& McGill ACTION PLAN To contribute tothe goal of preparing reflective practitioners, student teachers will write an Action Plan at the end of fis, second, a tind field experience with input from their cooperating teacher and/or the University supervisor. The Action Plan synthesizes cach field experience's evaluation, links each field experience tothe next, establishes goals for improvement, and forms an agenda for discussion between the student ‘teacher, the cooperating teacher and University supervisor atthe beginning of the subsequent field experience. For First Field Experience only (excluding Physieal Education students), the Action Plan will be completed during the co-requisite Professional Seminar eourse. Name Sophie Bowie 260583035 Student Number B.Ed. Program: K & Elementary r© *Ox0 Thave shown thorough to advanced development in the following Professional Competencies developed during this field experience: Competencies 1, 2, 9, 11, & 12, by: ~ Making an effort to understand the cultures of the host school and students. - Recognizing my biases, strengths, and limitations, and how they affect my actions and reactions. - Communicating appropriately and professionally through both oral and written expression. - Collaborating efficienctly with students, teachers, staff, parents, and peers. - Always explaining the reasoning behind my actions and decisions. - Being respecttul, fair, and kind to all students, teachers, staff, parents, and peers. Field Experienc Twould like to improve my skills in the following Professional Competencies developed during this field | experience: | Competencies 1, 2, 9, 11, & 12. I do not believe that my level of mastery in any of these | competencies is minimal, partial or acceptable. In fact, | believe that my level of mastery for all 5 | competencies is thorough. However, | strongly believe that no matter how ‘advanced’ one may be |in a specific competency, there is always room for improvement. Teachers, in particular, never have |two days that are the same; the variety of people and situations that they interact with is so | extensive that there is always more to be learned. |Certain specific weaknesses that | believe | have are that I have trouble accepting constructive \ctiticism, dressing prefessionally, and being confident in front of a class. Twill make use of the following strategies for improvement: In order to be more open to accepting constructive criticism, | will, in fact, encourage the criticism. | will ask how my teaching strategies can be improved, even if the person that | am speaking to says that there is no improvement needed. | will also view it as helpful advice, as opposed to an attack made to make me not feel confident about my abilities. In order to dress more professionally, | will make sure to choose clothing that stresses authority as opposed to comfort. In order to be more confident in front of the class, | will keep practicing - by continuing to go up in front of the class even though | am nervous, ! will become more and more comfortable with it. a December 17, 2013 Student teacher's signature Date This completed Action Plan isto be discussed with your cooperating teacher and McGill supervisor at the start of your subsequent field experience.