Template 3.

Annual Professional Growth Plan Incorporating Reflection

Annual Professional Growth Plan for 2021 to 2022 Name: Eric Heitmann

Assignment and/or Career Goal: Create an ongoing list of books and other literary artifacts
appropriate for Division 1 students.
Goal: To compile a list of literary resources appropriate/accessible to Division 1 students. This
list will be of interest not only to younger students who are learning how to read and write, but
also to older students who are critically analyzing the form of these texts to draw ideas for
their own writing. This list will be made of well recognized and award winning titles. The
texts will be varied in theme; cover subjects across the curriculum; represent a wide variety of
community and cultural backgrounds; promote important positive values such as
collaboration, perseverance, empathy, and inclusiveness; be engaging and attractive to
students.
Teaching Quality Standard or School Leader Competency Reference: TQS Strand 3: A teacher
applies a current and comprehensive repertoire of effective planning, instruction, and
assessment practices to meet the learning needs of every student.
Strategies Timeline Resources

- Weekly 1 hour sessions to search for titles Fridays - Internet searches

online and the Calgary Public Library - U of Lethbridge
catalogue. Starting: Library
- Ask for source suggestions and title Nov 26 - Calgary Public Library
suggestions from my University - My University
Consultant. To: Consultant
- Keep a digital list that can be easily Dec 17
accessed and shared.

Indicators of Success: (developed as goal is written)

a) What will successful completion of my goal look like for my Professional Practice?
For Student Learning?

This list will be a valuable resource to base lessons on while making literary artifacts a
featured mainstay of my classroom. The constant presence of print and other media texts
in class will offer students a variety of reading opportunities, whether it is for the
completion of their work or for aesthetic reading. Students will learn to value literature as
a resource as well as literacy by being exposed to, and engaging with quality texts

© 2006 The Alberta Teachers’ Association

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 documented in the list. The texts provided will support students in their learning by
offering insight into the subjects they are learning.

Reflection on Indicator of Success (end of Year)

a) How successful have I been in meeting my goal?

Being a student teacher who is just beginning this booklist, I am happy to now have a
modest beginning that can continue to grow through exchange with my peers and further
investigation. Every title on the list points to authors, editors, publishers, and award
giving institutions to search for.

b) How has my professional practice improved?

Literary artifacts in the classroom are essential for all subjects. As a resource that
students can access during or after lessons, these artifacts complement my lessons with
additional perspectives that enrich the students’ experience. A wide variety also gives me
options when looking for the most appropriate book to support specific cases and/or
students.

c) How has student learning improved?

The additional perspectives granted by the authors through their works on different
subjects offer supplementary ways to approach the content of lessons, acting as additional
scaffolding. The students’ exploration of these books is paired with the strong
recommendation of practicing critical reading, and to seek help when different
perspectives seem to contradict each other.

© 2006 The Alberta Teachers’ Association

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