Vanessa Wilson

Professional Learning Goals

PLANNING FOR LEARNING PSIIl – Goal #1

Related Strategies Resources/ Evidence of Timeline
TQS Support Success
Required

Inquiry Question: UofL

How can I 2. Engaging in Read one book library or That I have
successfully Career-Long on ODD resources read the book End of
support all the Learning in school’s February
students in my Staff Room
classroom,
particularly
students with
behaviour
diagnoses. Using the That
4. Establishing differentiation behavioural
Goal: Learn more Inclusive strategies in Book strategies Middle
about Learning classroom that have been of March
Oppositional Environments I learnt about implemented
Defiant Disorder in the book I into my
(ODD) decided to read classroom

Reflection:
Due to the time restriction of these goals I was not able to get access to a book on the topic of
Oppositional Defiant Disorder, but instead read two online articles. The citation for these
articles can be found below. Both of these articles provided several strategies to support the
learning of students who have been diagnosed with ODD. Some of these strategies included in
the articles are giving students choices, following routines, providing a visual schedule,
building personal relationships, and giving warning about transitions. I have noted that these
strategies also support the learning of all students in my classroom.

Jones SH. Oppositional Defiant Disorder: An Overview and Strategies for Educators. General
Music Today. 2018;31(2):12-16. doi:10.1177/1048371317708326

Salend, S. J., & Sylvestre, S. (2005). Understanding and addressing oppositional and defiant
classroom behaviors. Teaching Exceptional Children, 37(6), 32-39. Retrieved from
https://search-proquest-com.ezproxy.uleth.ca/scholarly-journals/understanding-addressing-
oppositional-defiant/docview/201143829/se-2?accountid=12063

1
 Vanessa Wilson
Professional Learning Goals
PLANNING FOR LEARNING PSII – Goal #2
Related Strategies Resources/ Evidence of Timeline
TQS Support Success
Required

Inquiry
Question:
How can Learn from With in a
students and 3. A teacher my mentor week of
parents applies a current how to use students
receive timely and Fresh Grade completing a
feedback on comprehensive Teacher “Know What
repertoire of
the student’s Mentor You Know” I Continuously
effective
learning Use the time will have throughout
planning,
progress? instruction and that I am not Fresh evidence and my
assessment teaching to Grade grade (four placement
Goal: practices to meet mark and point scale)
Provide the learning upload uploaded to
accurate, needs of every evidence to Fresh Grade
constructive students Fresh Grade and visible to
and timely parents
feedback on
student
learning in
mathematics

Reflection:
The goal of Fresh Grade is to provide an online learning portfolio for each student. I found it
beneficial that parents could see their students' learning throughout the year instead of just at
report card times. This platform also allowed me to communicate with all parents, because
typically only the parents of struggling students hear from teachers.

I was not able to achieve my evidence of success of releasing the students learning within a
week of completion because the ⅘ multi-age learning cohort decided they would post
assessments at a similar time due to siblings/cousins in different classes but same grade. Even
though the majority of releasing my evidence of learning was delayed I did ensure that all my
evidence I uploaded to Fresh Grade was released before the end of my practicum to ensure
parents had time to contact me if they had concerns or questions.