Action Plan
The action plan serves as a roadmap for integrating equity-centered practices into the World History curriculum. In this section, you can detail the specific instructional shifts, community partnership goals, and student inquiry initiatives that define the upcoming academic period. By grounding these actions in reflective analysis, the plan ensures that every student experiences history as a relevant and empowering discipline. This focused space is prepared to host your detailed Analysis, reflections, and strategic planning data.
Taren Brown | World History & Honors World History | Luella High School
Professional Growth Plan (TKES-Aligned & Evidence-Based)
Goal Statement
Based on analysis of my lesson plans and observation feedback, I will strengthen my instructional effectiveness by improving student engagement, classroom transitions, and instructional delivery, while continuing to build on my strengths in content knowledge and student relationships, using differentiated instruction and formative/summative assessments aligned to TKES standards.
TKES 1: Professional Knowledge (Strength → Refinement)
Evidence from plans: Strong content across Byzantine Empire, Mongols, Revolutions, and WWI. Growth Focus: Shift from knowledge to pedagogy.
- Continue using strong historical content (DBQs, primary sources, real-world connections)
- Improve lesson clarity and pacing
- Strengthen step-by-step explanations for all learners
TKES 3: Instructional Strategies (Major Growth Area)
Current Practice: DBQs, simulations, and discussions. Growth Focus: Move from teacher-led to student-centered instruction.
- Add structured engagement every 10–15 min (Think-Pair-Share, Quick debates)
- Increase student talk time vs. teacher talk time
- Use guided questioning during DBQs instead of full-class explanation
TKES 4: Differentiated Instruction (Learning Styles)
- Visual: Maps, timelines, graphic organizers
- Auditory: Discussions, lectures, videos
- Kinesthetic: Simulations, role-play (current strength)
- Reading/Writing: DBQs, essays, reflections
Differentiation by Level: On-level students receive scaffolded DBQs, while Honors students push into independent analysis.
TKES 5: Assessment Strategies (Strength → Structure)
Formative: Bell ringers, exit tickets, and mini-quizzes check understanding daily. Summative: Unit tests and projects measure mastery over time.
- Use formative data to adjust instruction immediately
- Track student progress patterns over time
TKES 7 & 8: Culture & Rigor
Learning Environment: Leverage strong student relationships to improve behavior. Academically Challenging: Push deeper comparison and evidence-based rigor.
TKES 9: Professionalism (Reflection)
Observation Data: Strong self-awareness in transitions and engagement. Focus on reducing lecturing and increasing guided participation moves.
Timeline for Growth
Expected Outcomes
- Daily: Bell ringers + exit tickets (formative assessment)
- Weekly: Analyze student data (quizzes, DBQs)
- Monthly: Adjust instruction based on patterns
- Higher student engagement and participation
- Improved DBQ and writing performance
- Better classroom flow and transitions
- Strong differentiation between tracks
Final Reflection
I will monitor my growth through observation feedback, student assessment data, and weekly reflection logs. I will adjust my teaching practices to ensure all students are actively engaged and supported in mastering World History content.