Teacher Professional Growth Plan
Name Xi Xi Wu PS III
Fostering an inclusive learning environment that caters to the diverse needs of
Goal 1: all students in my classes
Related
TQS
Strategies
· Integrate suitable support structures
directly into lesson plans to enhance
comprehension of complex subject matter.
· Develop alternative assignments that
empower students to showcase their
strengths in demonstrating comprehension.
Time Line
September 5th to December (on going)
Evidence of Success
2023/24
2,3
Indicators and Measures of Achievement
· Facilitate active participation and
engagement of all students in class
discussions and course content.
· Monitor class performance on
assessments, ensuring it aligns with
established expectations.
· Cultivate a positive classroom
atmosphere to boost student morale
and promote inclusivity.
Resources
· Collaborate with experienced educators
and colleagues to gain insights into
effective inclusion strategies.
· The resources available at the University
of Lethbridge Curriculum Lab, including
online materials and physical resources.
· Engage with fellow PS III students to
exchange innovative approaches for
addressing diverse student needs.
 I tailored my teaching methods to
address various learning styles and
abilities within the classroom
whether it was in grade 4/5 French
or grade 1 numeracy/ literacy. How
this looked like was using diverse
resources, or modifying certain
activities to suit the level the
student is at.
 I offered personalized assistance to
students who require extra help or

Establishing Effective Classroom Management Practices
Goal 2:
Related
TQS
Strategies
 Utilize consistent and creative
attention-getting techniques to
maintain student engagement.
 Optimize body positioning by
regularly facing the majority of the
class, especially students prone to
disruptions.
 Cultivate the habit of periodically
looking up while working one-on-
one with students, ensuring you
maintain awareness of overall
classroom behavior through eye
contact.
 Foster communication and
collaboration with the intern you
are team teaching with to establish
and enforce consistent behavioral
expectations for students.
Time Line
September 5th to December (ongoing)
accommodations, ensuring that each
student feels supported and capable
of learning. I did this by their desk,
but most times I will have a couple
of students at the back table
working together, while I helped
them.
 I was working closely with
colleagues, and support staff to
address the individual needs of
students, leveraging a team effort to
cater to diverse learning
requirements.
2, 3, 4
Indicators and Measures of Achievement
 Regular meetings with your
Teaching Mentor (TM) and fellow
intern to discuss progress and
challenges.
 Appropriate classroom volume
corresponding to the activity at
hand.
 Formative assessments indicating
that students are attentive and
focused on their tasks.
 A reduction in the need to address
the entire class or individual
students regarding behavior issues,
suggesting that students are
adapting to the routine.
 Positive response from students to
attention-getting strategies
employed.
Resources
 Observe and learn from various
teachers in the school community
who excel in classroom
management.
 Be open to receiving feedback from
 your Teaching Mentor (TM),
University Coordinator (UC), and
school administration regarding
your classroom management
techniques.
 Ask for observations from Admin

Evidence of Success  I succeeded in establishing effective

classroom management practices
through a combination of strategies.
Firstly, I set clear expectations for
behavior, participation, and learning
outcomes, ensuring my students
understood what was required of
them. Building positive
relationships with my students was
key; I made an effort to create a
supportive and respectful
environment.
 I also paid attention to the
classroom environment, ensuring it
was well-organized and conducive
to learning. Being adaptable was
important too—I was open to trying
new approaches and adjusting my
methods based on the needs of my
students.
 Communication was at the forefront
of my approach—I maintained open
and transparent communication
channels with students and
colleagues. The physical setup of
the classroom was also important; I
organized the space to encourage
focus and collaboration.