TTQ

QS NG
A GUIDE FOR STUDENT TEACHER REFLECTION
Professional
LEARNING
TOOL

TTQ
QS
Rationale
l
ACCORDING TO the Alberta Teachers’ Association, “Teacher professional growth
means the career-long learning process whereby a teacher annually develops and
implements a plan to achieve professional learning objectives or goals that are
consistent with the Teaching Quality Standard.” To begin the process of professional
growth during pre-service teacher education, the following tool has been developed
as a guide. The tool should be used to promote reflection on student teacher practices
related to each of the Teaching Quality Standard competencies and their influence on
student learning experiences. This reflection should then lead into the development
of an inquiry question(s) and the identification of a professional goal(s) and the
related process that will be undertaken to achieve the goal. The tool has been
designed to be a working document that student teachers can use throughout all
professional semesters of the program. In other words, the tool will be used across
semesters to reflect upon growth in relation to each of the TQS competencies and to
track the evolution of professional learning for the individual.

The Alberta Teachers’ Association (2018). The Revised Teaching Quality Standard:
1

Building Awareness and Professional Capacity, p. 27.

2 Professional Learning Tool
Professional
LEARNING
TOOL
Keyy components
of the professional learning tool

1 Links to Teaching Quality Standard and student learning – To enhance the

meaningfulness of professional learning, reflection on the Teaching Quality Standard
and student learning are embedded features

2 Provides an inquiry-based approach – Professional learning is grounded in curiosity and

P
th
he teacher’s desire to explore their professional practice

3 Promotes dialogue amongst colleagues related to professional learning

P

How to use the tool

1 Reflect upon each of the competencies related to the Teaching Quality Standard and how
you have attended to these in your practices (Note: The Teaching Quality Standard
document includes numerous examples of how each competency may be achieved).
Use the ATA online tool at www.abselfreflectiontool.com to begin reflecting upon your
confidence level in relation to each of the competencies in the Teaching Quality
Standard. Then, reflect upon your specific achievement of each compentency using
this tool. List the manner in which competencies have been demonstrated in the left col-
umn titled “Student Teacher Practice” and then highlight how those practices influence
student learning experiences in the right column. Use a different
ff colour pen during each
professional semester to track changes over time.

2 Use the reflection to identify an area for inquiry/ goal related to your teaching practice.
U
Then complete the remainder of the Planning for Learning guide by identifying
Th
strategies, supports needed, evidence of successful achievement of the goal and a
timeline for its completion.

3 SSh
hare your work with this document with your Teacher Associate and University
Consultant during practicum.
C

4 When completing PSIII, consider school goals and other school initiatives prior to
W
id
dentifying your professional learning goals.

Faculty of Educaiton 3
 PLANNINGfor
Planning FORLearning
LEARNING- PSI
PSII
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:
To what extent does 2c - model growth Students see hard/ Through-
art-centered learning safe mindset, confusing tasks as out all 6
engage arts students learning celebrate challenges to take weeks
in mathematics? env learning over on, persist when
getting it right they don't get it right
away
3a, 3b use a variety of research A growing variety of 1-2
varied, types of tasks to sources to find students participate lessons w
relevant engage students new activities/ in class discussions unique
to with dif interests formats and in activities. types
students and strengths every
week
Goal: 4g - allow for artistic research Students participate Apr 15-18:
Get unmotivated incorpor expression and art-centered in the task and creative
students more ating various methods learning express themselves lesson
receptive to the idea student for students to creatively. project
of math. strength com. learning.

Planning for Learning - PSI

Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:
To what extent do 4f:class expect students' Students develop
firmly established mgmnt best, check in w strategies to keep
expectations affect →pos them if they track of materials
student-teacher learning "under deliver" and stay organized.
respect and env
relationships?
4h: highlight Students are more
oppor. leadership and eager to try
for good effort extension activities
student to go above and
ledrshp beyond

Goal: demonstrate Pride in students'

Demonstrate organization and work is shown in its
responsibility and encourage neatness and
encourage students students to use presentation
to meet my org strategies.
expectations.

14 Professional Learning Tool

 REFLECTING ON LEARNING PSII
Inquiry Question: TWE does art-centered learning engage arts students in mathematics?

Different types of tasks
resulted in different students
engaging in math. One
unmotivated student put in
persistent effort when we did a
task on mini whiteboards.
Students will work on the
Creative Lesson project in my
last week, using a medium of
their choice.
Allow more opportunities for
artistic expression. How to do
this with math practice?
How to make artistic and
performance expression less
intimidating for students?
Trying a drama warm up
before the science classes do
tableaux.

Inquiry Question: TWE do firmly est.expectations affect student-teacher respect&relationships?

Checking with class to see Provide more opportunities for

who took on the fill in the extensions. Remember that
blanks activity, seeing what students can help each other.
they did. These students felt
seen and encouraged to keep
doing extensions in the future.

I don't have to be scared of damaging relationships when I reinforce rules or boundaries with
students. They understand that this is my job. This is the main thing that I have kept in mind and
will continue to do so moving forward.

Faculty of Educaiton 15
 NAME:

Fostering
Effective
Relationships

Adhering Engaging in
to Legal Career-Long
Frameworks Learning

QUALITY
TEACHING
in
ALBERTA
Applying
First Nations, Demonstrating
Métis and Inuit Professional
Knowledge Knowledge

Establishing
Inclusive
Learning
Environments