Professional Learning Plan

1. Develop a growth and writer's identity mindset in students through intentional goal setting, reflection on writing/reading interests, and a classroom community of learning (New Ga ELA Standards P.EICC.1 and P.CP.1).

2. Cultivate a process-focused approach to learning, that emphasizes the value of the steps to foster knowledge and understanding, as opposed to the final product (New Ga ELA Standard P.EICC.4).

3. Promote the materiality of literature and composition by fostering understanding of multi-sensory learning and literature's global and cultural contexts (New Ga ELA Standards P.EICC.2. and P.ST.1)

Writer's Identity and Mulit-Sensory Learning (Goals 1 and 3):

• In either Summer 2026 or 2027, participate in the Red Clay Writing Project through the University of Georgia.

• In Spring 2026, apply to participate in the National Humanities Center's Teaching Advisory Council.

Process-Focused Approach to Learning (Goals 1 and 2):

• During the 2025 – 2026 school year, become Gifted Certified through GCPS's program (currently registered to begin Aug. 2025).

Increase Global and Cultural Awareness (Goal 3):

• Co-sponsor the "EF Tours: Literature in England" study abroad experience for students at PRHS to gain a more material sense of literature's context (Launching Fall 2025 for a Summer 2027 Tour Date).

• In Summer 2026 or 2027, complete the DePaul University IB Certification: Teaching and Learning in a Global Context.

Writer's Identity and Mulit-Sensory Learning (Goals 1 and 3):

• Implement student notebooks in the 2025 – 2026 school year to create more embodied connections to ELA learning.

• Create more space for the Writing Process, requiring specific brainstorming and drafts with structured peer/teacher feedback to improve writing skills.

• Incorporate a "Questioning" Protocol into my classroom to encourage student identity as a writer and thinker, allowing space for them to question our texts and their purposes.

• Include pre-unit skill assessments and goal planning and a post-unit reflection on student success in reaching those goals.

Process-Focused Approach to Learning (Goals 1 and 2):

• Build an annotation system for students to use while engaging with texts. Emphasize the importance of annotations as like "showing their work" in a Math class, and make them a common protocol in the classroom.

• Create more space for the Writing Process, requiring specific brainstorming and drafts with structured peer/teacher feedback to improve writing skills.

• Include pre-unit skill assessments and goal planning and a post-unit reflection on student success in reaching those goals.

Increase Global and Cultural Awareness (Goal 3):

• Include more opportunities for background knowledge builds that include multi-sensory elements (take inspiration from Gabriel Schenk's "Literary Pilgrimages"). This may include building some museum connections or allowing students to share how their own experiences shape their connections with our stories.

• Lean into HMH Essential Questions to emphasize the relevance of literature and composition for understanding and meeting real world issues, such as change, power, and identity. This will involve drawing on experience teaching religion and philosophy and creating moments where students can reflect upon and present solutions to real world problems based on knowledge from their readings.