RSU 16

Professional Certification Action Plan (PCAP)

Due January 1st of first year

(For Teachers Changing Level of Certification)

(Provisional to Professional, Professional to Master, Conditional to Professional)
Name: Amy Hughes
Date: December 2015 Mentor: Jean Oligny-Warrow

School: Poland Community

Grade Level: 1 Subject Taught: all Grade 1 subjects

Level Applying For: Professional

PCAP Proposed Completion Date: April 1, 2017

Your Goals and Strategies should reflect achievement of Maines Initial Ten Teacher Certification Standards. The
following are key words to describe the standards. See your certification handbook for more information on the ten
standards.
1. Knowledge of Content 2. Integration of Multiple Disciplines
3. Diverse Learners 4. Planning
5. Strategies of Teaching 6. Classroom Environment
7. Collaboration 8. Assessment
9. Legal & Ethical Responsibilities 10. Professional Involvement/Stewardship

Connection to
Goals Maines 10 Teaching Strategies
Timeline
(Aim for 3-5 goals) Standards (How will you reach your goals?)
1. 5.2.3 Demonstrates 5.2.3 (e) Identify and Develop proficiency with Guided Math
knowledge of the diverse design instruction as evidenced by:
ways in which students appropriate to
develop and learn by students stages of a) Read Common Sense Math book and a) September
providing learning development, discuss with RSU16 1st grade team 2015 - June
opportunities that support learning 2016
students intellectual, b) Pre-assess each math unit using
styles, strengths, and
physical, emotional, and alternate version and same format as b) November
needs.
social development and the post-assessment; utilizing data to 2015 April
determine individual student math level 2017
5.2.3 (f) Make
5.2.5 Understands and uses and need for Guided Math groupings
appropriate
a variety of instructional c) November
provisions and
strategies and appropriate c) Read Guided Math materials (text, 2015 April
technologies. adaptations for online research) 2017
individual students
who have particular d) Explore, analyze, and reflect to d) November
learning differences develop effective use of schedule and 2015 April
or needs. practice for Guided Math, as evidenced 2017
by reflection log
e) November
5.2.5 (a) Choose e) Institute Guided Math small group 2015 April
effective teaching teacher-directed instruction 3 days per 2017
strategies and week
materials to meet
different learning
goals and student
needs.
2. 5.2.6 Creates and 5.2.6 (e) Use a variety a) Member participation on the PCS a) October
maintains a classroom of strategies to PBIS task force including monthly 2015 April
address individual meetings, collection of baseline data, 2017
environment which
learners needs in exploration of strategies, development
supports and encourages of school-wide use materials
order to increase
learning. student performance
b) Explore, analyze, reflect to develop b) September
academically and
consistently effective and manageable 2015 April
socially.
positive behavior intervention classroom 2017
support system as evidenced by
reflection log and student data

c) Differentiate classroom support c) September

system as needed for individual students 2015 April
2017
3. 5.2.10 Demonstrates a
strong professional ethic
and a desire to contribute
to the education profession.
4. 5.2.8 Understands and
uses a variety of formal
and informal assessment
strategies to evaluate and
support the development of
the learner.
5.2.10 (a) Be an a) Development of pre- and post- All September
active, contributing assessments, analyze data, develop 2015 April
member of work groupings based on need, plan and 2017
teams and implement interventions with PCS
committees. grade level team for WIN units
b) Math reflection, reviewing common
5.2.10 (j) Work with assessments, and active participation in
colleagues to achieve other assigned work on the RSU16
school and district grade level team
goals and to address
problems in the c) Member participation on the PCS
school. PBIS task force including monthly
meetings, collection of baseline data,
exploration of strategies, development
of school-wide use materials
5.2.8 (e) Employ a a) Administer a variety of assessments Both
variety of assessment to include: Fountas & Pinnell reading September
techniques to collect benchmark assessments, running 2015 April
knowledge of record, math unit tests, pre-assessments 2017
used to make guided math groups,
learners, student
learning progress, writing sample analysis, rubrics,
structured observation (PBIS clicker),
and program
student conferring, and narrative
effectiveness.
notations as evidenced by reflection log,
student work samples, and data
collection
b) Analyze data collected in a) to
determine student progress and
program effectiveness.