PSIII Fall 2019 Professional Growth Plan

Name: Jay Merkley

School: Galbraith Elementary School
Teacher Mentor: Christine Perreaux
School Administrator: Andy Tyslau
University Consultant: Josh Markle

PSIII PROFESSIONAL GOAL #1:

Develop an accurate and appropriate method for collecting, organizing, and analyzing
forms of summative assessment within a kindergarten classroom based on the current
Alberta Curriculum.
TQS #3: Demonstrating a Professional Body of Knowledge: A teacher applies a current and
comprehensive repertoire of effective planning, instruction, and assessment practices to meet
the learning needs of every student:
Applying student assessment and evaluation practices that: accurately reflect the learner
outcomes within the programs of study; generate evidence of student learning to inform
teaching practice through a balance of formative and summative assessment experiences;
provide a variety of methods through which students can demonstrate their achievement of the
learning outcomes.
Rational  I want to create multiple comprehensive and accurate assessment
strategies that reflect students’ accomplishments and growth within the
classroom.
 I want to create valid and consistent examples and proof (further than
anecdotal notes) that identify what knowledge each student has gained
by the end of each topic
 I want to determine various forms of affective summative assessment
that will be successful within a kindergarten classroom and utilize each
to meet differing students strengths and needs
 I want all activities to be purposeful and directly reflect the learner
outcomes of the Alberta Education Curriculum for kindergarten.
 I want to improve my assessment with examples of assessment “for, of,
and as” learning
Strategies  Creating a document that outlines multiple formats and options on how
to assess students both formatively and summatively.
 Working in collaboration with my TM to create consistent assessment
evidence that directly correlates to student extent of understanding
 Having multiple recording strategies (checklist, outlines, self-assessment
worksheets, portfolios) that will assist all learning styles in
demonstrating their knowledge, growth and development within the
classroom.
 Understand assessment is an evolving task that changes over time, and
will always need to be revised and revisited with the development of
better knowledge.
 Utilizing all resources available to myself to achieve proper practice that
will ensure success in developing assessment strategies.
Resources  Mentor Teacher
  Learn Alberta (http://www.learnalberta.ca/)
 Alberta Assessment Consortium (http://www.aac.ab.ca/)
 “Planning for Inquiry It’s NOT an Oxymoron!” by Diane Parker
 “Kindergarten Program Statement”
https://education.alberta.ca/media/563583/kindprogstate2008.pdf
 “Assessment Techniques and Tools for Documentation” curriculum
guide
 “Kindergarten in Pictures”
Progress  Created centre observation plans that outline consistent ways to assess
throughout units.
 Having an assessment tool created in collaboration with my TM that
determines (for each student) what outcomes have been accomplished.
 Having a created grading document that will record multiple forms of
assessment proof (pictures, videos, anecdotal notes, student work, etc.).
Timeline  Working on assessment strategies every week (or day if possible) to
(September prove growth within the classroom.
3rd-  Develop an assessment plan that is continuously adapted and improved
December on.
23rd)  Continue to engage with current resources in order to adopt the most
efficient and accurate strategies for assessing student development
Level of  Positive- I believe I created, and utilized a wide range of assessment
Success techniques that accurately, and validly demonstrated a students
knowledge or ability. Using the strategies I was able to compile
evidence of some outcomes on multiple occasions.
 Positive- I believe I created many physical forms of assessment in which
accurately demonstrated a students understanding. Picture/video
evidence also aided in my ability to gauge student understanding by the
end of a theme.
 Positive- I believe I created and worked with my teacher mentor to
develop individualized assessment techniques for students who may
needed differentiation from the whole group assessment. On multiple
occasions I took time to take students aside individually to demonstrate
or clarify understanding.
 Positive- I believe I created and planned learning experiences and
assessment techniques in which directly related to and reflected the
Alberta Program of Studies for kindergarten. There were many
outcomes that were covered on multiple occasions due to integrated and
thematic planning
 Positive- I have gathered multiple examples of assessment for, of and as
learning in which show different aspects of student understanding

PSIII PROFESSIONAL GOAL #2: (PIP)

 Developing a collection of purposeful and meaningful mindfulness teaching strategies
and activities that allows all types and levels of learners to develop and experience
executive function/ self-regulation growth and success within the classroom
TQS #4: Establishing Inclusive Learning Environments:
Fostering in the school community equality and respect with regard to rights as provided for
in the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms; using
appropriate universal and targeted strategies and supports to address students’ strengths,
learning challenges and areas for growth; communicating a philosophy of education affirming
that every student can learn and be successful; being aware of and facilitating responses to the
emotional and mental health needs of students; recognizing and responding to specific
learning needs of individual or small groups of students and, when needed, collaborating with
service providers and other specialists to design and provide targeted and specialized supports
to enable achievement of the learning outcomes; employing classroom management strategies
that promote positive, engaging learning environments; providing opportunities for student
leadership.
Rational  I want to create a learning environment that is safe and comfortable for
all my students, where learning is celebrated, promoted and encouraged
 Creating inquiry based activities and provocations in which promotes
deep growth, excitement, and understanding for all students
 Working to develop my understanding of play based learning, and
utilizing this method to reach a variety of learning styles
 Play based learning, inquiry projects, and collaborative activities also
allows for further socialization of students, giving them further
opportunity to succeed both educationally and socially.
 Developing PIP project centralized on increasing students ability to
regulate behaviour and attitude towards learning and the people around
them
 Identify and explore student’s interests in order to incorporate self-
regulation strategies in which are enjoyable, purposeful, and
developmentally appropriate
 I want to be able to provide differentiated instruction, scaffolding, as
well as individual and small group work in order to intervene where
students need the most help
Strategies  Work with parents and guardians to identify strategies that are beneficial
in the home setting and apply those to the classroom environment
 Implement and assess a wide range of mindfulness activities daily in
which are inclusive to all types of learners
 Collaboration with students and to use their voices and feedback to
create strategies and activities that are enjoyable and developmentally
appropriate.
 Creating centers that allow students to explore different types of learning
and interaction.
 Having multiple games, play, and educational forward opportunities that
optimizes the ability for students at different learning levels to succeed to
the fullest.
  Working with my TM to develop multiple strategies and teaching models
that assist students through the learning process.
 Develop multiple methods and processes that allow students to guide
their own learning processes.
 Developing activities, centers, and units of study that coincide and reflect
the core aspects of the Alberta Curriculum to ensure students are
engaged and active learners.
 Utilizing all resources available to myself to achieve proper practice that
will ensure success in developing assessment strategies.
 Continually growing my toolbox of ideas, strategies and activities
through research into newest information regarding inclusion and
differentiated instruction
Resources  Teacher Mentor
 “Kindergarten Program Statement”
https://education.alberta.ca/media/563583/kindprogstate2008.pdf
 “Resources for Educating Youth Children With Diverse Abilities” by
Penny Low Deiner, Louisa Dyck, and Lana-Lee Hardacre
 “Planning for Inquiry It’s NOT an Oxymoron!” by Diane Parker
 “Understanding the 12 Types of Play” by Edmonton Public School
 PIP Project on regulating student behaviour and creating positive
mindset towards learning
 Inclusive Education Alberta https://www.alberta.ca/inclusive-
education.aspx?utm_source=redirector
Progress  Creating and developing play-based learning activities and centers that
further develop and coincide with Alberta Curriculum
 Having created anecdotal notes in both a notebook and on sticky notes to
help determine the success of different play-based activities.
 Having play based education in collaboration with my TM that
determines (for each student) what outcomes have been accomplished.
 Recording all types of play (of, for, as learning) throughout the semester
and their differing levels of success for both student and teacher growth.
Timeline  Working on play-based strategies every week to assist growth within the
(September classroom.
3rd,  Developing play-based plans that are continuously adapted and improved
December upon.
23rd)  Consistent communication with TM and students (both individual and
group setting) in order to better understand which methods are promoting
learning furthest
Level of  Positive- I believe I created a positive, safe, and caring learner
Success environment for the students to be comfortable to share genuine
understanding
 Positive- I created and used many inquiry based activities and learning
experiences consistently in my classroom
  Positive- I learned many things about a play-based program in
kindergarten and associated assessment methods utilized within it
 Positive- Completed PIP project on self-regulation and applied much of
the information in which was gathered. Many successes and challenges
along with large resource of strategies compiled.
 Positive- I utilized and relied upon student input in order to design
mindfulness and learning activities that were of student interest. Doing
this allowed the students to be engaged with what we were doing to a
higher level.
 Positive- I believe I used a balanced amount of individual, small group
and whole group instruction, and participation for students. I worked
mostly with whole group instruction for mindfulness techniques however
there were many instances where I was able to approach groups, or
individual with different mindfulness activities.

PSIII PROFESSIONAL GOAL #3:

Developing strategies, methods, and techniques to create a collaborative learning
environment including and encouraging parental/guardian involvement in the
developmental process
TQS #1: Fostering Effective Relationships:
Acting consistently with fairness, respect and integrity; demonstrating empathy and a genuine
caring for others; providing culturally appropriate and meaningful opportunities for students
and for parents/guardians, as partners in education, to support student learning; collaborating
with community service professionals, including mental health, social services, justice, health
and law enforcement; and honouring cultural diversity and promoting intercultural
understanding.
Rational  A personal and professional goal to create an environment where
everyone is included in the learning process for the student
 Embracing family differences and finding ways to include multiple
personalities and ways of living
 Having a positive attitude toward parental concern and input for their
child’s learning
 Being open, honest, and communicative to all parties involved in a
students personal life
 Embedding consistency of expectations between school and home
settings
 Creating a collaborative community of learning where meaningful
interventions are able to take place when a student may need it
 Utilizing technology to keep parents/guardians informed on how their
children are doing each day
Strategies  Student, teacher, and parent led conferences when possible
 Working in collaboration with my teacher to develop ideas and
strategies
  Reflecting on personal progress weekly to consistently remind myself to
work on this goal.
 Developing methods to incorporate parents in their child’s learning each
day/week.
 Utilizing all resources available to myself to achieve proper practice that
will ensure success in developing assessment strategies.
 Working with applications such as Classroom DOJO, Remind, and
others to easily stay connected with parents and guardians throughout
the day
 Allocate time to talk to parents, and reply to emails each day in order to
stay on top of this goal
Resources  Teacher Mentor
 “Kindergarten Program Statement”
https://education.alberta.ca/media/563583/kindprogstate2008.pdf
 Remind App
 “Activities to Promote Parent Involvement”
https://www.educationworld.com/a_curr/curr200.shtml
 ATA “Making Parent Involvement Meaningful”
https://www.educationworld.com/a_curr/curr200.shtml
Progress  Having weekly reflections that assist focusing on continuous growth.
 Having anecdotal notes on personal success in the accomplishment of
this goal.
 Keeping anecdotal notes emphasizing what parents have said through
consistent communication
 Consistently allotting time each day to reply to emails, phone calls, and
educational Apps.
Timeline  Working on strategies to keep parents involved and engaged with their
(September child’s development
3rd-  Developing strategies and activities for parents to utilize in the home
December setting that are consistent with what the child experiences at school each
23rd) day.
Level of  Positive- I believe I established open and honest conversations and
Success relationships with parental figures in the school setting about students
progress and growth
 Positive- I believe I worked to form relationships with families in order
to better understand cultural traditions and norms in which are students
experience in their home setting
 Positive- I believe I created positive working relationships with parents
in which I considered and utilized parental input to better reach our
students
 Positive- Created a collabortive community with parents where we
consistently kept all parties current on student growth and progress
 Moving Forward- Introduce apps into classroom to keep up-to-date
with parents in which did not frequent the classroom as often
 Moving Forward- Create and establish trusting relationships with
parents in which experience trauma or difficulty in the home setting