Teacher Professional Growth Plan

Brooklynne Agnew

Goal 1

Inquiry:
How can I effectively integrate Indigenous perspectives into CTF?

Professional Goal #1:

To create lessons that integrate Indigenous perspectives and ways of knowing in a CTF class.

Rationale:
Lethbridge resides on traditional Blackfoot territory, and currently, my knowledge of the
Blackfoot people’s ways of knowing and cultural perspectives is limited. As a result, I would like
to expand my understanding and knowledge of these Indigenous peoples to integrate their
perspectives and culture into the CTF course I am teaching. I believe it is essential for students
to understand the cultural differences that exist between people of different cultural heritages
and understand that different cultures have different ways of sharing knowledge. I hope that
students understand that Indigenous people have sacred traditions and stories passed down
from generation to generation and that they understand the Indigenous people play an integral
role in Canadian history. I believe it is essential to teach about the Indigenous people and their
perspectives because students gain new perspectives and understanding which will help to
broaden their world views. In addition, this fosters inclusivity, and students become more
open-minded and tolerant when they learn about diverse perspectives.

TQS:
2(e) enhancing understanding of First Nations, Métis and Inuit worldviews, cultural beliefs,
languages, and values
5(c) using the programs of study to provide opportunities for all students to develop a
knowledge and understanding of, and respect for, the histories, cultures, languages,
contributions, perspectives, experiences and contemporary contexts of First Nations, Métis and
Inuit; and 
5(d) supporting the learning experiences of all students by using resources that accurately
reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit. 

Strategies and Actions:

Research Blackfoot traditions, perspectives, and beliefs to gain a deeper understanding of their
history in Alberta, and more specifically in Lethbridge. Research other Indigenous groups in the
Lethbridge and surrounding area to also gain an understanding of their history. 
 Timeline: I will begin research on September 16 and will spend the rest of the semester
researching Indigenous perspectives as it is a goal, I will continuously develop past PS3.
 Resources: I will use the local Lethbridge library and the University of Lethbridge library
and online resources to compile research. In addition, I will perform online research,
 and I hope that I will get to have a conversation with a Blackfoot elder or an Indigenous
school liaison. 

Plan at least one lesson that incorporates Indigenous ways of knowing, cultural traditions, ways
they share knowledge or the history of local Indigenous communities.
 Timeline: I will have created at least one lesson plan by September 25 as this is National
Day for Truth and Reconciliation, and I would like to integrate Indigenous content or
perspectives into this lesson on this day. Additionally, I would like to try and create
another lesson plan before the end of the practicum.
 Resources: I will use the University of Lethbridge Curriculum lab and the ATA resources
to identify resources that I can implement into my lesson. Additionally, I will seek
resources from the school and school district.

Teach at least one lesson that Indigenous perspectives.

 Timeline: I will have taught at least one lesson that integrates Indigenous perspectives
on September 29. I hope to teach at least one additional lesson that integrates
Indigenous perspectives before the end of the practicum.
 Resources: I will use the information I have learned from my research on Indigenous
resources to teach a lesson to my CTF class. 

Indicators of Success:
 I have learned about the culture, history, ways of knowing, and perspectives of the
Blackfoot people or another local Indigenous community and can explain what I have
learned to others. I will compile a list of my research on the Blackfoot people and other
local Indigenous people to reference the information in the future when I create more
lesson plans on Indigenous perspectives. 
 I have found Indigenous resources that are suitable for a CTF class and are relevant to
middle school students.
 I meet with my TM, and she approves my lesson to teach for the class. 
 Students can identify that Indigenous people have their own ways of knowing and
sharing their knowledge. Students can understand that different cultures have different
perspectives and customs.

Goal 2

Inquiry:
How can I effectively implement differentiated instruction into a science classroom?

Professional Goal #2:

Create science lessons that effectively integrate differentiated instruction to ensure all students
succeed in the classroom.

Rationale:
Every classroom has a diverse population of students with varying needs that need to be met to
ensure the student finds success in the classroom and can access the material to learn
effectively. When differentiated instruction is implemented in a classroom it fosters inclusivity
and creates a classroom environment where every student feels cared for and respected.
Within my science 7 classroom, I have English Language Learners, students with behavioural
needs, students with social-emotional needs, and students with learning and developmental
needs. It is imperative that I find instructional strategies that meet the diverse needs of the
students in this classroom.

TQS:
3(b) using instructional strategies to engage students in meaningful learning activities, based on
a knowledge of how students develop as learners
4(b) using appropriate universal and targeted strategies and supports to address students’
strengths, learning challenges and areas for growth
4(e) recognizing and responding to specific learning needs of individual or small groups of
students and, when needed, collaborating with service providers and other specialists to design
and provide targeted and specialized supports to enable achievement of the learning outcomes

Strategies and Actions:

Research effective differentiated instructional strategies that can be implemented in a middle
school classroom.
 Timeline: I will begin research on September 16. I will spend the rest of the practicum
researching differentiated instructional strategies as I am aware not all differentiated
instructional strategies, I find will be useful for my classroom. I will have at least five
differentiated instructional strategies by October 1.
 Resources: I will use online resources and talk to experienced teachers. 

Observe my TM’s methods of differentiated instruction and keep track of the most effective
differentiated instructional methods. I hope to attend another classroom and watch another
teacher implement differentiated instruction.
 Timeline: I will begin observing my TM’s application of differentiated instruction on
September 12, and I will continue to observe their strategies until the end of the
practicum. I will ask other teachers if I am able to observe their classrooms. I hope to
observe a different teacher’s differentiated instructional strategies once a week.
 Resources: My TM and other teachers in the school including Tyler Keraiff and Lauren
Granberg.

When planning every lesson, I need to implement differentiated instructional strategies to

ensure all students can learn and access the material at their level.
 Timeline: I will begin developing lesson plans with a focus on differentiated instruction
on September 12 after I have become more aware of the needs of my students in my
classroom. As the practicum progresses my lessons should increasingly implement
differentiated instruction as I will continually learn about my students and their needs.
  Resources: I will use differentiated instructional strategies from my research, from my
TM, and from fellow teachers within the school.
My TM and UC provide me with feedback on the effectiveness of the differentiated
instructional strategies I have implemented.
 Timeline: My TM and UC have provided me with feedback by September 16, so I am
aware of what changes need to occur to ensure students are learning effectively. My TM
and UC will continually provide me with feedback when they observe my lessons.

Indicators of Success:
 I have compiled a list of different differentiated instructional strategies from my
research and observations to apply to the classroom. 
 I have used a variety of differentiated instructional strategies in the classroom and have
been able to determine which strategies were most effective by formatively assessing
students’ understanding and learning.
 I have received feedback from my TM and UC about the effectiveness of the
differentiated instructional strategies I have implemented.
 I can effectively implement differentiated instructional strategies into lessons.