PS III Teacher Professional Growth Plan Spring 2021

Goal: By the end of PS III, I will complete a Professional Inquiry Project exploring the relationship between physical literacy, music literacy and student wellness through folk dancing
Guiding Question: How can expanding physical literacy through folk dancing enhance musical Rationale: Folk dancing in the music classroom is something my TM is very passionate about and it is evident that her students enjoy
literacy while also promoting student wellness? this aspect of the music program at their school and are comfortable with dancing in music class. Musical learning experiences have
some cross-curricular connections to the physical education program of studies. Through movement, young musicians have opportunity
to collaborate with others, acquire new physical literacy skills and understand the health benefits of being active.
TQS Connection:
2. Engaging in Career-Long Learning
3. Demonstrating a Professional Body of Knowledge
The Plan: Resources: Indicators of Success:
Gameplan resources
February/ March Teaching Movement and Dance  Seeking feedback from TM as project develops
- Gather student feedback on the use of dance in music class Canadian Dance Favourites
 Reflect and adjust as necessary
- Finish up circle dancing unit with Grade 4s YouTube
- Establish a movement plan for Grade 4c Rhythmically Moving recordings  Students have opportunity to provide reflection and feedback
- Continue working on circle dancing skills with Grade 3s
 Assessment of student movement skills
- Build on movement skills in Kindergarten and Grade 2 People:
- Research connection between physical literacy and music literacy Teacher Mentor  Presentation of finished inquiry project
- Continue working on my own dance skills/ability

April
- complete reflection
- gather student feedback and reflections
- present finished inquiry project at final meeting

Reflection:
 PS III Teacher Professional Growth Plan Spring 2021
Goal: During my PS III internship, I will explore ways to establish an inclusive learning environment to provide meaningful musical experiences for all students
Guiding Question: How will developing classroom management strategies and lesson plans Rationale: Some of my classes are more challenging behaviour-wise and are not as strong musically than the other classes in their grade
specific to the needs of each class ensure all students are receiving meaningful musical levels, so they will need different levels of support to meet the learning outcomes. It is necessary to meet each class where they are at
experiences? to ensure that all students receive meaningful learning experiences in music class.

TQS Connection:
3. Demonstrating a Professional Body of Knowledge
4. Establishing Inclusive Learning Environments
The Plan: Resources: Indicators of Success:
- Introduce/review expectations for sitting on the floor with Grade 2 and 3 GamePlan/other planning  communicate with classroom teachers
- Seating plan for Grade 2C (adjust as necessary) resources
- Create seating plan for 2A as well if needed  expectations visuals always available during music class for the classes that need it
- Be consistent with expectations
- Use visuals for expectations – especially useful for ELL students People:  Continue updating and developing management plans and strategies for the more challenging
- Try having Grade 4C move desks for movement activities Teacher Mentor classes
- Building positive relationships with students Staff at MMH, particularly the
- Reflect and adjust as necessary Principal and Grades 2,3 and 4  Ongoing notes/reflections of what works and what doesn’t for each class
- Adapt dances for classes with students with mobility issues Teachers
- Complete reflection (April)

Reflection: