Winter 2022 EDUC 556.

03 Section: 02

Adapted from ATA Template 3.2

Teacher Professional Growth Plan (TPGP)

Stemming from TQS Self-Assessment

Professional Growth Plan for: Alex Basilis

School Year 2022 to 2023

Teaching Quality Standard (TQS) Identified Competency:

3. Demonstrating a professional body of knowledge
C. Applying student assessment and evaluation practices that generate evidence of student
learning to inform teaching practice through a balance of formative and summative
assessment experiences

Professional Growth Goal: Strategies and Timelines:

(Be specific)
1. To use at least three unique and differentiated
assessment strategies in my classes that more
accurately reflect student learning by the end
of field IV.
2. To reflect upon assessments at least once a
week and help inform future lessons based on
student feedback by the end of field IV
(What will I do and when to achieve the
goal?)
- Research and read at least 3 recent
research articles on assessment in
physical education and make notes on
the strategies I discover before field
IV begins.

- Set up a meeting with my fellow

students specializing in secondary
phys ed to brainstorm novel
assessment strategies before the start
of field IV.

- Attend at least one professional

growth session focused on assessment
before the start of field IV

- Meet with phys ed CT and others in

the phys ed department to discuss new
assessment ideas and how we can
implement them I the coming months.
This will happen before field IV

- At the end of week one of field IV,

reflect on the assessments I have used
and either a) note that the strategy was

© 2006 The Alberta Teachers’ Association

https://www.teachers.ab.ca/For%20Members/ProfessionalGrowth/Section%203/Pages/Section%203-Develop%20a%20Professional%20Growth
%20Plan.aspx
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Winter 2022 EDUC 556.03 Section: 02

effective and tweak it, so they better

assess student learning or b) make
note that the strategy did not work,
critically reflect on why it did not
work, and try to discover new
methods of assessments to try next
week.

- Repeat the same process after each

week until the end of field IV

Resources I Require: Indicators of Success/Expected

(Consider people, programs, materials, etc.) Outcomes:
(How will I know I have achieved the
- Critical friends in my program goal?)

- Critical friends at my field placement - Students respond positively and

enthusiastically when informed of
- Yu, & Ha, T. (2021). The "APPropriate" Use of assessment strategy

Technology for Assessment in Physical Education. - Students who put higher effort into
phys ed class are doing better on the
Journal of Physical Education, Recreation & Dance, assessments as a result

92(5), 58–61. - My teaching improves after

reflection and subsequent lessons are
https://doi.org/10.1080/07303084.2021.1899540 more meaningful and engaging
according to the student’s feedback
- Tolgfors. (2019). Transformative assessment in
- My lesson plans are stronger and
physical education. European Physical Education more effective in regard to planning
for assessment
Review, 25(4), 1211–1225.
- Formative assessments help students
https://doi.org/10.1177/1356336X18814863 come closer to achieving the

© 2006 The Alberta Teachers’ Association

https://www.teachers.ab.ca/For%20Members/ProfessionalGrowth/Section%203/Pages/Section%203-Develop%20a%20Professional%20Growth
%20Plan.aspx
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Winter 2022 EDUC 556.03 Section: 02

-Chng, & Lund, J. (2018). Assessment for Learning in outcomes set out by the program of
studies
Physical Education: The What, Why and How.

Journal of Physical Education, Recreation & Dance,

89(8), 29–34.

https://doi.org/10.1080/07303084.2018.1503119

- Professional development workshop

- Reflection journal

- Alberta Education Program Planning. Retrieved

from:

https://education.alberta.ca/media/464727/physedl.pd

© 2006 The Alberta Teachers’ Association

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%20Plan.aspx
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Winter 2022
Reflections:
Based on my Field experiences I have chosen this goal based on the following observations,
perceptions, and documented evidence:
Autobiographical Lens:
(Reflecting on my own experiences and choice of
pedagogical practices.)
- As a phys ed student, it often times felt like
assessment was based on which students the
teacher liked best
- As I transition to teaching phys ed, I have
found the biggest challenge I face is assessing
so many unique students who are performing
the same activity
- As a teacher, my phys ed classes need better
structure regarding assessment
Colleague Lens:
(Reflecting on discussions and feedback from my
partner teacher, other colleagues, Field Advisor,
administrators, etc.)
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https://www.teachers.ab.ca/For%20Members/ProfessionalGrowth/Section%203/Pages/Section%203-Develop%20a%20Professional%20Growth
%20Plan.aspx
EDUC 556.03 Section: 02
Student Lens:
(Examining my students’ perceptions or
experiences and how they are impacted by my
actions and assumptions.)
- By talking to students, I have noticed that
the one thing they all want is clarity and
fairness surrounding how they are assessed
- If a student receives a grade and talks to me
about it, I owe it to that student to be able to
clearly and explicitly state why the got the
grade they did
- As students feel more confident in
performing certain activities, that should
directly translate to improved outcomes upon
assessment
- As students, they should expect me as a
teacher to design the best assessments
possible based on the curriculum
Research Literature Lens:
(Lessons learned from theoretical frameworks and
course material in my B.Ed. program)
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Winter 2022
- Peers in B.Ed.: We have had numerous
conversations around how best we can assess
students in our future classes
- Partner teachers: Partner teachers I have had
consistently challenge me to focus on
assessment in my classes, to the extent that I
would say designing assessments is a gap in
my teaching ability at this point
- Field advisor: My field advisor noted that
my assessments were aimed towards the
students in the top third and bottom third of
my class, I was neglecting to include ways to
authentically assess the middle third of
students
© 2006 The Alberta Teachers’ Association
https://www.teachers.ab.ca/For%20Members/ProfessionalGrowth/Section%203/Pages/Section%203-Develop%20a%20Professional%20Growth
%20Plan.aspx
EDUC 556.03 Section: 02
- Effective assessment is focused around four
main principles: continuous, collaborative,
comprehensive, criteria
- Planning for assessment: 1. Identify
curriculum outcomes. 2. Decide on the
success criteria/specific learning target(s) and
explain these to students. 3. Consider the
descriptive feedback you will provide,
anticipate common problems students may
encounter as they learn. 5. Backwards design
the lesson using what was outlined in steps 1-
4.
- The “assessment cycle”
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