1. Standard IX: Evaluates Teaching and Implements Professional Development
Professional Development/Growth Plan (PGP)
Professional Development/Growth Plan (PGP): Drakes Creek Middle School
Standard
Vd: Communicate learning results to students and parents.
How I demonstrated growth: The most success Ihad in demonstrating results to students and parents was
by way of email communication. Ever so often during my time at Drakes Creek Middle School (approx.
once or twice every few weeks), I came across a student that really seemed to go above and beyond in their
class work or had a “leader” moment. To make sure students knew I was noticing their accomplishments, I
would email the parents of the students and simply let them know what I saw and what an impact it had on
their learning or to their peers. The parents would then, of course, relay this information to their child.
Anotherway I communicated learning results to parents was by way of mouth. During the 6th grade open
house,many parents visiting had students that were already attending Drakes Creek Middle school.I was
able to talk to them and tell them how their child was doing in music class.
Standard
Ib: Connect content to life experiences of students.
How I demonstrated growth: Transitioning from elementary schoolto middle schoolmeant a total shift in
age of the students Itaught.Because the students were older at Drakes Creek, I had to learn how to relate to
them all over again. Middle schoolstudents have had more experiences and obviously have different
interests/hobbies than elementary students.Students in middle schoolare also much more aware of cultural
differences amongst peers. With all of this in consideration, I built relationships with students to learn more
about them (personalities, aspirations,extra-curricular activities, etc). Using the information I gathered
overt he course of these relationships, I was able to design lessons that were engaging and relatable to the
students in class.For example, many of the students had seen the move “JAWS”, so I used the famous
sound clip from the movie’s soundtrack(when the shark is approaching) in order to teach them about the
sound of the Tuba.
Standard
IVe: Implement and manages instruction in ways that facilitate higher order thinking.
How I demonstrated growth: There are many ways in which I eased the students into using higher order
thinking during class. In choir, I began using more advanced terminology in rehearsals (i.e. “dissonance”)
and had the students figure out how to define it based on their experience of applying the term in their
singing. I also often referred to each choir as a “team” instead of an “ensemble”. Many students in my
choirs were on sports teams outside of school,so they understood that the focus and determination of all
individuals on a team lead to success as a group. For example, in the Baritone section, many boys were
relying on one student to produce/sing the correct pitch at a certain point in the song.One day, that boy was
absent and the remaining students in the section felt lost and unprepared. I then used this opportunity to
define the Baritone section as a “team”; each individual must responsibly play their role so not to let their
“teammates” down. By doing so, they can accomplish great things (harder music, part splits, etc.), become
self-sufficient, and solve problems together.