TTQ

QS NG
A GUIDE FOR STUDENT TEACHER REFLECTION
Professional
LEARNING
TOOL

TTQ
QS
Rationale
l
ACCORDING TO the Alberta Teachers’ Association, “Teacher professional growth
means the career-long learning process whereby a teacher annually develops and
implements a plan to achieve professional learning objectives or goals that are
consistent with the Teaching Quality Standard.” To begin the process of professional
growth during pre-service teacher education, the following tool has been developed
as a guide. The tool should be used to promote reflection on student teacher practices
related to each of the Teaching Quality Standard competencies and their influence on
student learning experiences. This reflection should then lead into the development
of an inquiry question(s) and the identification of a professional goal(s) and the
related process that will be undertaken to achieve the goal. The tool has been
designed to be a working document that student teachers can use throughout all
professional semesters of the program. In other words, the tool will be used across
semesters to reflect upon growth in relation to each of the TQS competencies and to
track the evolution of professional learning for the individual.

The Alberta Teachers’ Association (2018). The Revised Teaching Quality Standard:
1

Building Awareness and Professional Capacity, p. 27.

2 Professional Learning Tool
Professional
LEARNING
TOOL
Keyy components
of the professional learning tool

1 Links to Teaching Quality Standard and student learning – To enhance the

meaningfulness of professional learning, reflection on the Teaching Quality Standard
and student learning are embedded features

2 Provides an inquiry-based approach – Professional learning is grounded in curiosity and

P
th
he teacher’s desire to explore their professional practice

3 Promotes dialogue amongst colleagues related to professional learning

P

How to use the tool

1 Reflect upon each of the competencies related to the Teaching Quality Standard and how
you have attended to these in your practices (Note: The Teaching Quality Standard
document includes numerous examples of how each competency may be achieved).
Use the ATA online tool at www.abselfreflectiontool.com to begin reflecting upon your
confidence level in relation to each of the competencies in the Teaching Quality
Standard. Then, reflect upon your specific achievement of each compentency using
this tool. List the manner in which competencies have been demonstrated in the left col-
umn titled “Student Teacher Practice” and then highlight how those practices influence
student learning experiences in the right column. Use a different
ff colour pen during each
professional semester to track changes over time.

2 Use the reflection to identify an area for inquiry/ goal related to your teaching practice.
U
Then complete the remainder of the Planning for Learning guide by identifying
Th
strategies, supports needed, evidence of successful achievement of the goal and a
timeline for its completion.

3 SSh
hare your work with this document with your Teacher Associate and University
Consultant during practicum.
C

4 When completing PSIII, consider school goals and other school initiatives prior to
W
id
dentifying your professional learning goals.

Faculty of Educaiton 3
TTQ
R
QS e Teaching Quality Standard

1 A teacher builds positive and productive relationships with students, parent/guardians, peers
and others in the school and local community to support student learning

Student Teacher Practices Influence on Student Learning Experience

4 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard

2 A teacher engages in career-long professional learning and ongoing critical reflection to im-
prove teaching and learning
p

Student Teacher Practices Influence on Student Learning Experience

Faculty of Educaiton 5
TTQ
R
QS e Teaching Quality Standard

3a teacher applies a current and comprehensive repertoire of effective planning

practices to meet the learning needs of every student
Student Teacher Practices Influence on Student Learning Experience

6 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard

3 teacher applies a current and comprehensive repertoi e of effective

practices to meet the learning needs of every student
Student Teacher Practices Influence on Student Learning Experience

Faculty of Educaiton 7
TTQ
R
QS e Teaching Quality Standard

3 teacher applies a current and comprehensive repertoire of effective

practices to meet the learning needs of every student
Student Teacher Practices Influence on Student Learning Experience

8 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard

4 A teacher establishes, promotes and sustains inclusive learning environments where diversity
is embraced and every student is welcomed, cared for, respected and safe
Student Teacher Practices Influence on Student Learning Experience

Faculty of Educaiton 9
TTQ
R
QS e Teaching Quality Standard

5 A teacher develops and applies foundational knowledge about First Nations, Metis and Inuit
ffor the benefit of all students

Student Teacher Practices Influence on Student Learning Experience

10 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard

6 A teacher demonstrates an understanding of and adherence to the legal frameworks and poli-
ccies that provide the foundations for the Alberta education system

Student Teacher Practices Influence on Student Learning Experience

Faculty of Educaiton 11
 PLANNINGfor
Planning FORLearning
LEARNING- PSI
PSI
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:

Goal:

Planning for Learning - PSI

Related Resources/ Evidence of
Inquiry Question: TQS Strategies Support Required Success Timeline

Goal:

12 Professional Learning Tool

 REFLECTING ON LEARNING PSI
Inquiry Question:

Inquiry Question:

Faculty of Educaiton 13
 PLANNINGfor
Planning FORLearning
LEARNING- PSI
PSII
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:

Goal:

Planning for Learning - PSI

Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:

Goal:

14 Professional Learning Tool

 REFLECTING ON LEARNING PSII
Inquiry Question:

Inquiry Question:

Faculty of Educaiton 15
 PLANNING FOR LEARNING PSIII
Faith & Wellness, Culture of FNMI learning for all, literacy,
instruction/assessment/learning numeracy focus

Inquiry Question:
How does the 3b Create an Alberta Students are Mid Oct -
langauge associated interactive Education - utilizing this Dec. 18th
with sceince effect language board Literacy resource by adding
student learning? in the Progression to the wall and are
classroom contientious of its
(word wall) exsistence.
Goal: 3a/2 Plan learning Consult with a Students are easily At least
Incorporate a literacy activities that few English able to connect one
focus into the allow students teachers for these new terms to activity
science classroom. to normailze effective their previous per unit.
science jargan. langauge knowledge and Oct.-Dec
activities. expereince 18th

Inquiry Question:
How does the 3a/3b Incorporate lab/building/crea Students are Oct. -
structure of the more inquiry -ting materials continuously Dec 18th
science curriculum based learning for students - involved in the
influence teaching activities. ability to santize activities and their
strategies? if sharing work reflects what
anything has been learned.
Goal: 4/2 reduce the Discussions There is noticable Oct -
Increase student emphasis on with colleagues improvment in Nov. 30
engagement and assessment about student wellness
involvement. and grades in structuring re: stress about
the cassroom. classes in the pace/assessment
Quarter system

16 Professional Learning Tool

 REFLECTING ON LEARNING PSIII
Inquiry Question: How does the langauge associated with sceince effect student learning?

- students are able to - learning to navigate science - establish strategies for

recognize unfamilar terms resources such as the normalizing science jargan at
that effect their understanding textbook and being able to the beginning of course
of course content summarize in their own words - introduce a word
- students are able to take rather then copying what is wall/interactive word board
science jargan and put it in written right away
familar context
- students completed multple
assignments that focused on
creating using writing rather
then focusing on practice
questions

Out of the two goals, I would say that this was not my main focus during my internship. I was
hoping to spend more time as a class on literacy then I did. However, I was able to see an
improvement in overall understanding using the literacy strategies that I did implement. I
mentioned many times that learning in science can be like learning a new language. Instilling
this idea in the students encoruaged them to make sure they had an comprehensive
understanding. This is a goal that I hope to keep pursuing in the rest of my career.

Inquiry Question: does the structure of the science curriculum influence teaching strategies?

- students are learning from
their mistakes and showing
signs of wanting to improve
- able to gauge what type of
instructional strategies are
working for students and
which are not
- students are showing
interest in having a more
comprehensive understanding
- still trying to naviagte - get a sense for students
COVID-19 regulations and learning styles early on
finding activities that students - find more game-style
will actively participate in. learning activities
- finding balance between
direct instruction and
encouraging student inquiry

This goal was related to my professional inquiry project and it was the one I spent the majority
of my time focusing on. I was able to navigate various teaaching strategies and successfully
gauge the students investment in the topics. The harderst part about this was trying to find
ways to get the entire class involved, but in such a large group it is hard to appease everyone. I
wouldn't say I achieved this goal completely, but I don't think I ever will be able to as every
group of students will be different. It is a goal that I will likely work on every year in my career.

Faculty of Educaiton 17
 NAME:

Fostering
Effective
Relationships

Adhering Engaging in
to Legal Career-Long
Frameworks Learning

QUALITY
TEACHING
in
ALBERTA
Applying
First Nations, Demonstrating
Métis and Inuit Professional
Knowledge Knowledge

Establishing
Inclusive
Learning
Environments