Goal 1: Gain a better understanding of how to effectively implement and gather

summative assessment which measures students’ knowledge and skills.

Rationale:
Assessment is a key component to learning. Not only does assessment affect decisions about
grades but also future instructional needs. It tells us whether students are learning what they
are supposed to be learning and whether teachers are teaching what we think we are teaching.
In PSII I was able to administer a variety of summative assessments but at the end I realized I
did not have enough and a variety of summative assessments. Therefore I would like to gain
confidence in my ability to effectively implement and gather summative assessment.
KSA: the purposes of student assessment. They know how to assess the range of learning
objectives by selecting and developing a variety of classroom and large scale assessment
techniques and instruments. They know how to analyse the results of classroom and large scale
assessment instruments including provincial assessment instruments, and how to use the
results for the ultimate benefit of students;
Strategies:
-Create an assessment plan at the start of the unit. Go over it with Teacher Mentor and discuss
his/her assessment strategies.
-Create a document in Excel that will be used to record student assessment.
-Adequately prepare students for assessment. For example if students are uncomfortable with
a specific test format, try a sample one first.
-Create a match between content learned and content assessed. I will do this by ensuring I
have an objective for each lesson and that students understand that objective in the closure of
each lesson. This objective will align with the curriculum.

Indicators of Achievement
-Create an assessment plan at the beginning of the internship.
-At the end of each lesson students understand via exit slips or questions the objective of the
lesson.
-Mentor teacher is satisfied with my assessment plan.
-Ensure I have enough and a variety of physical evidence of student assessment to show
mentor teacher as well as parents.

Timeline: January to April 2018

Goal 2: To work on classroom climate and behaviour

Rationale: During PSI and PSII this was one of the things I had to continually work on. During
PSI and II I did not have a clear idea of what I expected from students and what students could
expect from me. I would like to work on this in PSIII and add to my ‘toolkit’ of management
strategies and have a variety of effective strategies.
KSA: students’ needs for physical, social, cultural and psychological security. They know how to
engage students in creating effective classroom routines. They know how and when to apply a
variety of management strategies that are in keeping with the situation, and that provide for
minimal disruptions to students’ learning;
Strategies:
-Discuss with classroom teacher about his/her classroom expectations and routines and how I
can best use those while incorporating a few of my own.
-Research effective classroom management strategies
-Use specific and authentic praise
-Address student behaviour rather then the student itself.
-Choice strategy
-Focus on positive behaviours
-Have consequences thought out and ready to use if necessary
-Avoid dead time…always have something for students to work on when they are finished.
-Move around the room as much as possible
-After the first week create one class goal a week for students to work on. For example if
students have difficulty walking quietly down the hallway make this a class goal.

Indicators of Achievement
-Students know the classroom routine and expectations and follow them most of the time
-After a week reflect on whether lessons run more smoothly with less interruptions
-Ask teacher mentor to observe and provide feedback on classroom climate
-Students are accomplishing weekly goals
-I can confidently discuss what I expect from students and what students can expect from me.
Timeline: January to April

Goal 3: Learn how to best teach language arts writing using writer’s workshop
Rationale:
The Writers Workshop is a teaching approach that promotes student directed learning. It is
based on a belief that children are capable people who learn best when given the opportunity to
construct their own understanding (“learn while doing.”) I learned about this model of teaching
from my mentor teacher. Not only is it an engaging way of teaching and learning but it also
gives them a much better understanding of literary concepts and strategies for reading and
writing. I would like to learn more about this approach to teaching language arts because as an
elementary teacher language arts instruction is a huge part of the day. How to best teach
language arts was not covered in great depth as a student teacher. Therefore, I would like to
make the most of the opportunity to observe this approach and to be able to use it in my own
classroom someday.
KSA: there are many approaches to teaching and learning. They know a broad range of
instructional strategies appropriate to their area of specialization and the subject discipline they
teach, and know which strategies are appropriate to help different students achieve different
outcomes;
Strategies
-Observe/Team Teach with Mentor Teacher during Writers Workshops
-Keep a Reflection journal/log about strategies students have learned, student engagement,
teacher role, assessment etc.
-Research Writers Workshop. Read Lucy Calkins Books on both Workshops.
-Conference with students one on one about what they have learned, what they really enjoy
about the workshop, what they would like to work on next?...etc
Indicators of Achievement
-This will be my PIP project as well so I will be creating a website that provides teachers with a
guide to implementing this approach, student anecdotes, reflections on observations, etc.
-Feedback from Mentor Teacher
Timeline: January to April