Professional Growth Plan

Semester Spring 2020

Name
Review Date 1
Student Jarrett Graff Beginning of
/Teacher Practicum with TA and
UC
Name TA Josh Gibbon Review Date 2
Mid-term Review
with TA and UC
Name: UC Susan Feeney Review Date 3
End of Practicum
with TA and UC

Goal #1
Improve on lesson planning, focusing on using differentiation through lesson plans while
providing relevant strategies

Related TQS(s)
TQS #3, Demonstrating a Professional Body of Knowledge

TQS #4, Establishing Inclusive Learning Environments

Indicator(s) of Success

 Aim to provide at least two different strategies for students within each lesson plan,
allowing for alternative ways to learn when needed
 Write down at least 3 ways to do better after completing each lesson, keep
concentrated and not basic, things to build off
 Write down notes on student progressions after completing lesson, informs ways in
which new differentiation may be needed, new ideas or feedback from T.A

Action Resource(s) Timeline

 Meet with T.A
before and after
 My university Consultant
lesson plan
Explore at least 3 resources within the  Designated T.A
 Meet with
faculty to discover/develop new ways to  PS1 Peers
classmates roughly
differentiate  Experienced Teachers at once a week (From
placement same school)

 Curriculum Lab, and its staff

 Before all Lesson
 Use library resources and
plan
compare with collected
Review new resources within Curriculum  Can reference this
online/class resources
Lab and Online. Reading 3 in depth. goal every second
 Online Databases such as
week to note
EBSCO and Proquest
progress

ED3505 – Teaching Seminar

Reflection

I was able to use my fellow teachers as aids throughout the weeks at Burdett school. Through these
conversations I have been able to explore three different recourses which will help me to
differentiate within the classroom setting. I have explored thoroughly the use of kahoot, Flipgrid and
the use of interactive whiteboards, which are present within every classroom. This has allowed me to
differentiate as I have had the benefit of using kahoot and flipgrid for formative assessment within
my PS1 experience which allows for students to engage within technology but also to allow me to see
varied results which helped to impact the ways in which I developed lesson plans. I used several
resources from the University of Lethbridge curriculum lab as I was able to use a literature circle
guide for LA novel study (From the mixed up-files of Basil E. Frankeweiler), Physical Guide to
implementation for PE, and a Math fun activities book. Altogether I was able to use these resources
with aid from my TA to build appropriate lesson plans and be able to allow for differentiation within
the class. I met frequently with my TA and had great conversations which helped to build confidence
and consistency when using these approaches.

Goal # 2
Improve on use of high/low status between myself and students. Focus is on developing
better class management techniques when prompting direct instruction or transitioning
between activities

Related TQS(s)
TQS #1 Fostering Effective Relationships

TQS #3 Demonstrating a Professional Body of Knowledge

Indicator(s) of Success

 Use at least 2 different classroom management strategies

 While instructing I will move around the classroom and use wait time (7 seconds)
 Balance of high/low status while addressing all of class, not every student individually

Action Resource(s) Timeline

 Reference Teacher as
Performer Workshop  Throughout the
Incorporate use of classroom
 Review online database on Semester
management strategies with use of wait
strategies Intermittently
time. Count until at least 7 after asking a
 Suggestions from Education  Meet with PS1 peers
question before moving on.
Faculty professors once a week
 PS1 Peers
 Reference Differentiated  Should be
Use differentiated instruction by using Instruction from Class Notes implementing
one new opener or activity that  Use examples/suggestions differentiation and
demonstrates varied direct instruction from T.A unique openers into
techniques each week.  Online databases for help with each lesson
lesson plans  Wait time used

ED3505 – Teaching Seminar

  Curriculum lab for resources
when appropriate
related to wait time and review
but should be
of articles relevant to use of
practicing
wait time
throughout the
 Suggestions from education
semester
faculty professors
Reflection

I felt this was my best area of growth as frequently within Ed 2500 I found myself lacking the ability
or the emphasis on maintaining wait time effectively. Within PS1 I felt as though I was able to engage
in appropriate wait time aiming for 7 seconds and this helped illicit different engagement amongst
the students. I was able to use unique openers which acted to engage students and illicit strong
classroom management techniques. Some of the techniques used were “3,2,1”, math games as a
beginning, and also the use of the interactive whiteboards and mini whiteboards for drawing
activities. These acted to reinforce my openers as they were able to allow me to demonstrate
effective teacher status whether it was high or low. I aimed to balance out my high/low teacher
status as I have found in the past I tended to interact one on one with the students. To demonstrate
a emphasis on high status I was able to still engage one on one but also allow myself to have proper
body position within the classroom in most instances which further allowed me to use classroom
management technique in new situations I had not been able to solve prior. I typically used “3 eyes
on me, 2 listening, 1 to the front” which allowed me to become more consistent with further use and
implementation. I found this beneficial because this directly helped me to meet this goal more
effectively and I hope to further develop this within PS2 in the near future.

Goal #3
Build confidence while creating new relationships with students and teachers within the
school, focusing on building of all general relationships which will aid in developing new
approaches and outlooks on philosophy of teaching

Related TQS(s)

TQS #1, Fostering Effective Relationships

TQS #2, Engage in Career-long Learning

TQS #6, Adhering to Legal Frameworks and Policies

Indicator(s) of Success

 Meet at least 3 teachers within the school setting, frequent

conversations/interactions
 Allow students to share interest and thoughts, take notes of details to aid in lesson
planning
 If possible, partake in two classroom observations of a different grade

ED3505 – Teaching Seminar

Action Resource(s) Timeline
 Online database
 Confidence is fluid
Explore web based resources on  Help/suggestions from Teacher
but should be
relationships in the classroom, ways in Associate
considered after
which to be successful or more  Conversations with education
each day
confident faculty professors
 Should be done
everyday when
possible, notes can
 Conversations with Teacher
be produced when
Associate
Write down 3-5 points after every day, relevant during the
 Conversations with education
aim is to be reflective and build towards day
faculty professors
end of the semester being more  Should be reviewed
 PS1 Peers
confident after every second
 Potentially: Family/friends
week, providing
information as
semester continues
 As per discretion of
Teacher Associate
 Reference class notes
If visiting a new class, write down and University
 Reference workshops (Teacher
observations (Classroom management Consultant
as performer)
strategies, behaviours/attitudes, use of  Later in the
 Class readings as tied to class
language, thoughts on grade level in semester preferably
observations
comparison to current) (After week 3) and
not during UC visit
Reflection

My confidence throughout the semester was consistent as I was able to build a solid rapport with my
TA. In these interactions I was benefited by the clear and consistent approach she modeled within
her classes. I took significant emphasis on the relationships with the students and was engaged with
their own personal interests which tended to allow me to have positive relationships within my
whole grade 5 class. I was able to observe several grades within my time as I viewed kindergarten,
and grades 1,2, and a 8/9 split. This benefited my learning as I was able to guavas students level of
learning within the classes and allow for time to observe unique and different learning styles.
Techniques such as proximity, addressing verbal outbursts, structuring of activities and limited
viewing of assessment strategies. I continually wrote notes addressing students regarding successful
or unsuccessful classroom management strategies, and interests which I could add to my lessons. I
believe this was my strongest area as I was able to truly connect with the students and use those
relationships to aid in the class. This general age was a true enjoy to be around with and I’m eager to
see how this will translate to PS2 in the near future.

ED3505 – Teaching Seminar