TEACHER TPGP AND EVALUATION FORMAT
Teacher: Shiva Goli
GOAL AND OUTCOME
STATEMENT
1. Assessments:
As a beginning teacher,
planning engaging work that
reflects the curriculum and
then designing and
administering assessments to
measure learning based upon
that work continues to be the
main focus of my professional
growth. I support including
students in assessment design,
and in helping them 1:1 to see
where they are and what their
next steps are to progress.
Assessment both of and for
learning continues to be an
area of growth. While I
understand both functions, it
can sometimes be difficult to
Supervisor: Angela Rooke
Period: September 2018 – June 2019
STRATEGIES TIME LINE INDICATORS OF SUCCESS
1. Assessing each and By the end of 1. Daily notes and observations: Anecdotal notes on few
every child in the this year and students a day.
class in all aspects life-long 2. Working with students on one on one in the classroom
of the seven learning when it is feasible: happened during center time, free
learning areas in (ongoing play or playground.
more organized process) to 3. Assessment Instruments (surveys, questionnaires):
and targeted improve observations, following the other teachers’ rubrics and
environment practice. their ways of assessment style in the school.
a. Literacy 4. Authentic teacher made materials (designing quality
b. Numeracy work for each student’s need and strengths). This not
c. Citizen and only helped me in the beginning of the year to get to
Identity know the students, but to also see changes in their needs
d. Environment and and strengths as they grow over the time because of
community learning and successful strategies.
awareness 5. Technology skill training: working on it. I’m trying to
e. Personal and social make a document that will be easy to access and highlight
responsibility goals while making anecdotal notes on each student in a
f. Physical skills and single document.
realize them consistently in
daily practice and targeting all
students.
How can I ensure that my
assessments are valid, reliable
and align to the Alberta
curriculum? This question will
guide my professional growth
this year.
well-being 6. Workshops and conferences: would be interested to
g. Creative attend the ECS assessments.
expression 7. Peer coaching (peer to peer). I ask my colleagues and
teachers on the site on what rubrics and assessments they
2. Formative and use, particularly ones that are easy and appropriate for
summative ECS students.
assessment 8. Learning coach (Supervisor & Mentor) My mentor
helped me by providing guidelines for rubrics and which
1. Formative I use to scaffold my assessment. She is also very helpful
assessments will when advising me and clears some of my doubts.
reveal gaps in 9. Artifact reflections that provide evidence (classroom
individual samples over time). The students’ work, engagement and
children’s learning participation in activities all provides feedback on their
and also inform my learning and hence, assessment.
next teaching steps 10. Self-assessment that provides insight into professional
in helping them growth (and peer observations). I do try to incorporate
progress. my own rubric style, which was not feasible and time
2. To continue to do confusing. It’s hard to use this to take notes during class,
planning using a so I reflected on this and turned to my peers and mentors
format that builds for more effective suggestions.
essential
11. Sharing with colleagues (Team and staff Meetings).
understandings and
that makes learning Discussions with my classroom team also helps me with
meaningful. assessments because they see situations from different
angles and we are able to put a picture of progress
together. For example, where the SLP students stand in
regards to their learning goals, fine and gross motor
movements, and life skills from the OT and observations
from TA’s.
 2. American Sign
Language (ASL):
ASL is an incredibly useful
tool in the field of special
education. Students who are
non-verbal or who have other
disabilities also use sign
language. This may include
students with speech
impediments, who speak
another language, or who have
Down syndrome or Autism.
Sign language allows this wide
array of students to vocalize
their thoughts and needs.
3. Assertiveness and/or
Time management
I would like to work on
expressing personal rights
without denying the rights of
others. I will try to be more
assertive in the future. For
example, I will say “no”
without feeling guilty nor
1. I will enroll in a I will finish Basic and intermediate understanding/signing of ASL.
short course with in this The Signs that can be used regularly in my class of Pre-K like
2. PD sessions year as this a Alphabets, signs for visuals and simple action verbs and
3. Internet/YouTube short course or instructions
4. ASL DVD’s sessions Taking a quiz and testing my knowledge of common ASL
signs:
American Sign Language (ASL): YouTube videos on
American Sign language
1.ASL ABC Lesson and Song: Learn Sign
Language Alphabets
https://www.youtube.com/watch?v=lYhAAMDQl-Q
2.Baby Sign Language: Baby songs
https://www.youtube.com/watch?v=0uK1YiHNFtU
3.Phonics Song: Alphabets Song- Letter sounds
https://www.youtube.com/watch?v=1btvnID6Z_A
4.Baby sign language Basics:
https://www.youtube.com/watch?v=IzEim3aW254
1. More confidence in Will be Take constructive feedback from peers, mentors and self-
myself successful reflection:
2. Processing the 80% of the
situation/ideas time by the I am more open to constructive feedback from the team. For
before answering end of June. example, if an OT suggested to shorten the circle time and
or agreeing use developmentally appropriate programming, I
3. More open minded incorporated these suggestions into my future lesson plans.
to others views My mentor gives me suggestions. For example, she advises
anxious. In addition to this, I’ll me on how to maximize the 15-min time allocation during
be more vocal about my parent-teacher interviews with the whole team.
opinions without pressuring or
denying someone else’s voice.

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Date: _______________________________________________________

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