment, project-based learning, benchmark assessment, Study Island and Read 180 growth charts, and modifications are responded to as to respond to the cultural diversity and learning needs through the school improvement plan by attended meeting, adapting mods and monitoring growth for ESL and ELL, and all students with Special needs. I attended classes for 50 Strategies to Enhance ESL and ELL student lessons and Crash Course Moodle in ESL with Jessica Loose.
I attended a Intel Technological class twice a week, 4 hours a week, for three month this winter for 6 CEUs to stay abreast of the emerging research areas and new and innovative material for 21st century technological lesson planning and higher level learning is evident in student product that incorporates Bloom taxonomy and collaborative learning products.
I set-up Cathy Servie’s, Mary Berry’s, Mr. Liverman’s, Toni Ann Rasch and Lauren’s McClung’s wikispaces.com along with five classroom of students and invited the Global community on-line to visit my wikispaces.com 21st century lessons along with my admistrators.
Through PLCs, faculty meetings, teacher workshops, Best Practices, AVID meeting, and English dept. meetings, collaborative meetings with the math dept, ESL teacher (Katy Wirth), the Advancement Center (Marie Sutherland), the Special Ed teachers, Parents (e-mails), students and the on-line professional communities/moodles/blogs/Google docs, I have encouraged and assisted members to integrate critical thinking and problem solving skills into all instructional practices.
Peer evaluations forms were use in all editing processes and presentations and students made necessary changes to student products as a result to enhance student learning.
F. / Goal 1 was successfully completed YES NO
Goal 2 was successfully completed YES NO
G. / Narrative
Teacher’s Comments:
The Intel class taken under the direction of Susan Blackwell and the Mind Set book inspired an enlightenment me, and both, class and text, have created an engagement in student learning that has empowered me with a new insight about technological-student-based learning that engages all learners, in the classroom, and meets the needs of each student at his or her level and produces continual growth. Wikispaces. com, PLCs and Global on-line communities have afforded me an opportunity to share Best Practices. / Mentor’s Comments: / Administrator’s Comments:
Teacher’s Signature: / Mentor’s Signature: / Administrator’s Signature:
Date: / Date: / Date: