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 Influence on Student Learning Experience

1. Nov.6-10: Knowing students names, using
them in class, when talking to them, saying hi in
the halls.
1. Using students names contribute to a more
positive learning experience. Knowing
someone's name and having the ability to have
a meaningful conversation leads to a deeper
student teacher connection. If I am using names
to respond to questions or during teaching there
is a higher likely hood of students paying
attention. When they pay attention to
instructions they understand what is expected
of them and we will see higher engagement in
the activities. There could be some cases
where a student might not be interested in a
game or have had a bad experience with it
before and having a good relationship with that
student there is a better chance they will give it
another shot just because they trust you.

4 Professional Learning Tool

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
1. Nov.6- Dec. 14: Reflection During Practice
2. Nov. 20 - Nov 24: Changing Inquiry Question
Influence on Student Learning Experience
1. There are two blocks of classes I have for
each grade back to back. I can reflect on how
my instructions were taken by one class and
change it if I need to. This is good for the
students because I can continuously work on
my practice to best suit them. Making the
information/instructions as clear as possible.
2. We found that the kids were lacking in some
basic skills so after reflection we changed my
goal to better suit the needs of the kids and give
me something to focus on.
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
1. Nov. 27- Dec.1: Implementing Skill warmups 1. This is beneficial for student learning
that coincide with the main games because it allows them to put the practice and
personal help they need into play right away.
Having a natural progression has a better
feeling so kids know what is expected of them
that class.

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 Influence on Student Learning Experience
1. Nov. 27- Dec.1: Changing the vocabulary 1. It is important that my instruction is clear for
between grades to provide clear instruction every grade. Using terms or vocab that are
known by them will help increase engagement
2. Dec. 4 - Dec. 8: Grade 1 Locomotion Lesson, participation, and pleasure if they know how
Changing it after it was not working and what they need to do. even if it is a new
game clear instructions will help them
understand what they need to do.

2. During my lesson on the 6th, the kids were

having a tough time remembering what each
action was (6 different ones). So I stopped the
game and changed it to 3. This was to help
keep it more simple for the kids so they could
focus on the basic FMS and worry less about
the structure of the game. After changing it they
were more independent and could focus more
on the game.

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
1. Nov. 27- Dec.1: Trying to create effective
closures in PEW, to get a better understanding
of skills
2. Dec. 4 - Dec 8: Integrating formative
assessment
Influence on Student Learning Experience
1. By having an effective closure we can assess
the kids. This can be used in future lesson to
create differentiation of instructions or activity to
promote growth. Meeting them where they are
at and helping them up. We want to find a
happy medium that challenges them but not
enough to make them quit. Also we do not want
it to be too easy they will also get bored.

2. This week I tried to focus more attention on

completing formative assessments throughout
the lesson instead of just everything right at the
end. This set me up to see their skills at the
beginning middle and end so I could step in if
needed. This made it easier for me to see try
success and ability and progression through the
class.

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
1. Nov.20-24:Changing Movements in the relay 1. We have one student that had a cast and I
so all students were able to participate so I modified a part of the relay so they no
longer needed to use that body part. This is
beneficial because the student is still able to
actively participate safely without having to feel
left out. Since everyone was doing the same
movement there was no need for kids asking
why something different was happening.

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

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
1. Nov.20-24: Livingstone Range Mission
Statement: Livingstone Range School Division
inspires excellence through meaningful
relationships, innovation, and collaboration.
Influence on Student Learning Experience
1. Following the mission statement when
teaching in the school is important for students
learning because it creates a welcoming place
that invites students learning. When you build
meaningful relationships with students you gain
this sense of community. What I have noticed is
that the students are more likely to try
something with effort if you maintain good
relationships with them. This is important
because it allows the teacher to introduce new
games and activities that challenge the students
giving them new perspectives, which
encourages their growth physically and mentally.
Faculty of Educaiton 11
 PLANNINGfor
Planning FORLearning
LEARNING- PSI
PSI
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:
To what extent does Fosterin Get to know -Class lists - conversations Over the
the instructor's g Effecti kids: -Need - visual 5 weeks,
attitude about ve Rela Names relationships (engagement) continuously
lifelong active living tionship Hobbies with the
influence the s Likes/dislikes students
student's behavior
around physical Establis Understanding Understanding Visual Assessment
literacy and hing Inc different students needs of student
engagement with lusive abilities and Excess to participation
physical activities, in Environment
finding ways to
and out of the best support Ask students
school? the individuals,
Goal: Engagi Planning,
using theirbut Finding different participate in short, Short:day
My goal is to give ng in also reflecting
strengths and teaching medium and long Medium:w
students the Career-Long
on myL practice
building from methods to term planning, I can eek
competence and Learnin to seeweakness
their what connect with then compare what Long:
confidence to g works and what students. works what doesn't over the 5
participate in doesn't to continuously weeks
physical activity grow.

Planning for Learning - PSI

Related Resources/
Use personal
reflections to gauge
Evidence of
growth.
Inquiry Question: TQS Strategies Support Required Success Timeline

To what extent does Fosterin Get to know -Class lists -conversations Over the
explicitly teaching g Effecti kids: -Need - visual 5 weeks,
fundamental ve Rela Names relationships - through continuously
movement skills help tionship Hobbies with the assessments
increase the s Likes/dislikes students
physical literacy of
my students? Establis Understanding Understanding Visual Assessment Daily,
hing Inc different students needs of Student weekly
lusive abilities and Access to Participation
finding ways to
Environment adaptive games
support the to provide Engagement of
individuals everyone with previously picky
Goal: Engagi Effective
best, using Finding
the same different participate
students in short, Short: Dail
My goal is to help ng in Planning, but
their strengths teaching
opportunities medium, and long y/every
fine-tune the Career-Long
and L
also reflecting
building methods to term planning, I can lesson
foundations of Learnin on
frommytheir
practice connect with then compare what
physical literacy by g to see
weaknesswhat students. works and what Medium:
building confidence works and what doesn't to weekly
in fundamental doesn't continuously grow.
movement skills. Reflecting on Long:
12This will Learning
Professional be doneTool to lessons. Beginning
help kids get the and end
specific tools needed of the 5
 REFLECTING ON LEARNING PSI
Inquiry Question: To what extent does explicitly teaching fundamental movement skills help increase the

Realizing my first one was not
very realistic in the way of
finding tangible evidence that
I am moving towards my goal.
The progress of my new goal
has already started, I have
started planning for the
upcoming week taking a more
explicit approach to teach
skills before introducing a
game that involves those
skills.
I think this Is going to be a
more obtainable and
measurable goal. I will always
be thinking about it if it needs
to be tweaked so I can
provide the most beneficial
experience for my students

Being able to focus on specific skills, I have been able to see a little bit of improvement within
the k-3 grades on throwing, catching. I had a few lessons focused on locomotion and the
difference between their abilities from the first lesson I did to the last was a great thing to see.
Even within the single lesson I did near end focusing more on the fundamental skills of skipping,
galloping, hopping.

Inquiry Question:

I was able to help out and see I positive improvement of skills individually and within a game
situation. I think that shows a promising increase in physical literacy because they can multitask
while still maintaining proper form. The main strategies were just making sure the warmup,
game and the closure all had something to do with that skill. Trying to find ways to keep them
working on the skill even if they do not know they are. With a goal like this I would say I stayed
consistent to try and help the kids perform better with kicking, throwing and locomotor skills.
Faculty of Educaiton 13
 PLANNINGfor
Planning FORLearning
LEARNING- PSI
PSII
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Inquiry Question:

Goal:

Planning for Learning - PSI

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

Goal:

14 Professional Learning Tool

 REFLECTING ON LEARNING PSII
Inquiry Question:

Inquiry Question:

Faculty of Educaiton 15
 PLANNING FOR LEARNING PSIII

Inquiry Question:

Goal:

Inquiry Question:

Goal:

16 Professional Learning Tool

 REFLECTING ON LEARNING PSIII
Inquiry Question:

Inquiry Question:

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