TEACHING QUALITY STANDARD

1. Fostering Effective Relationships

A teacher builds positive and productive relationships with students, parents/guardians, peers and
others in the school and local community to support student learning. Achievement of this
competency is demonstrated by indicators such as:

Indicators: Strength Proficient Growth Not Comments / Reflections

Observed
Acts consistently with fairness, respect Ms. McFarlane greets her students
and integrity at the door saying things like
“Good Morning”, “I like your
Demonstrates empathy and a genuine dress”, “You did get a new shirt…I
caring for others like it!”. “I like your outfit today”.
She knows their names and has
Provides culturally appropriate and casual conversations about things
meaningful opportunities for students that are relevant to their lives. Ms.
and for parents/guardians, as partners in McFarlane is cheerful; she enjoys
education, to support student learning her students, and she smiles and
laughs often. When one student
Invites First Nations, Metis and Inuit found his number book both Ms.
parents/guardians, Elders/knowledge McFarlane and Lucas celebrated.
keepers, cultural advisors and local While Ms. McFarlane’s class is not
particularly culturally diverse, she
community members into the school
ensures to select books with stories
and classroom that reflect a broad variety of
Collaborates with community service cultures. Also, Ms. McFarlane’s
class participates in school-wide
professionals, including mental health,
cultural and awareness celebrations
social services, justice, health and law such as Orange, Pink Shirt, and
enforcement Destiny Days. While Ms.
Honours cultural diversity and McFarlane recognizes the
promoting intercultural understanding. importance of inviting First
Nations, Metis and Inuit elders and
local community members into the
school and classroom this has been
challenging during her time at the
school due to pandemic restrictions

4 3 2 Standard Not Met

• Contributes to stakeholder groups to create a • Communicates frequently and • Follows school • Ineffectively
productive environment of interaction that effectively with students, procedures for communicates with
honours, fairness, trust, honesty, and respect. families and the community communicating with students, staff,
Models and implements effective group by using a variety of effective students, families, and parents, and the
structures and decision- making strategies. group structures. community. community.
• Collaborates with First Nations, Metis, and/or • Garners First Nations, Metis, • Uses First Nations, • First Nations, Metis,
Inuit community stakeholders to support and/or Inuit community Metis, and/or Inuit Inuit resources to
instruction stakeholders support for community resources to support instruction
instruction support instruction are absent
• Develops partnerships with community service • Accesses community service • Uses external • External community
professionals to develop resources and supports professionals to develop community resources to resources to support
for students resources and supports for support instructional instructional program
students program. absent
• Collaborates with community members in • Involves families and the • Provides a description of • Information regarding
developing the instructional program, sets community in instructional the instructional the instructional
expectations and provides information about programs, school functions program. program not provided
child development including strategies that can and strategies that can be used
be used at home. as home.
Recommendations: Ms. McFarlane should continue to build Standard Met Standard Not
relationships with FNMI community members to support student Met
learning.
 \

TEACHING QUALITY STANDARD

2. Engaging in Career-long Learning

A teacher engages in career-long professional learning and ongoing critical reflection to improve
teaching and learning. Achievement of this competency is demonstrated by indicators such as:

Indicators: Strength Proficient Growth Not Comments / Reflections

Observed
Collaborates with other teachers to build Ms. McFarlane
personal and collective professional maintains a professional
capacities and expertise growth plan that is
Actively seeks out feedback to enhance aligned with the teaching
teaching practice quality standard. She is
an active participant in
Builds capacity to support student success
all of the school’s
in inclusive welcoming caring respectful
and safe learning environment.
professional
development
Seeks and critically reviews and applies programming. She has
educational research to improve practice attended workshops at
Enhancing understanding of First Nations, AISCA’s teachers’
Metis and Inuit worldviews, cultural convention. Ms.
beliefs, languages and values McFarlane diligently
seeks new resources to
Maintaining an awareness of emerging improve teaching and
technologies to enhance knowledge and assessment. (Examples:
inform practice. I.E.W. Brigance
Assessment). She has
excellent professional
relationships with her
educational assistant and
the grade one teacher.
4 3 2 Standard Not Met
• Actively contributes to professional learning • Collaborates with professional • Works with others • Lacks
team to improve pedagogical practices and learning teams and engages in long- and seeks out PD participation in
achievement of students. Engages in and/or term sustained professional activities to develop professional
occasionally organizes/facilitates professional development to enhance content pedagogical skills development
development involving extensive long- term skills and improve pedagogical and knowledge. opportunities.
supports for implementation of new practices. practices.
• Examines student work and other data sources • Makes accurate assessments of the • Reflects on the effect • Continues
to determine the effect of instruction effect of learning activities on the of teaching activities classroom
strategies, to develop lesson plans, and to desired goal. on achievement. practices that
identify further professional learning goals. • Communicates an evolving vision of • Refines vision of have proven
• Adapts and refines vision of teaching in light teaching through reflection on teaching based on ineffective
of context, evolving knowledge and effectiveness of various learning experiences remaining
understandings, and experiences. activities.
• Collaborates with First Nations, Metis, and/or • Garners First Nations, Metis, and/or • Uses First Nations, • relatively
Inuit community stakeholders to enhance Inuit community stakeholders to Metis, and/or Inuit unchanged over
professional knowledge and inform practice enhance professional knowledge and resources to enhance time in spite of
inform practice professional professional
knowledge and development
inform practice
Recommendations: None Standard Met Standard Not
Met
 TEACHING QUALITY STANDARD
3. Demonstrating a Professional Body of Knowledge

A teacher applies a current and comprehensive repertoire of effective planning, instruction and
assessment practices to meet the learning needs of every student. Achievement of this competency is
demonstrated by indicators such as:
Indicators: Strength Proficient Growth Not Comments /
Observed Reflections
(a) Planning and designing learning activities Alberta’s
that: Kindergarten
Program
Statement forms
Address the learning outcomes in the Program of the basis for all of
Studies Ms. McFarlane’s
long-range plans.
Reflect short medium and long-range teacher Her year plans and
planning theme plans are
kept in Google
Drive. They are
Incorporate a range of instructional strategies, well developed
including the appropriate use of digital technology, and aligned with
according to the context, content, desired outcomes the Kindergarten
and the learning needs of students. Program
Statement. Ms.
McFarlane
Ensure that all students continuously develop skills in demonstrated
literacy and numeracy herself to be an
outstanding
teacher. The
Communicate high expectations for all students execution of her
lesson plans
demonstrated a
Foster student understanding of the link between the mastery level of
activity and the intended learning outcomes teaching. Students
were highly
engaged, on-task,
Consider relevant local, provincial, national and and were able to
international contexts and issues demonstrate
competence
through formative
Are varied, engaging and relevant to students
assessment. After
the first lesson
Build student capacity for collaboration activity, the
educational
assistant went with
Incorporate digital technology and resources as students to the
appropriate, to build student capacity for: play area while
• Acquiring, applying and creating new knowledge Ms. McFarlane
supported students
• Communicating and collaborating with others, who needed more
• Critical thinking and time. It is
• Accessing interpreting and evaluating important to note
information from diverse sources that instead of
leaving students
isolated at their
Consider student variables, including: Demographics tables Ms.
such as age, gender, ethnicity, religion, Social and McFarlane
economic factors, Maturity, Relationships amongst gathered students
students, Prior knowledge and learning, Cultural and together, so they
linguistic background, Second language learning, were at one table
Health and well-being, Emotional and mental health, and didn’t feel
alone.
Physical, social, cognitive ability
Indicators: Strength Proficient Growth Not Comments /
Observed Reflections
(b) using instructional strategies to engage Good use of
students in meaningful learning activities technology with
based on: YouTube video in
the social play
Specialized knowledge of the subject areas they teach area which directs
activity Dance
dodge, jump,
An understanding of students’ backgrounds, prior wiggle, jump.
knowledge and experiences tiptoe, crawl. Not
only did this allow
students to be
A knowledge of how students develop as learners active it also
supported
numeracy
allowing students
to accompany the
robot in
counting down
(5,4,3,2,1)
Indicators: Strength Proficient Growth Not Comments /
Observed Reflections

(c) applying student assessment and evaluation Formative

practices that: assessment
techniques
permeate Ms.
Accurately reflect the learner outcomes within the McFarlane’s
programs of study teaching. She
often asked
Generate evidence of student learning to students to show
inform teaching practice through a balance their thumbs for
of formative and summative assessment understanding.
experiences This was clearly
established routine
as students
Provide a variety of methods through which responded
students can demonstrate their achievement appropriately
knowing the
of the learning outcomes
routine. Student
work is regularly
Provide accurate, constructive and timely feedback on sent home in
student learning student backpacks.
Ms. McFarlance
reports student
Support the use of reasoned judgment about the progress through a
evidence used to determine and report the level of variety of means
student learning including the
Bloomz
communication
tool, and regular
report card. MS.
McFarlane’s
principal reports
that her reporting
of student learning
to parents is
excellent meeting
school standards.
 4 3 2 Standard Not Met
• Contributes to professional learning teams • Studies planning and curriculum • Engages in • Does not
and actively engages in or organizes/facilitates with a professional learning team and professional maintain a
professional development activities to develop a through professional development to development and complement of
complement of long and short-term plans. develop a complement of long- and collegial discussions long- and short-
short-term plans. about planning and term plans that
• Plans reflect: • Plans reflect: curriculum. accurately reflect
-curricular outcomes of the Programs of Study -Programs of Study outcomes where • Plans reflect: curriculum and
identifying important elements/issues/strands, elements/issues/strands are -Programs of Study analyzed student
-a variety of engaging activities necessary for organized and developed in a outcomes, needs.
student development of deep understanding, logical fashion, -instructional strategies
-clear timelines reflecting priorities, -a variety of instructional activities -timelines consistent with
-integrated summative and formative assessment -timelines with some flexibility curricular guidelines,
strategies, -on–going assessment, -scheduled assessments,
-a connection to current student performance and -identified student performance and -awareness of
need. need. developmental level of
students.
• Effectively contributes to professional • Collaborates with professional • Engages in • Displays
learning teams and engages in or occasionally learning teams and engages in professional superficial
organizes/facilitates professional development by professional development to further development and understanding of
exhibiting deep and full understanding of acquisition of content, concepts, and collegial discussions to content, concepts,
content, concepts, and strategies. strategies. further acquisition of and pedagogy.
content, concepts, and
• Has extensive knowledge of content and • Has good knowledge of content strategies.
corresponding pedagogy. Directs and extends and pedagogy. Occasionally extends • Directs learning • Learning
learning activities congruent with curricular learning activities congruent with activities congruent with activities not
pedagogical expectations. pedagogical curricular expectations. pedagogical curricular always correlated
expectations. to curriculum and
• Is fully aware of instructional materials and pedagogical
resources related to outcomes; actively seeks • Is aware of instructional expectations.
resources both internally and externally in order materials and resources related to • Is aware of • Limited use
to enhance instruction. Seeks expertise and outcomes; actively seeks further instructional materials of available
professional resources in a continuing search for resources. and resources available resources.
improved practice. in the school
• Effectively contributes to a • Does not
professional learning team study, practice • Collaboratively studies adequately study
implementation, coaching, and feedback analysis instructional practices with • Engages in and apply
to master new practices. colleagues and a learning team. professional educational
• Engages in or occasionally development and research, relevant
organizes/facilitates professional development collegial discussions to methodologies/
that focuses on refining an extensive repertoire • Engages in professional acquire methodologies best practices.
of methodology and best instructional practices. development to further acquisition of and best practices.
• Does not
• Reflects on pedagogical practices, analyzing best instructional practices. • Practices new work effectively
school and classroom data for changes in student instruction strategies and with others
learning co-relating to changes in classroom • Collects and analyzes data. seeks feedback /
practices. Applies an extensive array of Applies a variety of instructional coaching.
• Shows little
instructional practices, enabling students to practices to engage students or no evidence of
cognitively engage in and achieve rigorous rigorously. • Works using a variety of
standards. Coaches others. collaboratively with instructional
• Collaborates with and serves as an • Studies and practices pedagogy others to study strategies.
instructional leader to professional learning in collaboration with instructional instructional practices.
teams. Participates in or facilitates on-going teams and through professional • Learning
instructional professional development and development. outcomes are not
practice. always clear.
• Expertly models an extensive repertoire of • Purposefully utilizes a variety of • Regularly
effective instructional practices, assuring active effective instructional practices to implements goals and
collaborative engagement of teachers and meet individual student needs. corresponding
students in challenging learning situations. instructional practices
• Actively engages students that represent valuable
• Successfully integrates classroom regrouping as necessary. Assesses learning experiences.
variables to provide a powerful learning the relationship between the
environment leading to deep understanding. learning environment and the • Uses a variety of
outcomes to achieve. instructional groupings.

Recommendations: None Standard Met Standard Not

Met
 TEACHING QUALITY STANDARD
4. Establishing Inclusive Learning Environments

A teacher establishes, promotes and sustains inclusive learning environments where diversity is
embraced and every student is welcomed, cared for, respected and safe. Achievement of this
competency is demonstrated by indicators such as:

Indicators: Strength Proficient Growth Not Comments / Reflections

Observed
Ms. McFarlane communicates
Fostering in the school community to her students that each of
equality and respect with regard to rights them can be successful. For
as provided for in the Alberta Human example, when a student
identified that they made a
Rights Act and the Canadian Charter of mistake colouring outside of a
Rights and Freedoms line Ms. McFarlane gave an
example of another time that
happened to a different student
Using appropriate universal and targeted and “Crayons are tricky… you
strategies and supports to address can make mistakes”. Her
students’ strengths, learning challenges classroom is bright and students
and areas for growth sit at tables that are appropriate
for their age. Her classroom is
visually engaging The walls
have the alphabet, shamrocks
Communicating a philosophy of for St. Patrick’s Day, classroom
education affirming that every student birthdays. classroom jobs.
can learn and be successful calendar and weather. Students
have cubbies for coats and
boots upon entry. Pencil box
area. Carpet (alphabet) area
Being aware of and facilitating responses which sits in front of
to the emotional and mental health needs Smart/Whiteboard. During the
of students observed lessons, this area was
used for whole group
instruction. McFarlane’s
Recognizing and responding to specific correction of inappropriate or
learning needs of individual or small off-task behaviour is superb!
Ms. McFarlane asked the
groups of students and, when needed,
student if they were to go to the
collaborating with service providers and “the carpet or the alphabet
other specialists to design and provide board” The student responded,
targeted and specialized supports to “alphabet board” and moved
enable achievement of the learning over to the appropriate centre.
outcomes She will often say “Alright
kindergarten hands on your
head.” Students knew the
Employing classroom management routine. They went quiet and
focused their eyes on Ms.
strategies that promote positive, engaging
McFarlane. She provided extra
learning environments help for students whether that
was with a worksheet or putting
on jackets and snow pants.
Incorporating students’ personal and
cultural strengths into teaching and
learning
Providing opportunities for student Students all get opportunities to
leadership have leadership roles with
classroom jobs. Students are
given choices. Students are
individually honoured. Ms.
McFarlane knows her students
and cares deeply for them.

Ms. McFarlane works

collaboratively with other
service professionals such as
SLP’s and OT’s. She utilizes
their strategies in her teaching.

4 3 2 Standard Not Met

• Contributes to professional learning teams • Collaborates with school teams • Works with others • Does not ask
and actively engages in professional and participates in professional to study and for help or
development to establish an environment development to establish a develop skills of implement
conducive to learning. strong learning environment. managing learning suggest
environments. strategies
• Maintains productive conduct often • Alert to student behavior and • Ineffective
monitored by students themselves. learning environment factors at • Generally aware of routines and
Sustains involvement and attention of all times. Appropriate and student behavior monitoring of
students. Communicates high learning effective routines are in place. and the learning the learning
and conduct expectations. environment and environment.
how it affects
• Consistently maintains school learning. • Inconsistently
• Celebrates and reinforces school-wide learning environment themes addresses
themes of moral intelligence, and and school policies. • Addresses school school learning
emotional /physical safety and promotes learning environment
an appreciation of cultural diversity. environment themes themes.
and school policies.
• Misbehavior is addressed in a • Inconsistently
• Effectively and sensitively responds to respectful and sensitive manner responds to
student conduct in a consistent, with little disruption to the • Usually takes misbehavior.
predictable manner. class activities. suitable actions as
needed, consistent
with school and • Does not
school policies. respect student
dignity / is
repressive.

Recommendations: None Standard Met Standard Not

Met
 TEACHING QUALITY STANDARD
5. Applying Foundational Knowledge about First Nations Metis and Inuit

A teacher develops and applies foundational knowledge about First Nations, Metis and Inuit for the
benefit of all students. Achievement of this competency is demonstrated by indicators such as:

Indicators: Strength Proficient Growth Not Comments /

Observed Reflections
Understanding the historical, social, economic and Ms. McFarlane has
political implications of: developed a good
- treaties and agreements with First professional
Nations relationship Terry
- legislation and agreements negotiated Lakey who works with
with Metis Red Deer Public
residential schools and their legacy Schools FNMI
Supporting student achievement by engaging in Learning Services. He
collaborative, whole school approaches to capacity has helped her develop
building in First Nations, Metis and Inuit education FNMI resources for her
program. She has
Using the programs of study to provide opportunities learned age-appropriate
for all students to develop a knowledge and indigenous games and
understanding of, and respect for, the histories, she incorporates them
cultures, languages, contributions, perspectives, in physical activity. She
experiences and contemporary contexts of First incorporates FNMI
Nations Metis and Inuit stories into her
teaching.
Supporting the learning experiences of all students
by using resources that accurately reflect and
demonstrate the strength and diversity of First
Nations, Metis and Inuit.

4 3 2 Standard Not Met

• Contributes to professional learning teams • Actively participates in • participates in • Not actively
and actively engages in or professional development and professional participating in First
organizes/facilitates collaborative, whole actively engages in whole school development and as a Nations, Metis and
school approaches to capacity building in approaches to capacity building in learner to build Inuit education
First Nations, Metis and Inuit education First Nations, Metis and Inuit professional capacity in professional
education First Nations, Metis and development
• Is fully aware of the historical, social, Inuit education
economic and political implications of • Is fully aware of the historical, • Uninformed about
treaties and agreements with First Nations, social, economic and political • Is learning about historical, social,
legislation and agreements negotiated with implications of treaties and historical, social, economic and
Metis, residential schools and their legacy agreements with First Nations, economic and political political
utilizing this knowledge to improve legislation and agreements implications of treaties implications of
student achievement in this area negotiated with Metis, residential and agreements with treaties and
schools and their legacy and is First Nations, legislation agreements with
developing capacity to improve and agreements First Nations,
student achievement in this area negotiated with Metis, legislation and
• Develops instructional materials and residential schools and agreements
resources collaborating with First Nations, • Uses resources First Nations, their legacy negotiated with
Metis, Inuit communities so students Metis, Inuit instructional materials Metis, residential
develop a knowledge and understanding so students develop a knowledge • Uses resources First schools and their
of, and respect for, the histories, cultures, and understanding of, and respect Nations, Metis, Inuit legacy
languages, contributions, perspectives, for, the histories, cultures, instructional materials
experiences and contemporary contexts of languages, contributions, • Does not use First
First Nations Metis and Inuit perspectives, experiences and Nations, Metis Inuit
contemporary contexts of First resources
Nations, Metis and Inuit

Recommendations: The principal identified this competency as an Standard Met Standard Not
area of professional growth for the school and Ms. McFarlane Met
identified it as a specific area of growth for her professionally.
 TEACHING QUALITY STANDARD
6. Adhering to Legal Frameworks and Policies

A teacher demonstrates an understanding of and adherence to the legal frameworks

and policies that provide the foundations for the Alberta education system. Achievement of this
competency is demonstrated by indicators such as:

Indicators: Strength Proficient Growth Not Comments /

Observed Reflections
Maintaining an awareness of, and Ms. McFaralane is aware of
responding in accordance with, the relevant legislative,
requirements authorized under the regulatory and policies that
Education Act and other relevant guide her teaching. Her
principal indicates that she
legislation works with a high degree of
Engaging in practices consistent with professionalism. She follows
policies and procedures established by the the school’s handbook
school authority supporting its policy and
Recognizing that the professional practice mission. Ms. McFarlane is
of a teacher is bound by standards of well established in the faith
community which is the
conduct expected of a caring,
foundation for the school. She
knowledgeable and reasonable adult is an active member of both
entrusted with the custody, care or the faith and school
education of students. communities.
Recognizes the nature of this independent
school and is committed to the policies and
procedures (cultural and/or religious
and/or educational practice) legislated by
the governing Parent Board.

4 3 2 Standard Not Met

• Collaborates with and serves as a resource to • Engages in professional • Engages in • Does not adhere
professional learning teams and/or development and collaborates professional development to policy, procedure,
professional development activities imparting with professional learning teams and collegial discussions and/or regulation.
knowledge of legislation, regulation, policy, to acquire skills and knowledge developing knowledge of
procedure, and Programs of Study. of policy, procedure, regulation, policy, procedure, and
and curriculum. regulation.
• Adheres to and enhances Programs of Study • Adheres to Alberta’s and • Uses Programs of • Does not follow
content, demonstrating enthusiasm for the the school’s Programs of Study. Study to guide instruction. prescribed
subject. curriculum outcomes.

• Proactively completes assigned tasks and • Completes tasks and • Completes forms, • Records,
responsibilities such as producing forms, responsibilities in a timely records, reports, and plans. reports, and plans are
records, reports, plans that serve as models to manner. incomplete or late
others. • Establishes basic • Classroom
• Creates an active, collaborative, respectful, • Develops learning activities classroom expectations environment is
and caring learning environment. where students demonstrate and procedures. negative and/or
respectful and caring students are
engagement. • Addresses disrespectful.
• Addresses professional conflict immediately professional conflict • Unresolved
using appropriate channels. • Resolves professional issues. professional conflict.
• Models confidentiality. conflict appropriately. • Maintains •
• Understands and follows confidentiality. • Confidentiality
• Maintains high standard of safety. confidentiality protocols. • Addresses safety not maintained.
• Follows safety codes and expectations. • Safety
expectations. unaddressed
Recommendations: None Standard Met Standard Not
Met
DSA: Ray Battochio
Teacher: Erika McFarlane
School: Destiny Christian School
Date: March 22, 2022

This report is based upon data collected through the teacher’s self-assessment, a current school-based
evaluation conducted by the principal, an examination of the teacher’s professional growth plan, an
examination of planning and organizational materials, as well as observations of teaching.

I take note that your Interim Professional Certificate is valid through August 31, 2022. Your statement of days
taught to qualify to be recommended for a Permanent Professional Certificate indicates that you will be eligible
for permanent certification immediately. Your recommendation will be sent to Alberta Education via TWINS
immediately when you become eligible. You will then receive an email from our office notifying you that it is
submitted and asking you to go online to pay your fee directly to Alberta Education. Your certificate will then
be mailed to you. The form I give you today will serve as proof of your recommendation for Permanent
Certification until you receive your Permanent Professional Certificate.

Based on my evaluation, I heartily recommend you for Permanent Professional Certification in the Province of
Alberta. You meet and exceed the Teaching Quality Standard. You are an excellent teacher! Your lessons are
well-articulated to the Kindergarten Program Statement. Your teaching is highly engaging, and your students
exhibit a high degree of on-task behaviour. Most importantly, the laughter and joy you bring to the classroom
are reflected by the joy of learning displayed by your students.

Congratulations on receiving your Permanent Certification!

You will note that I have signed a copy of this report. Please sign this digital copy of the report which indicates
that you have read it and have had an opportunity to comment on any or all areas described. Please keep a copy
of the report with both signatures. Please email back a signed copy for my records. It will be held at the
AISCA office until you receive your Permanent Professional Certificate and then will be shredded.

You will receive an emailed request for an evaluation of my services as a DSA. You are asked to
complete it soon and return it to the AISCA office. (office@aisca.ab.ca).

Thank you for your hospitality on Tuesday and for your diligence in completing the work assigned preliminary
to the classroom observations.

This report has been reviewed and discussed with the teacher who also had an opportunity to respond in
writing on the following page.

Observer: Ray Battochio Signature: R.Battochio

Teacher: Ericka McFarlane Signature:

Teacher Comments: