2024 Template 3.

A Professional Growth Plan

Annual Professional Growth Plan for: Dalal Khalil

Goal: Ensure your goal/s are achievable in Strategies and Timelines:

By the end my first year of teaching, I will Research and Professional Development
design an ELA 20 unit plan that is centred - Attend PD sessions/workshops focused
around an Indigenous novel to provide students on Indiegnous literature, storytelling,
with the opportunity to develop a knowledge and pedagogocial approaches
and understanding of, and respect for, the - Read Indigenous novels, literary
histories, cultures, languages, contributions, criticism, and educational resources
perspectives, experiences and contemporary Build Relationships
contexts of First Nations, Métis and Inuit - Connect with local Indiegnous
communtiites, educators, and
organizers to seek guidance
Curriculum Alignment
- Review the ELA 20 program of studies
and identify key themes/ideas for unit
designing
Timeline
Each of these strategies should be continuous
habits for myself as an educator to strive for
learning and growing in all aspects of my life.
Further, while I don’t have a specific timeline,
I strive to have the unit plan designed for my
students by my second smester as a teacher.
Resources: Indicators of Success/Expected Outcomes:
 Online Bookstore:
https://www.strongnations.com Student Understanding and Reflection:
 Truth and Reconciliation Commision of - Indicator: Students demonstrate
Canada: https://nctr.ca/about/history-of- enhanced knowledge and understanding
the-trc/trc-website/ of FNMI histories, cultures, and
 Calls to Action: perspectives.
https://www2.gov.bc.ca/assets/gov/briti - Evidence: Student reflections, essays,

© 2006 The Alberta Teachers’ Association

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 sh-columbians-our-governments/ or class discussions showcase
indigenous-people/aboriginal-peoples- thoughtful engagement with FNMI
documents/ content.
calls_to_action_english2.pdf
 Indigenous Resource List: Prezi Incorporation of FNMI Perspectives in
Collaboration Assignments:
- Indicator: Student assignments reflect
the integration of FNMI perspectives
and contributions within the ELA 20
unit.
- Evidence: Review of student projects,
essays, or creative works that explicitly
draw upon FNMI content.

Documentation of Professional
Development:
- Indicator: Documentation of attendance
at PD sessions related to FNMI
education
- Evidence: Records of workshops,
conferences, or courses attended, with
reflections on how the professional
development has informed the design
and implementation of the ELA 20 unit.

© 2006 The Alberta Teachers’ Association

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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?

I should consume and use more literature by I should superficially include FNMI content
diverse Indigenous authours in my ELA 20 without meaningful or authentic connections
class because this will assist me in creating less in my practice because this will lead to
meaningful lessons and allow for my tokenism or misrepresentation, restricting the
Indigenous students to feel seen and heard. breadth and depth in which students (and
myself) can authentically engage with FNMI
content.

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

I could begin branching out and building I should stop making excused about not being
relationships with Indigenous colleauges, able to add diverse Indigenous voices into my
educators, and communities because this gives practice more regulary because I recognize
me guidance and more direct resources to bring there are a variety of ways that I can strive
into my teaching practices. towards doing this, and because Indigenous
education is of high value to my teaching
philosopghy, so I must put action to my
words/hopes.

© 2006 The Alberta Teachers’ Association

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