Laura Kroncke Professional Growth Plan

Goal #1: Consistently implement critical-thinking tools in the classroom. Sub-goal #1: Use AUSL-based critical-thinking tools in classroom. Strategy 1.1 Introduce the critical thinking tools: comparison matrix, dichotomous key, inductive reasoning, list-sort-label by modeling using nonhistory based content (September) Strategy 1.2 Have students complete critical thinking tools with peers and receive feedback in groups (October) Strategy 1.3 Students will independently use critical thinking tools on historybased content and will be assessed (November-June) Measures: I will assess the students work on the critical thinking tools throughout the year. I will use data to drive my decisions around the implementation of the tools. Sub-goal #2: Develop students historical inquiry and critical thinking through using The DBQ Project curriculum in the classroom. Strategy 2.1 Introduce historical inquiry skills using individual documents (September) Strategy 2.2 Have students complete mini-qs (Mini DBQs) (October) Strategy 2.3 Students will complete a full DBQ as a group and evaluate each others work (November) Strategy 2.4 Students independently complete DBQs (December-June) Measures: I will assess the students work on their DBQs. I will use data to drive my decisions around the implementation of The DBQ Project curriculum. Goal #2: Strengthen differentiation strategies in the classroom. Sub-goal #1: Increase knowledge of differentiation strategies. Strategy 1.1 Research differentiation strategies through AUSL, OSES, and literature-based sources (June-August) Strategy 1.2 Observe special education classrooms to identify differentiation strategies used (September/Ongoing) Strategy 1.3 Attend professional development sessions centered around differentiation (Ongoing)

Measures: Lead a professional development session on differentiation in the classroom. Sub-goal #2: Strengthen implementation of differentiation techniques. Strategy 2.1 Use student test scores to analyze reading and writing levels (September) Strategy 2.2 Observe and collect data on students performance in classroom (September/Ongoing) Strategy 2.3 Differentiate content with a focus on literacy, accommodations, and modifications (September/Ongoing) Strategy 2.4 Review student data and make adjustments to content levels, accommodations, and modifications when necessary (Ongoing) Measures: Create graphs of student data after progress reports/quarter grades/semesters and analyze patterns to identify growth over the year. Goal #3: Apply literacy-based strategies in a history classroom. Sub-goal 1: Strengthen knowledge of literacy-based strategies. Strategy 1.1 Study Kylene Beers books: 1) When Kids Cant Read: What Teachers Can Do 2) Notice and Note: Strategies for Close Reading (June-August) Strategy 1.2 Collaborate with English teachers at my school to observe and plan using literacy strategies (September/Ongoing) Strategy 1.3 Have an English teacher observe my implementation of literacy strategies and give feedback (Ongoing) Strategy 1.4 Attend professional development sessions focused on literacy instruction across the content areas (Ongoing) Measures: Present sessions on literacy strategies at a history department meeting.