Edited 2022 Template 3.

A Professional Growth Plan Incorporating the STP Process

Annual Professional Growth Plan for: Melanie Lee Kim Gnok

School Year: 2022 -2023

Teaching Quality Standard reference: Competency #4 Establishing Inclusive Learning

Environments. Key indicators:  using appropriate universal and targeted strategies and supports
to address students’ strengths, learning challenges and areas for growth; employing classroom
management strategies that promote positive, engaging learning environments.
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Goal: Ensure your goal/s are achievable in Strategies and Timelines:

field IV or in your first year of teaching.
Review the SMART goal strategies in the
screen shot below.
 In Field IV I want to optimize
engagement through giving choice and
autonomy in summative assessments.
 Increase of representation through
ensuring clarity of vocabulary and
symbols.
 Provide means of action and expression
using multiple media and tools as a
form of communication of knowledge
and understanding.
 Making assessment during Field IV
have different forms of modality where
students will have the choice to choose
how they would like to present their
learning and understanding to recognize
and respond to specific learning needs
of individuals.
 Allowing time before and during lesson
to define and understand vocabulary
and language used in the lesson to
incorporate universal strategies and
supports for students’ learning
challenges.
 Ensuring that vocab definitions and
language are on slideshows used during
lessons because of the specific learning
needs of individuals or small groups of
students for field IV.
 Providing different platforms for
instructions such as one lesson using
images and audiobooks and the next
lesson having a teacher-facing
instruction. This will help one of the
classroom managements to help
promote positive, engaging learning
environments.

Timeline: The goal will be continued

© 2006 The Alberta Teachers’ Association

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Resources:
 Partner teacher
 Critical friend
 UDL strategies:
https://udlguidelines.cast.org/
 Education courses
 Online and technological resources
such as the Alberta inclusive Education
website:
https://www.alberta.ca/inclusive-
education.aspx
Reflections:
Relate the following reflections to the same TQS standard and indicators.
Based on my professional practice and my observations of student learning . . .
What should I do more of?
Making sure that there are different
forms of modality in lessons and
assessments.
 Acknowledging and recognizing
students’ personal interest and strengths
into lesson plans and assessments.
Because
 As part of the UDL strategies, different
modality can ensure that different
learners are able to comprehend and be
successful in their learning.
 Creating lesson plans and assessment
that play into the interest and strengths
of students increases engagement.
What new things could I do?
 Using and allowing audiobooks and
technological resources such as audible
and text to speech in lessons and
assessments during field IV.
 Being more aware and diligent of
students’ strengths and interest.
Because
 To increase multiple means of action
© 2006 The Alberta Teachers’ Association
throughout the Field IV experience.
Indicators of Success/Expected Outcomes:
 Giving out a google form survey for
students to assess if different modality
in assessment and instructions are
increasing student engagement.
 Exit slip at the end of class to
formatively determine if students
understood the lesson and instruction of
the day.
 Having a daily review session on the
before making sure that students
understood all vocabs and languages
used.
What should I do less of?
 Getting used to only one form of
teaching style and learning.
 Not finding new resources and creative
assessment strategies
 Only using one lesson and assessment
modality.
Because
 It is easy to get used to one form of
teaching style and routine and not being
creative and not using different forms
of modality.
 Using different forms of modality can
help to ensure that student learning
needs are met.
What should I stop doing?
 Making lesson plans and teaching styles
similar.
 Not incorporating different modes of
modality in assessments and lessons.
Because
 Creating lessons and assessments in
similar formats decreases creative
lesson plans and enthusiasm from
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 and expression and engagement in
students.
 Being aware of the strengths and
interest of students can help to make a
more authentic task that is directed to
the targeted audience.
students.
 Having different modes of modality can
ensure that all learners are successful
and their strengths and needs are met.

© 2006 The Alberta Teachers’ Association

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