Professional Documents
Culture Documents
Bailey Doerksen TPGP
Bailey Doerksen TPGP
Bailey Doerksen TPGP
Goal: 2a - Discuss different Much expertise will need I should have a list of At the beginning
Collaborating techniques and to be gained from formative and of my professional
Include a variety with other forms formative colleagues in showing summative practicum I will
of forms of teachers to and summative and explaining assessments used by discuss with my
formative and build personal assessments can assessments they use. teachers that work TA formative and
summative and collective take with my TA. best for them. Briefly summative
assessments in my professional Take notes on Embedded formative describe how they are assessments that
lessons and capacities and strategies that assessment (2018), Dylan used, subject areas they find to be
teachings. expertise. work best for my Wiliam. they can be used in effective and
TA when forming and why teachers find observe how they
the layout and Book Two: 60 Formative them to be effective. I design and
objectives of the Assessment Strategies will be able to implement them.
assessment. Being (2012), Natalie Regier. effectively use these As soon as I start
attentive to the FA and SA in my own teaching, FA will
suggestions made Link to 60 Formative lessons to assess take place in
to further develop Assessment Strategies: students. To show my every lesson that I
my own https://moodle.uleth.ca success I can include teach. By the end
assessments to /202003/pluginfile.php/ the list that I have of PSI, I should
create maximum 182691/mod_resource/ created along with have a list of
learning in the content/0/60%20Forma some sample formative and
classroom. tive%20Assess%20Strat assessments that summative
egies.pdf have been created assessments that I
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education
3c – Applying By collaborating Embedded formative I know I will have I would like each
student with other assessment (2018), Dylan successfully met my assessment I
assessment teachers, Wiliam. goal when I am able provide to inform
and evaluation designing learning to provide formative my teaching
practices that: activities that Book Two: 60 Formative assessment and give practices so; I
generate relate to the POS, Assessment Strategies descriptive feedback want to work
evidence of and creating FA (2012), Natalie Regier. to students and towards
student and SA I will be assign summative completing this
learning to able to reach and Link to 60 Formative assignments where I goal with every
inform achieve this TQS. I Assessment Strategies: can form evaluative assessment that I
teaching will have FA to https://moodle.uleth.ca feedback. I can collect provide. By the
practice ensure that all /202003/pluginfile.php/ evidence by showing end of practicum,
through a learners can 182691/mod_resource/ the assessments I I want to
balance of demonstrate their content/0/60%20Forma have created and the confidently be
formative and understanding of tive%20Assess%20Strat evidence of learning able to provide
summative the outcomes (this egies.pdf (student work) and feedback on the
assessment will also guide my the feedback I supply. variety of FA and
experiences. own instruction) SA that students
and summative complete to drive
assessments for them forward in
students to show their learning.
what they have
learned.
especially in
behavioural and
academic
expectations, and
establish and
maintain
procedures and
routines?
Goal: 2c – Building I will have class Educational Psychology Through my own This needs to be
capacity to expectations, as (2020), Woolfolk, Winnie, reflections and TA established at the
Develop classroom support well as respect the and Perry. evaluations I will see beginning of my
management in student expectations my how I have created practicum
behavioural and success in TA has, and not Discuss with TA this respectful and through
academic inclusive, waver in these. By classroom expectations safe learning discussion with
expectations as welcoming, having these that they have. environment and how my TA. I need to
well as caring, expectations, a it has influenced respect, care and
maintaining respectful and respectful and safe Roscoe Classroom classroom build professional
routines. safe learning learning Management (document management. relationships with
environments. environment will saved to laptop). each student from
be created to the very start of
support student Modes of Discipline PSI.
success. It is (document saved to
important that I laptop).
am consistent with
these Roscoe Instructional
expectations. In Strategies (document
addition, I will be saved to laptop).
respectful and kind
to both staff and
students.
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education
Goal: 1f – Honouring I will read stories https://library.ulethbri Students will take I would like to
cultural that respectfully dge.ca/currlab/genres/ pride in their identity introduce a story
Respectfully diversity and represent a variety culturaltradition and this may be book representing
integrate FNMI promoting of cultures. It is shown through an a culture at the
content into intercultural important that Education is our Buffalo: artifact that they beginning of my
lessons. understanding. discussion is A Teachers’ Resource for bring to class that semester. During
created on why all First Nations, Métis and represents their the middle
different cultures Inuit Education in Alberta cultural history. I can portion of my
are important and (2016), The Alberta collect artifacts practicum I would
should be Teachers’ Association. (pictures) to show my like to invite
honoured. achievement of this students to
Students can also The U of L curriculum lab goal. present an object
Teacher Professional Growth Plan
Taken from Professional Learning Tool – University of Lethbridge Faculty of Education
I have acquired a repertoire of formative assessments that I feel confident using in the classroom. Receiving feedback and acting
on its suggestions has helped me to provide a greater variety of formative assessments that the students take part in. I learned
that is important to include movement, discussion and independent assessment to meet a multitude of student learning needs.
Going into PSII I would like to plan and design learning activities such as jigsaw groups, think-pair-share and learning centres, that
being there is no restrictions that would prevent me from using them. I would like to be more intentional in collaborating with
other teachers to build a list of assessments used in different subject areas and why they are effective in the classroom
environment.
Inquiry Question 2
How can I further develop classroom management, especially in behavioural and academic expectations, and establish and
maintain procedures and routines?
Recognizing at the midway point that I needed to more confident in classroom management drove me to ask questions and seek
ways to help with this. A suggestion was to be more intentional with my voice and the tone. I will continue to work on my voice
throughout PSII.
As I worked towards creating a learning environment where students are always engaged, I tried to use more movement in the
classroom. Trying to use standing up and sitting down activities while students faced the front of the classroom so they did not
have to wear their masks. Using these movement activities has given me the opportunity to engage both the lowest and highest
students academically. This is because all students are participating in the activity and contributing towards their answer. In
addition, students have to be more present.
Inquiry Question 3
How can I develop ways to respectfully integrate FNMI content into lessons for all subjects?
This is a goal that I would like continue into PSII. I think it is important that I further develop ways to respectfully integrate FNMI
content into lessons for all subjects. In my practicum this semester I only integrated FNMI content into my Social Studies lessons.
The lesson that I developed for the Parkland region went well. Students reflected on the moral of the story in “Napi and the Rock”.
I achieved this goal in a sense that I supported learning using a resource that represented a First Nations story of tribulation.
Conversation developed to talk about how these stories are told to teach lessons to the readers.