PS II Professional Growth Plan

Name: Samantha Leriger

School: Bishop OByrne
Practicum Dates: March 9, 2015 April 23, 2015
Teacher Associates: Wendy Tsang and Janet McPhee
University Consultant: Sharon Pelech
1. Goal: To construct summative assessments which provide students with
a variety of different opportunities to present evidence of their learning.
(K.S.A. #5 & K.S.A. #9)
Rationale: Within the parameters of the courses I am teaching, students final
evaluations are determined by a final exam, unit exams, quizzes, labs, and other
activities. The final exams, unit exams, and quizzes are the same as others given
to the same classes within the science department. As this limits possible
differentiation in regards to written exams, I will have accommodate my students
different needs, strengths, and interests through a variety of open-ended
performance tasks, as to increase the validity of my assessments.
Strategies:

I will get to know my learners through a variety of formal and informal

methods, so that I am best able to differentiate activities and assignments.
I will speak with my TAs and other teachers in the science department about
possible assignments, activities, and performance tasks, and work with them
to develop new ones.
I will encourage students to reflect on their own learning needs, strengths,
and interests in order to facilitate metacognition.
I will co-construct criteria with my students to increase their ownership over
their own learning, and improve their understanding of expectations.

Indicators of Success:

Students will be able to choose from a number of possible methods of

showcasing evidence of their learning.
I will see a qualitative and quantitative increase in student engagement and
participation, as students will be able to personalize their assignments and
assessments.
I will keep track of assignments, activities, and performance tasks used, as
well as suggestions for any adjustments to be made for future assessments.
I will receive positive feedback from my TA to ensure my assignments and
performance tasks are connected to the Program of Studies and that my
assessments are fair and valid.

2. Goal: To include at least two formative assessment techniques in every

lesson and to develop at least one formative assessment that doubles as a
good instructional activity for every lesson. (K.S.A. #11 & K.S.A. #9)
Rationale: I believe formative assessment is essential to good learning as it provides
students with opportunities to take risks with their learning that they would likely be
disinclined to make during summative evaluations. Taking risks with challenging
material is one of the ways students effectively develop a more robust
understanding of various topics. By using these formative assessments, I would be
better able to guide student learning by adapting my teaching strategies to my
students needs. Thus, I will be able to make adjustments both during lessons and
afterwards. Incorporating assessments that double as instructional activities for
students will improve my understanding of how to effectively connect assessments
to the Program of Studies in order to improve the validity and accuracy of said
assessments.
Strategies;

I will familiarize myself with a variety of assessment techniques and tools

with an emphasis on formative assessment.
I will become comfortable using my TAs assessment techniques in class, and
will adapt these techniques at my discretion to match my own teaching style
and to meet the different needs of my students.
I will keep detailed charts chronicling what assessment techniques I used,
what went well, what did not work, as well as ideas for improvement,
including when exactly and how best to use these formative assessment
techniques in future lessons.
I will consistently seek feedback from my TA and my students to ensure that
my assessment strategies are both connected to classroom and school
expectations and the curricular outcomes.

Indicators of Success:

If formative assessments are done effectively, and I am able to adapt my

teaching strategies during the lesson, there should be positive student
feedback regarding engagement level and quality of learning.
I will be able to connect formative assessments back to the Program of
Studies and the Principles for Fair Student Assessment Practices for Education
in Canada which will show that the assessment techniques chose and utilized
are valid.
I will be able to see a quantitative or qualitative increase in successful
completion of various assessments of student learning over time.
I will receive positive feedback from my University Consultant and Teacher
Associate.

3. Goal: To develop strong working relationships with other staff members,

parents, and community members to best facilitate my own professional
development as well as my students learning. (K.S.A. #13 & K.S.A. #14)
Rationale: I believe that fostering a strong sense of community is beneficial to all.
Creating a safe space where all individuals can both contribute their own skills and
draw on the supports of others is an integral aspect of transcendent education.
Being invested in a students education, whether in ones capacity as a teacher,
coach, parent, administrator, or school staff member can be a very positive force. I
believe that this investment can and should extend further, to include ones school
and ones community. I believe staking responsibility in ones community further
amplifies ones sense of responsibility for their own individual actions as well, and
as such, is a positive transformative force for teachers personal and professional
development.
Strategies:

I will volunteer for at least three separate types of events where teachers,
students, parents, and other community members will be present. These may
include supervision, field trips, and other after-school or extracurricular
activities.
I will establish congenial working relationships with my colleagues and offer
them my assistance when needed.
I will build upon my relationships with my students to include their parents or
guardians, their coaches and instructors, etc. in order to establish a network
of individuals whose skills and services I can avail myself of on behalf of my
students and my own professional development.
I will advertise my interest and availability for a wide variety of projects or
events hosted by my school or the surrounding community or put on for their
benefit.

Indicators of Success:

Quantitative increase in my level of involvement in school and community

activities.
Being able to facilitate connections between students and teachers and other
individuals and services in the community in order to meet their specific
needs.
Greater access to resources contributing to my professional development.
Establishing myself as an engaged member of the school community.
I will receive positive feedback from my TAs, students, and other school and
community members.

PS II
Week
1

Goal #1
Within the first
few classes, I will
have each
student fill in a
written survey
about their
interests, their
favourite aspects
of school, what
they struggle
with in school,
and their
preferred
performance
tasks that I can
refer back to
throughout my
practicum.

Week
2

I will work with

students as a
class and
individually to
help students
develop a sense
of their academic

Goal #2
Familiarize
myself with the
Program of
Studies;
meeting with
my TA to
discuss their
expectations of
students and
learn about the
formative
assessment
techniques
they use in
class; use my
TAs
recommendatio
ns to
successfully
connect
assessment
strategies to
the Program of
Studies;
develop lesson
plans in
conjunction
with numerous
teaching
strategies to
best assess
both student
learning and
my own
teaching
effectiveness.
Assessing the
validity of
different
assessments
by referencing
the chart
Im keeping as

Goal #3
Introducing
myself to school
staff members;
getting to know
my students;
meeting my
students
parents,
caretakers,
coaches, etc.;
inquiring about
upcoming
events or
activities I could
become
involved with.

Notes
Goal 1: written survey
was a great tool to get
to know my students
better, and have a
written record of their
strengths, areas for
improvement, and
interests from each
students perspective.
Goal 2: Observing
other classes to see
how other teachers
incorporate formal and
informal formative
assessments.
Goal 1/2: Look over
unit plans from other
science teachers (note
structure, flow,
flexibility, and
differentiation).
Being able to copy and
paste sections of unit
plans into lesson
plans, then personalize
and adapt for
classroom
specifications and
specific groups of
learners.

Volunteering at
a variety of
school or
community
events.

Goal 2: Formative
assessments used:
thumbs up/down, fist
to five, entrance slips,
exit slips, post-it note
questions, professor
know it all.

strengths, areas
for improvement,
and interests

Week
3

Week
4

Together with my
students, we will
co-construct
criteria for
performance
tasks. We will
discuss curricular
outcomes and
expectations,
create rubrics,
and decide on
possible ways for
students to
demonstrate
their
understanding
and skills.
Reassess
performance
task criteria and
rubrics and
ensure that they
are effectively
facilitating
students
learning and
meeting Program
of Studies
requirement.

well as my
lesson plan
reflections;
incorporating
more
personalized
assessments to
accurately
determine
areas that need
improvement
for students
and myself.
Incorporating
feedback from
my TA and
University
Consultant;
continuing
forward with
assessment
methods that
are successful;
asking students
for feedback on
certain aspects
of lessons.

Established
methods and
strategies finetuned to
further improve
assessment
scope and
effectiveness;
increased
comfort with
program of
studies allows
me to tackle
more advanced

Goal 3: Parent teacher

interviews, staff
meetings, professional
development, extra
tutorial.

Establishing a
network of
connections
within my school
and the
community;
utilizing these
connections to
the best of my
ability in terms
of professional
development.

Strengthening
my network;
utilizing my
network to the
benefit of both
my students and
myself.

Goal 2: Chunk up
lessons by giving
students time to
review or answer an
overarching questions
(brain breaks in
content-heavy
classes).
Goal 1: Review
expectations with
students; assess
validity of evaluations
together.

Week
5

Embed formative
assessments into
larger
summative
assessments (to
different degrees
to differentiate
for students
individual needs)
to ensure
students are
meeting
curricular
outcomes; to
encourage
student
ownership over
their learning;
and adjust
teaching and
learning
strategies.

Reflection:

concepts and
assessment
techniques.
Putting all that
Ive learned
into practice
consistently;
developing a
diverse
portfolio of
formative
assessment
techniques, as
well as
knowledge of
when and how
to best use
these various
assessments.

Preserving my
network of
professional
connections as I
prepare to
transition into
the next stage
of my
professional
path.