PSIII Fall 2020 St.

Georges

Professional Growth Plan

Name Kathleen Pilatzke Oct 6 2021

Established
https://wms-lethsd-ab-ca.webguide-
forschools.ca/download/184865
Date
Students will live out their hopes,
realize their dreams and conquer
obstacles by:
• actively engaging in the classroom
Review Date:
and school community (TM & UC)
Staff help students live out their
hopes, realize their dreams and
Relevant
conquer obstacles by:
School Goals • establishing partnerships with Other School
students and the wider community Initiatives
• facilitating community connections

• engage students through

instructional practice that
demonstrates proficiency in the
Teaching Quality
Standard

Goal #1 (linked to TQS. How can you link to School Goals?)

Use a variety of instruction strategies to demonstrate art material to students, enabling them to
better understand the material, and have multiples modes of reaching this understanding. This
will benefit all students in my class, but will especially help those in my class who are ESL. This
links to the school’s goals through creating multiple ways for students to engage with the
presented material.

Related TQS(s) (Be specific how it is related)

TQS 3B: A teacher applies a current and comprehensive repertoire of effective instructional
practices to meet the learning needs of every student

Indicator(s) of Success – How will you know that you are on the path of achieving this goal?
Consider beginning/middle/end.
- Students will express preferences towards different methods of instruction, the teacher will then act on
this feedback and work on incorporating these preferred methods into their instruction (incorporating
multiple ways into one where possible)
o Make sure to ask about their opinions and pay attention to the differences in engagement with
different methods
- If the teacher incorporates effective strategies into their teaching, then students will be able to
demonstrate their understanding of the taught concepts in their work
PSIII Fall 2020 St. Georges

Strategies/Actions (Be specific) Resource(s) Timeline

- Start using
document
camera at
start of
term, ask
for
feedback
from
students to
adjust use
and set up
of
demonstra
- Document cameras: allow
tions with
demonstrations to be viewed
it
easier
- Majority of
- Recordings of demonstrations,
students
allowing students to watch
have
multiple times
Integrate digital technology into my classes as phones,
- YouTube videos: allow students
instructional methods: This will focus on allowing encourage
to hear concepts explained in
better visual instructions to go along with my them to
other ways than how the
verbal instructions bring them
teacher does. These are also
and use
useful as research for the
appropriat
teacher on how they can
ely. Once
alternatively introduce
established
concepts
, start
using them
for pre-
recorded
video
viewing to
supplemen
t
instruction
/ make
semi-
asynchron
ous
- Establish routines in class so
Use of a variation of group, table, and individual
that the majority of the class
instructions to students: this will allow teacher
will be able to work
to tailor instructions to different students, as
independently while you focus
well as to account for students finishing projects
on smaller groups of students
at different speeds
-Think pair share for new concepts/ideas
-Have students who excel and finish
Have students teach each other
early help peers
PSIII Fall 2020 St. Georges

Reflection

Goal #2 (linked to TQS. How can you link to School Goals?)

One of my PSII goals was to meaningfully incorporate FNMI culture and art practices into my
units, towards the end of the practicum I felt that I had not fully completed this goal, and as it is
an important aspect of the TQS and something that I feel is important for students to learn
about in school, I want to re-visit this goal in my PSIII practicum.
With a sub-goal of focusing on local Blackfoot art and practices, this goal will help students in my
classes connect with their First-Nation classmates and larger community.

Related TQS(s) (Be specific how it is related)

TQS 4: A Teacher develops and applies foundational knowledge about First Nations, Metis and
Inuit for the benefit of all students

Indicator(s) of Success – How will you know that you are on the path of achieving this goal?
Consider beginning/middle/end.

- When introducing different FNMI topic, especially Blackfoot, students will be able to connect this
information to info learned in other classes
- FNMI art practices and artist will have been incorporated into multiple lessons and units that I have taught
this practicum
- Students will be able to reflect and speak about different FNMI artists and art practices that they have
learned about

Strategies/Actions (Be specific) Resource(s) Timeline

- Book: Lethbridge; a History in - Mid Oct:
Pictures: Great reference for Compile
students for their own artworks students
Park Place Mall Mural: This will be an art project
- Lethbridge Historical Guide to friendly
that will be displayed to the entire community,
researching: resources
having chosen the topic of ‘history of
https://static1.squarespace.co on
Lethbridge’, this will give the students an
m/static/5d3cf5a59c1e5b00018 Lethbridge
opportunity to explore the history of Lethbridge,
25688/t/5dad0c437fa9ab448ca History for
which is majorly tied into the local Blackfoot
b3066/1571621968553/A+Guid students to
people.
e+to+Researching+Building+His begin
tory+in+Lethbridge+and+south researchin
ern+Alberta g for
%2C+2019+Version.pdf project
FNMI Symbolism: Traditional FNMI art is a great - https://glenbow.ca/exhibitions/ - Mid
way to talk about symbolism within art. Art online/blackfoot/design_eng.ht October
PSIII Fall 2020 St. Georges

m Glenbow museum article on

Tipi designs
- https://airtable.com/shrNIbBIx
60owZzBh this resource holds
many activities and links to
Wilson
related information about a
Way team
number of FNMI art practices
will begin
such as: tipi designs, totem
talking
poles, storytelling, story robes
practices such as tipi designs, or story robes can school
that can be used when talking
be shown to students as ways to symbolize large wide about
about symbolism.
events or meanings into symbols. 7 Sacred
- 7 Sacred Teachings: the seven
teachings.
sacred teachings use an animal
Use as lead
to represent a specific way that
in to
we should live our lives. These
Symbolism
are a great way to talk about
units.
symbolism. The 7 Sacred
Teachings are also being
integrated into Wilson’s ‘Wilson
Way’ and will be talked about
in other classes
Contemporary FNMI Artists as artistic examples
- https://www.thecanadianencyc
for various topics: Its easy to use famous artists - Strive to
lopedia.ca/en/article/contempo
from art history as examples when talking about show
rary-aboriginal-art-in-canada
different art practices, by working to incorporate examples
website for finding related
FNMI artist into these examples students will in all units
artists
grow their knowledge of artist, and this will help from the
- https://www.rcaanc-
contextualize FNMI people as a part of the start of
cirnac.gc.ca/eng/11001000128
contemporary world, not just part of history term.
09/1536599568315

Reflection