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    This professional growth plan outlines Dalal Khalil's goal to design an ELA 20 unit plan centered around an Indigenous novel by the end of her first year of teaching. Her strategies include attending professional development on Indigenous literature and pedagogy, building relationships with Indigenous communities and educators, and aligning the unit plan with the ELA 20 program of studies. Her indicators of success are students demonstrating enhanced knowledge of Indigenous histories, cultures, and perspectives through reflections and assignments incorporating Indigenous content. She reflects on focusing more on using literature by diverse Indigenous authors and less on superficially including Indigenous content without meaningful connections.

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    This professional growth plan outlines Dalal Khalil's goal to design an ELA 20 unit plan centered around an Indigenous novel by the end of her first year of teaching. Her strategies include attending professional development on Indigenous literature and pedagogy, building relationships with Indigenous communities and educators, and aligning the unit plan with the ELA 20 program of studies. Her indicators of success are students demonstrating enhanced knowledge of Indigenous histories, cultures, and perspectives through reflections and assignments incorporating Indigenous content. She reflects on focusing more on using literature by diverse Indigenous authors and less on superficially including Indigenous content without meaningful connections.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
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    14 views3 pages

    Dalaltgp

    Uploaded by

    api-717183623
    This professional growth plan outlines Dalal Khalil's goal to design an ELA 20 unit plan centered around an Indigenous novel by the end of her first year of teaching. Her strategies include attending professional development on Indigenous literature and pedagogy, building relationships with Indigenous communities and educators, and aligning the unit plan with the ELA 20 program of studies. Her indicators of success are students demonstrating enhanced knowledge of Indigenous histories, cultures, and perspectives through reflections and assignments incorporating Indigenous content. She reflects on focusing more on using literature by diverse Indigenous authors and less on superficially including Indigenous content without meaningful connections.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
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    of 3

    2024 Template 3.

    A Professional Growth Plan

    Annual Professional Growth Plan for: Dalal Khalil


    School Year: 2024-25
    Teaching Quality Standard reference:
    Standard: Applying foundational knowledge about First Nations, Métis and Inuit (FNMI)
    Indicator: 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

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


    field IV or in your first year of teaching.

    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

    -1-
    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

    -2-
    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

    -3-

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