TTQ

QS NG
A GUIDE FOR STUDENT TEACHER REFLECTION
Professional
LEARNING
TOOL

TTQ
QS
Rationale
l
ACCORDING TO the Alberta Teachers’ Association, “Teacher professional growth
means the career-long learning process whereby a teacher annually develops and
implements a plan to achieve professional learning objectives or goals that are
consistent with the Teaching Quality Standard.” To begin the process of professional
growth during pre-service teacher education, the following tool has been developed
as a guide. The tool should be used to promote reflection on student teacher practices
related to each of the Teaching Quality Standard competencies and their influence on
student learning experiences. This reflection should then lead into the development
of an inquiry question(s) and the identification of a professional goal(s) and the
related process that will be undertaken to achieve the goal. The tool has been
designed to be a working document that student teachers can use throughout all
professional semesters of the program. In other words, the tool will be used across
semesters to reflect upon growth in relation to each of the TQS competencies and to
track the evolution of professional learning for the individual.

The Alberta Teachers’ Association (2018). The Revised Teaching Quality Standard:
1

Building Awareness and Professional Capacity, p. 27.

2 Professional Learning Tool
Professional
LEARNING
TOOL
Keyy components
of the professional learning tool

1 Links to Teaching Quality Standard and student learning – To enhance the

meaningfulness of professional learning, reflection on the Teaching Quality Standard
and student learning are embedded features

2 Provides an inquiry-based approach – Professional learning is grounded in curiosity and

P
th
he teacher’s desire to explore their professional practice

3 Promotes dialogue amongst colleagues related to professional learning

P

How to use the tool

1 Reflect upon each of the competencies related to the Teaching Quality Standard and how
you have attended to these in your practices (Note: The Teaching Quality Standard
document includes numerous examples of how each competency may be achieved).
Use the ATA online tool at www.abselfreflectiontool.com to begin reflecting upon your
confidence level in relation to each of the competencies in the Teaching Quality
Standard. Then, reflect upon your specific achievement of each compentency using
this tool. List the manner in which competencies have been demonstrated in the left col-
umn titled “Student Teacher Practice” and then highlight how those practices influence
student learning experiences in the right column. Use a different
ff colour pen during each
professional semester to track changes over time.

2 Use the reflection to identify an area for inquiry/ goal related to your teaching practice.
U
Then complete the remainder of the Planning for Learning guide by identifying
Th
strategies, supports needed, evidence of successful achievement of the goal and a
timeline for its completion.

3 SSh
hare your work with this document with your Teacher Associate and University
Consultant during practicum.
C

4 When completing PSIII, consider school goals and other school initiatives prior to
W
id
dentifying your professional learning goals.

Faculty of Educaiton 3
TTQ
R
QS e Teaching Quality Standard

1 A teacher builds positive and productive relationships with students, parent/guardians, peers
and others in the school and local community to support student learning

Student Teacher Practices Influence on Student Learning Experience

I started my PSI practicum by getting to know
the students, feeling out their strengths and the
areas where they may struggle. When I first
started students rarely asked me for help
though, throughout the week’s students
started coming to me more and more and I
developed strong bonds with many of the
students. I contribute this to my creative
approaches to helping them for instance
encouraging them to sound out words, relate
different things to elements they would
recognize and therefore be able to draw
comparisons to. Overall, I feel I developed
strong relationships with the students in my
smaller groups because I gave each of them a
voice in what they read, what helps them learn,
and what we can do next time to improve the
learning for them. Additionally, I feel getting to
know members of the school staff and my fellow
PSI students and being able to compare notes
was greatly beneficial in how I approached
building relationships with the students.
These practices encouraged students to
approach their work in different ways and find
which measures helped them learn best. My
goal in PSI was to help students find success in
the areas where they may struggle, and I feel
giving each student a voice and seeing how
they learned best really helped with that.
Overall, I feel that the effort I put in each and
everyday to take an interest in each student’s
life and pushing the students to reach their
potential really helped me develop strong bonds
with majority of the students. Additionally, the
relationships I built with my fellow student
teachers, the school staff, and most importantly
my TA demonstrates my eagerness to learn
and develop my identity as a future educator.

4 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard
2 A teacher engages in career-long professional learning and ongoing critical reflection to im-
prove teaching and learning
p
Student Teacher Practices
I feel I hit this TQS standard through my daily
observations and reflections. I not only reflected
on how my lessons went I also brainstormed
how they could have been improved and what I
would do differently moving forward. This
guided how I lesson planned throughout my PSI
practicum. My goal was to help students find
success in all aspects of what I needed to teach
them and found I needed to take different
approaches for different students. I greatly
appreciate the importance my evaluation
teacher placed on differentiation in the
classroom because that is what my PSI
practicum has largely been about. Additionally, I
feel my constant research on websites like
teachers pay teachers and worksheet helper
demonstrates how dedicated I am to seeing
how I can take a number of approaches to help
students learn in different ways.
Influence on Student Learning Experience
Engaging in this process throughout PSI I have
seen how it has benefited many of the students
I work with. Many of the activities I found for my
math lessons came from websites such as
these which I took, cited, and added my own
flare too. The students really enjoyed these
activities and since they applied to the learning,
I just had them do, it demonstrated to me that
they have retained the material I have taught
them. Additionally, my guided reading groups
have benefited greatly from my observations
because I have adjusted my lesson planning
based on what I think will work best for each
individual student after I learned what worked
best for each student.
Faculty of Educaiton 5
TTQ
R
QS e Teaching Quality Standard

3a teacher applies a current and comprehensive repertoire of effective planning

practices to meet the learning needs of every student
Student Teacher Practices
My lesson planning experience in PSI largely
took place with my TA and the other student
teacher from UofC being present, as we tended
to plan on Friday's during professional
development days. I found this greatly
beneficial as I was able to bounce ideas off both
of them and see the differences between our
approaches to the different groups of kids we
were working with. Transitioning to online was
tricky as I lost these opportunities to collaborate
though it taught me to think on my own two feet
and trust my instincts. Overall, I feel that getting
to teach students in both formats has taught me
how important differentiation is in a classroom
setting and how teachers must be willing to help
students find success regardless of the
situation.
Influence on Student Learning Experience
I feel this benefited my students in PSI because
it allowed them to see different approaches to
how I can teach them. I started doing a lot more
writing and group discussion activities following
the transition to online instruction because I was
left rather limited with what I could do. However,
I have seen that many students I work with
have benefited from the transition and seem to
thrive in this particular environment. I greatly
appreciate the chance to experience PSI in both
formats. I feel I have learned how to approach
lesson planning in vastly different ways
because of this.

6 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard
3 teacher applies a current and comprehensive repertoi e of effective
practices to meet the learning needs of every student
Student Teacher Practices
I have demonstrated effective differentiation
methods throughout my entirety of PSI. This is
due in no small part to the fact that I was given
small groups to teach that are at vastly different
levels of learning. For instance, I am teaching in
a grade 3 and 4 class though, one of my guided
reading groups are at a grade 1 and 2 reading
level and my math group is at grade 1 and 2
learning level. Then on the other hand my other
guided reading group is at a grade level reading
level and need to focus more on applying
acquired knowledge to the real world. In math I
give them practice problems in their workbooks
before moving onto fun activities that apply the
knowledge they have just learned. In my lower
reading group, I focus on the basics ensuring
they understand the reading, apply the
fundamentals of storytelling like characters,
setting, and important events. In my grade level
group, I have them read for fun and then make
activities that encourage them to think broader
and apply their knowledge in real world
situations.
Influence on Student Learning Experience
I have noticed that the teaching practices I have
been implementing has been quite effective in
getting the students the retain the intended
information while also encouraging them to
challenge themselves when they find things to
be too easy. I have seen students that struggle
with reading and math light up when they
discover the right answers and realize they
have it in them. I constantly reinforce these
breakthroughs when they present themselves
with praise and challenges going forward. I
have seen profound amounts of improvement in
every student I have had the privilege to work
with and many attitudes change for the better
over the course of PSI practicum. Overall, I
think the improvement of student performance
and getting students to engage in the provided
lessons is evidence that I have begun to
address differentiation in the classroom.
Faculty of Educaiton 7
TTQ
R
QS e Teaching Quality Standard

3 teacher applies a current and comprehensive repertoire of effective

practices to meet the learning needs of every student
Student Teacher Practices
Majority of the teaching opportunities I have
been given in PSI has allowed me to implement
formative assessment though I have found it
difficult to know when the incorporation of
summative assessment would be appropriate.
The students are still quite young, and it is
really difficult to realize when marking with be
beneficial and when it can be detrimental. In my
lower reading group, I would attempt to
implement verbal questioning at the end of the
week to ensure they retained the information. In
my grade level reading group, the incorporation
of painting was my way of implementing
summative assessment marking them based on
effort and whether or not the students are
willing to try. In math the transition to online
forced me to give them worksheets without
instruction as that group would not work
amazingly online as a whole. I transitioned from
formative activities to summative completion
marks for the worksheets to ensure students
are keeping up with what they are intended to
do.
Influence on Student Learning Experience
I have noticed that switching up my assessment
strategies have had various effects for different
students. Certain students work well with verbal
questioning because they are verbal learners. A
portion of the students worked best with
drawing and painting assessment of knowledge
because they learned best visually or
kinaesthetically. I definitely feel I need to learn
more about assessment moving forward and
continue to explore different aspects of how I
can implement them in a classroom setting.
Overall, I feel being so adaptable and willing to
switch up my assessment strategies
demonstrates me attempts to create
assessments that work for a wide variety of
students.

8 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard
4 A teacher establishes, promotes and sustains inclusive learning environments where diversity
is embraced and every student is welcomed, cared for, respected and safe
Student Teacher Practices
I feel that my constant attempts to ask students
what books they enjoy, what areas of math they
feel they work well and which they struggle with,
and my full class lessons of teaching the
students about covid-19 prevention and
dramatic improv games demonstrates how I try
to include all students in their learning. In
improv I would constantly choose different
students to start and call upon different students
throughout the lesson. Every single student in
the class participated and you could tell they all
really enjoyed a filed of study they had never
engaged with. Following my covid-19 lesson
many of students said to me they appreciated
how open about my family I was. I believe being
vulnerable to a respectable extent with your
students is how you encourage them to do the
same.
Influence on Student Learning Experience
My constant insurance to never play favourites
with the students has demonstrated to the class
that I appreciate all their opinions and want
them all to succeed throughout their schooling. I
have developed approaches to reach each
student and made an effort to ask my TA what
goes on in each of the students lives to ensure I
have a full grasp of why they may be acting a
certain way. Overall, I feel my PSI experience
has been successful because each morning I
have said good morning to each student and
made an effort at some point in the day to talk
to each and every student in some way or
another. This demonstrates an educator that
ensures all students feel welcomed and
accepted in the classroom.
Faculty of Educaiton 9
TTQ
R
QS e Teaching Quality Standard
5 A teacher develops and applies foundational knowledge about First Nations, Metis and Inuit
ffor the benefit of all students
Student Teacher Practices
In PSI I have not had an opportunity to really
engage in this TQS standard because social
studies and art were handled by other members
of the classroom. However, I did assist in an art
activity where the students were creating
seasons based on important elements of
Indigenous culture. In social studies I would
assist a student that struggled completely with
writing and help them draw conclusions on the
importance of Indigenous cultures.
10 Professional Learning Tool
Influence on Student Learning Experience
I believe the assistance I provided in the
classroom and my attempts to work with
students that needed a little extra support in
these areas demonstrates how I at least
attempted to reach this outcome. In the future I
would like to be given the opportunity to go into
this TQS a lot further. The students I helped in
this regard did find success to a certain extent
and helped them realize the importance about
learning about different cultures from their own.
TTQ
R
QS e Teaching Quality Standard
6 A teacher demonstrates an understanding of and adherence to the legal frameworks and poli-
ccies that provide the foundations for the Alberta education system
Student Teacher Practices
I feel my engagement in professional
development days, staff meetings, and having
to abide by a confidentiality policy as well as an
expectation to conduct myself as an authority
figure in the classroom has greatly
demonstrated my understanding of legal
frameworks. I have kept everything students
have confided to me to myself unless I need to
bring it to my TA, if it was a serious matter. I
also attempted to help students that felt
wronged in some fashion find a compromise or
solution to the provided problem. I also noticed
over the course of PSI that students started to
see me as an authority figure and educator
rather then as a friend.
Influence on Student Learning Experience
The largest piece of evidence I have that shows
I am conducting myself in an appropriate matter
is when one of my students said to me
unprompted that I am much better at teaching
then I realize. This student may have only been
eight years old but the way they said it was so
genuine and mature that it really touched me. In
that moment I felt I was doing something right
and that the students were benefiting from my
presence in their classroom. Moving forward I
would like to continue presenting myself in a
way that will yield these results.
Faculty of Educaiton 11
 PLANNINGfor
Planning FORLearning
LEARNING- PSI
PSI
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:
How can I meet 3 and 4 Get to know Course provide Improvement levels Five
diverse needs of the students materials, TA of student formative Weeks
students in my academically guidance, assessments and
classroom in areas and differentiate summative
where they struggle? personally. lessons, etc. assessments.
Research Fewer classroom
engaging management
instructional issues for those
strategies that that have
students behavioral
respond well struggles.
to. Increased
Carry out attendance.
Goal: 3 and 4 Get to know
lessons that Course provide Improvement levels Five
How can I meet the students
incorporate materials, TA of student formative Weeks
diverse needs of academically
these guidance, assessments and
students in my and
strategies. differentiate summative
classroom in areas personally. lessons, etc. assessments.
where they struggle? Research Fewer classroom
engaging management
instructional issues for those
Planning for Learning - PSI
strategies that
students
Related respond well Resources/
that have
behavioral
Evidence of
struggles.
Inquiry Question: TQS to. Strategies Support Required Success Timeline
Increased
Carry out attendance.
lessons that
incorporate
these
strategies.

Goal:

12 Professional Learning Tool

 REFLECTING ON LEARNING PSI
Inquiry Question:

In PSI I have been given the I need to think more on the Moving into PSII I want to
opportunity to work in smaller aspects of assessment as develop a greater
groups offering differentiated with these groups it is quite understanding of assessment
education for different easy to follow into continuous and discover strategies for
students. I have helped patterns with assessment. I when I should be
students that struggle with hope to develop a greater implementing each of them.
math and have a range of understanding of assessment Additionally, I want to
learning disabilities find over the course of the continue working with
success in developing their practicum. Additionally, when students that struggle with
math skills. The incorporation teaching the entire class, I certain subjects because it is
of number blocks and number need to slow down a bit as I so rewarding to see their
lines worked best for majority tend to read a little too faces light up when they
of the students. In my guided quickly. However, my TA has realize they can do something
reading
I feel overgroups,
the courseI helped
I havemycontinued
informed me my
to grow I have great as anthey
knowledge felt they
educator andnever could.to
continued I
below grade level students communication with the have had
help students find success where they previously faced nothing but obstacles. I faced further these moments the
raise their
reasons reading
to adapt levels,
differentiation forstudents
the groupsandI worked
have beenwith when Ientire
foundsemester
out I was and lookan
around
even slightly
individual who which
testedI positive
find to for covid-19.
successful at grasping
Thankfully, their negative
I tested forward to working
though withto
I still had
be a success.
complete majorityAdditionally,
of the last Itwo weeks
attention. Additionally,
of practicum I have
online. different
This really pushedagemy groups moving
abilities as an
have helped
educator my grade
and forced me level developed
to teach certain strategies
students to then before
differently forward. Additionally,
because they didI feel
not
readingamazingly
respond group relate theirnew format
to the encourage each individual
of instruction. Overall, I feel I getting
met andmore full class
exceed my lesson
books to real
Inquiry Question:
expectations world examples student to complete their instruction will
for my goal in PSI and look forward to focusing on other aspects of growth moving benefit me
which awhile
forward few of them
also struggledthiswork
highlighting goal even
movingwhen they attempt moving forward because it is
forward.
with when we first started to goof or refuse to complete a far different experience then
together. the intended day’s activities. working with students in
For instance, in math one of smaller groups.
the students will complete
their work when fun activities
are offered upon completion.
The games are also quite
educational, so they are
learning throughout the entire
lesson time.

Faculty of Educaiton 13
 PLANNINGfor
Planning FORLearning
LEARNING- PSI
PSII
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:
What steps must I 2 Take a year to Journaling, A desire to return 1 year
take in order to be work and take a work options, to school and
the best possible break from family, further my
influence for future school. Reflect discussions on education in
students? on why I want mental health becoming a
to become a teacher.
teacher. Preparation for
practicum.

Goal: 2 Take a year to Journaling, A desire to return 1 year

Take time to heal work and take a work options, to school and
from losing a family break from family, further my
member and school. Reflect discussions on education in
become a stronger on why I want mental health becoming a
educator for it. to become a teacher.
Preperation for
practicum.
Planning for Learning - PSI
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:
What steps must I 2 Take a year to Journaling, A desire to return 1 year
take in order to be work and take a work options, to school and
the best possible break from family, further my
influence for future school. Reflect discussions on education in
students? on why I want mental health becoming a
to become a teacher.
teacher. Preparation for
practicum.

Goal: 2 Take a year to Journaling, A desire to return 1 year

Take a year to find work and take a work options, to school and
myself and come break from family, further my
back ready to school. Reflect discussions on education in
educate students in on why I want mental health becoming a
drama. to become a teacher.
teacher. Preparation for
practicum.
14 Professional Learning Tool
 REFLECTING ON LEARNING PSII
Inquiry Question:

Inquiry Question:

Faculty of Educaiton 15
 PLANNING FOR LEARNING PSIII
PLP: Start an Improv Club Improv Club, Helping with GSA,
School Play

Inquiry Question:
How do I build 1,3,4 Find ways to Course provide Interactions 16 Weeks
strong relationships relate to my materials, TM between students
with my students? students and guidance, improve and they
discover what differentiate start feeling
they are lessons, etc. comfortable talking
interested in. to me about
Goal: 1,3,4 Discover how Course provide themselves
Interactions and 16 Weeks
Develop strong each student materials, TM what
betweentheystudents
want to
relationships with my responds to guidance, learn.
imrpove and they
students that help different things differentiate start feeling
them learn to trust and how I can lessons, etc. comfortable talking
me. break through to be about
with each themselves and
student what they want to
indivdually. learn.
Inquiry Question:
How do I deliver 2,3,4 Enage students Course provide Students become 16 Weeks
course materials so with inclusive materials, TM more engaged in
they will enage and learning guidance, class discustion
teach the students? oppurtunities differentiate and start looking
that will engage lessons, etc. forward to
and educate a engaging with the
Goal: 2,3,4 wide
Give variety
studentsof Course provide provided
Students material.
become 16 Weeks
Deliver materials so learning
freedom tostyles. materials, TM more engaged in
the students are share their guidance, class discustion
learning while also opinions and differentiate and start looking
enjoying what they relate what they lessons, etc. forward to
are learning. are learning engaging with the
with what they provided material.
already know.

16 Professional Learning Tool

 REFLECTING ON LEARNING PSIII
Inquiry Question: How do I build strong relationships with my students?
I have been able to develop
relationships with my
students in a variety of
unique ways, that are specific students and ensure I'm
to each individual student.
With some students showing
them you have faith in them
and meeting them on that
level demonstrated that I saw more diverse oppurtunities to
promise in them. In regards
to other students relating to
them on a more human level
such connections to the
LGBTQ+ community and
personal interests is what
helped me develop strong
relationships. Additionally,
pushing students to work
harder if they were slacking
or intorudcing challenges for
those heQuestion:
Inquiry needed a push
How were
do I deliver course materials so they will enage and teach the students?
ways I developed
relationships with my
students.
I feel I have made great
strides in achieving this goal
in my drama classes, through
the use of introducing a
variety of teaching methods
so that I appeal to students of
all different learning styles.
Games and acting exercises
appealed to the hands on
learners, our monologue and
creation units appeal to the
auditory and creative writing
learners, and our tableau and
haunted house units
appealed to the visual
learners. Additionally, I
started allowing students that
had learning difficultities or
were too shy to perfrom
alone, to perform for me at
lunch so they could get the
same experience as their
peers but still feel more
I feel I can continue to work
on developing more
strategies to reach certain
developing strong
relationships with all my
students. I will also try to
continue offering students
ensure everyone finds
suceess. I want to continue
working the balance between ensure they are aware that I
firm and compassionate.
In social studies I have done
a good job of teaching the
content and getting the
summative assessment
strategies achieved.
However, I have been lacking
in the use of formative hands
on activities and critical
thinking. After a talk with my
teacher mentor we
completely restructured the
last four weeks of social
studies in order to ensure I
develop these important
strategies. I have no issue
pushing aside my original
plans if it means I learn as
much as possible and ensure
I'm giving my students
everything I can.
In the future I will make
efforts to be even more
observant than I have been in
this praciticum. I would to
show students that if they
ever need support or help
that they can come to me. I
also want students to know
that I will never force them to
talk abut issues or problems
they are facing, though still
will listen and help in anyway
I can.
In the future I am going to
make sure I advocate for
myself more and ask for help
when I need it. This does not
make me weak, in fact it's a
strength to admit you need
help and ensure you are
getting all the knowledge you
possibly can. I am so lucky to
have indivduals who are so
understanding and patient.
Faculty of Educaiton 17
 NAME:

Fostering
Effective
Relationships

Adhering Engaging in
to Legal Career-Long
Frameworks Learning

QUALITY
TEACHING
in
ALBERTA
Applying
First Nations, Demonstrating
Métis and Inuit Professional
Knowledge Knowledge

Establishing
Inclusive
Learning
Environments