Teacher Education Program Candidate Growth Plan

Student Name:

Initial Date:

The Teacher Education Program (TEP) at Eastern Mennonite University offers you the opportunity to change and grow. The Teacher Education faculty members believe that the person you are becoming is the key to your effectiveness as an educator. Preparation for teaching is dynamic and life-long. As your teachers, we are seeking to model this journey of openness and continuous growth both personally and professionally.

Having a growth mindset is essential for continued professional growth. Reflecting on the teacher you are and the teacher you hope to become enables you to see areas for growth and to pursue intentional steps to support that growth. A growth mindset means realizing that we all have strengths and that those strengths contribute to our potential to make a difference in this world and that we also have areas where we need to continually grow. This is about “the power of yet” where we acknowledge that this area of growth isn’t a strength for us…yet, but with hard work and intentionality, it can be.

This TEP Candidate Growth Plan is intended to document areas (i.e., knowledge, skills, dispositions) in which Teacher Education candidates need to demonstrate further growth in order to be successful in the program and/or as educators. Grounded in an ethos of restorative justice in education (rje), it provides both support and accountability for candidates as they work to address academic, dispositional, or other concerns.

The form has four sections: description of strengths and area(s) for growth, a collaboratively developed growth plan, and a plan for progress reporting/checking in. The TEP Candidate Growth Plan will be developed collaboratively between the candidate, their advisor(s) or program director, and other relevant faculty/staff.

Each area for growth should be included along with an explanation and a plan for growth, including who will be responsible for each aspect of the plan. Specific dates for review and checking in should be part of the growth plan.

Area(s) of strength: (Can be identified by faculty or candidate and should be confirmed by the candidate. Be specific: include test scores, GPA, rubric category, dispositions, behaviors, or course requirements/expectations, etc.)

Area(s) for growth: (Can be identified by faculty or candidate and should be confirmed by the candidate. Be specific: include test scores, GPA, rubric category, dispositions, behaviors, or course requirements/expectations, etc.)

Growth development plan: (Include specific and concrete strategies or actions developed in collaboration with the candidate; identify who will be responsible for which aspects of the plan; specify time frame and dates of review.)

Progress reporting: Dates for review should be listed and a report of progress at that time should be included. This should be developed with candidates.

Candidate:
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