updated August 28, 2018

POST-PLACEMENT LEARNING PLAN – Year One

Elizabeth Ramsay
Name: _______________________________________________________ 0883903
Student #:__________________
Matt Roy
Faculty Advisor: _______________________________________________

1. Refer to Appendix A to review the criteria on which you are being assessed. On that Appendix, check off the appropriate box according to
your own self-perceptions.

2. a) Reread your AT’s feedback, including emails, notes, letter of concern and evaluation reports. Using your ATs comments as a guide,
complete the table below in detail, listing strengths/areas for further development, regardless of whether you agree or not.

b) Once you have completed the table to reflect your AT’s comments, revisit the table below. Using a different colour, highlight the
Strengths/Areas for Further Development with which you agree. Reflect upon/add additional Strengths/Areas for Further Development
according to your own self-assessment of your teaching abilities. Give thought to the criteria you checked off in Appendix A.

My Strengths Areas for Further Development

->Professionalism*
*Always talked about students in an appropriate and respectful manner.
*Ensured confidentiality as needed. All lesson plans were handed in complete
*and on time for approval.
->Dependable, flexible, respectful*
->Responds well to feedback and correct errors in a timely manner*
*I corrected errors to the best on my ability as soon as they were pointed out
*by my AT.
->Create an inclusive and safe classroom environment*
->Scaffold lessons*
*I ensured that lessons built up to more difficult tasks so that students had all
*the tools they needed to succeed.
->Strong understanding of both curriculum material and subject area*
->Gives meaningful and timely feedback to students*
*Student work was marked and returned in a timely manner.
->Approachable*
->Need to give clearer instructions and make the expectations clearer*
*This is part of needing to build confidence is I often don't give all the
*directions I plan out. For now I need to practice giving directions ahead of
*time as I find that reminds me of what I am doing. I also started writing out
*lists for the lessons instead of full plans and that helped a lot.
->Show more enthusiasm*
->Build closer relationships with students
*I did have trouble connected with the more academic students
->Classroom management*
*I learned a lot but still have far to go in this area. I need to figure out what I
*can do and what will work.
->More varied assessment*
->Build confidence*
*I am an introvert and that's something I need to get over. I am starting to
*develop my teacher voice and presence but I still need practice. I just need
*to keep believing I can do it and it will come.
 Prioritize your goals for next placement. Is there an underlying factor (“push factor”) that would
enhance your performance overall (i.e. better organization?)
3. How will you further develop your teaching skills? Focusing on your Areas for Further Development, as well as your Strengths, design your
PPLP. This PPLP should include specific goals, strategies for achieving your goals, and the supports you need for achieving your goals.
What is your ‘push’ factor? What knowledge/skills do you need to acquire to make you more effective as a classroom teacher? This PPLP
is to be submitted to your FA and you are required to meet with your FA to discuss your plan.

Goals for Next Placement
Give Clear Directions
Steps I will take to achieve each goal Specific Resources / Supports Timeline
Practice in class. AT notes as she had me re-do several March
Check for understanding using methods such as asking assignments to make things clearer.
students to repeat directions. Make clearer assessment tools
before handing out assignments so that I am clearer about
what I want students to do.

Classroom Management Research different ways to effectively manage behavior Principles of Classroom Management Ongoing
issues. Learn more about the root causes of such issues. and any other recommended materials.
Continue to practice strategies that worked on placement. This
will mainly be done in placement.

Create Clear and Transparent Work on creating assessment material such as rubrics and Preparing Instructional Objectives and March
Expectations checklists. other resources as suggested by FA.
Create assignments for students that include learning goals Subject teachers.
and success criteria so that expectations are clearly laid out.

Draft more varied forms of assessment Learn about different forms of assessment as my AT mainly Matt's class. Library resources perhaps Ongoing
such as checklists, and leveling focused on rubrics. A Practical Guide to Alternative
Become more clear on the different types of assessment. Assessment to start.
 I have read the Practicum Guide https://www.lakeheadu.ca/education-practicum and reviewed my Teacher Candidate Agreement and am
aware of my responsibilities during placement.

 I am aware that an INC or FAIL in any mandatory course may prevent me from entering into my next placement as scheduled.

• I am aware that I may be required to remain in Thunder Bay/Orillia (home campus) for subsequent and/or Year 2 placement(s), under the
direct supervision of my faculty advisor, if I incur difficulties in Year 1.
• If I incur 5 or more ‘Needs Further Development’, any At Risk, or any combination of these descriptors on the Placement 2 summative
report I will be required to complete Placement 3 in close proximity to the host campus to permit easier access to the FA during the
subsequent placement.
 If I incur difficulties/fail my placement, I will be placed “on review” and must enroll in EDUC 0498: Enhancing the Practicum that takes
place in the Fall Semester.

 If I incur difficulties/fail my placement, entrance into my next placement will be contingent upon enacting my PPLP and passing EDUC
0498.

 Failure of two placements constitutes program failure. Normally a TC is not allowed to re-apply to the 2-Year Professional Program.

 I must share my PPLP with the AT(s) responsible for my next placement.

Elizabeth Ramsay Jan 17, 2019

Signature: ______________________________________________________________ Date: _________________________
Teacher Candidate

Signature: ______________________________________________________________ Date: _________________________ AND/OR

Faculty Advisor

Signature: ______________________________________________________________ Date: _________________________

Professional Experiences Coordinator

Personal information on this form is collected under the authority of section 14 of the Lakehead University Act and will be used to support development of teaching practice of
the student named herein. The information will be kept secure and confidential at all times and will be disclosed only to Lakehead University personnel and agents, such as
the associate teacher assigned to the student’s placement, who need the information to support the said development. Any questions on this collection should be directed to:
Chair, Undergraduate Studies, Faculty of Education, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario P7B 5E1. Telephone: 807-343-8520.
 Two‐Year Program Evaluation Criteria ‐ YEAR ONE 

1. Professionalism YES NO SOMETIMES

Demonstrates:
➢ flexibility
➢ dependability
➢ reflexive practice:
o arrives early
o meets with AT to debrief
o analyzes/improves practice
➢ judgment
➢ care, trust, respect, integrity

2. Positive Learning Environment YES NO SOMETIMES

Creates positive, inclusive, safe learning environment:
➢ respectful, non-threatening, engaging, stimulating, challenging
➢ uses safe practices and routines
➢ embraces learner-centred learning
➢ celebrates individuality and diversity
➢ builds rapport with learners
➢ models initiative/enthusiasm
➢ uses effective proactive strategies

3. Teaching Practice YES NO SOMETIMES

Demonstrates knowledge of:
➢ child development/educational theory
➢ curriculum guidelines, expectations and big ideas
➢ subject matter
Demonstrates proficiency in reading/writing/listening/speaking English/language of
instruction
Accesses up-to-date, accurate resources
Develops engaging learning activities
Submits lesson plans to AT minimum 24 hours in advance
Communicates clear, achievable expectations
Scaffolds learning
Engages learners in learning process
Sets clear learning goals/success criteria (not applicable to placement one)
Differentiates instruction (not applicable to placement one)
Integrates technology (not applicable to placement one)

4. Assessment/Evaluation YES NO SOMETIMES

Practices assessment for/as/of learning
Provides specific, meaningful, timely feedback to learners
Maintains organized assessment records