ACTION PLAN

To contribute to the goal of preparing reflective practitioners, student teachers will write an Action Plan at the end of first, second, and third field experience with input from their cooperating teacher and/or the University supervisor. The Action Plan synthesizes each field experiences evaluation, links each field experience to the next, establishes goals for improvement, and forms an agenda for discussion between the student teacher, the cooperating teacher and University supervisor at the beginning of the subsequent field experience. For First Field Experience only (excluding Physical Education students), the Action Plan will be completed during the co-requisite Professional Seminar course.

Melissa Smithman 260 429 149 Name ____________________________ Student Number ______________________ Secondary English B.Ed. Program: _____________________ Field Experience: 1st 2nd 3rd
I have shown thorough to advanced development in the following Professional Competencies developed during this field experience: I have shown thorough development in all of the Professional Competencies developed during this field experience. My most significant improvements lie in my ability to meet and follow the demands of the curriculum, all the while including activities and topics that foster interest and engagement (competency 1). I have also significantly improved my ability to manage a classroom in such a way as to promote learning in both an academic and social sense. I have improved my management of the class by adopting the routines used by my cooperating teacher and by increasing my presence in the classroom. By being more physically present and assertive, it is much easier for me to gain the students respect and compliance. I would like to improve my skills in the following Professional Competencies developed during this field experience: Although I have significantly developed my ability to use differentiation techniques in the classroom, there is always room for improvement. Having worked with small, inclusive classrooms with many special needs, I feel that I have gained a lot of experience, but I can still provide so much more. Therefore, my professional development plan is to expand my repertoire of differentiation resources and develop new ideas to meet the varied needs of the students in todays classrooms. In particular, I would like to focus on how to make adaptations for certain students so that I can challenge the class, but still include and support the students that are not at that level.

I will make use of the following strategies for improvement: In order to improve my differentiation practices, I simply need time. Over the course of my field experience, I was given many resources to help me improve this part of my teaching, the only thing that I was missing was the time to digest all of the information and adapt it to my own purposes. In time for my next field experience, I look forward to taking the time to play around with different graphic organizers and other ways to adapt learning. If all works out, I hope to maintain a strong relationship with my cooperating teacher and hopefully have a couple of opportunities to try this differentiation ideas with my former students. Another strategy I will use for improvement is continued research on the way that student`s learn best, so that I can incorporate these findings into my classroom.
: cn=Melissa Smithman, o, ou, Melissa Smithman DN email=melissarobin@sympatico.ca, c=CA Date : 2012.12.13 17:45:01 -05'00' __________________________________ Student teachers signature Signature numrique de Melissa Smithman

Friday December 14th, 2012 ____________________________________ Date

This completed Action Plan is to be discussed with your cooperating teacher and McGill supervisor at the start of your subsequent field experience.