EDUC 556.
03 S20
A Professional Growth Plan Incorporating the STP Process
Annual Professional Growth Plan for: Ashley Bird
Timeline: February to September 2022
Teaching Quality Standard: Demonstrating a Professional Body of Knowledge
Goal:
To refine my skills in formative assessment
so that I can appropriately address the
learning needs of students, as the lesson is
taking place in real time, and be able to
confidently adjust my lesson according to
the information I gather.
TQS Connection: 3.c
Resources:
• Formative Assessment ideas from my
Education courses (ex. EDUC 456 -
Assessment) that I have not utilized yet.
• My partner teacher and field instructor
for new ideas and feedback.
• Other teachers at my practicum school
© 2006 The Alberta Teachers’ Association
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Template 3.2
Strategies and Timelines:
February 14th to April 22nd:
I will research and choose two new formative
assessment strategies per week for each of my
8 weeks in Field IV. I will use the strategy in at
least one lesson plan, reflect on it, and ask for
feedback from teachers (and students where
applicable).
Each reflection and feedback will be logged in
a journal and if I find it to be a useful strategy,
I will add it to a list of formative assessment
strategies that I can refer back to.
By April 30th:
I will create a top 10 list of strategies that I felt
worked best to be incorporated into my future
practice.
May to September:
I will continue to use my top 10 identified
formative assessment strategies in practice
over the next 4 to 6 months as I move into the
next phase of my teaching journey. I will also
continue the process of reflecting and
requesting feedback each time.
Indicators of Success/Expected Outcomes:
• Feedback received from students, my
partner teacher, and my field instructor will
give me an objective perspective on each of the
strategies I utilized and how I am progressing.
• My ability to identify learning needs of
students during a lesson and the ability to
 EDUC 556.03 S20

and other Pre-Service Teachers for
ideas that have worked for them.
• Internet websites for new ideas (ex.
https://www.cultofpedagogy.com/tag/as
sessment/).
confidently adjust a lesson plan when a need is
identified.
• Regularly reviewing journal reflections
to ensure growth is being seen.
• Students’ understanding of concepts
based on the continual integration of formative
assessment strategies.

Reflections:

Based on my professional practice and my observations of student learning . . .

What should I do more of? What should I do less of?

I should incorporate a larger variety of I should do less teacher-centered lessons and

formative assessment strategies that allow more student-centered lessons to promote
participation from all students inquiry and student participation

Because Because

I need to be able to ensure that I know if I am this will allow more opportunities for
reaching the needs of all students and not just formative assessment on an individual or small
the students that participate more readily. group level.

What new things could I do? What should I stop doing?

I could start chunking lessons more by dividing I should stop relying on the textbook so much
the content into smaller portions throughout when teaching and include even more relevant
the 90-minute block times and current information, discoveries, and
technology than I already do
Because
Because
this will allow me to implement new and
established formative assessment strategies the textbooks available are extremely out of
throughout the lesson, in turn allowing me the date and are no longer providing information
opportunity to adjust the lesson throughout that feels relevant to students.
more easily.

© 2006 The Alberta Teachers’ Association

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