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Alyssa Margulis

Phase 3

10/20/12

Professional Development Goal

When determining what to work on for my professional development goal, I decided

to pick something that can be easily worked on in this practicum placement. My

professional development goal is two fold, it two separate issues that can be determined in

one observation. Many of my students need clear, concise and consistent prompting in

order to successfully complete a task. While working with my teacher, I noticed that

delivering these prompts in a clear and concise manner should be something I strive to

work on. The other area that I really need to focus my attention on is the way in which I

am delivering my prompts - my tone. I would like to strive to deliver these prompts in an

age appropriate tone. My students are in high school and have significant disabilities. I have

come to realize I sometimes use a tone in which I would use for children much youngerthan high school ages students.

My Professional Development goal is-

While in a situation where a student needs systematic prompting, the student

teacher will deliver a clear and precise prompt in an age appropriate tone to the student.

Mastery will be when the student teacher is able to clearly demonstrate this skill by scoring

100% on the Prompt delivering scoring rubric for 5 consecutive trials. (See attached

rubric).

Link Between the goal and Illinois Teaching Standards-

Standard 7- Communication

This standard states that the Competent teacher uses knowledge of effective written,

verbal, non verbal, and visual communication techniques to faster active inquiry,

collaboration, and supportive interaction in the classroom.

Working on delivering clear and concise prompts/reinforcement show a clear link between

this standard. By using clear and concise language, while speaking in an age appropriate

tone, it is communicating to the student that you are willing to work with them to reach the

desired goal, as well as to support and scaffold them to do a task themselves.

One of the other standards- standard 7E talks about modeling accurate, effective

communication when conveying ideas and information and when asking questions and

responding to students which can also be applied to this professional development goal.

By using clear and concise prompting it will more accurately convey to the student what

specifically you want them to learn and demonstrate? By using an age appropriate tone

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when working with these students, it will show others around me how to effectively

communicate with my students. I think this will help to make my students feel confident,

and independent, while still fostering growth within my students.

Monitoring progress

To monitor progress of this goal, I will have my coop as well as others (supervisor, co-

teacher in the special education class) fill out a scoring rubric based on my delivery of

prompts. I will have them watch in-group situations and me while working with different

students one-on-one. Because I am given multiple opportunities a day in which I can give

prompts and reinforcement to students, I will have a scoring rubric filled out 2 to 3 times

per week by different people. It will be filled out under multiple situations and settings

(community, snack carts, cooking, in class working with students) to test for generalization

of this skill. The student teacher will ask the coop to monitor her with and without her

knowledge to truly get an accurate illustration of her skill level with this goal. To make sure

progress is being made, at least 2 conferences will be scheduled between the coop and thestudent teacher to make sure this goal is on its way to success.

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Scoring Rubric

Date___________________

Prompt Given __________________________________________________________________________

Delivery in which prompt was given-

1 3 5

1= Prompt was not clear in intention at all, filled with too many words/actions, and not

effective in eliciting a response from the student

3= Prompt was semi-clear but not have been as concise- may have shown a couple extrawords or actions. The prompt may have needed additional prompts to illicit response

based on the first delivery of the prompt.

5= Prompt was very clear and concise. The student seemed to understand the prompt and

elicited the desired response/action.

Comments:

Tone in which the prompt was given

1 3 5

1= Tone was not age- appropriate at all. It seemed to be sing-songy or too high pitched for

the student or the situation. Sounded as if it would be used with a baby (baby-talk) or a

child much younger than that in which the teacher is talking to.

3= Tone in which prompt given may have some points in which is too high and some points

in which it was even or age appropriate. The teacher may have corrected herself upon

noticing her tone and or pitch when giving this prompt.

5= the tone was age appropriate to the student and correct for the situation. It was even

pitched and was similar to that in which it would be delivered to a typically developing

peer.

Comments: