PSIII Professional Growth Plan

Name

Established Date September 25, 2015

Review Date
November 14, 2015
Review Date
December 12, 2015

Alexandra Pletch

Goal 1: Differentiated Assessments

To incorporate various differentiated assessments with my grade 5 students. I have many ELL
students and students with learning challenges who face difficulties with any writing
assessment. I want to explore how to differentiate assessments so I have evidence of students
learning at all times.
Related KSA(s)
KSA [Interim] e) all students can learn, albeit at different rates and in different ways. They know how
(including when and how to engage others) to identify students different learning styles and ways
students learn. They 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

KSA [Interim] k) the purposes of student assessment. They know how to assess the range of learning
objectives by selecting and developing a variety of classroom and large scale assessment techniques and
instruments. They know how to analyse the results of classroom and large scale assessment instruments
including provincial assessment instruments, and how to use the results for the ultimate benefit of
students

Indicator(s) of Success

2 Sample assessments in ELA5 and Science5 which allow students to demonstrate their learning (modified)
Personal inventory of 12 differentiated assessments (using chunking, visuals, etc.)

Action
Observe my Teacher Mentors classes and make
a list of strategies.
Consult with TA on an ongoing basis.
Observe two other teachers classes for their
differentiation strategies.

Resource(s)

Timeline

TA (Teacher Mentor)

Once per week 4 times

Other Teachers

Twice per month

By December 14, 2015

Scaffolding for Student

Success. Alberta
Assessment Consortium.
[book and online
resource:
http://www.aac.ab.ca/
assessment-materials2/scaffolding-forstudent-success/
Other Websites

Technology
Other websites .

Ongoing

Research differentiated assessment examples

and instructional strategies online. Create a
personal inventory of at least 12 sample
assessments to try.

Plan learning assessments with the students in

mind. I know that about 6 or 7 students struggle
to write in most activities and I need alternative
learning assessments or tools ready for them.

Template by Kurtis Hewson

Reflection
November 14, 2015:
I attended a three-part lunch hour PD session on differentiated instruction and understanding how ELLs can learn
and be supported.
These sessions provided some valuable differentiation strategies for English Language Learners that can benefit all
learners. For example, visuals are essential for ELLs because the brain processes visuals incredibly quickly. I have
since made sure to include visuals in my Science Unit for new Chemistry Vocabulary. I also used a Think-Space or
picture boxes to begin the new Science Unit. Students viewed photos of various topics that will be covered in the
Weather Unit and drew images in the blank boxes. Tarsia Puzzels are another great strategy because they rely on
problem solving skills and collaborative learning to solve the puzzle. I cannot wait to try this!
I also attended an after-school PD session on Google Read & Write. I have since used some of the technologies
with an LD student and plan to incorporate more for my ELL students.
I have observed a few lessons in other classes: Kindergarten and Grade 3 Math. The Grade 3 Math lesson revealed
to me how the current Jump Math program relies on whole-class instruction and assessment to build confidence in
all learners. However, the way that it is structured does not allow for opportunities to differentiate except that
students who understand the concepts can do more questions (which is not the best practice). At a PD session for
Math Minds, I realized that many teachers feel the same way. Stepping back to catch up all students does not
work because students who understand the concepts are bored, and for struggling students, you may have to step
back too far. Differentiation in Math is an ongoing struggle.
I have found 6 Strategies for my Personal Differentiated Assessment Inventory and have included descriptions and
evidence.
I also helped implement Literacy Centres in my classroom and organized the various center activities. We launched
Literacy Centres on November 4: Raz Kids, Poetry Cubes and creating Visuals, Writing Tall Stales with Hyperboles
using story starters, Vocabulary Challenge, and Silent Reading. While my Teacher Mentor works with one group on
Fountas and Pinnell Levelled Literacy Intervention lessons, I can work with individual students on reading and
writing.
Challenge: While I had planned to observe at least one of my Teach Mentors classes a week, I have found it
difficult to follow through. For the rest of my practicum, I will make an effort to make more observations.
What next? I have organized observations sessions with other teachers in the school and will make an attempt to
observe more of my Teacher Mentors lessons.
November 30 is a District PD day and teachers can choose their sessions. I would like to attend the ones on Diverse
Learners and Differentiation.
I would like to implement a Tic Tac Toe or Menu project for my current Science unit and use more centers in
Science.
December 12, 2015:
I completed my Differentiated Assessments Inventory with 12 Strategies. I have used most of the strategies while
teaching grade 5. Working with this group of students has made me acutely aware of the need to differentiate
activities. Most recently, I incorporated Telling Tables (aka Storyboards) to assess reading comprehension during
my novel study in LA.
I attended the District PD day on November 30. A session on diverse learners gave me some valuable ideas for
differentiating assessment. Some suggestions were Telling Tables for reading comprehension, Math Daily 5
centers, Reading Comprehension tic tac toe boards, and rewards to motivate reluctant learners such as Punch
Cards and Movement Breaks.

Template by Kurtis Hewson

I also observed some really engaging science lessons. The first was a Mad Scientist Visit to Grade 5/4 with Simple
Machine materials such as pulleys, levers and catapults. I observed small groups rotate through each center. The
second science class observed was a guest visitor who set up Sensory centers using the Under the Sea theme
with Grade 1 students. Parent volunteers facilitated centers which explored the five senses using sea creatures
and settings. Both presentations were extremely hands-on with many materials needed. I love how the students
had a variety of centers to visit. While the instructional strategies were effective, I did not observe ways to
differentiate assessment.
In my time at St. Thomas Aquinas, I also observed Grade 2 Science, Grade 2 Literacy centers Grade 4 Literacy
Centers, Grade 3 Math, Grade 5 Math, and Grade 5 Art. While I observed scribing and one-on-one support in some
cases, the only differentiated assessment I observed was during Literacy Centers which is not assessed.
I have observed that differentiated assessment is a challenge for experienced teacher and realize that this will
definitely be a long term goal to work towards throughout my career. Through my personal Inventory, I have at
least 12 strategies to use and reuse with any grade!

Template by Kurtis Hewson

Name

Established Date September 25, 2015

Review Date
November 14, 2015
Review Date
December 12, 2015

Alexandra Pletch

*I consider the PIP part of my professional growth. I have included it as a second goal but will
outline it with more detail in my PIP Proposal.
Goal 2: School Improvement through PIP
To positively contribute to the school to benefit students and colleagues. St. Thomas Aquinas School is a
healthy school and promotes healthy choices. Staff have communicated a need for the grade 5s (the
eldest students in the school) to become positive role models and leaders on the playground, especially
in the areas of conflict resolution and positive playground activities. The school nurse has offered to
participate in the leadership club and guide health-related initiatives for the club. I am interested to see
how leadership within the healthy schools model impacts students learning both in and out of the
classroom and unites the school.

Related KSA(s)
KSA [Interim] n) the importance of contributing, independently and collegially, to the quality of their
school. They know the strategies whereby they can, independently and collegially, enhance and
maintain the quality of their schools to the benefit of students, parents, community and colleagues

Indicator(s) of Success

Professional Inquiry Project with an emphasis on student leadership and healthy schools

Action

Resource(s)

Ask teachers about a need in their school as a

possible focus for my project, check in with the
principal

TA (Teacher Mentor),
other teachers, principal

Coveys The Leader in Me

Some examples:
Elementary school
students tackle health
issues, including quality
recess time and greasy
lunches http://www.
schoolbasedhealthcare.
org/wp-content/uploads/
2011/04/LynnMassYouth
_07191.pdf
Promontory Heights
Student Leaders
http://promontory.sd33.
bc.ca/student-leaders

Research students leadership models at other

schools. Define a focus for my project

Begin student leadership club: coordinate with

the school nurse, invite all grade 5s, ask for
student input in potential projects/initiatives.
Facilitate student leadership projects and keep
track of potential ideas for projects and events
for the school to continue.

Template by Kurtis Hewson

Other teachers
Research
School nurse: Shelli
Edgerton (AHS liason)

Timeline
October 1, 2015

October 2, 2015 (complete

see PIP Proposal)

October 18, 2015 (complete)

December 14, 2015 (last week

of practicum)

Reflection
November 14, 2015
I have successfully started a Leadership Club in partnership with the School Health Nurse. We have outlined the
goals of the club with students which are to encourage health and positive relationships between students through
the Club SWAT: Student Wellness Action Team.
I have been able to meet or talke to the nurse via phone calls to plan each meeting and reflect on the progress of
the group. I believe that I am establishing a positive connection with a community resource.
On November 3 and 4, SWAT presented Hand-Washing Demonstrations to all the classes in the school in small
groups based on training. I received positive feedback from other teachers about these presentations. In
debriefing the experience afterward, the students identified key teamwork and leadership skills that were
necessary for their presentations.
I am also reading Stephen Coveys The Leader in Me as research for my project and have started my SWAT website
resource for teachers to continue our group in the new year.
What next? After brainstorming with the group and coordinating with the Nurse, we have decided to create
student-skits on bullying and bucket filling and film the skits to share with the school.
December 12, 2015
The SWAT club has just completed its How to fill buckets video project and will premiere the video December 15,
2015. In small groups, students planned and acted out scenarios where bullying occurred and how students can
remedy these situations. I edited the video due to a lack of time despite my intentions to have students edit. I
believe that this video demonstrates the values that St. Thomas lives by and will leave a legacy for the school. The
video also represents my work in encouraging the students to be positive role models and create their own legacy.
In working closely with School Nurse Shelli, I have learned about health resources for schools and teachers and
added these to my SWAT website. She has also written a letter about our work together to add to my portfolio.
Below is a picture of the website I created for the teachers at St. Thomas to continue to facilitate the SWAT club.

Template by Kurtis Hewson

Empowering Students Web: created to illustrate the connections between community and educational
resources and goals for students in Alberta.

Template by Kurtis Hewson