Teacher Professional Growth Plan

Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

Planning for Learning – PSI

Inquiry Question 1 Related TQS Strategies Resources/ Evidence of Success Timeline
Required Supports (Specific)
How do I develop
and include
multiple forms of
assessment in my
teachings?

Goal: 2a - Discuss different Much expertise will need I should have a list of At the beginning
Collaborating techniques and to be gained from formative and of my professional
Include a variety with other forms formative colleagues in showing summative practicum I will
of forms of teachers to and summative and explaining assessments used by discuss with my
formative and build personal assessments can assessments they use. teachers that work TA formative and
summative and collective take with my TA. best for them. Briefly summative
assessments in my professional Take notes on Embedded formative describe how they are assessments that
lessons and capacities and strategies that assessment (2018), Dylan used, subject areas they find to be
teachings. expertise. work best for my Wiliam. they can be used in effective and
TA when forming and why teachers find observe how they
the layout and Book Two: 60 Formative them to be effective. I design and
objectives of the Assessment Strategies will be able to implement them.
assessment. Being (2012), Natalie Regier. effectively use these As soon as I start
attentive to the FA and SA in my own teaching, FA will
suggestions made Link to 60 Formative lessons to assess take place in
to further develop Assessment Strategies: students. To show my every lesson that I
my own https://moodle.uleth.ca success I can include teach. By the end
assessments to /202003/pluginfile.php/ the list that I have of PSI, I should
create maximum 182691/mod_resource/ created along with have a list of
learning in the content/0/60%20Forma some sample formative and
classroom. tive%20Assess%20Strat assessments that summative
egies.pdf have been created assessments that I
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

through can effectively use

collaboration. in my own
teachings.
3a – Planning To reach my goal Embedded formative I know I will have At the beginning
and designing of providing a assessment (2018), Dylan successfully met my of practicum, I
learning variety of learning Wiliam. goal when I have should have some
activities that: activities in the demonstrated and comfortability in
address the form of FA and SA Discussions with both TA have evidence of a planning and
learning I will practice and seminar instructor learning activity that I designing learning
outcomes creating them and regarding the instructed in the activities. By the
outlined in connecting them effectiveness of these classroom. This will middle of
programs of to the outcomes learning activities on the be shown in a lesson practicum, I want
study. outlined in the students. plan and through the to be achieving
POS. I will adjust collection of artifacts. this goal in my
the learning Roscoe Instructional lessons and be
activities regarding Strategies confident in my
the feedback I Link: abilities to design
receive to better https://moodle.uleth.ca/ learning activities
connect to the 202003/pluginfile.php/90 that connect to
POS. Learning 999/mod_resource/con the POS and can
activities may tent/3/Roscoe%20Instru be used for either
include jigsaw ctional%20Strategies.pdf FA or SA. At the
groups, think-pair- end of the
share or learning Example lessons I have semester I want
centres. created: to have a variety
- Reading and of learning
Recording Time activities that
and Dates have been
- “I Am Not a effectively used in
Number” Read the classroom and
and Respond documented.
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

3c – Applying By collaborating Embedded formative I know I will have I would like each
student with other assessment (2018), Dylan successfully met my assessment I
assessment teachers, Wiliam. goal when I am able provide to inform
and evaluation designing learning to provide formative my teaching
practices that: activities that Book Two: 60 Formative assessment and give practices so; I
generate relate to the POS, Assessment Strategies descriptive feedback want to work
evidence of and creating FA (2012), Natalie Regier. to students and towards
student and SA I will be assign summative completing this
learning to able to reach and Link to 60 Formative assignments where I goal with every
inform achieve this TQS. I Assessment Strategies: can form evaluative assessment that I
teaching will have FA to https://moodle.uleth.ca feedback. I can collect provide. By the
practice ensure that all /202003/pluginfile.php/ evidence by showing end of practicum,
through a learners can 182691/mod_resource/ the assessments I I want to
balance of demonstrate their content/0/60%20Forma have created and the confidently be
formative and understanding of tive%20Assess%20Strat evidence of learning able to provide
summative the outcomes (this egies.pdf (student work) and feedback on the
assessment will also guide my the feedback I supply. variety of FA and
experiences. own instruction) SA that students
and summative complete to drive
assessments for them forward in
students to show their learning.
what they have
learned.

Inquiry Question 2 Related TQS Strategies Resources/ Evidence of Success Timeline

Required Supports (Specific)
How can I further
develop
classroom
management,
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

especially in
behavioural and
academic
expectations, and
establish and
maintain
procedures and
routines?

Goal: 2c – Building I will have class Educational Psychology Through my own This needs to be
capacity to expectations, as (2020), Woolfolk, Winnie, reflections and TA established at the
Develop classroom support well as respect the and Perry. evaluations I will see beginning of my
management in student expectations my how I have created practicum
behavioural and success in TA has, and not Discuss with TA this respectful and through
academic inclusive, waver in these. By classroom expectations safe learning discussion with
expectations as welcoming, having these that they have. environment and how my TA. I need to
well as caring, expectations, a it has influenced respect, care and
maintaining respectful and respectful and safe Roscoe Classroom classroom build professional
routines. safe learning learning Management (document management. relationships with
environments. environment will saved to laptop). each student from
be created to the very start of
support student Modes of Discipline PSI.
success. It is (document saved to
important that I laptop).
am consistent with
these Roscoe Instructional
expectations. In Strategies (document
addition, I will be saved to laptop).
respectful and kind
to both staff and
students.
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

4c – By writing a Discussion with TA, I will collect evidence In my teaching

Communicating teaching practicum instructor, and of my professional philosophy I have
a philosophy of philosophy I have other teachers within the growth through my already stated
education already school community would own personal that every student
affirming that communicated my guide me in further reflections as well as is capable of
every student desire for this goal developing my teaching through the learning and no
can learn and to be met. As well, philosophy and evaluation I receive student is
be successful. I will listen to what classroom management from my TA. My illiterate. I will
other teachers skills. teaching philosophy work towards this
believe and how to should influence my goal every day,
develop classroom actions. Through PSI I but in a sense this
management and will shape and revise goal never ends
the impact that my own teaching because every
this has on their philosophy. student needs
students. encouragement
to know that they
are succeeding.
4f – Employing I can apply what I Educational Psychology I know I will have I would like to
classroom have learned (2020), Woolfolk, Winnie, successfully establish
management through my PSI and Perry. completed my goal confidence in
strategies that classes and EDUC when I am able to classroom
promote 2500 experience. Discuss with TA different create a learning management near
positive, Again, it is classroom management environment where the beginning of
engaging important that I strategies they use that students are engaged my PSI and
learning have consistent they find to be most and willing to ask for continue to
environments. classroom effective. help. This is what I develop it
expectations. I will see as a positive throughout
also ask my TA Roscoe Classroom learning practicum.
about strategies Management (document environment. As well,
that they find work saved to laptop). the evaluation that
best for them and my TA gives me and
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

possibly adopt Modes of Discipline the discussion that

these techniques. (document saved to we have will inform
laptop). me of my
development in this
Roscoe Instructional goal.
Strategies (document
saved to laptop).

Inquiry Question 3 Related TQS Strategies Resources/ Evidence of Success Timeline

Required Supports (Specific)
How can I develop
ways to
respectfully
integrate FNMI
content into
lessons for all
subjects?

Goal: 1f – Honouring I will read stories https://library.ulethbri Students will take I would like to
cultural that respectfully dge.ca/currlab/genres/ pride in their identity introduce a story
Respectfully diversity and represent a variety culturaltradition and this may be book representing
integrate FNMI promoting of cultures. It is shown through an a culture at the
content into intercultural important that Education is our Buffalo: artifact that they beginning of my
lessons. understanding. discussion is A Teachers’ Resource for bring to class that semester. During
created on why all First Nations, Métis and represents their the middle
different cultures Inuit Education in Alberta cultural history. I can portion of my
are important and (2016), The Alberta collect artifacts practicum I would
should be Teachers’ Association. (pictures) to show my like to invite
honoured. achievement of this students to
Students can also The U of L curriculum lab goal. present an object
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

share about their offers many resources that represents

background and that will aid in teacher their cultural
culture to show professional history. By the
the diversity that is
development, integration end of PSI would
in the classroom. of content across like to see
subjects and grades, and students be
sample lessons. They are aware of the
titled: FNMI Curriculum diversity of
Collection, Walking cultures in the
Together, and Education classroom and
for Reconciliation. There have them share a
are many other great sense of
resources on this page as belonging.
well.
Link:
https://library.uleth
bridge.ca/currlab/FNMI
5c – Using the I will incorporate https://teachers- I know I will have I would like to
program of FNMI content into ab.libguides.com/ achieved my goal achieve this goal
study to lessons across a indigenousresources when I am able to of integrating
provide variety of subject integrate FNMI FNMI content
opportunities areas. I can use This resource provided content into lessons multiple times by
for all students the resources on by the ATA provides a without it being an the end of PSI. I
to develop a the ATA website to variety of topics to be “add on”. I will be also think that
knowledge and build my discussed as well as able to successfully this is an ongoing
understanding knowledge in teaching resources and deliver GLOs and SLOs goal that I need to
of, and respect Indigenous videos relating to the out of the POS while be intentional
for, the education and topic of choice in the developing student with throughout
histories, how I can present ‘Indigenous Education’ knowledge, all professional
cultures, it in an engaging tab. understanding, and practicums.
languages, way to students. respect for
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

contributions, Indigenous peoples. I will be teaching

perspectives, Evidence of this will about the
experiences be shown in lesson Foothills in Social
and plans. Studies. In week 3
contemporary we will discuss
contexts of “Connections to
First Nations, Nature” and study
Métis and the Nakoda
Inuit. Moons Calendar
and how they
valued the natural
environment.
In week 4 we will
discuss
“developing
community”
where students
will learn about
the fur trade.
5d – I will read stories https://library.ulethbri I will supply evidence I would like to
Supporting the that respectfully dge.ca/currlab/genres/ to support that FNMI meet my goal of
learning represent First FNMI resources and integrating FNMI
experiences of Nations, Métis and learning will be content through
all students by Inuit. Picture Education is our Buffalo: included in lesson the use of reliable
using resources books found in the A Teachers’ Resource for plans. I will primarily story books at
that actually University of First Nations, Métis and focus on FNMI story least once during
reflect and Lethbridge Inuit Education in Alberta books and developing PSI. By the mid-
demonstrate Curriculum Lab (2016), The Alberta conversation way point through
the strength recognize stories Teachers’ Association. questions. practicum I would
and diversity of of both trial and have liked to
First Nations, tribulation and achieve this.
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education
Métis and
Inuit.
Inquiry Question 1
How do I develop and include multiple forms of assessment in my teachings?
Reflection at Midway Point:
Achievements
I have been attentive to the suggestions
made to further develop my own
assessments to achieve maximum
learning in the classroom. Strategies I
have used include whiteboards, thumbs-
up, fist-of-five, worksheets and
discussion. I have applied student
assessment to ensure that I understand
that all learners can demonstrate the
instruction they have received. Observing
their work has guided my instruction and
given me the opportunity to work one-
on-one with the students to ensure their
understanding.
Reflection at End of Term:
success.
REFLECTING ON LEARNING – PSI
In Progress
I am going to try to use more formative
assessments that I have not already
utilized. I am continually working on
providing descriptive feedback to
students to help them know what they
can work on.
Future Considerations
To be more intentional in collaborating
with teachers in both the same grade and
across different grades to expand my
repertoire of formative assessments. In
PSI it was not required of me to develop
any summative assessments, therefore I
have not been fully able to achieve this
goal.
When planning and designing learning
activities I was restricted by the COVID-19
policies in the class. Therefore, I was not
able to use jigsaw groups, think-pair-
share or learning centres.
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

I have acquired a repertoire of formative assessments that I feel confident using in the classroom. Receiving feedback and acting
on its suggestions has helped me to provide a greater variety of formative assessments that the students take part in. I learned
that is important to include movement, discussion and independent assessment to meet a multitude of student learning needs.
Going into PSII I would like to plan and design learning activities such as jigsaw groups, think-pair-share and learning centres, that
being there is no restrictions that would prevent me from using them. I would like to be more intentional in collaborating with
other teachers to build a list of assessments used in different subject areas and why they are effective in the classroom
environment.

Inquiry Question 2

How can I further develop classroom management, especially in behavioural and academic expectations, and establish and
maintain procedures and routines?

Reflection at Midway Point:

Achievements
I have established an inclusive,
welcoming, caring, respectful and safe
learning environment. I have built
respectful and professional relationships
with each student, in doing so this has
helped me build classroom management
in behavioural and academic
expectations.
A classroom management strategy that
my TA has found effective and that I have
implemented is to raise my hand.
Students raise their hand as well and will
practice being a whole-body listener.
Another method that I have used is to say
‘give me 5-4-3-2-1. Bubble gum!’.
In Progress Future Considerations
I am still working on creating a learning In the future I would like to establish
environment where students are always confidence in classroom management
engaged. To do this I need to aid toward closer to the beginning of my practicum.
the lowest learners and the highest Being confident and firm with students
learners academically. maintains a classroom culture that is
At the beginning of my practicum, I healthy and that students will respect.
established that is important to ask
questions when you do not understand.
Throughout the rest of my practicum, I
need to be intentional in reminding
students the importance of asking
questions as it helps them learn. Since I
have established a relationship with the
students it is my hope that students are
willing to ask for help.
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

Reflection at End of Term:

Recognizing at the midway point that I needed to more confident in classroom management drove me to ask questions and seek
ways to help with this. A suggestion was to be more intentional with my voice and the tone. I will continue to work on my voice
throughout PSII.

As I worked towards creating a learning environment where students are always engaged, I tried to use more movement in the
classroom. Trying to use standing up and sitting down activities while students faced the front of the classroom so they did not
have to wear their masks. Using these movement activities has given me the opportunity to engage both the lowest and highest
students academically. This is because all students are participating in the activity and contributing towards their answer. In
addition, students have to be more present.

Inquiry Question 3

How can I develop ways to respectfully integrate FNMI content into lessons for all subjects?

Reflection at Midway Point:

Achievements
I have used the POS to provide students
with an opportunity to develop their
knowledge and understanding of FNMI
content in the Foothills region. I have
developed a lesson plan to show the
importance of the Nakoda Moons
calendar. Their history perspectives and
experiences with the natural
environment were discussed with
students during the lesson. This was not
an ‘add on’ but rather the centre of the
lesson.
In Progress
I have developed a lesson that I will be
teaching in the coming week about
landforms in the Parkland region. The
central focus is on an Indigenous story
that tells of how the Big Rock in Okotoks
came to be. Again, I am respectfully
integrating FNMI content into the lesson.
I will read two stories written by two
different authors that tell the same story.
This honours the cultural diversity that is
in Alberta.
Future Considerations
It is important that do not only include
FNMI in Social Studies curriculum but use
it across all subjects in the curriculum. In
the future I would like to use more story
books to deliver reliable information that
respectfully represent First Nations, Métis
and Inuit.
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education

Reflection at End of Term:

This is a goal that I would like continue into PSII. I think it is important that I further develop ways to respectfully integrate FNMI
content into lessons for all subjects. In my practicum this semester I only integrated FNMI content into my Social Studies lessons.

The lesson that I developed for the Parkland region went well. Students reflected on the moral of the story in “Napi and the Rock”.
I achieved this goal in a sense that I supported learning using a resource that represented a First Nations story of tribulation.
Conversation developed to talk about how these stories are told to teach lessons to the readers.