Reflective Essay On Individual Learning Plan And Reading Lit

Reflective Essay Individual Learning Plan Reading Literacyto Help Pre

Reflective Essay: Individual Learning Plan- Reading Literacy To help prepare: · Use SAMPLE to Review Dispositions Survey 2 for this module’s Discussion and compare both your initial and current survey ratings. · Review your Individual Learning Plan Part 1 and assess your progress in completing the activities you had planned. Compose a Reflective Essay that includes the following two parts: 3 pages APA style and Other References. Essay Part 1: Accomplishments Explain the activities you implemented from your initial Individual Learning Plan Part 1 for each of the three sections: Professional Dispositions NBPTS Technology Proficiencies. Include specific information that illustrates how these activities have contributed to your professional learning and growth. Essay Part 2: Plan for Continual Improvement Explain the activities from your Individual Learning Plan Part 1 that you have not yet completed. Include why these activities have not been completed and new timelines and/or revisions to the activities you had initially planned. Compare your new survey results with your initial results. Explain your perceptions of how you initially rated your knowledge and skills compared to your current ratings. What new insights did you gain when comparing the two results? What additional areas do you now want to target for continuous improvement in each of the three sections that were not included in your Individual Learning Plan Part 1 (Professional Dispositions, NBPTS, and Technology Proficiencies)? Select one new area from each section (professional dispositions, NBPTS, and technology proficiencies) and create SMART goals for each.

Paper For Above instruction

The journey of professional development in education is a continuous process that requires reflection, goal setting, and a commitment to ongoing improvement. As an educator, reviewing and updating my Individual Learning Plan (ILP) has provided me with valuable insights into my growth in reading literacy, professional dispositions, NBPTS standards, and technology proficiencies. This reflective essay will analyze my accomplishments, evaluate areas needing further development, and establish new SMART goals to guide my ongoing professional learning.

Part 1: Accomplishments

In my initial ILP, I set specific activities aimed at enhancing my reading literacy competencies as well as my professional dispositions, NBPTS standards, and technology skills. One of my primary activities was engaging in targeted professional development workshops focused on reading instruction strategies. These workshops emphasized phonemic awareness, guided reading techniques, and assessment tools that directly impacted my instructional practice. Implementing these strategies in the classroom resulted in measurable improvements, including increased student engagement and reading comprehension, which I documented through formative assessments and student feedback.

Regarding professional dispositions, I aimed to foster a growth mindset and develop stronger communication skills with colleagues and students. Participating in collaborative PLC (Professional Learning Community) meetings provided opportunities for meaningful dialogue, peer feedback, and reflection. These interactions contributed significantly to my professional mindset, promoting openness to new ideas and a learner-centered approach, aligning with the NBPTS standards.

Concerning NBPTS technology proficiencies, I integrated educational technology tools such as interactive whiteboards, digital formative assessment platforms, and online resources to enhance reading instruction. I completed several online courses on the effective use of technology in education, which expanded my pedagogical repertoire. As a result, I was able to incorporate differentiated digital activities that increased student motivation and catered to diverse learning needs, demonstrating growth in my technological competence.

Part 2: Plan for Continual Improvement

Despite progress, some activities from the initial ILP remain incomplete. For example, I had planned to implement a comprehensive literacy differentiation plan by the end of the academic year. However, due to time constraints and unforeseen curriculum adjustments, this activity was delayed. To address this, I have revised my timeline, now targeting the next semester for complete implementation, and plan to seek additional professional development focused on differentiation strategies.

Comparing my initial survey ratings with recent results reveals notable changes. Initially, I rated my reading literacy knowledge as "developing," but current self-assessments place me at an "ac proficient" level. This progression reflects my active engagement in targeted activities and ongoing learning. The new survey results show increased confidence and a broader understanding of effective reading strategies, which I attribute to the deliberate practice and professional development undertaken over the period.

This comparison has provided me with valuable insights. I recognized that my initial perceptions may have been somewhat conservative regarding my skills. As I see tangible improvements, I now appreciate the importance of setting measurable, achievable goals to track progress accurately. Furthermore, I realized that continuous self-assessment fosters awareness of strengths and areas for growth, motivating ongoing professional growth.

New Areas and SMART Goals

Building on my reflections, I have identified additional areas for growth that were not previously emphasized. In professional dispositions, I want to enhance my ability to provide formative feedback effectively. In NBPTS standards, I aim to deepen my understanding of instructional leadership. In technology proficiencies, I am interested in mastering data management systems to better analyze student progress.

  • Professional Dispositions: Improve my feedback skills through targeted training and peer observation to foster a positive learning environment. S: By the end of the next semester, I will complete a professional development course on effective feedback and observe two colleagues implementing feedback strategies, reflecting on the experience in a journal.
  • NBPTS Standards: Develop leadership in instructional practices by leading a peer workshop on literacy strategies. S: Within six months, I will design and facilitate a professional development session on reading instruction, with participant feedback indicating increased understanding.
  • Technology Proficiencies: Become proficient in using a data management system such as PowerSchool or Infinite Campus for analyzing student literacy data. S: Over the next three months, I will complete a certified online course and apply the skills by creating and analyzing reports on reading progress for at least three classes.

Conclusion

Reflecting on my professional development journey has underscored the importance of setting concrete, measurable goals and continuously evaluating my progress. The activities I have engaged in have contributed significantly to my growth in reading literacy, professional dispositions, and technology use. Looking forward, my revised timelines, new insights, and SMART goals will serve as a roadmap for ongoing improvement, ensuring I remain an effective and evolving educator committed to student success.

References

  • California Department of Education. (2019). Reading proficiency interventions. https://www.cde.ca.gov/
  • Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
  • DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. Solution Tree Press.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Issacs, T. (2014). Technology integration in literacy instruction. Journal of Educational Technology, 35(2), 45-60.
  • National Board for Professional Teaching Standards. (2020). NBPTS standards for accomplished teachers. https://www.nbpts.org/
  • National Reading Panel. (2000). Teaching children to read: An evidence-based assessment. NIH Publication No. 00-4769.
  • Speck, M., & Knipe, C. (2018). Why leadership standards matter. Educational Leadership, 75(8), 56-61.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. Corwin.

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