Professional Profile:

(To be completed by the teacher)

Teacher:

Emily Donnelly

Position:

Grade 4/3 Teacher

Employee ID:

Click here to enter text.

Worksite:

St. Rupert School

Principal:

Patrick Lantz

Date:

Contract Status

Probationary

Continuing

Temporary

Teaching Quality Standard (Ministerial Order #016/97)

Quality teaching occurs when the teachers ongoing analysis of the context and the teachers decisions about
which pedagogical knowledge and ability to apply result in optimum learning by students.
All teachers are expected to meet the Alberta Education Teaching Quality Standard (Ministerial Order #016/97)
throughout their careers.
The items listed in the Professional Profile below have been prepared to assist teachers and their Principals to
focus on essential criteria. These criteria are consistent with the Knowledge, Skills & Attributes (KSAs) specified
in the Alberta Education Teaching Quality Standard (Ministerial Order #016/97).
The Evidence will consist of actions, artifacts, practices, and/or information from other data sources which
support and demonstrate the level of competency indicated and will demonstrate and support the teachers
strengths and areas for growth. Best practice descriptors are available in the Teaching Quality Standard
(Ministerial Order #016/97). The teacher will reflect and provide evidence for each of the Knowledge Skills and
Attributes (KSAs).
A. Catholicity
B. Professionalism
C. Teaching and Learning
Communication/Contributions to the School Community

A. CATHOLICITY
Lives Faith in a manner which is consistent with the teachings of the Catholic Church.
a)
b)
c)
d)

Recognizes and respects dignity and worth of all

Models prayer life and Catholic Teachings
Engages in faith formation, social justice and permeates faith through school life
Understands the teachings and traditions of the Catholic Church

I demonstrate a lived Faith by.

(optional starter)

I demonstrate a lived faith by In my classroom through my interactions with students

and through various classroom routines and activities. I try to act as a positive Christian
role model for my students by modeling positive interactions with both students and
staff. Prayer is a part of our daily routines. We say both a morning and end of the day
prayer that is special to our class. In religion we have been studying the importance and
significance of prayer in our everyday lives. The students have even written their own
prayers. Every month we participate in a Catholic Community of Caring activity. I

also try to Recognize acts of kindness (hit list) in our classroom and reward students
with praise and positive notes home for treating each other with kindness and respect.
Using Jesuss teaching to help students resolve conflicts with each other. My class is
also involved in creating a Religious themed bulletin board for the month of November.
For this bulletin board the students thought about what peace means to them. We
have compiled these doves into a wreath that will be displayed at the front of the school.

B. PROFESSIONALISM
1. Reflective Practice
Develop a Professional Practice Statement to guide actions that reflect your personal vision of
the purpose of teaching.
Teaching and learning occurs best when
(optional starter)

Teaching and learning occurs best when students are engaged and feel safe. I try to
create a classroom environment where students feel supported, valued, and encouraged
to take risks. I believe that full learning potential can be achieved when strong and
meaningful relationships are developed between teacher and student. A student will
only learn from their teacher when they feel that they can trust them. To achieve this try
to get to know my students on a personal level. I share personal stories about myself
with them and encourage them to share their own stories with me. I offer words of
encouragement and positive feedback and praise for a job well done and acts of
kindness in the classroom.
I believe it is also my duty to nurture the moral development of students. I want them to
grow up to be wonderful, kind, and caring people. I try to seize teachable moments
where we can discuss how we can be kind and respectful to one another. I think it is
important to recognize acts of kindness among the students. I also try to be kind in my
own interactions with students and staff so that I may be a positive role model for my
students.
I have a very diverse class. I recognize that all students learn and achieve differently. I
make an effort to get to know my on a personal level by learning about their particular
strengths and weaknesses. I try my best to adapt my teaching to their particular
learning needs. I had the students fill out a multiple intelligences survey and I
incorporate these into my daily lessons. I believe that this also allows my students to
feel cared for. They can see that I try to teach in a way that allows them to succeed.

2. Professional Development
Engage and share ongoing professional development
The teacher chooses professional development that
EXEMPLARY
PROFICIENT
Has comprehensive connection to
Has meaningful connection to professional
professional teaching assignment.
teaching assignment.

LIMITED
Has little or no connection to professional
teaching assignment.

Inspires and motivates colleagues with

learned information.

Does not network with colleagues on

learned information.

Networks with colleagues on learned

information.

Examples/Evidence:

New teacher PD
Combined Grade PD
To engage and share in ongoing professional development I engage in collaboration and
dialogue with my colleagues. I often collaborate with my partner grade 3 and 4 teachers.
We share information and support each other. I also speak with my mentor teacher from
St. Martha. I ask her questions about her teaching and she offers support. I have taken
her advice and applied it to my own teaching. I am also very reflective on my own
practice. After each lesson reflect on what went well and what changes I could make for
next time. I often make notes on my lessons reminding myself what I would do again

and what I would change. My reflections also help me guide my teaching for future
lessons.
I have attended several PD sessions that have been helpful towards my further growth as
a teacher. I have attended a new teacher PD, and a combined grade PD. Both of which
have giving me tools and information I have implemented in my own classroom.
I recently attended several sessions at teachers convention.
-

How to use apps in the classroom I learned about several useful

apps and helpful websites during this PD that I can use in my own
classroom. I have already used some math and vocabulary websites. I
also found some resources that assist students with
Yoga for early literacy This session taught me more ways that I can
incorporate physical activity and movement into my lessons to
engage students. Since this session of have tried incorporating yoga
into social studies.
How to help students stay in control This was a useful PD session for
me as I have a very active class with diverse needs. I was able to
come away with some strategies for helping my own students stay in
control and focused while also leaving with a better understanding of

I have also attended several PLC sessions during school time.

-

Literacy profiles benchmarks

Fontas and Pinel information session
Autism
ELL

Plans for Growth:

Would like to share more of my own ideas and opinions with colleagues.
(As the year has progressed I have become more comfortable sharing some of my
thoughts and ideas during committee meetings but I can still continue to improve with
this area. I could practice sharing more during meetings with the whole staff)
I would like to continue to attend more PD sessions as this is important for my
continued growth as a new teacher.
Becoming more confident and familiar with my responsibilities aside from lesson
planning and curriculum instruction. For example benchmarks, LSPs, and literacy
profiles. I filling benchmarks our consistently throughout the year.
I would like to become more familiar with the technology the school has to offer and use
them in my classroom more often. i.e: chrome books, google chrome, and ipads.
Being more involved in the school community. Ie starting a club, sharing more ideas
staff (I am good at sharing ideas with my partner teachers at the same grade or similar
grade level but can improve on sharing my ideas or information I have found with the
whole staff).
3. Communication
Establish professional relationships
The teacher demonstrates
EXEMPLARY

PROFICIENT

LIMITED

Significant open and ongoing

communication with students, parents,
colleagues, and other professionals.

Appropriate and ongoing communication

with students, parents, colleagues, and
other professionals.

Minimal communication with students,

parents, colleagues, and other
professionals.

Comprehensive incorporation of information

gained into practice.

Sufficient incorporation of information

gained into practice.

Minimal incorporation of information

gained into practice.

Examples/Evidence:

I communicate with colleagues by sharing information, offering assistance, resources. I

also communicate to colleagues when I feel that I need assistance or advice. I feel I have
a positive rapport with my students and colleagues and make an effort to maintain
positive communication with them. I do this by offering positive reinforcement and
feedback as often as possible. I also maintain positive communication with my students
by developing a rapport/ relationship with them. I make an effort to learn about who my
students are as individuals. I also tell my students stories about myself, my life, and
family. I maintain positive communication with colleagues by offering assistance and
sharing ideas with partner teachers.
Since last term I have worked on becoming a more open communicator with my
students. Particularly regarding how they will be assessed. I have started making rubrics
with the help of my students so that they will fully understand how they will be
assessed. I also verbally communicate with my students what I am looking for prior to
each assessment/task.
I have also tried to offer more ideas during social committee and healthy choices
committee meetings.
Plans for Growth:

I feel that I could do more to communicate with parents regularly throughout the school
year. One way that I do this already is that I send positive notes home to let parents
know that their child has done something good at school. However, I feel that I could
do more to communicate to the parents on their childs progress. Not just during
reporting period. I could send more work home with rubrics attached to them.
I feel that I could also improve in student communication in the area of assessment by
letting students how they are doing and clearly stating how they will be assessed. I
would like to start creating rubrics with students as a class.
I can communicate more during staff meetings by offering up more of my own ideas and
advice.
Responding to emails on time
4. Standards, Regulations & Policies
Compliance with:
a)
School based practices and operations
b)
Calgary Catholic School District regulations
c)
Alberta School Act and Teaching Quality Standard (Ministerial Order #016/97)
d)
Canadian Charter of Rights and Freedoms
The teacher
EXEMPLARY
PROFICIENT
Demonstrates significant accountability
Understands accountability when organizing
when organizing curricular materials,
curricular materials, equipment, and space
equipment, and space to ensure student
to ensure student equality and safety.
equality and safety.

LIMITED
Has partial awareness of accountability
when organizing curricular materials,
equipment, and space to ensure student
equality and safety.

Examples/Evidence:

I have made sure that my classroom is up to OHS standards. When changes need to be
made I make them in a timely manner. I prepared my classroom for an audit back in
February.

I teach students about how to treat each other with equality and respect. I also teach the
students how to be safe in the classroom, school, and playground.
I organized my classroom in a way that allows everyone to be included and feel
welcome.
I treat my students with respect and dignity following the Canadian Charter of rights and
freedoms.
Plans for Growth:

Utilizing classroom space into distinct learning zones to improve learning?

Teach students about OHS in a student friendly have them also take responsibility for
keeping our classroom safe. ie making sure jackets are hung up on hooks and not on
the floor, cleaning up spills right away, putting away materials when finished.

Respects confidentiality and security of student information

The teacher
EXEMPLARY
PROFICIENT
Secures all information and records.
Secures most information and records.

LIMITED
Does not secure information and records.

Respects and advocates for confidentiality.

Trivializes confidentiality.

Considers confidentiality.

Examples/Evidence:

I keep grades in a personal binder that the students do not have access to. I keep
personal information of students in a file folder that students do not have access to. I
keep my computer in a safe place so that private information is not seen by other people.
I talk about my students with other staff/support staff in a respectful and private manner.
When this is done it is done to help me to learn more about the student. I do not share
personal information about students do those who do should not have access to it.
When giving students feedback about their own growth I make sure that it is done in
private and in a respectful manner.
Plans for Growth:

Teaching students to respect each others confidentiality ie not sharing grades or marks
with each other.

C. TEACHING & LEARNING

1. Curriculum Content
Understand the knowledge, concepts, and methodologies of the subject disciplines they teach, including how knowledge in
each discipline is created and organized.
The teacher demonstrates
EXEMPLARY
PROFICIENT
LIMITED
Comprehensive and thorough
Basic understanding of subject disciplines.
Cursory understanding of subject
understanding of subject disciplines.
disciplines.

Examples/Evidence:

I have created year- long plans and lesson plans for both grades. When creating these
plans I looked through the program of study and referred to a variety of resources. I
refer to the program of studies and selected resources often to guide my teaching and
planning often.
As the year progresses I am becoming more confident in balancing the curriculum
between the two grades. As I become more comfortable I feel that my lessons are
becoming stronger, more engaging and creative. I have worked on combining as much

as the curriculum between the grades as I can while also giving quality individual grade
instruction where needed. I have become better at utilizing resources to help enhance
my planning.
Plans for Growth:

These 2 grades are new to me so I feel that I am learning the curriculum along with
the students. I can become more familiar with the curriculum as time goes on
through attending PD, asking questions, discussing curriculum with like grade
colleagues and mentor teachers. I can improve by continuing to learn more about
combined grade classrooms and how to effectively combine both curriculums for
both subjects.
For the second part of the term I feel that I can continue to work on pacing. Teaching
a combined grade can sometimes become difficult when some units take longer
than I expect because there is more content to cover in two grades. I can continue
to work hard at sticking to my plan so as to cover curriculum at a faster pace.
In the future I will make more detailed long range plans as this will help me stay on
track.
2. Planning & Instructional Design
Identify students personalized learning styles.
The teacher demonstrates
EXEMPLARY
PROFICIENT
Comprehensive identification of personal
Basic identification of personal learning
learning styles for all students.
styles for all students.

LIMITED
Limited identification of personal learning
styles for all students.

Examples/Evidence:

Ie: Math lesson with multiple learning styles.

At the beginning of the year I had the students fill out a questionnaire that assessed their
personal learning style and multiple intelligences. The students enjoyed it because it
allowed them to learn about themselves and how they learn best. It also helped me to see
how I could modify my instruction to meet the needs of my students. I have saved these
questionnaires and refer to them often. This allows me to incorporate various learning
styles into my daily lessons. I have also tried allowing students opportunities to show
their learning in different ways. Some examples are
Drama./ acting out: In science I had the students act out different parts of the ear. When
finished the students came together and created a human model. I also have students
dramatize reading in readers theater
Art: In LA I have students make a clay character and write a character description of the
clay sculpture. I have also included art in social and science as well.
Music: I try to find songs that suit what we are learning (ie subject- predicate rap)
Auditory repeating what has been learned in different voices
Outdoors/nature We have gone outside for both art and science classes
Visual showing videos, pictures, posters, maps, diagrams. I have also allowed students
to create their own visuals to show their learning
More recently, in term 2 I have started to use yoga in my classroom to demonstrate
certain concepts in social. This has allowed some of the struggling learners in my
classroom understand and remember certain events in Albertan history. I had the
students make up poses to represent the different events of the fur trade. Once I began
doing this I found that my student retained what they learned and were able to apply it to
later projects.
I have also tried to incorporate more art work into my lessons to help my ELL students
demonstrate their learning. For instance in several subjects I have had students create

comic strip stories to retell what they have learned. I also allowed the students to make
thought webs and visual journals to show what they know.

Plans for Growth:

I would like to incorporate learning styles more into my assessment practice. I would
like to allow the students more choice in how they are assessed and that the
assessment would suit their individual learning style.
I can grow in allowing students to use technology to complete assessments. I can also
utilize technology more to assist the ELL learners in my class.
Translate curriculum and learner outcomes into attainable, meaningful, and progressive learning opportunities for personalized
student learning.
The teacher demonstrates
EXEMPLARY
PROFICIENT
LIMITED
Detailed and engaging personalized
Appropriate personalized learning
Limited personalized learning
learning opportunities through daily, unit,
opportunities through daily, unit, and long
opportunities and plans.
and long range plans.
range plans.

Examples/Evidence:

Daily lesson plans. My lesson plans include outcomes being met each day. I also
achieve this by scaffolding learning into small chunks during individual lessons/ step by
step.
I can translate the curriculum into daily lesson plans and learning activities. I am strong
at reviewing information in different ways to meet the needs of my students. Ie games,
drawings/ art, physical movement activities, music/ song.
Plans for Growth:

More inquiry projects allowing students to have more control in their learning will
make learning more personalized for them.

Embed technology in curriculum delivery.

The teacher demonstrates
EXEMPLARY
Innovative use of emerging technologies to
enhance student-centred teaching and
learning.

PROFICIENT
Basic integration of technology to enhance
student-centred teaching and learning.

LIMITED
Limited use of technology to enhance
student-centred teaching and learning.

Examples/Evidence:

I Use a lot of smart board games particularly in math

Science smart board games ie: waste avengers game, light and shadows game
Social exploring Albertas regions this is a virtual tour/ exhibit
Science: grade 3 - Sound meter science measuring different sounds in our classroom
and recording the sounds in decibels using a sound meter.
I also show a lot of videos in all subjects to help enhance student learning.
Math multiplication and division games.
Smartboard lessons form SmartExchange
We have done some research projects and are getting ready to work on a nonfiction
writing research project.
Recently in health class the students researched the healthy benefits of a fruit/ vegetable
and create a advertisement informing others about the benefits of their chosen food.
Plans for Growth:

Using chrome books.

I need to start using the smart board for notes during class. (so all students can see/ not
the little whiteboard or chalk board)
I would like to learn how to Incorporate more technology into Language Arts smart
board literacy activities/ writing activities literacy centers
I would also like to start adding more variety into our computer lab time. Ie using the
computer for research. Teaching students how to use different programs on the
computer (ie google chrome)

Make their classrooms stimulating learning environments.

The teacher
EXEMPLARY
PROFICIENT
Insightfully designs a learning environment
Appropriately designs a learning
that supports and stimulates student
environment that supports student learning.
learning through creativity and innovation.

LIMITED
Designs a learning environment that does
little to support student learning.

Examples/Evidence:

I have designed my class desks in pods. I find that this environment works well for a
combined grade class as I tend to do a lot of group work and discussion. I also
encourage dialogue and discussions between students of both grades and encourage
students to help each other and ask each other questions when needed.
I use both desk area and carpet area of different learning activities. When the lessons
between the two grades are separate I allow the students to work in different areas to
improve focus and minimize distraction. Ie I might have the gr.3 s doing a science
experiment on the carpet while the grade 4s are doing group work at their desk.
During some activities I allow the students choice to sit anywhere in the classroom
(wherever they feel comfortable and where they feel they will be the most productive)
Plans for Growth:

Computer station

Listening station
More defined learning zones/ maybe silent work station?
Reading corner etc
Thinking about how the organization of the classroom affects learning
Practicing how to create a more effective learning environment when the 2 grades are
each doing different activities.
Changing the seating plan more often.
3. Assessment
Assess learner outcomes through selection and development of a variety of classroom assessment strategies.
The teacher demonstrates
EXEMPLARY
PROFICIENT
LIMITED
Innovative use of a variety of diagnostic,
Basic integration of diagnostic, formative,
Little or no use and awareness of
formative, and summative assessment
and summative assessment strategies to
diagnostic, formative, and summative
strategies to enhance student centred
enhance student-centred teaching and
assessment strategies.
teaching and learning.
learning.

Examples/Evidence:

Formative assessment conferencing

-

Anecdotal notes ie during math groups games and smartboard

games
Checklists used for observations and assessment of product
Product handed in to be marked

Summative Assessment
-

Performance tasks end of a unit of study assessment ie math

pattern test/ show what you know from math makes sense teachers
resource

I use these assessments to decide where to take my teaching next. Do we need review?
Do I need to change my how I am teaching something to help them to understand
better?
In term 2 I have started to include more variety in my assessments and have begun to
make rubrics together with the students so that they can be fully aware how they will be
assessed.
I have become better differentiating my assessments to meet the needs of my students.
This can include allowing the students to draw pictures, speak with me/ conference.
I also adjust my expectations for students of varying abilities. For example I have a
student who is weak in math and is struggling with multiplication and division. I have
started to assess him on more basic math skills to build his confidents before assessing
him on multiplication and division like the rest of the class.
Plans for Growth:

I feel I need to learn how to do this more effectively. I would like to start using a variety
of different kinds of assessment that allow the students to choose the assessment that
best suits their learning style. I need to improve by letting students know how they will
be assessed. I can do this by creating rubrics together with students.
I would also like to meet with students one on one to discuss their progress and their
next steps for learning (I have started doing this since last term).
I could incorporate more technology into my assessments

Analyze student assessment to make pedagogical adaptations to achieve optimum learning.

The teacher demonstrates
EXEMPLARY
PROFICIENT
LIMITED
Detailed, reflective, and responsive analysis
Basic analysis student assessment.
Little or no analysis and response to
to student assessment.
student assessment.
Personalized adaptations are incorporated
to optimize student learning.

Adaptations to optimize learning based on

assessment analysis.

Minimal adaptations based on

assessment analysis.

Examples/Evidence:

I always use my assessment to guide further teaching and differentiation for particular
students. I use assessments to decide if re- teaching is needed for whole class or only a
few students. I also use assessment to help me determine how a student may learn best
ie ___name___________ is stronger at showing his learning during class discussions
vs. on paper. I also use this as an opportunity to see which students need more one on
one attention. And which students need extensions for student learning
Plans for Growth:

Learn new ways to make ensure that all students are receiving the adaptations that they
need to be successful letting students know what their next step to learning is and
telling them the steps to achieve this.

Analyze the results of large scale assessment including provincial assessment to achieve optimum learning.
The teacher demonstrates
EXEMPLARY
PROFICIENT
LIMITED
Detailed, reflective, and responsive analysis
Basic analysis of large scale assessment.
Little or no analysis and response to
to large scale assessment.
large scale assessment.
Personalized adaptations to optimize
student learning.

Adaptations to optimize learning based on

analysis.

Minimal adaptations based on analysis.

Examples/Evidence:

Administered and marked Grade 3 SLAs. I am going to use these marks to guide
further teaching and assessment. The assessment will serve as a good baseline
assessment to show myself and parents where the student is at independently with
little to no instruction or assistance.
I also helped administer the gr. 4 CCATS
Plans for Growth:

This is the only experience I have had with provincial assessment/ I could continue to
evaluate how I could use the CCATS and SLAs to enhance my students learning down
the road.
4. Classroom Culture & Climate
Maintain acceptable levels of student conduct in a positive environment conducive to student learning.
The teacher
EXEMPLARY
PROFICIENT
LIMITED
Consistently and creatively fosters a
Sufficiently maintains a positive learning
Demonstrates ineffective classroom
positive learning environment.
environment.
management skills.

Examples/Evidence:

I try to give students Positive reinforcement and feedback often throughout the day. I
use positive reinforcement to keep students on task.
Individual rewards: I send Postive bragnotes home to parents for fantastic behavior,
academic achievement, or acts of kindness. I also give out behavior bucks for good
behavior. Behavior bucks can be traded in for a prize
Whole class rewards - Secret recess points. When we earn 10 points we get to go outside
for a secret recess. During the winter months we do a popcorn party scoops of popcorn
are awarded for good behavior. When we get a full jar we will have a popcorn party and
watch a movie
YAY zone! table groups who cooperate and get put in the yay zone and are awarded
behavior bucks
Plans for Growth:

Keeping track of students who are consistently on task I can I reward them without
them getting bored?
Finding new ways to motivate a particular student who do not always respond to my
positive reinforcement. How can I do this without signaling them out or making other
students feel left out?
In term two there has been more of a division between boys and girls in my class. I am
trying to find ways to reunite them again. I can continue to do team building activities
throughout the year to keep relationships between students strong.
Giving more consistent feedback as to how the students behaving. Particularly students
who are having difficulty behaving or staying on task.
Trying hard to catch them when they are good While being firm, when they are

having trouble meeting my expectations.

Establish classroom routines that enhance students involvement in meaningful learning activities.
The teacher
EXEMPLARY
PROFICIENT
LIMITED
Establishes purposeful and effective
Establishes basic classroom routines.
Establishes little or no classroom
classroom routines.
routines.

Examples/Evidence:

Morning routine (agenda, silent reading, morning prayer, just dance)

Visual agenda on board
Routines and expectations for moving around the classroom
Routines and expectations for group work noise levels
Routines and expectations for individual work
Routines and expectations for asking of help ask 3 before me
Routines for leaving the classroom
Plans for Growth:

Need to establish new routines for transitions. Making transitions between activities/
and/ or subjects more meaningful.
I also want to establish a new morning routine where students are involved in daily
curriculum practice in either math or language arts (ie daily math routine)
Sometimes switching up certain routines is needed as students sometimes become bored
or and the routine becomes less effective. I could switch up my reward system routines
and attention getting routines.
D. COMMUNICATION/CONTRIBUTIONS TO THE SCHOOL COMMUNITY
Enhance and maintain the quality of their schools to the benefit of students, parents, community, and colleagues.
The teacher demonstrates
EXEMPLARY
Extensive involvement in the school
community.

PROFICIENT
Involvement in the school community.

LIMITED
Little or no involvement in the school
community.

Examples/Evidence:

Involved in Work Out Wednesday

Social Committee
Healthy Choices committee grade 3 intramurals
Organizing Remembrance Day Liturgy.
Assisted colleague with Thanksgiving Liturgy
Blog postings
Notes home
Daily agenda messages responding to parent notes in agendas
Sending positive brag notes home when students are doing well.
Plans for Growth:

Term 2 phone calls home when students are having trouble behaving in class.
I would like to Start my own club invite students from div 1 or 2 (include students
who are not in my class to join to get to know other students in the school better. Ie:
Book club?)
Contributing more of my own ideas during staff meetings and committee meetings.
Feel more comfortable offering my own opinions.

Maintaining more regular parent communication.

Posting to blog in a timely manner
Inviting people in from the community into my class
Parent volutnteers
Sending more notes home as some parents my not read the block
Positive phonecalls home.

Establish and maintain partnerships among school, home, and community.

The teacher
EXEMPLARY
PROFICIENT
Initiates partnerships among school, home,
Participates in partnerships among school,
and community.
home, and community.

LIMITED
Infrequently participates in partnerships
among school, home, and community.

Examples/Evidence:

I send Positive brag notes home with my students to show parents what they did well
that day. I believe that this is a way that I can maintain positive communication and
relationships with parents/ home.
Blog posts every month we write a blog post informing parents about what is going on
in the classroom. Including what we are learning and any activities or projects we are
involved in.
In science students are going to think of a plan to decrease waste in their home and
school. As a result this will have a positive impact on their community
Plans for Growth:

Establishing partnerships in the Community inviting people in the community to come

to the class ie guest speakers
Making blog posts more detailed.
Maintaining more regular parent communication. ie positive blog posts home. Sending
more notes home when we start a new unit to inform parents what we will be learning
next.
Establishing more partnerships at home by inviting parent volunteers in my classroom
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