Tqsreflections-Shanehawke Docx 1

Teaching Quality Standard (Interim Certification)
Self-Reflection and Planning Template
The Teaching Quality Standard is the job description for teachers in

Alberta. It will serve as a central part of our professional dialogue through
the year. Its very important to understand and work within this job
description. It may also be helpful in the preparation of your Teacher
Professional Growth Plan and invaluable in developing your portfolio.
The following descriptors are part of Ministerial Order #016/97, Section (2)
Descriptors of Knowledge, Skills, and Attributes Related to Interim
Certification. For each of the following, read the appropriate descriptor in the
Teaching Quality Standard, think about the way you work and the things that
you do, and make a few notes on what you do well. Reflect on what that
means with respect to your professional growth. Its best to give examples
from your present work, and as recently as possible.
KSA #1: You understand that contextual variables affect teaching and learning. You know how to
analyze many variables at one time and how to respond by making reasoned decisions about your
teaching practice and students learning;
What have I done to demonstrate I meet this descriptor?
After each lesson I teach I take a minute to reflect on how the lesson went. As a new and inexperienced
teacher each day is a new adventure and each method of delivering content has unexpected results.
Throughout my reflections I have found certain patterns that seem to continue to arise with each class.
Ive found that my grade 9 students really need individual roles and differentiated tasks among them to
be successful. This has also helped them stay on task. My grade 11s require that I put my notes on the
smartboard so they can follow along, to assist with this method I have found that the students need a
little prodding to sit in a spot in the classroom that will help them stay on task and view the board such
as sitting closer to the front of the room. I teach the grade 7s at the end of the day right after they have
gym, then a flex block, a break and then they see me in Science. By the time they come to me they are
energetic and ready for the day to be over. I have to take extra care to keep them engaged and on task.
One method that I have found to combat this variable is giving them the notes beforehand with blanks
in them so as we go through the notes they can follow along and fill in the blanks without feeling like
they are behind and this gives us more time to do hands on activities and practice questions. At that
point of the day it is painfully obvious the last thing they want to do is sit in their desk for 40 min and
listen to a lecture so I dont do that.
What artifact illustrates this?
Personal Lesson Reflections
The students have a tendency to want to get out of their desks and move around the room so in the
future I will plan activities to get them moving. The challenge that can come from this is keeping them
on task. To prevent that may be to dictate who works with who and where.
Ever since (the two students) starting sitting in the front of the room they have definitely paid more
attention and had more to contribute to the discussion.
These students need to feel important individually and the specialized roles that Ive given them has
done that, the new problem is keeping them from distracting one another once they feel they are done.
My new goal is to have them take pride in their work and to not just do the bare minimum.
KSA #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;
KSA #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;
Throughout the program of studies there are different types of outcomes. In the science
curriculum there are knowledge outcomes and there are science outcomes. Often the
misconception that science is a bunch of regurgitation of facts would not fulfill the needs of
the program of study outlined by Alberta Education. Throughout my planning I have found
ways to incorporate these skills through activities and labs that students have completed. This
helps me to see their progress in not just the knowledge covered throughout the class but also
the skills they have developed through the course. Not all students can learn through lecture
and not all topics can be taught effectively in the same manner. These skills outcomes have
helped me to be more creative in my planning which in turn alters my instruction and gives me
a wider view of the capabilities of each student as we move through our unit of study.
Unit Plan- Science 7: Interactions and Ecosystems

Sept. 16
10 Reduce/
Reuse/
Recycle
Discussion/
Diary
Summative
BLM 1-6
1.4k, 1.3s,
1.2s, 1.1s
1.4k- Describe the relationships among knowledge, decisions and actions in maintaining
life-supporting environments
1.1s- Ask questions about the relationships between and among observable variables, and
plan investigations to address those questions
1.2s- Conduct investigations into the relationships between and among observations, and
gather and record qualitative and quantitative data
1.3s- Analyze qualitative and quantitative data, and develop and assess possible
explanations
Students will keep a week long diary of the items that they throw in the trash and what they
recycle using a table and making a mark under the correct column every time they throw
garbage away or every time they recycle it. Students will reflect on the impact of each method
of disposal and how it will affect the environment. Students will create a plan on how they
can reduce, re-use, and recycle more in their own home based on the information they
collected on their table.
KSA #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;
Part of the CTF curriculum is to connect the other subjects taught to the challenge that you have
created. The challenge that I have created and my students are working through is about oil spills. We
have learned and conducted research on how we use our oil and how important it is to our society
today. This is a connection to current events. We then looked at the oil spill that occurred in the Gulf of
Mexico in 2010 and how it affected the environment which gets us into the outdoor education program.
Lastly we look at the properties of this oil and weve worked through the scientific method to create
our own experiments for developing a new method of removing oil from water to help the
environment. This brings in the science program of studies all while fulfilling the full curriculum of the
CTF program of studies.
Oil Spill Mini Challenge program
Social Studies 9: Issues for Canadians: Economic Systems in Canada and the United States
9.2.2 appreciate the relationship between consumerism and quality of life
Science 9: Unit C: Environmental Chemistry
1. Investigate and describe, in general terms, the role of different substances in the environment in
supporting or harming humans and other living things
CTF: I demonstrate environmental stewardship associated with occupational areas
KSA #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;
I had the opportunity to attend a Professional Development session about the importance of
taking a break for students to refocus. Throughout the presentation I really thought about my
students and how this could help them to refocus and optimize learning. They gave us some
really good ideas and strategies to use with the students. Throughout the course of the last
week I chose to utilize these strategies in my own classroom. With my Biology 20 students I
had them try to pick a folded piece of paper ground using their mouth but only their feet can
touch the ground. It was a fun activity and they had a good time stretching and trying to
achieve their goal. Afterwards the class focus was surprising better than before the activity.
There are students that will benefit more than others from this strategy. Ive also used visual
and audio methods to help students that find these methods better to assist in their learning. I
used a science music video that another teacher created making a rap about glycolysis. The
students found this amusing but they enjoyed the video and it helped a few gain motivation
and interest into the content. I have found that using only one of the methods are only helpful
to a few students so I have developed my lessons to incorporate many different methods to
accommodate the learning of all the students.
http://www.sciencemusicvideos.com/?s=glycolysis
Paper Game- Students must pick up a piece of paper folded over hamburger style using their
mouth but only their feet can touch the ground. Any students who can complete this task will
receive a lifesaver.
https://www.youtube.com/watch?v=sQK3Yr4Sc_k
KSA #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;
KSA #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;
My Science 7 class is a fun bunch. At the beginning of the year they had a hard time focusing
and getting ready for the day. I learned the importance of having a schedule and letting the
students know the schedule beforehand. Routine has helped me get to know these students
better and they got to know me better. It has come to the point where all of the students feel
comfortable enough to answer questions and make comments during discussion. A couple of
strategies that I have employed was simply having the agenda of our class on the board. This
helped students know what they need before the class has started. We had a problem in this
class of showing up late for class so to encourage students to come to class on time late I put a
picture of a sports jersey of a national team and the students have to guess which country it is
from. They have to be in their desk and no callouts are accepted. When this game is over they
are in their desk and ready to go with our science. I also like to have fun with my students and
often reward them with a game or an activity. This week they asked me to do the mannequin
challenge with them. The mannequin challenge is an internet trend where the group has to
stand completely still in funny positions. They were really good in class and everyone was
participating so we did it. They moved a bit but it was fun for me and fun for them. They now
know that even on days with bookwork we can have fun in class and they can be themselves.
KSA #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;
As students come in I have shown interest in the students lives and the comments that they make. I
have started playing a game with my Grade 9 class. every day they try to guess what song I am
humming in the morning. The class is small but over the past week our classroom has become a very
enjoyable place for the students and they have really opened up. They know what to do every day when
they walk in. I feel it is very important for the students to be able to joke with the teacher and vice
versa. Students can tell when these jokes or funny moments are not genuine so I feel it is crucial to
make sure that each class has their own running joke or funny moment at no one elses expense. These
ongoing inside jokes have created a sense of comradery in my classes. In Biology we try to relate
everything we have learned about to turtles and the students really enjoy it. I do need to make sure I
dont become too familiar and that this isnt just a honeymoon stage thatll end when the students
become too comfortable with me as a teacher.
Observation from Mr. Wayne Tate
The student guesses at what the teacher is humming. They have a friendly exchange and the teacher
extends conversation to include what the student did last night
The student speaks enthusiastically about Pokmon Go. The teacher shows friendly interest.
KSA #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;
There is diversity in every classroom. Every student has a preferential learning style and most
will let you know how they learn best. My Biology 20 class is a perfect example of this. Most
of the class loves when I prepare a presentation with the notes that they need on it. They often
tell me how much they dont like when I have them read from the textbook and find the
answers on their own but I know there is a time and a subject that we are learning about where
it is better for them to find the answers on their own. Another example is with my grade 7
science class where we are currently learning about structures and forces. Over the past week
the students have been building their own bridge using glue and popsicle sticks and next week
well be testing the strength of their bridges. They were given a bit of background information
but most of the notes will be done once their bridges are complete so they can reflect and
relate what they learn to a personal experience from class. In science the classes can be very
note heavy but if students cannot connect their learning to something real it is hard for them to
find motivation to learn more so I have employed different strategies to make the learning
more hands on and interesting for the students. Whether it is a song, a video, a project, or a
lab. Not all students will enjoy each strategy and some will be happy to let you know they
dont like it but it is important that they are all challenged and that those students who learn
better with the other strategies have the opportunity to shine as well.
KSA #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
Throughout my Biology 20 class we often change up the mode of delivering the notes and content.
Usually I prepare a slide show for the students to follow as they complete their notes for the section
that we work on but every once in a while I make them read through the textbook as a class. They dont
enjoy it that much and I recognize that so we dont do it very often but I realize these students need to
gain the skills of doing the groundwork and finding the information for themselves. They will be
required to read through the textbook once they reach the Post-secondary level. There wont always be
a textbook with the information laid out for them though so we did a research project on the
effectiveness and concerns of genetically modified crops. Each group had to conduct some research on
genetically modified crops and present their findings to the rest of the class. Every group did an
impressive PowerPoint presentation and had multiple resources and references to support their research
on the matter. Through their group collaborative work and communication they were able to use the
information that they found and state their educated opinion on the matter which is very applicable to
the area they reside in.
Student Presentation
http://shanehawke.weebly.com/ksa-evidence.html
KSA #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 analyze the results of classroom and large-scale
assessment instruments, including provincial assessment instruments, and how to use the results to
benefit students;
KSA #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;
KSA #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;
KSA #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;
The school put on an assembly and school run to celebrate the accomplishment and
contributions of Terry Fox. I had the opportunity to go out with the school and complete the
run as well. This allowed me to interact with many different students in the school that I dont
normally see because I dont teach them in my classroom. My example showed the students
the need for us to be a part of the community and to remember heroes like Terry Fox. With the
Terry Fox run we had students involve their families and communities with raising funds.
Students should never forget that they are a part of the community and the community should
not forget the students that will one day be the contributing parts of the community.
Observation from Wayne Tate

The teacher and the students have been out of the class participating in the annual Terry Fox
run
KSA #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;
KSA #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
Throughout this week we have talked a lot about the new high school redesign. Throughout
the conversations that I have participated in we have put the emphasis on how we teach the
kids not the tests. I had the opportunity to attend PD sessions on this very topic and it has
reinforced my philosophy that every student has the capability and the right to be successful.
This can come in many different forms but for students to realize this they need the
opportunities to be there for them to excel. This has also solidified the importance of
differentiation for the students during lessons and with assignments. Differentiation is not just
modifying the content for the students that may be more academically successful or challenged
but it is also presenting the material in different ways or giving them opportunities to
experience something new. Examples of this is different CTS and CTF challenges and having
students explore their interests in a mode that works best for them. Ive found that it can be
very chaotic but worth the risks.
CTF plans and assignments.

Students made presentations on their travel destinations and were encouraged to show what
they were excited about in a way that worked best for them. They tie this challenge into future
finance and budgeting. We have a special guest coming to talk to them about opportunities that
can come from such a challenge.
KSA #17: You understand that you are expected to achieve the Teaching Quality Standard.

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Teaching Quality Standard (Interim Certification)

Self-Reflection and Planning Template

The Teaching Quality Standard is the job description for teachers in

Unit Plan- Science 7: Interactions and Ecosystems

collected on their table.

Observation from Wayne Tate

CTF plans and assignments.

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