This professional growth plan outlines Darian Yurkoski's goal of individualizing and personalizing instruction to be more inclusive of students with visual impairments. Specifically, they will learn strategies like incorporating braille into literacy and numeracy lessons. They will observe IPP meetings and reflect on what they learn. Indicators of success include teaching a lesson a visually impaired student can fully participate in. Actions include observing meetings, asking questions, and differentiating lessons using braille when possible between November and December. Reflections note the value of observing an ISP meeting and teaching a literacy lesson where a visually impaired student was completely included through using braille letters.
This professional growth plan outlines Darian Yurkoski's goal of individualizing and personalizing instruction to be more inclusive of students with visual impairments. Specifically, they will learn strategies like incorporating braille into literacy and numeracy lessons. They will observe IPP meetings and reflect on what they learn. Indicators of success include teaching a lesson a visually impaired student can fully participate in. Actions include observing meetings, asking questions, and differentiating lessons using braille when possible between November and December. Reflections note the value of observing an ISP meeting and teaching a literacy lesson where a visually impaired student was completely included through using braille letters.
Original Description:
Professional Goal # 2 from my Professional Semester I.
This professional growth plan outlines Darian Yurkoski's goal of individualizing and personalizing instruction to be more inclusive of students with visual impairments. Specifically, they will learn strategies like incorporating braille into literacy and numeracy lessons. They will observe IPP meetings and reflect on what they learn. Indicators of success include teaching a lesson a visually impaired student can fully participate in. Actions include observing meetings, asking questions, and differentiating lessons using braille when possible between November and December. Reflections note the value of observing an ISP meeting and teaching a literacy lesson where a visually impaired student was completely included through using braille letters.
This professional growth plan outlines Darian Yurkoski's goal of individualizing and personalizing instruction to be more inclusive of students with visual impairments. Specifically, they will learn strategies like incorporating braille into literacy and numeracy lessons. They will observe IPP meetings and reflect on what they learn. Indicators of success include teaching a lesson a visually impaired student can fully participate in. Actions include observing meetings, asking questions, and differentiating lessons using braille when possible between November and December. Reflections note the value of observing an ISP meeting and teaching a literacy lesson where a visually impaired student was completely included through using braille letters.
Goal # 2 Individualize and Personalize Instruction: Inclusive Learning
Inclusive learning and helping all students to thrive is very important to me. Specifically during my PSI, I will learn ways to incorporate helpful learning strategies for visually impaired students into literacy/numeracy/drama lessons. This might include incorporating braille into literacy and numeracy and getting comfortable with differentiating. Observing and asking to be apart for any IPP meetings that are appropriate. I will reflect after these meetings and take note of what I learned by writing my own reflective thoughts down on paper when appropriate.
Related TQS(s)
TQS # 4: Establishes Inclusive Learning Environments A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected and safe. (4a) fosters in the school community equality and respect with regard to rights as provided for in the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms; (4b) uses appropriate universal and targeted strategies and supports to address students’ strengths, learning challenges and areas for growth; (4c) communicates a philosophy of education affirming that every student can learn and be successful; (4d) is aware of and facilitates responses to the emotional and mental health needs of students; (4e) recognizes and responds to specific learning needs of individual or small groups of students and, when needed, collaborates with service providers and other specialists to design and provide targeted and specialized supports to enable achievement of the learning outcomes; (4g) incorporates students’ personal and cultural strengths into teaching and learning
Indicators of Success Successfully teaching a lesson plan that our visually impaired (fully blind) student can participate in and be included socially with his peers.
Action Resources Timeline
Observing during ISP meetings with Conversations with TA, writing November 23rd TA; reflecting and asking questions reflections when appropriate
Observing EA Mrs. Harper and November 15-December 16
asking questions when appropriate
Incorporating and differentiating Various resources, curriculum lab, November 15-December 16
using braille into all lessons I teach braille translators etc (when appropriate and possible) Reflections from Goal Number 2:
November 22, 2021
It was amazing to be given the opportunity to participate in an entire day of ISP meeting with my teacher associate Nikki Arnott. Getting to be in the room with learning support teachers, the visually impaired teaching consultant, speech language pathologists and parents was a learning experience that I am very grateful to have been given. ISP Meeting Observations – ISP STARTS WITH AN OVERVIEW from the teacher: Use phrasing such as; ● “We are here to celebrate your child and the amazing progress that has been made” ● Start off with the current level of performance – state objective facts and then subjective comments, outlining any growth that has been made and the plan for the future. ● Give an update of what they have been doing ● Stating behaviors that we are seeing and then explaining how we can mitigate it or having a conversation with the parent about how they approach certain behaviors at home. It is important that the teacher and parents are a team, and everyone is working to be the best cohesive unit that they can be in order for the child to thrive.
Then teacher outlines strengths and stretches
● Loves being outside, loves music and singing
GOALS ● SLP, OT, learning support teacher, classroom teacher, psychologist, school-family liaison worker will each talk about their specific goals for the child (if applicable).
Specific Resources for Supporting a Student who is visually impaired:
December 3, 2021 Today we had an amazing literacy lesson where our visually impaired student was completely included socially and academically the entire time. I translated the letters that we were working on into braille and put them onto pages using gems from the dollar store. This allowed for our visually impaired student to feel the braille letters as we were saying and looking at the letters and letter sounds. What was amazing about today was how regulated all the students stayed – even our students who normally have a hard time staying emotionally regulated. What was also great about the nature of this lesson was how all students wanted to feel the braille letters on the pages. I believe that this gave the students more empathy, and social acceptance toward our visually impaired child.
