ACTION PLAN

To contribute to the goal of preparing reflective practitioners, student teachers will write an Action Plan at the end of first, second, and third field
experience with input from their cooperating teacher and/or the University supervisor. The Action Plan synthesizes each field experiences
evaluation, links each field experience to the next, establishes goals for improvement, and forms an agenda for discussion between the student
teacher, the cooperating teacher and University supervisor at the beginning of the subsequent field experience. For First Field Experience only
(excluding Physical Education students), the Action Plan will be completed during the co-requisite Professional Seminar course.

Name ____________________________ Student Number ______________________

B.Ed. Program: _____________________ Field Experience: 1st 2nd 3rd

I have shown thorough to advanced development in the following Professional Competencies developed
during this field experience:
I have shown advancement in Competency 1: To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students. I quickly
became aware that my host school had a diverse population. I learned that it was important to adopt a critical approach to the material being taught and how I
communicated information to students. I experienced the importance of creating a classroom environment where all students, no matter their background, had the
opportunity to express their ideas and viewpoints. When visiting different learning stations, I was lucky enough to work with students individually. This allowed me to
view how a student's culture played a part in influencing how they understood the subject being taught. This also helped me in finding ways to connect the material
to each individual student so that they could best understand the most important concepts. Second, I have shown development in Competency 2: To communicate
clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. I was located in a classroom where
the language of instruction was English; this allowed me to communicate using appropriate language with the students. I kept an observational journal to write in and
carry around for my own personal teaching improvement and experience. In a Kindergarten classroom, I learned that it was important to use terms that all students
could understand. This may have been different than the vocabulary I used when speaking with the teacher or other staff. Next, I showed understanding of
Competency 11: To engage in professional development individually and with others. Throughout my field experience, I was able to identify available resources that
my cooperating teacher used with the students to enhance the material. I learned about the use of smartboards and other tools that were accessible and could be
used with Kindergarten children. I had two weeks to observe other age groups and also learned different applications, I then reflected on which I would be interested
in using. Lastly, I developed in Competency 12: To demonstrate ethical and responsible professional behaviour in the performance of his or her duties. I found the
development of this competency to be very useful when reflecting on my teaching practice. I performed the morning calendar routine twice with a Kindergarten class,
this was a great way for me to experience how the classroom worked and get comfortable in front of the students. I was also given the opportunity to help with
conflict resolution on two occasions, allowing me to demonstrate my responsibility in dealing with children and providing them with the opportunity to communicate.

I would like to improve my skills in the following Professional Competencies developed during this field
experience:
I would like to improve my skills for Competency 9: To cooperate with school staff, parents, partners in the community and students in
pursuing the educational objectives of the school. It was somewhat difficult to make connections with teachers and other staff members
because the student teachers were asked to switch classes every period for the first two weeks. This left little space for collaboration and the
teachers did not have a chance to fully communicate with us. I would like to have spent more than a week in one specific class but very much
enjoyed my time with all students. I believe that it will become easier to gain the trust of parents and other individuals of the school community
when spending more time working on projects with the students. I also did not have the opportunity to interact with parents and would like to
know more about how to successfully interact and encourage parents/guardians to get involved with the school. Getting more involved in
school projects will be one of my main objectives in later field experiences. Extra curricular activities interest me and will play a role in
commencing trusting relationships will all.

I will make use of the following strategies for improvement:

To improve my skills for Competency 9, I will ask to sit in on teacher team meetings. I would like to observe a situation where teachers meet
up and discuss their ideas and plans for the subject material or creation of lesson plans. This would allow me to see how teacher interact with
one another and decide on what needs to be taught. Another strategy would be to ask about different extra-curricular activities or school
projects that I could get involved in. This will show staff members and the school community that I am comfortable in a variety of learning
situations and would like to work with students on projects or activities that most interest them.

__________________________________ ____________________________________
Student teachers signature Date
This completed Action Plan is to be discussed with your cooperating teacher and McGill supervisor at the start of your subsequent
field experience.