Template 3.

A Professional Growth Plan Incorporating the STP Process

Annual Professional Growth Plan for: Tyler White

School Year: 2023-2024

Teaching Quality Standard or School Leader Competency (including Reference Number):

TQS 4 d: “Being aware of and facilitating responses to the emotional and mental health
needs of students.”
Goal #1: Strategies and Timelines:
My first goal is to know how to properly  Within the first couple weeks of
address the mental and emotional health needs practicum, I aim to have a solid
of students. knowledge of my students’ needs.
 Throughout my entire practicum, I will
consult with my TA to determine how
to meet her students’ emotional health
and mental health needs. Concurrently,
I will work on applying strategies to
meet these needs.
 By the end, I should feel confident (and
be competent) in my abilities to
properly address the emotional and
mental health needs of students.
Resources: Indicators of Success/Expected Outcomes:
 Teaching Profession Act  I will foster meaningful relationships
 Code of Professional Conduct with the students in my class so that
 School counsellor they know I care for them and their
 Various ATA resources (articles and success in the classroom.
frameworks surrounding inclusive  If a student comes to me with a concern
education) relating to their mental or emotional
 1-800-232-7208 health, I will be able to talk them
 The knowledge of my TA and other through their concern.
faculty members  I will be able to direct them to the
 Possible PD sessions related to proper figures who are best equipped to
inclusive education handle their situation, if necessary (and
know when this is necessary.
 I will have a strong idea of what my
students’ needs are and how to
encourage their self-efficacy.
 I will have a solid body of knowledge
of resources relevant to fostering an
inclusive classroom.

© 2006 The Alberta Teachers’ Association

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TQS #4 e: “recognizing and responding to specific learning needs of individual or small
groups of students and, when needed, collaborating with service providers and other
specialists to design and provide targeted and specialized supports to enable achievement of
the learning outcomes.”
Goal #2:
My second goal is to develop effective
strategies to help students with unique learning
needs achieve success in the classroom (and
also meet all students’ unique learning needs).
Resources:
 Teaching Profession Act
 Code of Professional Conduct
 School counsellor, EAs, and other
support staff
 Various ATA resources (articles and
frameworks surrounding inclusive
education)
 1-800-232-7208
 The knowledge of my TA and others
who work with these students.
 PD sessions/workshops related to
inclusive education (hopefully those
which focus on students with unique
learning needs)
 Parental collaboration
© 2006 The Alberta Teachers’ Association
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Strategies and Timelines:
 By the end of the first week, I aim to
have a strong profile of each student
and the obstacles they face in their
education, as well as their strengths.
 I will connect with my TA and parents
of students to come up with the best
teaching strategies for students who
have unique learning needs and will
work to implement these strategies.
 If there are any workshops related to
teaching students with unique learning
needs, I will make sure to go to those.
 By the end, I hope to have a solid
framework of steps to ensure the
success of students with unique
learning abilities.
Indicators of Success/Expected Outcomes:
 I will be able to adjust lessons and
assignments to meet the learning needs
of these students.
 I will know how to collaborate with
parents how to best help their children.
 I will know where to look for resources
that assist in teaching students with
unique learning needs.
 I will know how to collaborate with
support staff at the school to
appropriately and effectively allocate
resources to help these students.
 By the end, I aim to know what steps to
take to meet the needs of these students
so that I can apply my knowledge to
help my future students.
Reflections:

Based on my professional practice and my observations of student learning . . .

What should I do more of? What should I do less of?

Because Because

What new things could I do? What should I stop doing?

Because Because

© 2006 The Alberta Teachers’ Association

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