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Student Growth Plan Paper

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Fabulous Five The performance of the classroom teacher impacts a child academically. Therefore, professional growth plans support ownership in teacher learning. The five teachers selected have strengths and weaknesses identified through teacher observations and data. The growth plans offer teachers strategies to aid in leading students to academic success. I would recommend two Horn Lake Intermediate School math and science teachers for the directed growth plan. Their names are Ms. Horn and Ms. Lewis. Ms. Horn is a second year teacher and Ms. Lewis is a first year teacher however, Ms. Horn is extremely knowledgeable in her content area. Her growth plan goal is to improve her questioning techniques to engage students in higher level critical thinking and problem solving. …show more content…

I recommend Ms. Robin and Mr. Brown for collaborative growth plans. While this is Ms. Robin’s fourth year as an educator, she possesses skills in organization and leadership. She is on the fifth grade math planning team and works collaboratively with her peers. Ms. Robin’s focus growth objective is identified as classroom management. Discipline and daily classroom control are observed daily. Ms. Robin has made several peer classroom observations and attended a workshop on classroom management. Mr. Brown is a special education teacher who works specifically with special education students with reading disabilities, learning disabilities, Autism, and behavior issues. Mr. Brown has several years of teaching experience working with high school and middle school students. He is committed to student achievement and a problem solver. Also, he knows many alternative solutions and strategies to handling student misbehavior. Mr. Brown’s growth objective is time management. He wants to develop effective ways to decrease the special education’s departmental paperwork and spend more time helping his students in the

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The second domain in the Florida Principals Leadership Standards is composed of three different standards. The first of these is Instructional Plan Implementation and is about how an effective leader must collaborate to develop and implement an effective instructional framework that aligns with the required standards and meets his/her students’ needs (“The Florida Principal,” n.d.). Due to the variety in options that are available to align instruction to a pupil, given that the instruction will be adjusted to his/her needs, I feel that the situational leadership approach will be able to be implemented in this situation to create better results as “different situations demand different kinds of leadership (Northouse, P., 2016). The different leadership styles that make up the Situational approach can be tied to this standard by connecting the necessary leadership style with the supportive and directive behaviors in the task that is performed. As an instructor, I will spend time in the S1 category of the Situational Leadership Model as I make use of a “common language of instruction”, spend time between the S1 and S2 categories by “communicate the relationships among academic standards” and by being engaged “in data analysis for instructional planning and improvement”.

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The severity of the syndrome should not discourage a teacher from working with the child, whether training in special education or not. Simple skills similar to those used for children with Autism Spectrum Disorder, intellectual disabilities and even behavioural problems have proven successful. Understanding the delays of the student, providing simple choices using a variety of communication techniques and supporting the mental well-being of the student through peer-to-peer socialising, are all vital in ensuring the student continues to take part in as normal schooling life as

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Every day, two students come from special education classroom with the teacher assistant and spend 45 minutes. They come in the reading time. They have a separate table in the front of the classroom. The general education teacher uses the same curriculum that special education teacher uses an (All-Star Programme) for both students with special need and the other students. So, when the students with special needs came to the class.

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(1998) states that it is important that both teachers use their training, skills, and perspectives in an equal way to create a balanced program that is effective. I believe the detailed core subject knowledge of the regular education teacher along with the requirements that the school district sets are very important factors that the regular education teacher can help assist the special education teacher with developing a plan for working with the students that need extra help. I believe that because most individuals may not be that adept in math, the core knowledge that the regular education math teacher has will be very beneficial when it comes to helping to augment lessons for individuals that need extra help without losing content meaning. It is so important for the two teachers to co-teach and work together as equals because if a good working relationship is not developed, then the special education teacher will simply be in the regular classroom working as a teacher assistant, which would not make for a productive teaching relationship. The immediate effect of an unproductive co-teaching relationship will be greatly noticed in the way the students fail to make

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In regular education classrooms the majority of the time students receive whole-group instructions. Their methods of instructions consist in lectures, discussions, case studies, writing, group projects, public reviews, and independent student projects. In contrast, different instructional techniques are used for some students with special educational needs. Instructional strategies are classified as being either accommodations or modifications. An accommodation is a reasonable adjustment to teaching practices so that the student learns the same material, but in a format that is more accessible to the student.

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