Teacher Professional Growth Plan (and portfolio of progress)
Once upon a time...
My first experience being on the other side of the desk was when a friend of mine asked if I would run a comic workshop for her after-school program. I was not fully prepared for the amount of preparation that a teacher/facilitator/mentor would need. While I had all the surface preparation done: handouts, lesson plans with lectures, work periods, discussion and sharing time, I was unable to meet the needs of my 'students' as much as I had hoped because I had not established a deeper relationship with them and figured out how to break down and structure the activities so that I could personalize and maximize their learning. I was so familiar with what I do that I had to relearn the steps it took me to get where I am and invent appropriate scaffolding measures to pave the way for someone else who could not simply 'draw' at the drop of a hat.
And thus, my journey continues!
And thus, my journey continues!
What is a community? (Collaborative Video Reflection)
"As a teacher I've been learning --
You'll forgive me if I boast --
And I've now become an expert,
on the subject I like most:
Getting to know you."
--Anna, The King and I
With a new group of students every year, I wonder how much of an expert one can ever become on the subject of "getting to know you,"
especially when all of the 'you's involved, myself included, are in relationships that change over time, inside and outside the classroom.
You'll forgive me if I boast --
And I've now become an expert,
on the subject I like most:
Getting to know you."
--Anna, The King and I
With a new group of students every year, I wonder how much of an expert one can ever become on the subject of "getting to know you,"
especially when all of the 'you's involved, myself included, are in relationships that change over time, inside and outside the classroom.
PhArt (Phys. Ed + Fine Arts Integration Seminar Group)
A community of learners pulling together resources related to combining embodied practices full of passion, play and practice!
https://phart.wikispaces.com/
Why do we Play Games? (Interdisciplinary Unit Plan)
Judge-me-not: by my circumstance (Social Justice Website)
A website for teachers interested in bringing topics of social justice into the classroom.
judge-me-not.weebly.com
judge-me-not.weebly.com
Goals: January 2013 - April 2013
- Create assessment practices for learning and making thinking visible in the classroom
- Keep a portfolio of teaching, learning and assessment strategies that will allow me to create a meaningful relationship with and make flexible accommodations, modifications and adaptations to suit the specific needs of each student I may encounter.
- Pass all my required courses and graduate!
Strategies:
- Attend classes
- Continue attending Professional Development workshops sponsored by the ATA and ESA
- Seek advice from colleagues
- Collect resources
- Reflect on my findings
Teaching Quality Standard Reference (Related to Interim Certification):
School Act Appendix, Alberta Education, 2003
1. You understand that contextual variables affect teaching and learning. You know how to analyse many variables at one time and how to respond by making reasoned decisions about your teaching practice and students’ learning;
2. You understand the structure of the Alberta education system. You know the different roles in the system and how responsibilities and accountabilities are determined, communicated and enforced, including what is expected of you under the Certification of Teachers Regulation (A.R. 261/90 as amended) and the teacher evaluation policy of your school authority;
3. You understand the purposes of the Guide to Education and programs of study germane to the specialization or subject disciplines that you are prepared to teach. You know how to use these documents to inform and direct your planning, instruction and assessment of student progress;
4. You understand the subject disciplines you teach. You have completed a structured program of studies through which you acquired the knowledge, concepts, methodologies and assumptions in one or more areas of specialization or subject disciplines taught in Alberta schools;
5. You understand that all students can learn, albeit at different rates and in different ways. You know how to identify students’ different learning styles and when and how to engage other styles. You understand the need to respond to differences by creating multiple paths to learning for individuals and groups of students, including students with special learning needs;
6. You understand the purposes of short, medium and long-range planning. You know how to translate curriculum and desired outcomes into reasoned, meaningful and incrementally progressive learning opportunities for students. You also understand the need to vary your plans to accommodate individuals and groups of students;
7. You understand students’ needs for physical, social, cultural and psychological security. You know how to engage students in creating effective classroom routines. You know how and when to apply a variety of management strategies that are in keeping with the situation and that result in minimal disruptions to students’ learning;
8. You understand the importance of respecting students’ human dignity. You know how to establish, with different students, professional relationships that are characterized by mutual respect, trust and harmony;
9. You understand that there are many approaches to teaching and learning. You know a broad range of instructional strategies appropriate to your area of specialization and the subject discipline that you teach. You also know which strategies are appropriate to help different students achieve different outcomes;
10. You understand the functions of traditional and electronic teaching/learning technologies. You know how to use these technologies and how to engage students in using these technologies to present and deliver content, communicate effectively with others, find and secure information, research, word process, manage information and keep records;
11. You understand the purposes of student assessment. You know how to assess the range of learning objectives by selecting and developing a variety of classroom and large-scale assessment techniques and instruments. You know how to analyse the results of classroom and large-scale assessment instruments, including provincial assessment instruments, and how to use the results to benefit students;
12. You understand the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning. You know how to develop and implement strategies that create and enhance partnerships among teachers, parents and students;
13. You understand that student learning is enhanced by using home and community resources. You know how to identify resources relevant to teaching and learning objectives and how to incorporate these resources into your teaching and into students’ learning;
14. You understand the importance of contributing, independently and collegially, to the quality of your school. You know the strategies whereby you can, independently and collegially, enhance and maintain the quality of your school to the benefit of students, parents, the community and colleagues;
15. You understand the importance of career-long learning. You know how to assess your own teaching and how to work with others responsible for supervising and evaluating teachers. You know how to use the findings of assessments, supervision and evaluations to select, develop and implement your own professional development activities;
16. You understand the importance of developing a personal, overall vision of the purpose of teaching and using it to guide your actions. You are able to communicate your vision, including how it has changed as a result of new knowledge, understanding and experience; and
17. You understand that you are expected to achieve the Teaching Quality Standard.