Edited 2022 Template 3.

A Professional Growth Plan Incorporating the STP Process

Annual Professional Growth Plan for: Alyssa Mihai

School Year: 2022 -2023

Teaching Quality Standard reference (CHOOSE ONE main standard and one or two relevant
indicators that are achievable in field IV):

Main Standard: Demonstrating a Professional Body of Knowledge

c.) applying student assessment and evaluation practices that:
 accurately reflect the learner outcomes within the programs of
study
 provide accurate, constructive, and timely feedback on student
learning

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.
To provide students with constructive and
accurate feedback on formative assessments
after completion, at least once a week.
To prepare, design, and implement two essential
summative assessments that reflects student
learning of outcomes listed in the Alberta
Programs of Study.
Strategies:
 Select and/or understand current learning
objectives, with respect to the Alberta
Programs of Study in the desired unit.
 Incorporate a variety of formative
assessments to aid in understanding
students’ areas of strength, and areas that
need improvement.
 Keep track of students’ areas of strength,
and areas for improvement in a notebook
for the current unit. Express this
knowledge and give feedback to the
students one-on-one.
 Coordinate mixed-skilled collaborative
groupwork that allows student
expression for improvement.
 Design a simplified rubric that outlines
desired outcomes of the Programs of
Study.
 Collaborate with my partner-teacher in
distinguishing methods, approaches, and
techniques, that could be beneficial
when implementing my two summative
assessments.

© 2006 The Alberta Teachers’ Association

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Resources:
Human:
 Partner Teacher & other grade 1/2 teachers
Academic:
Black P., Harrison C., Hodgen J., Marshall B. &
Serret N. (2011). Can teachers’ summative
assessments produce dependable results and also
enhance classroom learning?, Assessment in
Education: Principles, Policy & Practice, 18(4), 
451-469, 10.1080/0969594X.2011.557020
Chapter 8: Classroom Assessment by Alberta
Education (2009). Retrieved from
https://education.alberta.ca/media/1626359/gr10-
12_guidetoimplementation_9y.pdf
Dixson, & Worrell, F. C. (2016). Formative and
Summative Assessment in the Classroom.
Theory into Practice, 55(2), 153–159.
https://doi.org/10.1080/00405841.2016.1148989
Programs of study. Alberta.ca. (n.d.). Retrieved
January 18, 2022, from
https://www.alberta.ca/programs-of-study.aspx
© 2006 The Alberta Teachers’ Association
Edited 2022 Template 3.2
Timeline:
 During my next field experience, two
summative assessments will be designed
and administered at different times.
 Dependent upon the unit students are
completing, the timeframe of the
summative assessments may vary,
although one at the end of February, and
one at the end of March is preferred.
 Prior to any summative assessment
administered, extensive practice to
material within the Alberta’s Programs of
Study will be imposed.
 Feedback on consistent formative
assessments will be administered to
students via one-on-one discussion.
 Fundamental knowledge of specific
aspects of the Alberta Programs of Study
will be embedded into these summative
assessments.
Indicators of Success/Expected Outcomes:
 Increase in student marks for the desired
unit.
 Increase in class participation and student
engagement.
 Decrease in student disruptions, such as
chattering, getting out of their seats, and
fidgeting.
More hands being raised when asking
specific questions.
 High overall student average on both
summative assessments.
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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?
Develop “I can...” statements before each unit
as a class and always make it visually
accessible.
Develop and track summative and formative
assessments.
Because
Students often participate in activities and
lessons without knowing what they gain from
them afterwards. Collectively constructing an
“I can…” statement with the class specifically
focuses on a learning objective that students
will aim for.
Using a notebook to write down information
on students’ academic needs helps teachers not
forget important observations and allows
understanding of student learning to be
expressed.
What new things could I do?
Provide students with the appropriate feedback
they need to enhance their learning experience.
Because
Students can strive academically, personally,
and professionally when they take into
consideration their strengths and weaknesses.
© 2006 The Alberta Teachers’ Association
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Edited 2022 Template 3.2
What should I do less of?
Allow students to pick their own groups when
trying to assess their understanding on certain
topics.
Because
Students usually group up with the same
friends and companions. Incorporating mixed-
ability groups allows for student growth and
strengths to be expressed through diverse
perspectives, team building, and differing
supports.
What should I stop doing?
Using big vocabulary with my younger
students to explain tasks and objectives.
Because
Young students often get confused or
distracted. Assuming students have the same
vocabulary as you creates an obstacle for them.
Instead, encourage bigger vocabulary but use
grade level vocabulary when explaining tasks,
activities, and lesson objectives.