A Professional Growth Plan Incorporating the STP Process

Annual Professional Growth Plan for: Nicholas Murray

School Year 2023 to 2024 (PS1)

Teaching Quality Standard Or School Leader Competency (including Reference

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

Goal #: Strategies and Timelines:

Increase my ability to integrate FNMI
content into my lectures
Increase my knowledge of FNMI issue
Take the time to interact with any FNMI
students and support faculty.
Learn more of the important lessons
taught in FNMI culture

Resources: Indicators of Success/Expected

There is FNMI knowledge I can learn Outcomes:
through the university Developed lesson plans that integrate
FNMI workshops and PD sessions FNMI content without the entire lesson
dedicated to FNMI learning outcomes

© 2006 The Alberta Teachers’ Association

-1-
Reflections:
Based on my professional practice and my observations of student learning . . .
What should I do more of?
Include FNMI resources in more lessons. I
did lessons on all the earths spheres but
only included FNMI during discussions on
water.
Because
This would give students more
opportunities to consider FNMI
perspectives.
What new things could I do?
Have students work in groups to complete
assessments. Currently all my returned
assessments have been individual, I have
used groups to do classwork, but nothing
has been handed in for evaluation.
Because
Students working together is important and
may lead to students achieving deeper
thinking while discussing ideas with their
peers.
© 2006 The Alberta Teachers’ Association
-2-
What should I do less of?
During science I spent most of my time
reading off the slides and didn’t do as
many activities as I would have liked. In
future I hope to create more interesting
science lessons.
Because
Having hands on experience gives
students a much better chance at
understanding and remembering the
material.
What should I stop doing?
I should stop asking broad questions to the
whole class.
Because
This creates a classroom of “knowers”
instead of a classroom of “learners”. The
same few students put their hands up to
answer, but the rest don’t have a reason.
Instead I should be doing think-pair-share
activities to encourage engagement from
the everyone in the class.