Annual Professional Growth Plan Incorporating Reflection

Annual Professional Growth Plan for: 2021 to 2022 Name: Jamie Harris

Assignment and/or Career Goal:

Throughout my field III experience, I consistently found myself using the same formative
assessment technique to gage my students' understanding of a particular concept. I used
questioning as my go to formative assessment technique however I think this strategy did not
do an adequate job of using assessment for students learning and as learning for students.
Additionally, I frequently had the same five students answering my question, leaving me to
guess how other students were understanding the topic. Therefore, over the next several weeks
of practicum I would like to develop a toolbox full of 8-10 formative assessment techniques
that will allow me to better gage my students' understanding.
Goal: To more frequently employ formative assessment as and for learning to better
understand students’ learning challenges and strengths.
Teaching Quality Standard Reference: Competency 4 (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;

Strategies Timeline Resources

1) Reading relevant literature and consulting with Biweekly/ Doucette library, EDUC
colleagues ongoing 456 Reading List, other
science teachers and
administration
2) Compiling a list of formative assessment
resources; adding two resources per week. Each Ongoing Created from the literature
week I will test out two formative assessment and kept easily accessible
strategies. While testing the strategies I will reflect
on if they are helping me accomplish my goal.

3) Keeping a journal to reflect on the success of One year A journal to record

each formative assessment resource over the observations and reflections
course of one school year

4) Attending relevant PD When ESA Workshops, Calgary

● ATA Carousels - Feedback and Formative available Teachers Conventions, ect.
Assessment in the Digital Classroom
● Calgary Teachers Convention - Using
Checklists for Assessment

Indicators of Success: (developed as goal is written)

1) I will have been successful in completing this goal if by the end of my Field IV practicum, I
am comfortable employing a range of formative assessment techniques that reflect assessment as

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and for learning. Additionally, I will have compiled a comprehensive list which outlines which
formative assessment techniques I found worked best, my rationale explaining why I felt they
worked well, and under which circumstances they should be employed. If I am successful in
accomplishing this goal then I will be better able to tailor my lessons to the specific learning
needs of my students and thus better help them achieve success in my class.

Reflection on Indicator of Success (end of Year)

a) How successful have I been in meeting my goal?

b) How has my professional practice improved
c) How has student learning improved?

Annual Professional Growth Plan for: 2021 to 2022 Name: Jamie Harris

Assignment and/or Career Goal:

Throughout my field III experience, I consistently found myself planning lesson which I
thought were effective a reaching all learners and then staring blankly at the section
“differentiation and inclusion” in my lesson plan, unsure of what I should put. While I tried by
best to ensure I used visuals and scaffolding to support the students in my class, I know that I
can do a better job of differentiating my lessons to reach all learners. Thus, during field IV, I
am going to work to test out a variety of differentiation strategies and compile a toolbox of
strategies I felt worked best for the learners in my class.
Goal: To increase the level of differentiation I include in each lesson to ensure that I am
helping all students engage with the lesson and be successful
Teaching Quality Standard Reference: Competency 4 (e) - using appropriate universal and
targeted strategies and supports to address students’ strengths, learning challenges and areas for
growth
Strategies Timeline Resources
1) Consulting students IPP’s and my personal ongoing Students IPP’s and
notes on students when planning lessons to ensure personal notes
I am including differentiation strategies which
target the needs of students.

2) Reading relevant literature and consulting with biweekly/ Doucette Library, EDUC
colleagues ongoing 445 reading list, school
administration and teaching
colleagues
3) Pulling differentiation strategies from the
literature/ PD sessions and trying one to two of ongoing Same as above
them out each week. At the end of the week I will
reflect why strategies did or did not seemed to
work.

4) Compile a list of successful differentiation Ongoing Journal

strategies

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 3) Attending relevant PD’s Ongoing ESA workshops, Calgary
 Powerful Strategies to Enhance the Teachers Conferences, ect.
Learning of Gifted & Highly Capable
Students
 Powerful Strategies to Help Your Hard to
Reach Students Become More Successful

Indicators of Success: (developed as goal is written)

1) I will have been successful in completing this goal if by the end of Field IV, I am consistently
developing lessons which include both universal and targeted approaches to support the learning
challenges and strengths of all students. Successful completion of this goal will make me more
comfortable in differentiating my lessons for different learners and ultimately better ensure the
success of all learners in my classroom while enhancing their educational experience.

Reflection on Indicator of Success (end of Year)

a) How successful have I been in meeting my goal?

b) How has my professional practice improved?

c) How has student learning improved?

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