Edited 2023 Template 3.

Teacher Professional Growth Plan

Annual Professional Growth Plan for: Sophie Pettem-Shand

School Year: 2023 Field IV Placement

Teaching Quality Standard reference:

Competency 5: A teacher develops and applies foundational knowledge about First Nations,
Métis and Inuit for the benefit of all students.

Indicators:
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
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.
________________________________________________________________________

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. Before Field IV begins, I will reflect deeply on
the non-Indigenous texts we will be working
My goal is to integrate Indigenous voices, texts with and begin compiling possible Indigenous
and ways of knowing into each ELA and texts and concepts that can logically integrate
Creative Writing course in a connected and with textual themes. I will ensure that the
engaging way. High school ELA has essential questions and learning outcomes
historically excluded and tokenized Indigenous connect to these Indigenous resources.
voices and concepts. I find myself falling into
these patterns despite my recent decolonial Every unit, I will ensure at least one
learning. Instead of using Indigenous texts and Indigenous text or framework is incorporated
ways of knowing as add-ons, I want to as an integral part of learning. I will pay
integrate them into the classroom. I will particular attention to integrating Indigenous
identify common thematic throughlines concepts of wellness for holistic growth
between Indigenous knowledge and texts, and beyond literary learning.
other texts studied in class. I will be thoughtful
in interweaving content to ensure my students Every week, I will journal or have a
learn deeply and appreciate the contributions of conversation with an Indigenous colleague to
Indigenous voices in literature. By the end of reflect on my challenges and successes with
Field IV, I will have established a holistic incorporating Indigenous knowledge into my
strategy to integrating Indigenous perspectives planning.
in my lessons in an engaging and relevant way.

© 2006 The Alberta Teachers’ Association

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Resources:
Indigenous Teaching resources:
https://werklund.ucalgary.ca/teaching-learning/
indigenous-education-resources
Indigenous Literature database:
https://werklund.ucalgary.ca/teaching-learning/
indigenous-literatures-learning
Indigenous Medicine Wheel (wellness):
https://www.torontomu.ca/aboriginal/student-di
gital-handbook/medicine-wheel-framework/
Indigenous Circles of Wellness:
https://www.fnha.ca/wellness/wellness-for-first
-nations/first-nations-perspective-on-health-an
d-wellness
Indigenous Poetry:
https://poetryinvoice.ca/read/tags-moods/indig
enous
Truth and Reconciliation:
https://www.rcaanc-cirnac.gc.ca/eng/14501244
05592/1529106060525
© 2006 The Alberta Teachers’ Association
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By the end of Field IV, I will have a
comprehensive document that identifies
relevant Indigenous resources related to
specific texts and learning outcomes in ELA
and Creative Writing.
Indicators of Success/Expected Outcomes:
When leading classroom discussions about a
theme, critical lens, or text, my students should
be able to name at least one connection to
Indigenous ways of knowing.
I should have an observably comprehensive
journal with reflections and resources complete
by the end of FIeld IV.
In Creative Writing, at least one of my students
should seek out more Indigenous poetry/stories
to demonstrate heightened engagement.
Both myself and my students should be able to
identify one way we can continue to learn
about Indigeneity or unlearn biases by the end
of Field IV.
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? What should I do less of?

-Reading Indigenous literature and making -Choosing non-Indigenous supplementary texts
notes on connections to other texts. based mainly on my own prior familiarity.
-Asking students consistently to make -Discussing Indigenous concepts without
connections to Indigenous knowledge. quoting direct Indigenous voices.
-Speaking to experts I know to support me with
resources and implementation.
-Drawing in positive Indigenous stories of Because familiarity and comfort with texts is
strength, beauty, innovation. not always indicative of the usefulness of those
resources. I can do the work to become
Because having an established foundation of familiar with relevant Indigenous texts. I also
resources and connections to non-Indigenous need to bring more direct Indigenous voices in
works already studied in ELA will help to when I am discussing Indigenous ways of
create a smooth transition towards a more knowing so as not to make myself out to be the
inclusice classroom. Ensuring that students are expert.
also forming these connections on their own
will help to develop understanding, respect,
and agency. Seeking help from experts will
help me with confidence and new strategies.
This will also be positive modelling for
students as they will understand that learning is
never over, and that asking for support can be a
positive behaviour. Finally, I want to draw in
positive Indigenous stories, being careful not to
overrepresent negative experiences or paint a
single story. By providing a variety of
perspectives and experiences, I provide a more
balanced view.

What new things could I do? What should I stop doing?

-Building Indigenous frameworks for wellness
and learning into classroom routine.
-Having students seek out their own
Indigenous resources.
Because I want to promote holistic health and
genuine curiosity to heighten a sense of
wholeness and healing in the classroom.
Students having wellness resources outside
western narratives allows them to build
stronger foundations for wellbeing. When
students look for their own resources that are
-Allowing anxiety about my positionality as a
white educator to prevent me from learning
and teaching about Indigeneity.
-Using Indigenous resources only when it’s an
obvious connection.
-Only providing surface level information on
Indigenous ways of knowing.
Because neglecting valuable learning because I
am afraid of being wrong or uncomfortable is
not the example I want to set for my students. I
want to instead present healthy growth,

© 2006 The Alberta Teachers’ Association

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relevant for them, they can have greater agency responsibility, and risk taking while ensuring
over their learning. deeper learning can occur.

© 2006 The Alberta Teachers’ Association

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