PROFESSIONAL GROWTH PLAN - PSIII

Name: Thyra Mathews

Teacher Mentor: Tracy Forbes
University Consultant Susan Feeney
School: Barnwell School
Dates: September 30, 2020 - December 17, 2020

Goal #1:
Alter my assessment practice to better reflect outcomes-based assessment instead of
traditional assessment practices.
Related TQS(s):
2. ENGAGING IN CAREER LONG LEARNING
A teacher engages in career-long professional learning and ongoing critical reflection to
improve teaching and learning.
 (d) seeking, critically reviewing and applying educational research to improve practice;
 (f) maintaining an awareness of emerging technologies to enhance knowledge and inform
practice

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.
 (c) applying student assessment and evaluation practices that:
 support the use of reasoned judgment about the evidence used to determine and
report the level of student learning.
Indicator(s) of Success:
 Any tests or quizzes to be in an outcomes-based format. Include the actual outcomes on
tests and quizzes, so students are aware of what they are being assessed on.
 Using level 3 and 4 questions in my assessments so that students are able to achieve
grades at those levels.
 Creating formative assessment at a variety of levels.
 Providing extensions on assignments and projects that allow for level 4 thinking to be
shown by students.
Strategies: Resources(s): Timeline:
Looking at old tests and - Horizon District Test Will have done this with at
quizzes and organising them Bank least 1 assessment in each
by outcome. core class by October 31.
Make exemplars for students - Use older TA Will have done this with the
to show them what assignments next assignment created in
assessment looks like at each class. Done by October
different levels. 15.
On assignment keys create a - Use assessment tools Will continually work on this
leveled guide to make it clear created by school throughout practicum. Have at
which level of questions are district. least 1 done by October 9.
being asked.
Reflection(s):
My assessment practice has improved so much over the course of this practicum! I really
feel like I understand what outcomes-based assessment should look like, even if I do not
always execute it perfectly. It has given me an entirely new way to think about student
learning and I am really excited to bring this knowledge with me and let it inform my future
practice. Something that I could use more work on, is making exemplars and having them
prepared for necessary projects. I often am not even sure when it is appropriate to give an
exemplar and when it could be stifling the creative process for many students. Creating and
showing exemplars is something I will definitely continue to work on in the future.

Goal #2:
Improve my differentiation/modification skills to give tasks that are more clearly based on
individual student need.
Related TQS(s):
1. FOSTERING EFFECTIVE RELATIONSHIPS
A teacher builds positive and productive relationships with students, parents/guardians,
peers and others in the school and local community to support student learning.
 (a) acting consistently with fairness, respect and integrity
 (b) demonstrating empathy and a genuine caring for others

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.
 (a) planning and designing learning activities that:
 incorporate a range of instructional strategies, including the appropriate use(s) of
digital technology, according to the context, content, desired outcomes and the
learning needs of students

4. ESTABLISHING INCLUSIVE LEARNING ENVIRONMENTS

A teacher establishes, promotes and sustains inclusive learning environments where
diversity is embraced and every student is welcomed, cared for, respected and safe.
 (b) using appropriate universal and targeted strategies and supports to address students’
strengths, learning challenges and areas for growth
 (e) 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
Indicator(s) of Success:
 Students with ISP’s are able to participate in given classwork with success.
 I am able to monitor improvement in students that have exceptional needs and alter the
difficulty/amount of work given based on their changing capabilities.
Strategies: Resources(s): Timeline:
Look at and revise student - Dossier At the end of each month.
plans and accommodations - Conversations with
given. Educational Assistants
Review student work and give - Teacher Mentor Weekly on Fridays.
comments to highlight - Commenting on
excellent work and areas of Student Work Guide
improvement.
Embed differentiation into - “Inclusion of Learners Will have done this with at
assignments, with students in with Exceptionalities in least 1 assessment in each
mind. Canadian Schools” core class by October 31.
Book
Reflection(s):
Differentiation for particular students was the most difficult facet of my practicum. There
was one student that I really had to focus most of my efforts on and unfortunately,
differentiation for other students who less obviously needed it was not always met to the
best of my abilities. As for the student who I was preoccupied with, I put in a lot of effort
and I feel confident that some successes were present. Many different differentiation
techniques were applied, and I learned a lot from this experience. My differentiation abilities
definitely improved over the course of the practicum and due to advice from colleagues my
toolkit was considerably added to. What I need to focus on in the future, is broadening the
use of differentiation and ensuring that I spend a more equitable amount of time on each
student that could use it.

Goal #3:
Create more indigenous related learning opportunities for my students. These will be
incorporated meaningfully and with relevancy to student learning and to students lives.
Related TQS(s):
2. ENGAGING IN CAREER-LONG LEARNING
A teacher engages in career-long professional learning and ongoing critical reflection to
improve teaching and learning.
 (e) enhancing understanding of First Nations, Métis and Inuit worldviews, cultural beliefs,
languages and values

5. APPLYING FOUNDATIONAL KNOWLEDGE ABOUT FIRST NATIONS, MÉTIS, AND INUIT

A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit
for the benefit of all students.
 (b) supporting student achievement by engaging in collaborative, whole school
approaches to capacity building in First Nations, Métis and Inuit education
 (c) using the programs of study to provide opportunities for all students to develop a
knowledge and understanding of, and respect for, the histories, cultures, languages,
contributions, perspectives, experiences and contemporary contexts of First Nations,
Métis and Inuit
Indicator(s) of Success:
 Students have a deeper knowledge and understanding about Indigenous issues.
 Incorporation of Indigenous material into lessons and curricular content flows smoothly
and does not feel forced or out of place.
Action: Resource(s): Timeline:
Add at least 2 more lessons - FNMI Curriculum Done by October 15.
that relate to Indigenous Collection
knowledge to each unit. - Teacher Mentor
Participate in Orange shirt - Barnwell School Occurring on September 30.
day and create lessons that
are on topic.
Look at existing lessons that - Increasing Relevancy Done as needed before lesson
incorporate Indigenous for Students Guide delivery.
knowledge and make it more
relevant to students.
Reflection(s):
With this goal in mind, I definitely did incorporate more Indigenous knowledge into my
teaching than I had previously planned on. As I can still feel a bit nervous about not doing
these topics justice, I still find myself hesitant to talk about things that I do not know that
much about. To improve in this area, I need to just be open minded to new learning and
admit to the students that this is a learning process for me as well. It is important that I try
my best, even if that means making a mistake here and there along the way.