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
TTQ
R
QS e Teaching Quality Standard

1 A teacher builds positive and productive relationships with students, parent/guardians, peers
and others in the school and local community to support student learning

Student Teacher Practices Influence on Student Learning Experience

4 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard

2 A teacher engages in career-long professional learning and ongoing critical reflection to im-
prove teaching and learning
p

Student Teacher Practices Influence on Student Learning Experience

Faculty of Educaiton 5
TTQ
R
QS e Teaching Quality Standard

3a teacher applies a current and comprehensive repertoire of effective planning

practices to meet the learning needs of every student
Student Teacher Practices Influence on Student Learning Experience

6 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard

3 teacher applies a current and comprehensive repertoi e of effective

practices to meet the learning needs of every student
Student Teacher Practices Influence on Student Learning Experience

Faculty of Educaiton 7
TTQ
R
QS e Teaching Quality Standard

3 teacher applies a current and comprehensive repertoire of effective

practices to meet the learning needs of every student
Student Teacher Practices Influence on Student Learning Experience

8 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard

4 A teacher establishes, promotes and sustains inclusive learning environments where diversity
is embraced and every student is welcomed, cared for, respected and safe
Student Teacher Practices Influence on Student Learning Experience

Faculty of Educaiton 9
TTQ
R
QS e Teaching Quality Standard

5 A teacher develops and applies foundational knowledge about First Nations, Metis and Inuit
ffor the benefit of all students

Student Teacher Practices Influence on Student Learning Experience

10 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard

6 A teacher demonstrates an understanding of and adherence to the legal frameworks and poli-
ccies that provide the foundations for the Alberta education system

Student Teacher Practices Influence on Student Learning Experience

Faculty of Educaiton 11
 PLANNINGfor
Planning FORLearning
LEARNING- PSI
PSI
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:
How to build positive TQS 1 Learning the TA, seating Know the names of 1 week
relationships with students charts/attendace each studnet
students that helps names. sheet with without the
support student students names assistance of
learning? and pictures. looking at your
paper.
TQS 1 Learning Talking with the 3 weeks
interests or student about their
hobbies of your hobbies/interests.
students. Learning a few
things about it.

Goal: TQS 1 Learning Observation, Students may ask 3-5 weeks

Form stronger and 2 interests and Learning names for assistance to
relationships with my taking the time from seating help find someone
students so they feel to chat with charts or to talk to or come
comfortable to talk to your students student pictures talk to you.
me or ask me for Students are
guidance on who to coming up to me on
talk to. their own to talk
Planning for Learning - PSI
Related Resources/
about school
related things or
Evidence of
personal things.
Inquiry Question: TQS Strategies Support Required Success Timeline
How does proper TQS 2 develop lesson Apprioprate Activity times have 1-5 weeks
classroom and 3 plans with lesson plan been stated in my
management approximate templates that lesson plans and I
increase student times for each include have given
learning? lesson approximate students that
time columns. amount of time for
TQS 3 Use timers timers, clock, activities.
Ending on time. 1-5 weeks
within the buzzers, etc. Adjustments have
classroom been made from
observation of
student
engagement and
learning.
Goal: TQS 2, Learn to use a Observation Students are on 1-5 weeks
Become comptent 3, and 4 mix of student task and practicing
with classroom participation attentive listening.
management. and teacher
directed
learning.

12 Professional Learning Tool

 REFLECTING ON LEARNING PSI
Inquiry Question: How to build positive relationships with students that helps support student learning?

I have learned all the I showed the students a video Include more of styudents
students names within the of myself competing a interests in lessons if
first week! I did an icebreaker gymnastic routine since I told possible. I could even include
game with the students the students I use to do someone interests in the
where they stood in a circle gymnastics! They really math scenarios given to
said their name and enjoyed it and it was fun to students when solving for a
something they enjoy. This hear the questions students problem.
helped me get to know had at the end.
students interest within the
first week and continuing
building upon that! I have 2
selective mute students and
they have began speaking
moreone
I had to me!
of the selective mute students talking to me at a normal tone and the other student
was talking to me at a whisper tone! Students were wanting me to come back and visit and
wanted to stay up to date with me when I will be gone. I have given my TA my contact
information so she can send updates to the students! Students wanted to include me in their
videos during indoor lunches and students valued my opinion! In my opinion the key stratgey for
building rapport and relationships with your students is learning their names! It helped that I was
able to do this so quickly!
Inquiry Question: How does proper classroom management increase student learning?

Students follow the Instead of "shushing" if students are talking a lot or

expectations set because I
continue to be consistent with
the consequences and
rewards.
students just say nothing and
wait on students.
moving a lot then make the
consequences benefit and be
targeted towards the
behaviour you do not want to
happen. So have students
stand up and do 15 jumping
jacks or give students a 2
minute brain break!
make the consequence
appropraite for the behaviour.

Classroom management was the key component to getting students to be productive but also
allowing students to enjoy being at school. Students knew what the expectations were and they
stayed within a respectful boundary most of the time. When I had to remind students of
expectations in the classroom they quickly returned to being on task and engaged. Having good
classroom management allows for lessons to go smoothly and decreased confusion within a
lesson as students were listening to instructions and they acted appropraitely during class.

Faculty of Educaiton 13
 PLANNINGfor
Planning FORLearning
LEARNING- PSI
PSII
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:
In what ways does 1 Tell your What routines Students do the weeks 1-2
setting clear students what your TA already activity/behaviour
expectations your has in place. without being told.
increase student expectations Learning the
engagement and are. Be names of your
promote an inclusive consistent with students
learning 1, 4 consequences
Model the Students know the 1-6 weeks
environment? when students
behaviour you boundaries of the
beahviour is not
expect of your expectations and
reflecting
students. the stay within them.
expectations Students are
accountable for
Goal: 4 Taking the time Observation, their actions.
Students include 1-6 weeks
set clear to get to know conversation Respect
everyoneisandshown
expectations to build your students. to every student
interact positively
mutual respect with Modelling the with classmates.
students and behaviour you
amoung the class. expect your
students to
follow
Planning for Learning - PSI
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:

Goal:

14 Professional Learning Tool

 REFLECTING ON LEARNING PSII
Inquiry Question: In what ways does setting clear expectations increase student engagement and promo

Students respect their peers Students hold each other Taking extra time to know
and myself. Students enter accountable but have to those students who tend to
the gym and immediately do remind the difference disrupt the class or need
their warmup then sit by me between holding accountable constant reminders of
where they are ready to and blaiming others. expectations.
learn. Students have more
time to participate in the
activities. Most students
consistently interact positively
with one another and hold
each other accountable

Inquiry Question:

Faculty of Educaiton 15
 PLANNING FOR LEARNING PSIII

Inquiry Question:

Goal:

Inquiry Question:

Goal:

16 Professional Learning Tool

 REFLECTING ON LEARNING PSIII
Inquiry Question:

Inquiry Question:

Faculty of Educaiton 17
 Ryley Anderson
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