Evidence (250 Character
Date PGP Target
Example:
1.4 a commitment to
service and the capacity
15 Aug 2016
to be reflective, lifelong
learners and inquirers.
1.1 - the ability to maintain
respectful, mutually
supportive and equitable
27 Sept 2017
professional relationships
with learners, colleagues,
families and communities;
2.4 ability to use
technologies readily,
03 Oct 2017
strategically and
appropriately
Other In-Class
1.2 ethical behaviour and
Instruction (Small there are four I.S. students- three of
the ability to work in a
04 Oct 2017 group, one-on- whom are “at risk”. During this class I
collaborative manner for
the good of all learners;
teaching etc.) with these kids to help maintain flow
2.3 knowledge of First
Nations, Metis and Inuit
Culture and History (e.g.,
28 Nov 2017
Treaties, Residential
School, Scrip, and
Worldview);
2.1 knowledge of
Canadian History,
08 Nov 2017 especially in reference to
Saskatchewan and
Western Canada;
1.3 a commitment to
social justice and the
capacity to nurture an
29 Nov 2017 inclusive and equitable
environment for the
empowerment of all
learners; and
1.4 a commitment to
service and the capacity
21 Nov 2017
to be reflective, lifelong
learners and inquirers.
27 Oct 2017
(PD) & 2.6 ability to strive for/
Throughout pursue new knowledge
Nov 2017
2.2 proficiency in the
Throughout
Language of Instruction;
2.5 knowledge of a
Other In-Class
number of subjects taught
Instruction (Small
in Saskatchewan schools
Throughout group, one-on-
(disciplinary/
one, co-
interdisciplinary
teaching etc.)
knowledge); and
1.1 - the ability to maintain
respectful, mutually
supportive and equitable
30 Jan 2018
professional relationships
with learners, colleagues,
families and communities;
2.5 knowledge of a
number of subjects taught
in Saskatchewan schools
31 Jan 2018
(disciplinary/
interdisciplinary
knowledge); and
4.2 the ability to
incorporate First Nations,
Metis, and Inuit
31 Jan 2018
knowledge, content and
perspective into all
teaching areas
2.6 ability to strive for/
06 Feb 2018
pursue new knowledge
3.1 the ability to utilize
meaningful, equitable and
07 Feb 2018 holistic approaches to
assessment and
evaluation; and
2.3 knowledge of First
Nations, Metis and Inuit
Culture and History (e.g.,
Feb 13 & 14
Treaties, Residential
School, Scrip, and
Worldview);
1.3 a commitment to
social justice and the
capacity to nurture an
Mar 20 inclusive and equitable
environment for the
empowerment of all
learners; and
2.5 knowledge of a
number of subjects taught
in Saskatchewan schools
27 Feb 2018 Formal Lesson
(disciplinary/
interdisciplinary
knowledge); and
3.1 the ability to utilize
meaningful, equitable and
Professional
13 Feb 2018 holistic approaches to
Coversation
assessment and
evaluation; and
3.2 the ability to use a
wide variety of responsive
instructional strategies
and methodologies to
accommodate learning
21 Mar 2018 Formal Lesson
styles of individual
learners and support their
growth as social,
intellectual, physical and
spiritual beings.
4.1 knowledge of
Saskatchewan curriculum
and policy documents
and applies this
understanding to plan
throughout lessons, units of study and Formal Lessons
year plans using
curriculum outcomes as
outlined by the
Saskatchewan Ministry of
Education;
4.2 the ability to
incorporate First Nations,
Metis, and Inuit
06 Mar 2018
knowledge, content and
perspective into all
teaching areas
4.3 the capacity to
engage in program
planning to shape ‘lived
curriculum’ that brings
learner needs, subject
March 27 & 28 matter, and contextual
variables together in
developmentally
appropriate, culturally
responsive and
meaningful ways
2.6 ability to strive for/
throughout
pursue new knowledge
2.2 proficiency in the
throughout
Language of Instruction;
Context
Max.)
In conversations with my cooperating teach in the spring, she described
the importance on effective assessment and evaluation practices. She also
told me that this is an area of focus for the school division and encouraged
Attended a professional development
Professional me to learn as much as I can in this area. When I emailed her to tell that I
inservice focused on assessment and
Development attended this inservice, she was quite impressed that I took her advice to
evaluation.
heart. She asked me about what I had learned and challenged me to
incorporate this learning in my practice.
and asked how comfortable I would be with small group/one-to-one work
Spoke with partner teacher about
how her classroom runs, which
Professional
students may require hands-on help,
Coversation
and what I can practically do to help
and learn from her.
thankful for my help. She encouraged me always to ask any questions that
My partner teacher and I took time
during her prep period to review
Professional Maplewood- the school wide system
Coversation for attendance, library bookings, etc- We discussed when, why, and how often Maplewood (online system for all
and for her to teach me how to use
the photocopier
I was able to help both my partner
teacher and the E.A. in one class as
one, co- have been working in small groups
and order in the class.
I created and taught a formal lesson
plan that required grade 10 students
to debate, view, and learn about the
Oka Crisis of 1990. The lesson(s)
required the students to analyze
Formal Lesson
photos from the standoff, watch
news clips about the Crisis, and to
reflect on their thoughts regarding
stereotypes/equity surrounding FNIM
groups in our society.
While in a History30 classroom I was
able to help the students narrow the The history teacher in the classroom encouraged me to circulate the
focus of their research project on the classroom and help where I could. He explained that he prefers to allow
Other In-Class Canadian provinces. Groups of
Instruction (Small students were expected to present
group, one-on- comprehensive histories of the
one, co- province assigned to them and offer teacher said was a valuable resource for his students. I was not able to
teaching etc.) interesting facts regarding the area. I return to the class to see their presentations later the next week, however
was able to help students steer their was told by the teacher that my input into their research offered them a
research questions towards historical new perspective.
events of their provinces.
Following my formal lessons on social
justice surrounding the Oka Crisis (on
November 28th), I wrapped up our
discussions and thoughts about social
justice that had been cut somewhat
Formal Lesson
short during the previous lesson. I was
able to introduce a research
assignment that had the students
researching topics of social tension in
which they were interested.
I recently had a discussion with my
partner teacher about my student
teaching evaluation and what I can
always be working on. While I have
increased my proficiency in several
areas, we are always working on
Professional
developing our application of
Coversation
instructional strategies, differentiation,
and inclusion. In reflecting upon what
I have learned so far, I felt inspired to
continue to increase my proficiency
in my professional abilities as a
classroom teacher.
My ability to pursue new knowledge
has been demonstrated several times
Professional throughout my journey as a teacher
Development & candidate so far through PD’s and
Professional through conversations with in-school
Conversation professionals regarding curriculum,
administration processes, and wisdom
from teachers.
I continue to regularly ask in-school
professionals as well as professors at
the college of Ed about acronyms,
Professional processes, formalities, etc.
Coversation Throughout the course of the term I
have expanded my knowledge on
the terminology often frequented by
educational professionals.
Throughout my time at my partner The teachers at my partner school have encouraged me to float around
school I was able to sit in on several the school to experience as many different classrooms and subject areas
classes to view the ways in which as possible. They have given me insight on the realities that often occur in
different teachers teach the different your first years as a teacher- in that you will most likely have to teach a
subjects that are offered in a subject in which you are unfamiliar at some point- and have pushed me to
secondary setting. experience as many classrooms as I can while I am able.
The staff at this Catholic elementary
school are welcoming, friendly, and
Professional
willing to engage us TC’s in
Development
conversation. It was an encouraging
environment to enter in to.
After watching my partner teacher
teach a variety of subjects (as they
teach most at the elementary level)
and conferring with the other TC in my
Formal Lesson
placement, I am surprised that
secondary TC’s are not required or
given opportunity to train in methods
for any but 2 teaching areas.
Upon touring the school in more
depth on day 2 of placement I was
shown one of the school’s new
commons area which has been set
up as a FNIM dedicated space. With
Extra-Curricular storytelling puppets, medicine wheel
rug, and more FNIM related resources
available for students, this space
demonstrates a commitment to
creating more wholistic
environments.
On this day of placement my partner
teacher and the other TC in my
classroom were absent due to illness.
Professional
Working with a substitute teacher this
Development
day allowed me to jump in to
teaching more readily and suddenly
than I had anticipated.
Today I was able to step in and teach
my first lesson in Physical Education
to the grade 1/2 split class with the
release teacher. Being present in
teaching a gym lesson to these
Formal Lesson
students allowed me to see a holistic
and equitable approaches in a new
light as students are somewhat
removed from the traditional
academic environment in gym class.
This week specifically I had prepared
and was able to teach 2 lessons on
back to back days relating to First
nations historical content. These
lessons focused on First Nations family
Formal Lesson
roles, and the ways in which
Indigenous populations used
resources from the land. These
lessons pulled from curriculum mainly
in social studies.
Throughout the course of the term I
was able to observe several EAL
students with limited english abilities
Other In-Class
be integrated into the classroom. Kris
Instruction
(moved from China in early March)
(Small group,
and Prahbleen (moved from India a
one-on-one,
month or two ago) were both recent
co-teaching
additions to my class room and I was
etc.)
able to watch them be integrated as
they grapple with culture shock and
a somewhat foreign language.
The planning and teaching of the
lesson on this day (and consecutive emphasized the importance of viewing students in light of a different
days as well) gave me my first
experience in teaching math.
Actually, this was my first experience subject areas may struggle with math, and how students who struggle with
exploring math related instruction
and curricula at all.
This term I was able to learn about the
different forms of evaluation and
assessment that are commonplace in
elementary settings. Gaining
experience with benchmarking,
portfolios, reading testing, etc has
broadened my understanding of
equitable assessment.
On this day I was able to teach for a
full quarter day consecutively,
allowing me to experience the
challenge of refocusing students after
lunch, teaching multiple back to
back lessons in different subject
areas, classroom management, and
transitions.
Throughout the term in my placement
and as requirements for university
courses I have been required to draw
on Saskatchewan curriculum to
develop extensive lesson and unit
plans. The mixture of secondary focus
in my university classes and the
elementary focus in my placement
allowed me to dabble in curricula
from many different levels and areas.
I was able to incorporate FNIM
content and perspectives into several
teaching areas and observed usages
Other In-Class of school space to emphasize and
Instruction incorporate these same perspectives.
(Small group, My art lesson on March 6th
one-on-one, incorporated indigenous
co-teaching perspectives and values. The
etc.) commons space in this term’s
placement school incorporated
tenets of Indigenous worldview as it
acts as a sacred space for students.
I have been learning about the
importance of and practicing
Other In-Class recognizing individual and cultural
Instruction differences within my class/school
(Small group, populations. Becoming aware of
one-on-one, these differing backgrounds, home
co-teaching environments, and cultural values has
etc.) helped me in practicing responsive
and flexible instructional methods in
my teaching thus far.
The knowledge I have gained in this
past term in my elementary
placement is immeasurable, however
Other In-Class
one of the most important veins of
Instruction
new knowledge is in regards to
(Small group,
cultural diversity and immersion in the
one-on-one,
classroom. I have learned so much
co-teaching
about cultural diversity within a
etc.)
classroom setting from this class that
is made up mostly of new-Canadians,
immigrants, and non-white students.
As this was my first experience in an
elementary setting I was shocked to
see how different all of the
terminology and basic structures
operated in contrast to secondary
Professional
scenarios. Adapting my initial
Coversation
reactions and habits of speech to be
more appropriate for a grade 1/2
level also took considerately more
conscious effort initially than I had
anticipated.
Analysis/Next Steps/Plan for Growth (1000 Plan for Growth
Summary of Teacher Feedback (1000 Character Max.) Date Achieved
Character Max.) Revisited
During the inservice, the facilitator focused a lot on Authentic
Assessment. I really like the idea that assessment and
evaluation should be real for the students and have an impact
on their lives. I know that I personally am way more enaged in
an assignment when it means something to me, and my Still in progress 20 Oct 2016
students will be no different. I would like to learn more about
this and talk with my cooperating teacher about ways to do this
in my class.
My partner teacher told me about the general happenings in her
In the first few classes with my partner teacher I was able to put
classroom and how I would practically fit into that equation. She outlined
these suggested tactics into practice and work on a small
several students who have been flagged for regular behavioural issues
group and one-to-one basis with several students. I really
enjoyed this more focused form of connecting with the
with these “at-risk” students. Aside from these specific cases in which she
students. It helped me to challenge myself to present and
said she would greatly appreciate my hands-on help, she told me that I
explain information in a way that makes sense. I would like to
can help supervise, answer homework questions, and integrate instruction
put this into practice more as I learn how to better foster Still in Progress
in front of the whole class as I felt more comfortable with the students. She
learning with these “at-risk” students. I think its imperative that,
told me that her period 3 class is particularly difficult to manage as there
as a teacher, I try my very best to impart a love of learning to
are four “at-risk”. In that particular class she shared that covering course
the students I work with. This is what I would love to focus on in
content becomes more challenging, as much of her attention is given to
my next weeks as I explore the dynamics of the classroom. This
managing the classroom. For this period specifically she said she will be
will help me grow professionally in my abilities to translate
curriculum content in relatable and understandable ways.
may arise.
While this technology is probably easy to use once it is
My partner teacher took the time to demonstrate how the school-wide
commonplace, the systems would require me to do some
systems for attendance, marks, library bookings, etc works. She also took
learning. I do think that this crucial to have a staff who are all
me to the photocopy room to demonstrate the photocopier (although it is
on the same page. And being able to complete tasks such as
quite confusing the first few times I am sure I will soon get the hang of it).
library bookings and attendance online will make it much easier Still in Progress
to be in communication with administration as well. I am
school staff) is used. She said that the administration staff is reminding
confident that I will be able to quickly catch on to whatever
teachers to complete attendance every period, but this online system
program is in place at the schools I will be placed at in the
makes it easy.
future.
Having the opportunity to present course material in
My partner teacher has shared with me that she often grows frustrated in differentiated and specified ways to some of these students has
trying to maintain the focus and progress of the whole class while a allowed me to broaden my previous concepts of the huge help
handful of students are continually disruptive. While she does have an E.A. that E.A.’s are in the classroom. These experiences have also
for this particular class it just doesn’t seem to be enough adult authority in really helped me to expand my concepts of what
the room to always keep them on track. She has told me already several differentiated instruction looks like in a practical setting. It is still in progress
times how thankful she is for my help in this class as I have been working in more difficult than I assumed it would be to reach some
small groups with several of the disruptive students. Her feedback thus far students who don’t want to be reached. I think it will be both
has been positive regarding both my interactions with and instruction to challenging and rewarding over the course of my career to try
these students. to think of creative ways to connect with and reach these
students.
What has become evident to me throughout the course of this
My partner teacher was pleased with the overall organization and material
formal lesson and incorporation of FNIM knowledge is the
offered in my lesson on the Oka Crisis. I too was pleased with what I
importance of making this information relevant to students who
learned during my research on the events. Offering this lesson to two
are living in present day society. While I definitely do not
different grade 10 classes allowed me to share some valuable FNIM
consider myself an expert in any sort of FNIM knowledge, I
content through a number of medias (photo analysis, critically viewing a
recognize that I will have to work hard in my own research in still in progress
news clip, and through personal reflection). The class discussed the biases
order to incorporate such content into my courses. In
and stereotypes that are inherent in a crisis such as this which involved
combination with seeking further understanding myself, I aim to
FNIM peoples posed against military and police services. While the content
expand my relationships and connections with FNIM experts in
was based in the past, the lesson focused largely on the applications of
order to more fully incorporate this FNIM knowledge into my
these analyses to present day social justice issues.
future classes and lessons.
After hearing some of the limited knowledge that these grade
twelve students had regarding our own country I am more glad
than I previously had been that history30 is a mandatory class
for graduation. Having the opportunity to glimpse the
the students to focus on their respective provinces in more of an inquiry information touched on in this Canadian history course has
style of research as opposed to giving them a set list of research topics. This allowed me to realize the importance of teaching Canadian
allowed me to offer suggestions regarding areas of research, which my history to our students. Not only will I strive to effectively curate still in progress
curiosity in my students about our country’s history, but I would
like to learn more creative ways to incorporate Canadian
history into other courses as well. I also think consideration of the
histories of countries from which EAL students come would be
an insightful topic that I could offer in future inquiry-based
studies with my students.
While I do feel immensely pleased with the level of
My partner teacher appreciated my willingness to offer a sense of
engagement my students demonstrated this past week in their
completion to my lesson from the following day, as several of the students
research on social justice issues, I know that my work in creating
were very engaged in the photo analysis and discussions on social justice
socially engaged citizens is never finished. I want to be able to
in Saskatoon. We discussed how the research assignment on social tension
offer relevant content and inquiry opportunities to my future
would activate the issues we discussed in class and allow the students to still in progress
students that gets them excited to be engaged. I feel
dig deeper into issues they are passionate about. In getting the ball rolling
especially passionate about this aspect of teaching the next
in their research on these social justice issues we noticed that several of
generation of society. Imparting a zeal for social justice to my
them were engrossed in their respective topics. It was rewarding to see the
students is something I intent to leave at the forefront of my
students so engaged in pertinent material.
goals throughout my career as an educator.
One of the most pertinent and relevant lessons I have learned
While reviewing my evaluation forms for my student teaching position, my throughout my time in my teaching placement thus far is how
partner teacher and I discussed what it means to be a lifelong learner. I much I have yet to learn. I am immensely proud of the
was intrigued by her thoughts on my proficiency in several areas of relationships I have built, the mistakes I have made, and the risks
teaching, as I felt that I had a lot more to learn. She agreed that I will I took, however I am not naïve in thinking that I am anywhere still in progress
continue to learn for the entirety of my career but also felt that I near completing my learning process. I am more eager than
demonstrated a genuine commitment to expanding my abilities in the ever to expand not only my knowledge on theories surrounding
classroom. education and differentiation in instructional strategies, but also
the ways in which I can apply this theoretical knowledge.
I firmly believe that a thirst for knowledge is a necessity for
educators, especially in secondary education when content is
highly emphasized. One of the ways in which I actively work to
The PD at the Western Development Museum, for example, offered insight reach this goal of pursuing new knowledge is in my continual
into the resources offered here in Saskatoon. The museum offers many tendency to ask questions. I find that having enough humility to
experiences and teaching opportunities that I had not been aware of ask questions in appropriate situations has and will continue to
previously. Similarly, I have learned so much about administrative help me grow professionally throughout the rest of my time as a
processes, testing, classroom management, curriculum, and much more teacher candidate, throughout my internship, and throughout
through continually pelting in-school professionals with questions. my career as a teacher. Where an inquisitive spirit is essential for
educators, it is even more important that I learn effective
strategies in order to convey a tendency to ask questions to all
of my future students.
I am not yet confident in my use and familiarity of all of the
Feedback from teachers in this section of my professional growth has been acronyms and terms that are commonplace in educational
the source of the bulk of my progress. The educational system relies heavily settings. This is a process of learning that will undoubtedly last
on discourse and jargon that easily alienates individuals who are not into at least my first few years as a classroom teacher. I am
still in progress
intimately familiar with these terms and phrases. Repetitive reminders confident that throughout constant exposure and questioning I
following my questioning has helped me begin to reinforce and remember will be able to master at least the basic terminology that will
much of the jargon associated with a profession in education. help me communicate proficiently with other professionals in
the field.
There are many more subjects that I have yet to experience in
an actual classroom, but being able to float from class to class
at my present partner school has helped me expand my
knowledge of the basic courses offered presently at high
schools. More importantly, however, feeling like I’ve gotten a still in progress
sample of several different subject areas has helped me realize
that I most likely won’t get a contract in my primary teaching
area and therefore will have to continue to learn about what is
offered in our Saskatchewan curriculum.
This change has completely shifted my outlook on staff
Already in the first days at term 2’s placement at St. Therese de Liseaux
dynamics and environments. Given that my only experience
there have been stark differences in staff interactions and attitudes and
prior to this term with a functioning staff and their attitudes,
staff room dynamics. Compared to the negative, clique-y, and closed-off
habits, and social tendencies was at a high school last term
nature of the staff in the staff room at last year’s high school placement this
(which happened to be very negative and discouraging in its
change has demonstrated encouraging progress to my personal outlook achieved 31 Jan 2018
professional interactions), this change has radically increased
on what a functional staff should look like. All staff so far have been more
my excitement for the future. Just the first few days were
than willing to befriend me as a TC and have also included us in staffroom
enough to alter my outlook and anticipation for these sorts of
conversations and goings-on. All have offered resources and classroom
professional and social interactions. This aspect of my present
experiences to help us learn as well.
placement has altered my
When discussing this realization with my partner teacher, she shared
opinions that all TC’s should get at least some experience in all/most
After this realization I have realized that I would like to focus
subject areas as the likelihood that we will all have to teach in different
more time and energy into familiarizing my self with a succinct if
subject areas is high. I have come to agree with her on this as it has been
surface level understanding of differing curriculum at different
completely novel for me to work with instructional strategies, normalities,
grade levels. In setting aside time to better my scope of still in progress
and/or curriculum in any areas surrounding Phys Ed, math, sciences,
understanding of more SK curricula I hope to broaden my
music, and art. While I don’t think that everyone should have to be fully
comfortability and confidence in stepping into roles I know I will
trained/qualified in all areas (as this is obviously unrealistic), it could be
be unfamiliar with in the future.
beneficial to have at least a brief introduction to some basics of different
teaching areas.
Going forward from this example I hope to deepen my
Seeing this practical manifestation of an incorporation of FNIM content into
understanding of creative ways to incorporate FNIM content
the classroom environment made it seem more realistic and graspable to
and perspectives into classroom and school environments. I will
aim to reach more inclusivity. After asking my partner teacher and the
aim to remain vigilant for other incorporations of FNIM
school principal about this space they indicated that while it is by no still in progress
perspectives into multiple teaching areas to add them to my list
means an end goal or sure-fire achievement of FNIM incorporation it is an
of ideas when it comes my turn to lead a classroom. For the
admirable step towards creating more inclusive and holistic spaces and
time being I aim to incorporate more inclusive ideologies into
perspectives.
my work as a TC.
In discussion with the substitute teacher (and in reflection with my partner While I in no way consider myself a professional or expert in
teacher at a later date) it made the most sense for me to step in and teach jumping in to teaching, I do think that this experience in
multiple lessons on this day as my partner teacher was suddenly ill and the covering for my partner teacher with limited preparation has
sub offered a limited understanding of the class’ progress and past learning allowed me to begin to practice essential skills that will be
as it had been building the week prior. We all agreed that it was an required in teaching. I am actively working to create more of still in progress
incredible if unexpected opportunity for me to step into classroom these opportunities for myself to step into authoritative roles in
management and lesson teaching in this way to help minimize wasted classrooms with which I am not readily familiar. I am working to
class time and to familiarize myself with the way teachers often need to continue to step out of my comfort zone to work at achieving
think on their feet. increasing knowledge in educational skills and knowledge.
The release teacher (who takes my partner teacher’s class for physical
education 5 times a week) and I were able to discuss the ways in which
students’ typical level of achievement and assessment needs shift when
I plan to pay attention more closely from here on out in gym
they are put in a physical situation such as gym class. It was interesting to
class with all classes that I am able to observe/teach to pick up still in progress
see and discuss the ways that students required alternative approaches to
on more shifts and approaches to assessment.
instruction and assessment when they were put in an environment which
favoured different learning styles and skills. This environment change
demonstrated a more well-rounded approach to evaluating the students.
Incorporating genuine and authentic Indigenous ways of
My partner teacher gave me copious feedback on my lesson planning
knowing into my planning and teaching strategies has been
and delivery which was largely positive with a few areas to work on in the
somewhat of a struggle for me as I grapple regularly with fear of
future. She said that my lessons were cohesively planned and well
tokenism. Through this experience and through the wisdom of
delivered and commended me for taking the plunge in teaching content Still in Progress
my partner teacher (and some professors at the university) I
with which I was not necessarily readily familiar. She encouraged me
have made strides at feeling more confident in my
never to quit working on incorporating Indigenous ways of knowing into my
incorporation of FNIM knowledge. I will continue to work at
teaching practices.
bettering my competency in this crucial area of teaching.
I recognize that with Canada’s increasing multiculturalism I will
undoubtedly deal with many EAL and culture-shocked students
The professionals I observed at my school seemed to be acclimatized to
throughout the course of my teaching career. I would like to
dealing with young students who speak limited english. I watched as my
learn more about culture shock and how it affects students (and
partner teacher and other teachers involved with my class immersed these Still in Progress
am even considering the 6-week internship placement in China
students into the class as not to single them out inappropriately and to
to help learn more about this process). I plan to pay particular
foster their cultural learning to set the stage for academic learning.
attention to the way these students are treated, integrated, and
recognized in classrooms I am part of in the future.
Aside from commending my willingness to jump headfirst into teaching a
subject area in which I had minimal familiarity, my partner teacher
Moving forward I will use what I learned by jumping out of my
comfort zone in this instance as a catalyst for doing the same in
subject area than those in which I had previously frequented. She
other subject areas. I aim to continue to familiarize myself with
specifically noted the way students who may have been strong in other Still in Progress
more areas of Saskatchewan curriculum as I know I will be
challenged to teach many different subjects in my inevitable
other subject areas may excel at math. Seeing all of the students in light of
time as a substitute.
a different set of skills allowed me to gain a better understanding of them
overall.
The realization of the importance of benchmarking and testing
My partner teacher was sure to expose me to as many assessment and
at all levels of education has led me to a new appreciation for
evaluative methods as possible during my time in her classroom. She
the time consuming task of creating assessment pieces and the
shared with me her firm beliefs in regular assessment to record and
marking that follows. There is so much to learn about
demonstrate student progress, as this is important for students, parents, and Still in Progress
assessment at any level and this term has allowed me to begin
future teachers to have access to. Because of her firm beliefs in regular
to familiarize myself with a variety of new strategies (some of
assessment for all of her students, I was able to partake in many forms of
which could probably even be modified into assessment tools
evaluation.
at the secondary level).
This allowed me to get a small taste for the everyday strategies
My partner teacher emphasized the importance of gaining confidence not and challenges inherent in full time teaching as lesson planning
only in formal lessons, but in the strategies and skills such as classroom and delivery is an important, but not the only, role a teacher
management, ability to effectively transition, and ability to jump between must work at. I will use the skills I learned here to inform my
Still in Progress
subject areas. She also regularly left the room during this (and other) flexibility and responsiveness in teaching for longer periods of
phases of my teaching to reinforce my authority as the classroom teacher time in the future. allowing my planning to change as I go and
in the eyes of her students. work with the flow of whatever class I have at any given time is
a skill I look forward to bettering.
As I continue my education at the university and look forward to
internship next fall I know I will only increase my practice and
Discussions with my partner teacher and other in-school professionals on
familiarity with Saskatchewan curricula. I will make efforts to
the differences of curricula in secondary and elementary levels were
incorporate cultural responsive, differentiated, and holistic
numerous and in-depth. I have held discussions with many professionals,
approaches to planning and teaching provincially mandated Still in Progress
teachers, colleagues, and professors regarding the difference in content
content. Continual reflection and pushing myself out of my
and instructional strategy throughout different curricula to draw on the
comfort zone when it comes to teaching in unfamiliar territory is
viewpoints and experiences of those other than myself.
one of the primary ways I plan to increase my knowledge of SK
curricula.
I will continue to work to better adopt indigenous ways of
knowing and perspectives as I continue my journey to
All of my experiences and feedback thus far have emphasized the becoming an educator. The more I am in a school setting the
importance of using holistic and culturally responsive instructional more I realize how crucial it is to employ these responsive
still in progress
strategies and general outlooks from professionals in order to genuinely perspectives in Saskatchewan schools especially. Working to
incorporate these FNIM perspectives. increase my reliance on these perspective in both my personal
and professional worlds will help me increase my familiarity and
authenticity in approaching these ways of thinking.
I aim to learn from seasoned teachers, professionals, students,
Learning to enact and master interactions with students who are often and colleagues/peers to expand my understandings of student
vastly different from one another has proven to be a lifelong process for all lives and how they interact with the in-school experience. I
of the professionals that I have spoken with. Appropriately and regularly recognize more each day that circumstances out of school
communicating with and learning from families of students has proven a directly affect the in-school experience of both students and
Still in Progress
crucial piece of maintenance in the lives of my partner teachers and other teachers, and that if I can recognize those circumstances I can
professionals. I have been advised to make efforts to teach materials and adapt my instruction to better meet the needs of my students.
offer experiences that are relevant to students’ real lives and cultural Also, keeping up to date with my school/community’s media
identities. and current events will allow me to more closely relate my
instruction to students immediate lives.
My teacher continually drew on her experiences in inner-city schools as
well as her recent experience in this more affluent (yet still extremely This observation and interaction with students and families with
diverse) school/classroom. She repeatedly emphasized the importance of a variety of cultural backgrounds has allowed me to expand
recognizing and taking the time to familiarize oneself with individuals my understanding of what it means to be a classroom teacher. I
students’ backgrounds, beliefs, and possible language/social barriers. This will make a conscious effort in my future educational Still in Progress
became particularly intriguing as I observed her communicating with the endeavours to be cognizant of home life and diverse
parents/families of culturally diverse students as she emphasized the backgrounds when dealign with individual students and
importance of being aware of your own cultural identity and the way you families.
portray yourself and your beliefs.
While my colleagues and partner teachers have all assured me that I did Following this placement in the elementary classroom setting I
well in this elementary setting, there was an immense learning curve in am eager to further my knowledge and experience in an
familiarizing myself with the commonplace terminology, structure, and elementary setting. I very much enjoyed getting to know how
programming involved in non-secondary settings. My experience teaching the system of primary grades and would love to find myself in a
still in progress
in an elementary setting coinciding with my education in secondary similar setting again. This growth also prompts me to want to
settings provided ample opportunity for reflection by myself and by my experience different grades in the near future. I plan to seek out
partner teacher as we explored the stark and numerous differenced in volunteer opportunities to observe and help out in other grades
methodology and curriculum at the different levels. to further expand my familiarity with education at all levels.
1.1 - the ability to maintain respectful, mutually supportive
and equitable professional relationships with learners, Formal
colleagues, families and communities; Lesson Achieved
Other In-
Class
Instruction
(Small group,
one-on-one,
1.2 ethical behaviour and the ability to work in a co-teaching
collaborative manner for the good of all learners; etc.) Still in progress
1.3 a commitment to social justice and the capacity to
nurture an inclusive and equitable environment for the Extra-
empowerment of all learners; and Curricular Not achieved
1.4 a commitment to service and the capacity to be Professional
reflective, lifelong learners and inquirers. Coversation
Professional
2.1 knowledge of Canadian History, especially in reference Developmen
to Saskatchewan and Western Canada; t
Orientation/
2.2 proficiency in the Language of Instruction; Seminar
2.3 knowledge of First Nations, Metis and Inuit Culture and
History (e.g., Treaties, Residential School, Scrip, and
Worldview);
2.4 ability to use technologies readily, strategically and
appropriately
2.5 knowledge of a number of subjects taught in
Saskatchewan schools (disciplinary/interdisciplinary
knowledge); and
2.6 ability to strive for/pursue new knowledge
3.1 the ability to utilize meaningful, equitable and holistic
approaches to assessment and evaluation; and
3.2 the ability to use a wide variety of responsive
instructional strategies and methodologies to
accommodate learning styles of individual learners and
support their growth as social, intellectual, physical and
spiritual beings.
4.1 knowledge of Saskatchewan curriculum and policy
documents and applies this understanding to plan lessons,
units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education;
4.2 the ability to incorporate First Nations, Metis, and Inuit
knowledge, content and perspective into all teaching
areas
4.3 the capacity to engage in program planning to shape
‘lived curriculum’ that brings learner needs, subject matter,
and contextual variables together in developmentally
appropriate, culturally responsive and meaningful ways