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
Get to know students individual interests and
integrate them in lessons.
Consistent discussions with teacher mentor
about individual learning needs and personal
situations for students
In class, a significant amount of time is spent,
especially at the beginning of the year building
classroom culture. Part of this is getting to know
students individually.
Regular communication with parents about the
ongoing progress of students in school.
Developing a relationship with parents with
students involved in the communication.
4 Professional Learning Tool
Influence on Student Learning Experience
In class students are engaged in material
because it is linked to their personal interests
(ie. Minecraft, Roblox, Skating, etc.)
Collaboration with teacher mentor and more
tailored differentiation in lessons.
Students build respect for one another and the
teacher. As a teacher, it helps me understand
students needs and classroom management
becomes less of an issue.
Communicating student needs with parents,
allows the parents to understand students needs
at home. Including students in the
conversations, allows them to have an element
of control in the conversation, and have a better
understanding of the conversation.
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

Post-class reflection. Reflecting on practices that Successful strategies are noted and continued.
work and do not.
Actively asking for feedback and addressing
feedback when it is given.
Actively seeking out new teaching methods and
effective ways to work (Learning to use Gimkit
within a classroom to improve a math learning
experience, including taking PD sessions on
using the program)
Continuing teacher PD through courses,
including SIVA.
Actively seeking out opportunities to observe
and collect resources from more experienced
teachers
Identify less successful aspects and search for
improvement in those areas.
Increased relevance and engagement in class,
improving student learning.
Learning continues to be engaging for students,
becomes easier to manage and allow for student
progression within the game.
Learning ways to approach students by seeing
what their needs are and giving them the needs
they need to regulate within a social or learning
setting.
Have found a number of ways to improve
classes, build new games and try specific
learning or instructional strategies.

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
Lesson planning around student needs and Adjust planning to make the most of time with
noting times when assistance is available. students and times when most needed.

Planning differentiation ahead of time and

incorporating universal design tools to the Students know what to expect in class everyday
lesson. and the learning fits each student the best it can.

Continually developing projects for wood and
metal shop that utilize a variety of skills,
including finance, sustainability and Math
curriculum.
Students have more options for activities in the
shop and there is more time spent on task in the
shop, as there is limited wait time. Students also
begin to see why the things they learn in core
subjects are important.

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
Scaffolding techniques, including modeling and
guided practice integrated in lessons.
Applying currency within the classroom with
Math.
Using technology in education by teaching
student elements of coding with Google Sheets
or other aspects
Influence on Student Learning Experience
Students learn in a more structured classroom
setting and students are less likely to be
overwhelmed when challenging material is
introduced.
Students learn to use relevant technology that
will help with everyday life and are, as a result
engaged with the activity.

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
Keeping notes of students compared to Lessons are reflective of students learning
outcomes for future planning. needs

Post-class discussion with teacher mentor, Student engagement increases and students
identifying students knowledge and skills and can show what they know by applying it to
what the student may need going forward. personally relevant ideas.

Creating assessments with options so students

can express their outcome in a way that makes
sense to them.

Using self assessments for part of student Students are able to personally reflect on the
grading in Woodworking. learning they have and take ownership of
projects and of learning in an industry setting,

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
Planning for differentiated activities within Students are learning at personally appropriate
lessons paces and closer to their zone of proximal
development through individually tailored
Using a relation classroom approach to establish activities.
expectations within a classroom and the culture
of the classroom. Students are a part of establishing expectations
and have personal responsibility to follow those
Greeting ecery student every day. expectations.

Greetings not only foster relationships but allows

a teacher to be aware of emotional challenges
students may have on a given day.

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

FNMI read alouds and lessons integrated in Students gain knowledge about FNMI culture
Language Arts and experiences through incorporation of
information within the ELA curriculum (IE. nouns
FNMI methods of survival and recreation utilized and verbs)
in a Sports Med Classroom.
Students appreciate history of the sports they
FNMI integrated in health class through diets, are interested in and can explore traditional
games and acknowledgemnt of history in FNMI ways of avoiding injuries in certain
Canada. climates.

Students engage with multiple sides of FNMI

culture and learn traditional dishes while
comparing to the Canada Food Guide. They
also learn unique ways First Nation people used
games for the development of skills and fun.
-Ultimately, students learn that FNMI is a big
word with a lot of different cultures and facets.

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

Maintains professional conduct and
confidentiality of student information
Learns and Follows the school conduct for
teachers.
Students can trust that when they make a
mistake they will not be berated or shamed in
any way, allowing for school to be a safe place.
Ensures all students are in a safe environment
and boundaries are not unintentionally crossed.

Faculty of Educaiton 11
 PLANNINGfor
Planning FORLearning
LEARNING- PSI
PSI
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:

Goal:

Planning for Learning - PSI

Related Resources/ Evidence of
Inquiry Question: TQS Strategies Support Required Success Timeline

In what ways can I 1.Esta I will test out -

tailor introductions blishing strategies that I will have the ability
and conclusions to Inclusiv other teachers to identiy strengths
both represent e find successul andweaknesses o
learner outcomes learning in my specific strategies
and maximize Environ introductions -
student mentsi. and
I willconclusion
implement IStudents
will have willthe take
ability
engagement? 3a. 4) and continue
introductions to choose
part in introduction
plans modiying
and conclusionsdi appropriate
and conclusion
and erent structures
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learning series o
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Goal: activitie successul
interest or 
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able tolook
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amiliarity
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Professionalstudents
Learning Tool
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 REFLECTING ON LEARNING PSI
Inquiry Question: n what ways can I tailor introductions and conclusions to both represent learner outcom

Implemented Introductions Understand timing of Not every lesson need an

and conclusions to all lessons
Lesson introductions and
conclusions are made to
reflect students interests
Introductions reflect students'
interests and relate to
improtant learning concepts
introduction an conclusions to
add to a lesson's appeal
Conclusions tying information
learned in a meaningful way
elaborate introduction or
conclusion to be engaging.
Simple and powerful is often
better (all types have their
place).
Inquiry and curiosity are good
to keep in mind for lesson
introductions

This goal significantly improved, most noticeably in introductions as students became instantly
curious and engaged at the beginning of lessons.
Classes would not start with "remember last class".
In every lesson strategies were used and by the end of the term conclusions were consistent
becasue of a better understanding of lesson timing.

Inquiry Question:

Faculty of Educaiton 13
 PLANNINGfor
Planning FORLearning
LEARNING- PSI
PSII
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:
How can I ensure 3(c) Implement - Students - Student
students are activities that - UC advising of knowledge will be
understanding the allow for strategies reflected on
material they are assessment of a - AB summative
being taught during variety of assessment assessment similar
class? different consortium to what is assessed
3 (c) learners
Implement a - Students in class
- Student
structured (Establish knowledge will be
method for expectations reflected on
engagement for with them) summative
classes. - TA with what assessment similar
they expect from to what is assessed
Goal: 3 (c) Use activities -a Gimkit
class -inStudent
class
Apply formative that can allow - Kahoot knowledge will be
assessment students to work - TA resources reflected on
techniques in at their own - Worksheets summative
lessons. pace and are - Classroom assessment similar
easy to assess observations to what is assessed
while in class. in class

Planning for Learning - PSI

Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:
How can I keep 1 Create relevant Teacher - students are
students on task activities within resources, engaged and
during the time given class to ensure Knowledge of involved in the
for class? there is a strong student interest. activities they are
level of doing, so they focus
engagement. on the task at hand
Develop a University - students are
classroom consultant, respectful when
culture where Teacher's others are speaking
students avoid established - students do not
disrupting other strategies and 'attack' one another
students' expectations, after mistakes are
Goal: learning
Implement Apply a
-University made
- Students will be
Keep students on structured Relational
Consultant, ready to engage
task and respectful activities that Classroom
-Established while class is
while in the consistently approach
learning starting
classroom to both remind students expectations -Will be able to talk
eachother and the when class/a with students. without being talked
teacher work period is - AB over while
beginning. assessment explaining in class.
14 Professional Learning Tool consortium
-recommendatio
ns of staff/other
 REFLECTING ON LEARNING PSII
Inquiry Question: How can I ensure students are understanding the material they are being taught durin

Embedding formative Finding and developing Random questioning

assessment in the classroom
to gain a general
understanding.
Student results on summative
assessment is in line with
formative feedback and
assessment
different methods of formative
assessment to use within a
classroom.
techniques worked really well
with a call a friend option. It
told students they need to pay
attention, but lowers the
stakes of possible
embarrassment.

I think I grew immensely in this area by the end of the term. planning activities throughout
lessons that require students to turn in work or increase stakes were often met with resistance
but proved to be affective.
I personally will want to increase lesson organization and timing to make the use of tools more
affective.

Inquiry Question: How can I keep students on task during the time given for class?

Used a variety of games and Enforcing learning I will want to develop a bank
strategies to gain attention. expectations within a class to of resources so I can avoid
ensure a strong learning creating to much material and
Used attention spans and culture is built. use time affectively.
technique changing activities
well to maintain attention. Need to build up my resource
repertoire to have more
Establishing learning quantity of engaging activities.
expectations ahead of time
lets students know cognitively
what is expected of them and I
ustilized this well.
Knowing a tool ahead of time can significantly increase the effectiveness of a tool. Rehearsal or
the second time doing something is usually much better than the first.

Faculty of Educaiton 15
 PLANNING FOR LEARNING PSIII
Pursue a mentorship between Grade
9s and 7s.
Student leadership in Grade 9

Inquiry Question:

What type of 3 Implement EMC2 Learning, Students will spend Implement

approach can help gamification as Other Teachers time on task during ed
students see the the primary Blooket activities and immediatl
engaging side of teaching tool in Google provide positive y, Span 4
Math? the class Classroom feedback on games months
Edpuzzle
Goal: 3,4 Utilize a variety Technology
EMC2 Learning Activities will vary 4 months
Develop an engaging of assessment Other teachers throughout the term,
math program that and instructional Student as seen in
utilizes a variety of strategies. Feedback classroom and
math learning tools lesson plans
and assessments

Inquiry Question:
How can involving 1,2,4 Organize Staff Students are Start
myself in activities for Administration choosing to be at looking for
extracurricular students interest Student interest events needs.
activities improve questions When asked, Implement
relationships with FNMI students feel results idea
students? representative of potential activity mid-octob
Goal: 1,2 Coach are fair choose to
Previous/current Students er
Start
Take part in the cross-country coaches engage in the immediate
organization and running Planning cross-country ly at
implementation of resources activities beginning
extracurricular Training Regular of year.
activities within the resources: conversations and Coach
school Training for knowledge of until end
running Jr. of season
physiology in october

16 Professional Learning Tool

 REFLECTING ON LEARNING PSIII
Inquiry Question: What type of approach can help students see the engaging side of Math?

Students are engaged in a
variety of assessments while
learning Math
Students time on task is
significant
A variety of assessments have
been implemented:
Worksheets, Games
Scenarios are engaging for
students in competition
Measuring timing of other
units and ensuring staying
with the progress.
Still looking to add more
assessment: Whiteboards,
etc.
End of game reward scenarios
can be difficult to manage -
Limiting available time for
these can be challenging.

Games were a huge hit in math class. students were engaged with learning math concepts and
due to a high level of engagement, classroom management was rarely an issue in math. It also
left time to teach students in small groups and share methods students could get excited about
discovering. Numerous times, students would get excited about learning an extra little secret or a
shortcut to complete a math concept.

Inquiry Question: How can involving myself in extracurricular activities improve relationships with studen

Coached Cross Country Looking for a new extra I will definitely want to involve
running: students who curricular to help in where myslelf in activities for student
participated on the team needed. passions outside of class. It
worked very well in class and helps develop strong
are very comfortable sharing relationships between
needs. students and their teachers.
Assisted organization of
Haunted House for halloween
week: got to know a large
group of different students,
Now know many students in
the school
I was able to continue to get involved in different activities in the school. This did improve
relationships with students and other staff in the school. In this case, I was able to get better
connected with the school and get to know students outside of just an academic context. It also
gave me an ability to get to know students I would not otherwise have the chance to work with.

Faculty of Educaiton 17
 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