Professional Growth Portfolio Kcs Seperated Goals

Professional Growth Portfolio (PGP) Tables:
Ali Pravda
2013 Internship KCS
Goal 1: Support broad areas of student growth by providing varied and
constructive learning opportunities
Related Program Goal: Recognize Learning as Valuing and Constructing
By this we mean: The program strives to prepare educators who appreciate learning as
processes of valuing (that is, recognizing that the knowledge we think worthwhile
reflects what we value as a society) and constructing (that is, learning involves unique
and active knowledge construction processes by learners, supported by teachers.)

Goal 1 Outcomes: The
Teacher Candidate
Evidence / Artifacts Analysis/ Interpretation
1.1 Ensures the
participation and success
of all students.

Nov. 14, 19-22, 25-29, Dec. 3-6: Walked
around the classroom helping all students
with any uncertainty they had on questions.
While walking around
the classroom, I can
assist all students who
need help with their
math, or assignments.
Being mobile in the
classroom is important,
since not all students will
request help in class,
despite needing it.
Nov. 25, 26: I assisted students in math labs
by assigned duties to each individual
student and analyzed each group during the
lab.
Making sure that every
student has a job, helps to
ensure that they are all
participating in the lab.
Approaching each group
ensures that their
questions are being
answered.
Oct. 9: I assisted all students to compose
metaphors for their poems. I then presented
the students with the following options for
each of their poems: what to write about,
which poem to represent with a picture, and
which poem to present to the class.
When students struggle
with poetry and
creativity, it is useful for
me to help them with
their ideas. Giving
students options allowed
them to be interested in
what they were doing,
which therefore enhanced
their stimulation and
learning to encourage
them to succeed.
Oct. 3, 18, 22, 23, 29, 30, 31, Nov. 1, 4-7,
14, 15, 19-22, 26, 28, Dec. 5, 6, 10, 11:
Reviewed answers/content as a class (ELA
It occurs frequently that
we discuss as a class the
content that we are
20).

studying, and more
precisely the underlying
meaning of the literature.
While doing this, I am
helping to ensure that
each student is achieving
the same level of
interpretation, and
therefore absorbing the
same comprehension
from the lesson.
Oct. 4, 8, 31, Nov. 21: Had every student
read aloud in class.

Reading aloud in class
facilitates the outcome
that every student
participates in the lesson.
Sept. 3, 12, 13, 20, 27, Oct.1, 4, 7, 23, 28,
29, 30, 31: I went up and down rows to
assess participation and answer questions
to help ensure students success.

By going up and down
rows to check students
work, I can see who is
getting correct answers,
where they are having
difficulties, and what are
common mistakes that
we can take up as a
whole class. Students
often ask questions more
while Im beside/near
them, compared to
raising their hand when
Im farther away.
Oct. 2: I gave a quiz as a review for the
unit this was used as formative
assessment.

Giving a review work
sheet will help me
distinguish what I need to
review, and what holes
are missing from the
previous lectures.
Oct. 1, 2: Gave students exit slips with three
questions of review, asked students to
complete and hand-in.

Having students give
answers on exit slips
ensured that there were
few answers so that it
was quicker to receive
the information, and gave
a good view of what was
being misunderstood.
Sept. 11/13: Went to each group of students
(for clinometer lab, outside; FMPC10) and
verified that they understood the assignment
By going to each group, I
could tell where they had
stopped their lab because
of confusion. This helped
ensure the success for
each group.

Teacher Candidate
1.2 Uses a variety of
ways to identify and
build on student
academic, physical,
spiritual and social
strengths.

Nov. 26, 28: We discussed cultural
appropriation as a class, then discussed
how celebrities were perhaps being
unknowingly racist. Therefore, we then
discussed the true meanings behind items
that were being used as accessories, and
how these items truly represent spiritual and
religious meanings.

While discussing cultural
appropriation in class, it
seemed that the majority
of students were not
aware of these societal
issues. After discussing
what is happening, it
helped for the students to
be spiritual, especially
while reflecting on
spiritual or religious
aspects from other
cultures.
Nov. 25, 26, 27: Had students working in
groups on labs (two sections of FMPC 10,
distance/time=speed lab).
Having students working
together on projects or
labs helps them to build
both social connections,
and academic strengths.
Nov. 19: Got students to work in groups for
writing workshops that specifically evolved
around poetry. (ELA 20)

Having students working
together on projects or
creative assignments
helps them to build both
social connections, and
academic strengths.
Oct. 29: Showed To This Day and talked
to students about how it was relative to
themselves, and how we can act in
situations that involve bullying. This helped
them build spiritual and social strengths.
While talking about
bullying, our class
associated with each
other; relating to one
anothers experiences.
While talking about the
long term effects of
bullying, this helped
them relate to emotional
and spiritual stress, and
encourages them to grow
in those areas.
Oct. 18: I issued an assignment to compare
the paths/inspirations of characters from
poems, and compare them to students own
lives.
While comparing
situations with others,
the students were
gaining self-insight,
and gaining spiritual
strength because of
those self-reflections.
Oct. 10: Gave students individual feedback
on writing, in regards to voice,
flow/structure, editing, imagery/detail, depth
and creativity.
Giving students feedback
on these areas help them
build academic strength.
Oct. 3: Had students write a letter to their
past selves, giving advice, and reflecting on
what they have learnt, or how they have
become wiser.

While reflecting on
their lives, the students
were gaining self-
insight, and gaining
spiritual strength
because of those self-
reflections.
Sept 20: Had students work in groups to
learn methods in binomial multiplication.
Students were asked to collaborate.
Having students work in
groups gave them an
advantage to work on
social skills.
Sept. 18: Told students to think of goals
involving any of the following categories in
their own lives: physically; emotionally;
education/career-orientated;
spiritually/religiously;
family/friend/relationship-orientated.
Telling students to think
about goals in different
aspects of their lives gave
them insight into self-
reflection and growth.
Sept. 10, 11, 17, 19, 24, 25, 26, Oct. 15, 22,
29, 31: Held cheerleading practice to help
build physical coordination and well-being,
as well as social connections.

Having practice for a
group of students allows
them to gain skills that
they would not
otherwise, including
coordination, physical
fitness, flexibility, and
strength. The group of
students are also
interacting with each
other, building their
social well-being and
stronger relationships.
Sept. 10: Asked students to say their name,
interests, and something unique about
themselves, which helps build their social
connections and strengths.
Having students talk
about themselves, lets
students get to know each
other more, and to relate
to one another.
Sept. 6: Had group of girls (team) sit
together at a school sporting event, help
ensure social building.
Having students sit
together builds their
social skills and
connections.

Teacher Candidate
1.3 Uses constructivist
principles to guide
student learning.

Sept. 9, 15, 16, 21, 22, 23, 25, 27, Oct. 1,
16, 29, 31, Nov.1, 26, 27, 29: Had work
period in class.
Giving the students work
periods in class ensures
that they will be able to
spend hands-on time to
learn the material.
Nov. 25-27: Had labs in math class.

Working with the
students to do lab work
helps the students to be
hands-on and therefore to
gain different skills
compared to a standard
lecture. This change
increases their attention
and enthusiasm, and
therefore, their likelihood
to learn.
Sept. 9, 10, 25, 26, 27, Oct. 1, 4, 7,16, 17,
22, 28, 29, 30, 31 Nov. 14, 25: Lets students
try examples before the class takes them up
together.
Giving the students a
chance to try the
examples by themselves
ensures that the students
have a chance to
critically think about the
questions before
receiving the answers.
Oct. 17: Had students help build criteria and
rubric for assignment.

Having students help
build rubrics allows them
to understand which
indicators and outcomes
are being questioned.
Oct. 3, 4: Students were asked to do an
assignment, with little direction, then once
that they had started their creative process
Letting students try
examples on their own
without direction, lets
them sort out any
incorrect paths that they
they were asked to focus it and expand their
writing.
would take if they let to
do on their own later.
Sept. 20: Students were allowed to learn a
math method by themselves before further
instructions from myself.

Students learning
methods on their own,
lets them gain skills on
how to independently
learn, but also gave them
a chance to learn from
one another.
Sept. 12: Lets students do more
independent learning and questions, rather
than repeating examples on the board.

Students learning on their
own allows them to
concrete the method and
theory because they are
critically thinking, rather
than only copying
information.
Sept. 11: I lead lab to form critical thinking of
an equation students were actively
involved in the process of deciphering the
information.
Doing the lab had let
students understand the
theory on a larger scale,
and to understand
applying the information
to real-life.

Teacher Candidate
1.4 Analyzes the
classroom environment
and makes adjustments to
enhance social
relationships and student
motivation/ engagement.

Sept. 23, Dec.5: Assigned seating
arrangement.

Assigning a seating
arrangement allowed
students to focus without
distraction from others.
Nov. 25, 26: I had arranged the students in
specific pairs to enhance the success of the
labs that we were performing. (e.g. Having
specific people being the callers, having
specific groups go first/last, specific people
responsible for specific items, etc.)
Making adjustments to
groups while performing
labs helps to ensure that
the lab will be run
smoothly and to the best
of the students
capability.
Nov. 19, 20: Made adjustments to groups
after having a student become upset with
other students.

After students had a
falling out in my class, I
ensured that the ones
involved were always
working with others in
the class. This helped to
ensure that there wasnt
any tension in the class.
Oct. 31: Edited groups for teams to have a
more balanced group in terms of skill level
and demographics.

Having diverse groups of
students working
together allows open
thinking and creativity,
therefore can be capable
of producing advanced
outcomes. These groups
would not have been
made if I had not stepped
in to construct the
groups.
Oct. 22: Students did not seem engaged in
working on their essay, so I allowed them to
work on their Independent Novel Study
instead.
Having to adjust the
lesson for the day
allowed me to be certain
that time was not being
wasted for the day.
Oct. 17: Asked students to keep desks away
from the wall to allow me to access
students that needed help, as well as to
refrain students from leaning on the wall and
pulling at the curtains.
Making these
adjustments in class
helps to ensure that every
student is being helped,
and that students are not
being distracted.
Oct. 1: Asked a student numerous times to
do work instead of looking out the window,
then moved the student to a different seat
after he was still not getting his work done.

When a student is
continuously distracted
from doing their work, it
is best to try to remove
the distractions, which is
why I moved the student
away from the window.
Sept. 19: Assigns groups for students to
work in, identifying skill level, gender
grouping, and social strengths, and avoiding
social distractions.
Assigning groups for
work periods helps
ensure that the skill
levels and other
diversities were mixed.
Having students in
diverse groups allows
them to develop a wider
range of ideas and
insights.
Sept. 10, Oct. 4: Lets students move seats.
Letting students move
seats gave them a chance
to alter their own
perspectives and moves
them to places that
prompt them better to
learn.
Sept. 3: I asked students questions about
their personalities and therefore also lets the
students get to know each other as well.
Having to adjust my
questions to students
allows social
relationships to be
enhanced.

Teacher Candidate
1.5 Provides
opportunities for students
to demonstrate their
understandings in
multiple ways.
Sept. 18, 23, 25, 29, Oct. 17, 18, Dec. 2:
Used Venn Diagrams to assign questions
for students the students get to choose
which area they are more suited in, or have
to choose a specific group based off of skill
level.
Creating tiered questions
for students allows their
needs to be met while
still learning the
curriculum.
Dec. 4: Students are given a variety of
quotes to write a response to.
Having students choose a
quote that interests them,
or relates to them, allows
them to show their
understanding in a
different, but specific
way. This allows the
student to be more open
with their responses.
Nov. 22: Allows students to isolate variables
by dividing in three different ways (One,
having the whole number be over one, and
multiplying through; two dividing one
number at a time, and three taking the
reciprocal).

Students could relate to
different methods, and
found which worked best
for them. Having
students concentrate on
one method allows them
to show their
understanding, even if it
is different than other
students.
Nov. 22: Allowing students to pick their
questions and themes to answer in relativity
to the short story Borders. (Themes
consisted of identity, childhood, etc.)

When the students were
able to pick a theme to
answer the questions,
they were able to pick
one that was most
relatable to their own
lives.
Nov. 15, 19: Had students work on writing
workshops; doing so, they were allowed to
pick different themes that were relevant to
their-selves. (Themes were picked by
students that related the theme to their day-
to-day lives, e.g. sports, friends, etc.).

When the students were
able to pick a theme to
answer the questions,
one that was most
lives.
Oct. 31: Allowed students to come to the
board to show their work.

Students were able to
demonstrate their
understanding to both
myself and their
classmates. By doing so,
I asked them to further
explain what they were
doing, step-by-step, and
was able to assess their
understanding.
Oct. 17-22: Allows students to pick their
topics and themes for a personal essay.

Students were given an
option to pick a theme,
and therefore were able
to pick one that was most
lives.
Oct. 7, 8: If students couldnt expand on
their metaphors to make full poems, they
were asked to make several shorter
metaphors. This adaptation included their
picture representation of their poems; if
students could not create a picture with
enough detail to describe one metaphor,
they were instead asked to make numerous
pictures.

Students were given
numerous adaptations if I
found that it was
necessary. I wanted
students to still put forth
the same effort, even if
their creativity was
lacking for that
assignment.
Oct.3: While students were instructed to
write a letter to their past selves, they could
state advice, or reflect on their lives; they
were also allowed to write a poem instead.

Some students found that
certain formats worked
better to express different
ideas. I therefore allowed
them to construct their
ideas how they deemed
fit.
Sept. 26, 27, Oct. 7: Students came up to
the board to demonstrate math methods
(i.e. examples).

When students show me
and the students an
example, it shows me
that not only are they
confident enough to do
the question, but they are
confident enough to
teach others.
Oct. 1: Gave students a list of numerous
books for their independent novel study.

When students were able
to pick a book of their
choice for their
independent novel study,
one that was most
lives.
Sept. 20, 23: Lets students decide on a
preferred method of binomial multiplication.
Giving three options to choose from, and
talking about easiest and most efficient
methods.

When students are given
a choice of methods, they
are more likely going to
be successful, because
they have chosen one that
they understand and can
apply.
Sept. 10: Lets students cross multiply rather
than factor through (e.g. division and
multiplication)

Again, students are able
to choose a method that
works for them, and
therefore helps ensure
meaningful learning and
success.

Goal 2: Affirm dignity and respect for individuals (students, families,
colleagues)
Related Program Goal: Affirm Dignity and Respect for Individuals
By this we mean: The program strives to prepare educators who promote dignity and
respect for all.

Teacher Candidate
2.1 Creates and
maintains a learning
environment that
encourages and
supports the growth
and potential of the
whole student.

Nov. 22: Telling the students that it is ok if
they are frustrated with isolating variables,
but that it is grade-appropriate material,
and therefore they are fully capable of it.

Expressing this to my
students allows them to be
more comfortable with what
they are feeling and what
they are going through; this
also expresses empathy and
support.
Nov. 18: While working on writing
workshops, we would create a circle with
our desks and share the pieces/products
with the group.
Having students in specific
seating arrangements allows
them to be more open with
one another and express
their ideas so that every
student can hear.
Oct. 29: While studying a video about
bullying, we have discussions about our
inspirations at different ages. The video
incorporated the idea that people are
judged and bullied because of who they
are, and our dreams and inspirations are a
part of our identity.
Having students express and
share their past inspirations
allows students to relate to
one another and build a
comfortable and open
environment.
Oct. 24: puts up writing prompt before
attending short staff meeting at the
beginning of class, so that the students are
encouraged to do work before I get back.
Students were working together when I arrived
back at class.
Writing the activity on the
board allowed students to
be responsible for their
success. The students felt
comfortable enough to work
as a group, and therefore
helped one another to
succeed.
Oct. 18: Talked to students about the
inspirations and dreams that we have at
different ages, therefore helping them
realize that we are always growing.
Talking to students about
how they will continue to
grow allows them to
recognize their self-growth.
Oct. 17: Asked students to keep desks
away from the wall to help accessibility for
myself to help more students, as well to
help refrain them from leaning on the wall
and pulling at the curtains.
Having students sit in a way
for me to be able to help
each student allows more
students to get help and
develop their skills.
Oct. 4
th
: Read my own work to the class,
hoping that they would feel comfortable to
write deeper.

Students were self-
conscience about their
thoughts, so I helped
encourage their ideas by
sharing my own.
Oct. 1: Asked students feedback (start,
stop, continue) to help strengthen lectures
towards their specific learning styles.

Getting feedback from
students lets me know what
I am doing that could be
better, and what I should
continue or discontinue
doing. The answers were
similar, which gives me
targeted areas to work on,
and lets me understand the
students on a whole and an
individual learning basis.

Sept. 19: Assigns groups for students to
work in, identifying skill level, gender
grouping, and social strengths, and
avoiding social distractions.

Assigning the groups
allowed for each group to
have diverse members
which helps build student
interactions and meaningful
conversations. It as well
prepares students for
diverse settings after
collegiate schooling.

Sept. 10: discusses with class the need to
pay attention; telling them that I care and
want everyone to succeed

Telling students to listen
(and that the instructor cares
about their success) allows
students to gain respect for
themselves and others; as
well to gain confidence and
self-esteem.
Sept. 3 asks students what is unique
about them tells them that there is more if
they look deeper.

Asking students what is
unique about them allows
them to self-critique, and to
start to gain insight on
themselves as a whole.

Teacher Candidate
2.2 Provides learning
opportunities that
recognizes and fosters
each pupils sense of
self worth and dignity
while demonstrating
caring, compassion,
trust and empathy.

Nov. 20, 21, 22, 25, 26, 28, 29, Dec. 3:
Came in early/stayed at lunch/stayed after
school to help students with Math Help.

By helping students outside
of class times, and using my
time to help students, I
provide learning
opportunities while
demonstrating caring,
compassion, trust and
empathy.
Nov. 1, 4, 5, 6, 7: While watching a
documentary about bullying, we recognized
the pain and long term effects of those who
are/have been bullied. We tried not to
target bullies either, and instead asked the
reasons they do what they do, and how we
can reach them to stop their actions.
While talking about bullies
motives we are providing
empathy to those students.
Recognizing the long-term
effects of bullying reflects
caring and empathy as well.
Oct. 24: After students were having a
stressful few classes, I let the lesson plan
be changed to creative writing, and class
discussions. The students said that they
enjoyed the class, and were having fun with
the activity.
By changing my lesson to
reflect the students needs, I
was showing empathy.
Oct. 22: Had school presentation that
included values of every person should
love each other unconditionally. I restated
this to my students, ensuring that as
teachers, we feel the same about our
students.

While explaining that
teachers care for their
students, I fostered each
pupils sense of self worth
and dignity while
demonstrating caring,
compassion, trust and
empathy.
Oct. 18: Had class discussion involving
students dream/inspirations (past and
present), while sharing my own.
While telling students about
my own life helps allow
trust to build.
Oct. 10: Gave students individual feedback
face-to-face on their writing, in regards to
voice, flow/structure, editing,
imagery/detail, depth and creativity. Also
spoke about the value of their work, and
how relatable it was.
While taking the time to
discuss assessment with
students I am showing
caring and empathy for the
students feelings and
academic achievement.
Oct. 4: Read students work in class and
gave them feedback, despite not being due
until next week.

Proof-reading work
beforehand allows students
learning opportunities to
reflect on their work in a
new light and shows that I
am caring for my students
well-being.
Oct. 3: Read students work and gave them
feedback.
By giving feedback I am
providing learning
opportunities that show that
I am caring and empathetic.
Sept 6 Gives students personal feedback,
discussing their personality and skills.

Taking the time to respond
to each student and
regarding meaningful
information allows the
student to sense their own
self worth and gains trust
with others.
Sept. 3 Asking students personal interest
questions; tell them personal details to help
develop trust.
Telling my own experiences
and information allows
students to gain trust from
myself.

Teacher Candidate
2.3 Develops
knowledge and
Nov. 19: Had parent teacher interviews,
and after meeting parents, was able to
Of course to fully
understand my students, I
understanding of
students distinct
cultural, ethnic and
language background
and applies it to anti-
oppressive teaching
practices.
celebrate the successes of the student,
particularly since the parents had English
as a second language.
must first understand where
they came from, and their
parents are the first step of
that. This specific set of
parents had English as their
second language, and
therefore there is less ELA
support for the student at
home.
Oct. 22: Talking to students about their
community and what type of stereotypes
reside there.

Students are impacted by
their community, and
therefore the community
needs to be dissected with
the students for them to also
see how they are affected.
Oct. 11: Asks students to write a poem
describing their families in regards to
metaphors.

Of course to fully
understand my students, I
must first understand where
they came from, and their
families are the first step of
that.
Sept. 5, 27: Goes to community event,
meets parents.
Meeting students parents
allows insight on students
backgrounds and therefore
more on the students way of
life and learning style.
Goal 3: Strive to support social justice and ecological responsibility
Related Program Goal: Support Emancipatory Action for Social and Ecological Justice
By this we mean: The program will strive to prepare educators to address systemic forms
of race, gender, ethnic, sexual, ability, environmental, socio-economic (i.e., colonial), and
other forms of oppression to achieve social and ecological justice through emancipatory
educational theories and practices.

Teacher Candidate
3.1 Promotes and
engages in the
improvement of social
and environmental
conditions.

Dec. 5,6: Lesson involved events of
public announcements of the Pope from
2002, and from the Prime Minister in
2008, and how these views of First
Nations and colonialism are represented
today in our society.
Helping students to
understand history of our
nation, helps students to
understand the current state
of Canada, and social issues.
Dec. 3, 4: Lesson talks about societal
misconceptions, specifically involving
races. Then, how these
assumptions/misconceptions can be
challenged.

Asking my students to
challenge society and to
critique their own thoughts
and how society can change,
gains improvement of
societal conditions.
Nov. 29: Used example and explained
the change in sea level over time, and
the possible correlation to climate
change.

Having my students see the
effect of climate change
helps them to understand
that our actions have
consequences and that we
should take care to offset
the affect we have on our
earth.
Nov. 26, 28: Lesson focused on cultural
appropriation, and we discussed how
this is relative to our society, and how
we can change that.

This lesson made my
students think about how
their actions are perceived
by others. They were to
understand that even if an
action is not meant to hurt
others, that it could still be
interpreted as racist.
Nov. 20: I talked to my class about
stereotypes, why they happen, and how
we can try to combat them.

I helped my students to
understand that there are
still stereotypes in our
society which can lead to
oppression; helping to
change this is helping our
societal conditions.
Oct. 29: Showed video that regarded
bullying, and the long term effects of it.
We then talked about initiatives that we
could do to help our school and
community be anti-bullying.

By teaching this lesson, I
was able to help students
understand the effects that
bullying has on our
community; helping to stop
bullying, advances the well-
being of our society.
Sept. 10: example on solar panels
which is an environmentally friendly
option, and relating to current location
(i.e. Kindersley).

Talking about solar panels
allows students to start to
think about energy and the
environment. The example
included information if they
were to use a solar panel at
home.

Teacher Candidate
3.2 Identifies and
ameliorates ways in
which socio-economic
status affects children,
learning and
Dec. 3, 4: Class discusses how the ways
socio-economic status (among other
factors), contributes to ours and others
perceptions of each other.

By recognizing that there
are differences in socio-
economic status, we discuss
as a class how the
stereotypes of others are
community.

affected. This allows me to
explain to my students that
other students are affected
by socio-economic status.
Nov. 29, Dec.1: Talked to students about the
correlation between birth rate and income in
low income vs. richer countries.

In doing so, I talked about
why this might be the case;
stating that the level of
education (and because
these countries do not have
access to education) is a
factor. Helping students to
realize the effect that school
has over their every day
lives.
Sept. 19: Finds school jerseys for team,
rather than paying for separate shirts.
Although some students
would prefer getting new
shirts/uniforms, getting
team jerseys from the school
allowed no one to be singled
out, and for everyone to
participate free of cost.

Teacher Candidate
3.3 Demonstrates,
shares, and assists
students in developing
critical insights into
current issues.

Dec. 5, 6: Lesson involves colonialism and
suppression of First Nations, and what
current day people of power have said in
reaction to it. Then, how people identifying
as First Nations are responding to these
public statements.

As a class we critically
reflected on the
actions/reactions of people
such as the Prime Minister,
or Pope, helping them to
understand that even if a
public figure believes
something does not mean
that we all should agree, nor
that it may be morally right.
Dec. 3, 4: Lesson involved content
recognizing discrimination, misconceptions,
stereotypes, the power of media, societal
power and societal change.
Bringing these issues to
discuss in class allows
students to consider this
content and critically
examine them.
Nov. 29: Talked to students about the
correlation between birth rate and income in
low income vs. richer countries. Also, about
sea-level changes over time, and the
correlation of climate change.

Talking about poverty and
climate change/global
warming, are both important
issues that my students
should consider. Asking
questions like why begs
them to critically think
about the situations that our
world faces.
Nov. 26, 28: Created lesson evolved around
cultural appropriation, including an essay
and two articles. Current events at the time
included celebrities being unknowingly
racist because of what they were wearing
(specifically at an award ceremony).
Therefore, our goal was to understand what
cultural appropriation is, how it happens in
our society, and how we can recognize it
and stop it.
This was a very important
class to my students,
because most had not heard
of cultural appropriation,
nor did they understand
what it meant. The subject is
in their lives, and now they
have the chance to critically
think more about the
situations that they face.
Nov. 19-22: Talked about stereotypes,
(particularly those of First Nations) and
discussed why they happen, and how we can
combat them.

Stereotypes and racism are
both important, and I helped
my students to identify with
these scenarios, and
therefore how to change our
actions for the better.
Oct. 29, 30, Nov. 1, 4, 5, 6, 7: Talked about
the issues of bullying. (To This Day,
Documentary Bully);

Through these lessons, I
discovered that the subject
of bullying is in my
students lives. Therefore, it
was best that we talked
about it as a class and dealt
with some of the issues that
involves bullying.
Oct. 30: Gave feedback on students
responses to a video against bullying.
Their responses included questions, and
I gave them feedback, and mentioned
that their questions were relevant,
intriguing, and thought-provoking. I then
asked more questions for them to think
about regarding what they had
mentioned in their responses.
My students were already
critically thinking about
bullying, and had intriguing
questions, but with my help,
they were able to reach a
deeper level of critical
thinking.
Oct. 22: Talking about issues of FNMI
groups having difficulties in mathematics.
For some First Nations
groups there is truth that
they generally have
difficulty in math; instead of
allowing my students to
believe that it is possibly
because of genetics, I
explained to them why this
may be. Therefore, I
explained the difference
between their culture, and
westernized cultures.
Oct. 22: Talked about current events (man
arrested in the states; Olympics, etc.).
As a class we discussed
what current issues may be
and how we should interpret
them with a critical eye.

Teacher Candidate
3.4 Empowers students
by assisting in
development of
understandings of
democratic action.
Nov. 1, 4, 5, 6: Talked to students about
bullying; how it is relative to our lives, how
can we make our school anti-bullying, etc.
While discussing bullying in
our class, I discussed
numerous ways how we can
stop bullying in our
community, and how these
can be done by each of us.
Oct. 17: As a class we discussed that people
often judge other peoples dreams and
inspirations because they are impractical.
We then talked about having belief in
ourselves and others.
Taking the time to express
this idea to my students
allows them to have strength
and to believe in
themselves. They need this
strength before they can
take forth any democratic
action themselves.

Teacher Candidate
3.5 Develops in self
and others
understanding of
exceptionality and
inclusive education.

Nov. 21: Allowed students to work ahead in
math because they were exceptionally
skilled.

Realizing that some
students have proficient
skill allows me to respond
in a way to better them and
their sense of learning.
Therefore I can give them
the responsibility to move
on, or attain a deeper level
of learning.
Dec. 4, 5, 6: Giving handouts for notes.

Giving handouts allows
lower-level students to pay
closer attention instead of
writing notes. This helped
them understand the content
easier.
Oct. 3: Giving specific questions with a
variety of ranges of difficulty.
These tiered questions
allows all levels of students
to have their needs met and
still learn the content.

Teacher Candidate
3.6 Develops in self
and others
understanding of anti-
racist and anti-
oppressive approaches
to education.
Dec. 3, 4: Lesson involved content
recognizing discrimination, misconceptions,
stereotypes, the power of media, societal
power and societal change.
Explaining to students these
types of issues allows them
to be critical about racism
and oppression.
Dec. 5, 6: Lesson involves colonialism and
suppression of First Nations, and what
current day people of power have said in
reaction to it, then, how people identifying
as First Nations are responding to these
public statements.

Through this lesson I am
teaching students that they
should be critical about the
people in power and what
they have to say; teaching
that their ideas are not
necessarily right nor
trustworthy.
Nov. 26, 28: Created lessons that involved
the theme of cultural appropriation, and how
we can be aware of society being
unknowingly racist.

Having this lesson, I am
teaching my students that
although them or others may
not mean to be racist,
actions can be perceived
that way.
Nov. 19-22, 26, 28: Talked about
stereotypes, why they exist, and how we can
combat them.

This lesson asked students
to recognize the stereotypes
that are taken as common,
and instead realize why they
are oppressive.
Oct. 22: Talks to students about FNMI
groups (specifically Inuit students) in
Europeanized schools, and how there is a
disadvantaged of having a number system
that is in base 20.
Students are able to see
where this stereotype comes
from, and understand how
this is oppressive to
different nations.

Goal 4: Develop as a critical reflective practitioner who connects practical and
theoretical knowledge
Related Program Goal: Philosophize Educational Possibilities
By this we mean: The program will strive to prepare educators to imagine and propose
educational theory and practice within visions of the highest aspirations for humankind
and the world.

Teacher Candidate
4.1 Identifies and
understands how
education is affected by
present day and historical
global, local, political
and cultural issues (i.e.
war, peace, poverty,
racism).

Dec. 3, 4: Performed lesson that involved
content recognizing discrimination,
misconceptions, stereotypes, the power of
media, societal power and societal change.

By explaining this to my
students I am supporting that I
understand that education is
affected by these issues, and
helping my students to
understand the same.
Nov. 29: Talked to students about the
correlation between birth rate and income
in low income vs. richer countries.

Using this example I tell
students that education level is
a causation of birth rates. This
shows that when there is
poverty, then there is also a
lack of education.
Nov. 1, 4, 5, 6, 7: While studying a
documentary about bullying in ELA 20,
we discussed our local community,
provincial community, and our nation, and
how each are being affected by bullying;
by doing so, we talked about the long term
effects of bullying, who is targeted by
bullying (e.g. those in poverty), who we
identify with in these situations (the
bystander, etc.), and how the statistics and
information about the United States are
relative to Canada.
This example shows that every
school is effected by these
issues, and that it can directly
affect students.
Oct.22: Talks about homelessness, and
how there are supports in city-centers.
Students did not understand
homelessness, and so we had a
discussion about what happens
to people who are homeless.
Oct. 21, 22: Re-analyze lessons in lieu of
a death of a student; (watching movies).

This was a local issue that
greatly affected our students.
Therefore I altered my lessons
to create a comfortable
environment for those who
were still in my class.

Teacher Candidate
4.2 Is a reflective
practitioner who
continually assesses the
effects of instructional
choices and actions on
others (students, parents,
Nov. 22: Upon reflecting the grade ten
math students skills while isolating
variables, and after realizing their
frustration, I took the beginning of class
to go over more examples.
After assessing skills, I
realized that there needed to be
more instruction, and therefore
took more time to explain the
concepts to the students.
and other professionals in
the learning community)
and who actively seeks
out opportunities to grow
professionally.

Nov. 19, 20: After parent-teacher
interviews, I was able to see a direct
effect of how what happens in the
classroom effects the home. Having
math-help was appreciated; not giving
out homework was what some parents
wanted; asking their children if they
needed help during class was helpful
to some, because the parents knew
how shy and quiet their children are.
This experience helped me to
realize that there is not only the
expectations of myself, and in
the classroom, but there are
also expectation of the parents,
and in the home. This helped
me consider other factors while
instructing my class.
Oct. 22, 23: Reading assessment
textbook.
I was able to seek out an area
that needed growth in my
professional knowledge (i.e.
assessment).
Sept. 4, 5, 6, 9, 11, 16, 18, 23, Oct. 1,
2: Continue to research new ideas to
improve teaching.
Researching different lectures
and methods allows the
students to have access to the
best information for specific
lessons.
Oct. 1: Asked students to fill out a start,
stop, continue exit slip on instruction and
lectures.
Asking students to give
feedback allowed insight on
what could be done differently
and better in instruction.

Teacher Candidate
4.3 Combines practical
and theoretical
knowledge with broader
life learning to refine a
philosophy of education.

Nov. 25, 26, 29: Had students perform
labs relative to the information
(theoretical knowledge), by applying it
to practical uses.
I was able to apply my
philosophy of education by
making math directly
applicable to real life.
Sept. 24: discussed theories that will
be applicable later on, and also relates
to the current material.
Philosophy being that education should
be practical.
I was able to apply my
philosophy of education by
making math directly
applicable to real life.
Sept. 20: Explains to students the math
level of attaining a degree, and the
necessity of high-school math to be
accepted into those classes.

Telling students the likelihood
of their education gives them
insight on the effort that has to
be provided, and therefore why
the current classes are
necessary.
Sept. 9 alpha and beta, using
them to solve angles, understanding
thats how we then have the alphabet.
Using symbols such as alpha
and beta allow students to gain
a new prospective on the
alphabet and Greek letters.

Teacher Candidate
4.4 Is sensitive to and
engages the unique
strengths and learning
styles of all students.
Nov. 21, 29, Dec. 3,4: understands that
some students need one-on-one
support nearly constantly. Applies this
during class and during extra help
sessions.
Once realizing this I made a
better effort to continuously
check-up on specific students.
I also came in early or stayed
late to help students with their
work.
Oct.1, Nov. 7: Had exit slip asking
start, stop, continue, to help enhance
understanding of individual students
learning preferences.
Asking students to fill out
these exit slips allows me to
understand the strengths and
needs of my students.

Oct. 23: After giving students a wide
variety of topics to write an essay on,
students felt confused about the
options, I therefore gave them one
distinct option for them to write on.
Some students were not able to
process the idea of choosing a
topic, and therefore I changed
the instructions for them.
Sept. 23 Assigns students in groups
so that the skills are at different levels.
Having different skill levels in
a group allows the students to
help each other.
Sept. 16 When reviewing subtracting
binomials, talk about distributing, and
by multiplying with negative one
instead, because students were
multiplying correctly elsewhere, but
forgetting to distribute.
When students are strong in
one area, and weaker in
another, it was useful to review
theory using the topic that
most students were
comfortable with.

Teacher Candidate
4.5 Identifies, defines,
and attempts to conduct
all dealings and to
resolve problems
cooperatively with those
involved.
Nov. 26: Had scheduled parent-
teacher interview.
After a student was having
difficulty in the class, the
parents asked for a private
meeting with the staff. I was
able to come to the meeting
and explain the childs
behaviour in my class, and
why they were doing poorly.
Nov. 19 - 22: Came early to help
students with their homework.

In attempt to help students who
were not achieving in the class,
I offered math-help before
class, during lunch, or after
class. I therefore made an
effort to always meet them
when necessary.
Oct. 21: A student wanted to leave
school after having a school assembly
(of which news of a deceased student
was given). I talked to them about their
name, grade, and where they were
going, including options that they could
use other than leaving the school.
The student was in distress,
and so to make sure that we
contacted his parents I took his
information. I made sure that
the student felt welcomed in
the school, and that they knew
that counselors were on site for
them.
Oct. 4- talking to the class about
working as a team, and should respect
each other and not talk in class.
The issue was that the class
was not respecting their
classmates, so I explained the
situation to the students. This
helped them to realize that they
had responsibility not only to
themselves, but also to each
other.
Sept. 18 dealing with disruptive
talking, talks to individual students by
name, calmly, and nearly as soon as
the behaviour starts.
Calling on students who are
specifically bothersome allows
other students to be
comfortable.
Sept 10 dealing with disruptive
behaviour (talking), talks to students
about lack of reward.

Discussing a lack of reward
rather than a discipline is more
beneficial for the students and
lets them have something to
strive for.

Goal 5: Create a positive community in the classroom and school
Related Program Goal: Build Communities
By this we mean: The program will strive to prepare educator-leaders who engage in
relationships that build learning communities and community through learning

Goal5 Outcomes: The
Teacher Candidate
5.1 Builds classroom
connections with local,
national, and global
communities

Dec. 3, 4: Lesson involved content recognizing
discrimination, misconceptions, stereotypes, the
power of media, societal power and societal
change.

Reflecting on these
issues allows student to
make connections with
the experiences of others,
locally, nationally, and
globally.
Nov. 29: Had examples that talked about different
countries regarding their economy, included
Madagascar, India, Mexico, Taiwan, and Norway.

Giving examples like this
in class, allow my
students to understand
the differences between
Canada and other
countries; doing so
allows them to realize
social and global issues.
Nov. 25, 26: Made examples that referred to
Banff, Alberta, and Plymouth, Minnesota.
Referring to different
places and cultures gives
students perspective of
the world around them.
Helping them to grow
their knowledge of
themselves and others,
and therefore becoming
accepting and
knowledgeable of our
world.
Nov. 20: Talked about stereotypes of different
locations and different races, and why these
happen, and how we can help stop them.
While doing so, we read a story regarding
Blackfoot people, and Canada and United
States locations.

Nov. 14: Used example in FMPC 10 that
included cities in Yukon, N.W. Territories,
British Columbia, Alberta, and Nunavut.

Referring to different
places gives students
perspective of the world
around them.
Nov. 6: As a class we learn about provincial
news about bullying, and about the national
by-laws being taken into effect.

Relating local news to a
bigger area (e.g.
provincial to national),
allows students to see
how the effects of our
actions have a ripple
effect of a greater range.
This builds connections
to our province and our
nation.
Oct. 7: While attending a staff meeting, I
learnt about the town library.

Learning about the town
library allowed me to
build a local connection
that I could then share
with my class.
Sept 26-28: Went to local festival/community
activities and events (inc. Terry Fox Walk,
goose plucking competition, show and shine
motorcycle show, town parade, town walking
trail, numerous local business including the
humane society/pet adoption center, local
hockey game, town dance, church service,
etc.)

Being a part of the
community gives me a
better understanding of
the school community,
and therefore helps me
connect with my
students.

Sept. 6, 20, 27: Go to football games with the
cheerleading team.

Going to football games
as a team allows my
students to be recognized
in the community, and
gives a greater sense of
family.
Aug. 31 - Sept. 16: Learnt about the
community through the town rink, citizens,
and other research.

Learning about the
community allows me to
build a local connection
that I could then share
with my class.
Sept. 11 solar panel example referring to
Kindersley locally, and globally.

When referring to the
solar panel example, the
location was compared to
a larger scale
community.
Sept. 10 Refer to angle of incline referring
Banff, difference vs. Saskatchewan.

Taking to students about
the differences in
communities gives my
students a greater sense
of their communitys
identity.

Goal5 Outcomes: The
Teacher Candidate
5.2. Builds inclusive
communities across lines
of difference (e.g.,
ethnicity, ability, class,
race, gender and family
structure) and promotes
open communication.
Dec. 3, 4: Lesson involved content recognizing
discrimination, misconceptions, stereotypes, the
power of media, societal power and societal
change.

Recognizing the
differences of ourselves
and others is one step
towards acceptance.
Promoting open
communication about
these issues helps us to
accomplish our goals of
anti-oppressive
education. Talking to my
class about issues
regarding ethnicity,
ability, class, race,
gender, and family
structure all add to the
well-being of my
students in terms of their
actions of acceptance and
their individual roles as

advocates of change.
Nov. 28: Had lesson about cultural
appropriation.

Nov. 19-22: Showed movie clip, and read two
short stories, talking about the identity of First
Nations verses stereotypes.

Oct. 22: Talked about FNMI groups in two of
my math classes, and how there is an
injustice in Europeanized schools.

Oct. 3: Shares independent poem in hopes to
gain more trust with open communication.

I took it upon myself to
build open
communication and
therefore building trust
with my students. I was a
role model of acceptance.
Sept. 19: Assigns groups for students to work
in, identifying skill level, gender grouping, and
social strengths, and avoiding social
distractions.
Assigning groups allows
students to develop their
ability to be accepting of
diverse people.

Sept. 3: tells students that its a community
and we all have the same goal for them to
succeed.

Talking about the class
as a community promotes
communication because
it helps them understand
that they can help each
other.

Goal5 Outcomes: The
Teacher Candidate
5.3 Works with
colleagues in mutually
supportive ways and
Dec. 2: Had meeting with PLT group.
(Marking papers using co-created rubric).

Working directly with
coworkers, allows me to
build connections, and to
develops effective
professional relationships
with members of the
educational community.
Nov. 22: Finished PLT work (assessing
papers).

learn from others.
Working in subject-like
group allows me to build
skills that are relevant to
my field and that I will
use in my career.
Nov. 21: Had worked with substitute teacher;
talked about the students and how they were
doing in class.

It was helpful to hear
different perspectives of
my students from others.
This instance allowed me
to consider co-
collaboration of adaption
of student plans.
Nov. 8: discussed with another teacher how a
second marking of essays should affect
students mark based on a rubric.
To get a second opinion
on assessing papers was
useful because I was able
to get a better
understanding of rubrics,
and to build educational
connections.
Oct. 22: Talked to staff about the general
feelings in the classroom from students,
because of the passing away of a senior
student on the 21
st
. Also, spoke to another
staff member about the following week, and
how the students would handle it.

When facing a situation
that needs to be handled
with great care, it is best
to understand what the
school is doing as a
whole, and what the
expectations of the staff
are. To do so, I was able
to get assistance from
coworkers, and plan my
lessons in such a way as
others.
Oct. 22: Helped staff member with staff-room
cleanup.

I understand that our
school and community
will work better as a
team, and I therefore take
an effort to work with
other teachers to help
them succeed.
Oct. 21: Watched teachers class while she
had to tend to other duties.

Working collaboratively
with others, teaches me
about the community of
teaching; being that it
takes numerous aspects
to raise our students to
become active roles in
the community.
Oct. 17: asks staff about magazine
promotions to help school fundraising.

To help the community,
it takes numerous roles to
achieve a common goal. I
was able to help do so
with the assistance of
others.
Oct. 11: Meet with RTI group.

Meeting with subject-like
groups allows me to
learn life-long skills that
will be useful to the
teaching community and
to my classroom.
Oct. 4: I assisted a teacher with detention.

Working collaboratively
with others, teaches me
about the community of
teaching, i.e. the
understanding that it
takes numerous aspects
to raise our students to be
active roles in the
community.
Oct. 1: I contacted numerous teachers about
resources.

Contacting other teachers
allows me to gain insight
on how others instruct,
while also giving me
experience on how to
handle myself and
relations professionally.
Sept. 19 Talks to another teacher (Mr. N.
B.) about rubrics and marking.

Talking to other teachers
about marking allows me
to be understanding and
also to gain support.
Sept. 30 speaks to others professionally at
a professional development event.
Speaking to others at
events lets me gain
professional relations,
and gain understanding
of how the educational
community works.
Sept. 16 I talked to another teacher (Mr. E.
B), about the idea of students failing
exams/make-up exams, etc.
Talking to other teachers
about different areas of
instruction allows me to
gain different insight,
Starting Sept 6 working with Mrs. Olafson to
develop a cheerleading team.

Working with other
professionals on a daily
basis allows me to gain
insight to other
perspectives, and
develops my sense in the
educational community.

Goal 6: Build instructional competence and strong teacher identity
Related Program Goal: Engage in Education as Transformative Praxis
By this we mean: The program will strive to prepare educational leaders who
recognize their practice as transformative praxis.

Teacher Candidate
6.1 Demonstrates
knowledge and
confidence in subject
matter and knowledge
of Saskatchewan
curriculum documents
and applies these
understanding to plan
lessons, units of study
and year plans using
the Broad Areas of
Learning and Cross-
curricular
Competencies.

Nov. 19-22, 25-29, Dec. 3-6: Executed
FMPC 10 unit that was independently
made by myself.
To successfully complete a
unit that is independently
created, allows me to
enforce my confidence and
knowledge of the subject
material.
Nov. 26, 28: talked about literal allusion,
tone and voice with students; developed
lesson around cultural appropriation that
included an essay and two articles. Talked
through questions of double standards,
cultural appropriation, and stereotypes.
Relating these topics to the
curriculum allows broad
areas of learning and cross-
curricular competencies to
occur, as well as allowing
me to perform the material
with certainty of the subject.
Nov. 25, 26: performed labs with grade 10
students that were relevant to our unit (i.e.
functions), but also relevant to grade 10
science (i.e. physics; equation: speed =
distance/time).
Relating grade ten science
material to FMPC 10
curriculum allows me to
perform cross-curricular
competencies.
Nov.22: Talked to grade 10 students about
how the content now is similar to what they
should have learnt in grade 7.
My knowledge of
curriculum allowed me to
perform cross-curricular
competencies.
Oct. 18, 19: While studying poetry in our
class, we looked at some online/peer-
orientated analyses of the pieces we were
looking at. Then, I analyzed the analyses
with the class.
Analyzing analysiss allows
me to confidently
demonstrate my knowledge
of the material in ELA 20.
Oct. 7: Creates extra example in class to
help further understand lowest common
multiple.
Being able to create
examples during class shows
my confidence of knowledge
of subject material.
Oct. 7: Gave students examples of
metaphors that had been turned into
poems/literature, while students were
doing the same thing as an assignment.
Using my own work as
exemplars allows me to
of the subject material, and
gains trust from my students.
Oct. 1: While teaching a play in class, I
consistently referred to the themes of the
unit.
By referring to the themes of
the unit, I was able to show
my understanding by design,
and therefore demonstrate
my knowledge of the
curriculum.
Sept. 27 creates extra examples to help
reinforce understanding.
Developing extra examples
when needed allows students
to see the development of a
lesson, as well as adds to
instruction when necessary.
Sept. 3 - Decides on change of order of
lessons (sine instead of tangent).

Allowing change in lectures
against the text gives
students a chance to learn
important pieces separately,
before they are combined.

Teacher Candidate
6.2 Plans instruction
using the Adaptive
Dimension and
resource-based learning
to address individual
student needs and
cultural diversity using
a wide repertoire of
instructional strategies
and methods.
Sept. 17, 18, 19, 23, 25, Oct. 3, 4, 7, 18,
28, 29, 30, 31, Nov. 1, 4, 14, 15, 21, 22,
25, Dec. 2, 5: Gave notes as handouts to
students.
Giving students notes allows
them to concentrate on other
aspects of the lesson.
Oct. 18: Had students choose topics for
their essays using a broad theme and sub-
topics; for those who did not understand
the idea of creating a thesis from a topic of
their choice, were then told to pick between
two specific essay questions.
For some students, it was
too difficult to have a broad
area to choose from, and
instead felt overwhelmed.
Because of this I defined
their choices by making
distinct essay questions.
Oct. 18, Nov. 29, Dec. 5: Gives
assignments using Venn Diagrams.
Using tiered assignments
allows all students to have
their needs met while also
having them learn the
content of the curriculum.
Oct. 7,8: If students couldnt expand on
their metaphors to make full poems, they
were asked to make several shorter
metaphors. This adaptation was applied to
their pictures; if students could not create a
picture with enough detail to describe one
metaphor, they were instead asked to
make numerous pictures.
Understanding that
sometimes creativity is not
always easy to come by, I
allowed students to choose
between producing a single
longer piece, or numerous
shorter pieces. This allowed
them to engage their
creativity in ways that they
could achieve.
Oct. 7: Gives separate examples mid-
lesson for those who understood the first
example without having to contemplate the
question.
For those who were not
being challenged, it was
necessary to adapt my lesson
and create a higher level of
examples.
Sept. 18 I had reviewed a previous
lecture briefly for students who werent
there that day.

Reviewing of a prior lesson
gives great insight to those
who missed, but also allows
students to review
information, and therefore to
continue to gain knowledge
by building off of prior
understanding.
Sept. 13 By letting students finish their
exam at a later date, I gave them the
questions that they had not yet completed.
Allowing students to finish
their exams on a later date
assures that they are not
being tested on time, but
rather on content.

Teacher Candidate
6.3 Incorporates First
Nations, Inuit and
Mtis content and
perspectives across all
teaching areas.
Dec.6: Had example that included First Nations
legends/stories. (FMPC 10)
Giving examples in math
that reflect First Nations
views adds inclusive
education to my classroom,
and succeeds in cross-
curricular competencies.
Dec. 5: Had example that regarded First
Nations structures. (FMPC 10)
Having examples that
incorporate First Nations
thinking, gives students
different perspectives of
different ways of living.
Dec. 3,4: Lesson involved content recognizing
discrimination, misconceptions, stereotypes,
the power of media, societal power and societal
change. Then referred these topics to First
Nations peoples. (ELA 20)
Having open discussions
about these issues and
relating them to other
cultures, allow students to
acknowledge and then
accept differences between
themselves and others.
Nov. 26, 28: Read essay, and two online
articles incorporated into a lesson that talked
about First Nations and cultural appropriation.
(ELA 20)
This allows students to gain
perspectives that they
normally would not be
exposed to. This leads to
critical thinking about their
own thoughts and of others.
Nov. 19-22: Talked about FNMI stereotypes,
and how it affects their identity. Watched a
clip, and read two short stories that typify the
stereotypes that happen in our society regarding
First Nations people. (ELA 20)
Oct. 22: Talked about FNMI content in both
grade ten math classes, and comparing their
culture to those cultures that Europeanized
schools are geared to. Also, specifically that
Inuit students were taught numbers and theory
using base-20 values, and the injustice of this
while going to Westernized schools. (FMPC
10)

Teacher Candidate
6.4 Plans and develops
engaging and authentic
lessons that
demonstrate knowledge
and confidence in
subject matter.

Nov. 19-22, 25-29, Dec. 3-6: Executed unit
that contained original material and edited
material for FMPC 10.
The unit I constructed was
filled with original material,
including examples,
definitions, and labs. The
material was based off of the
textbook and curriculum
content.
Dec. 3,4: Construct and develop lessons that
involved content recognizing discrimination,
The lessons, while
connecting to themes of the
unit, also touched on
separate themes that
encouraged independent and
societal growth, therefore,
gaining authenticity. I was
confident in delivering the
material to my students.
Nov. 26, 28: Develops a lesson that
incorporates double standards, and
regards cultural appropriation. We first
read an essay regarding a first-person
perspective of the double standard that
happens to First Nations writers. Then we
looked at two online articles; one, again
from a first-person perspective on cultural
appropriation; second, on what cultural
appropriation means, and how current
events are relative.
This lesson authentically
allows students to
understand perspectives that
they normally would not be
exposed to. This leads to
critical thinking about their
own thoughts and of others.
Nov. 15: Remade lesson plan to adapt to
building students skills in writing and
poetry, since they were not as comfortable
with the idea to begin with.
This lesson was authentic in
the sense that they normally
do not get the chance to
build their skills specifically
to poetry.
Nov. 14: Made lessons about spoken word
poetry; used an online video, gave
examples of spoken word; talked about
what would be considered forms of spoken
word poetry in history, and how we can go
about developing and performing spoken
word poetry.
Spoken word, although there
are numerous forms
throughout history, is a
newer concept that students
were not aware of. Making
an authentic lesson teaching
spoken word while
regarding other themes of
the unit allowed students to
take interest in the content
that I was portraying.
Nov. 1,4,5: While studying bullying, it had
occurred to me that the documentary
Bully was relative to our subject content,
and unit, and therefore changed the lesson
plans to involve watching the movie, and
having class discussions about it.
I was confident that the new
found material was relevant
to our unit, and therefore
took the measures to
incorporate the
documentary. The
documentary added a unique
medium to deliver the
content.
Oct. 18, 19: While studying poems, I gave
the students an interview with the author of
a poem. This interview included questions
that were based upon the writing and
completing of the same poems that we
were covering.
While making the lesson,
and to better understand the
material myself, I researched
authors, articles, and poems.
Then I took the same pieces
that gave me clarity, and
added them to my lesson to
help teach my students.
Oct. 3: Constructs an assignment that is
both relative to the reading and to the
themes of the unit, while also being relative
to the students lives. (The letter to
themselves, How I Met My Husband).
Constructing an assignment
that directly relates to the
piece being studied, a
different assignment being
done, the themes of the unit,
and the indicators of the
class, allows me to
and confidence in the
material.
Sept. 20: used separate power points to
develop theory behind methods.
Explains to students why:

Having numerous methods
allows for the student to gain
confidence in the method
that they are using.
Explain to students the
meaning of why in regards
to mathematical theory,
allows the students to further
understand the development
of the lectures content.
Sept. 4
th
explains to students why the
angles are similar in similar triangles;
Explain to students the
meaning of why in regards
to mathematical theory,
allows the students to further
understand the development
of the lectures content.

Teacher Candidate
6.5 Incorporates
available technology in
pedagogically
appropriate ways.

Nov. 19-22, 25-29, Dec. 3-6: PowerPoint
presentation for unit 4, in which every
lecture is using the smart board.

Using a presentation for the
lectures allowed me to print
off notes to give to students,
and made sure that I was not
forgetting something in my
lecture notes.
Dec. 3: Show TED Talk that incorporated
topics of recognizing discrimination,

TED Talks always consist of
the speakers being
outstanding in their field,
therefore my students are
hearing directly from experts
in the issues that we are
discussing.
Dec. 5: Watched online video of a poet
reciting her poetry this is specifically
important because of the dialect that the
woman is using is meant to enhance the
poems meaning.
The video allowed us to hear
the way the poem was meant
to be perceived as. This
allowed students to take a
deeper meaning from the
poem.
Nov. 28: Showed online articles about
cultural appropriation; which specifically
showed images of cultural appropriation in
pop-culture.

These articles gave
relevance to the issues to the
students lives. The online
article and picture allows
students to acknowledge that
they can find and research
these issues for themselves
as well.
Nov. 20: Watched clip I Am Not the Indian
You Had in Mind.

The clip, consisting of a
poem that deals with
important issues, also gives
the opportunity to view
images that our students see
everyday, and therefore
gives way to critique the
media that portrays these
stereotypes.
Nov. 15: Shared TED Talk video about
spoken poetry in class. It gave both
examples of spoken word, what spoken
word means, and how to develop spoken
word poetry as a writer.
the speakers being
in the issues/content that we
are discussing.
Nov. 1, 4, 5: Showed a documentary about
bullying to the class. We then talked about
why the director kept certain clips, when he
couldnt be a bystander anymore, and
when his cry had to step in. We also talked
about why schools would have allowed the
filming to take place.
The video was able to
portray an image of bullying
that we could not get from a
reading. This helped
students to realize the
extremity of these issues in
our society.
Oct. 29: Watched video against bullying.

The video added effects that
made what the poet was
saying more dramatic and
heartfelt; this added to the
meaning of the video and of
the poem.
Oct. 23, 24: uses tumbler page for writing
prompts.

Students were able to see
writing prompts, then
analyze and respond in
different ways; this allowed
students to be more creative.
Oct. 18: Prezi used for analyzing poems.

Prezi gave intriguing
structures to a PowerPoint,
and made poem analysis
more interesting for the
students.
Oct. 16, 17: showed Ted Talk video.

the speakers being
in the issues that we are
discussing.
Sept. 23-27, Oct. 2, 3, 4, 7, 17, 24, Nov. 4,
5, 14, 15, 19, 21, 22, 25-29, Dec 2-6: Used
smart board to help enhance notes.

Allows notes to be
organized, and therefore
causes less confusion for the
students.

Sept. 20: Used three separate power
points to teach three separate strategies to
multiply binomials.

Having three separate
PowerPoints allowed
students to focus on only
one theory at a time.

Sept. 18 played you-tube videos based
around setting goals.

These videos were to lead to
inspiration and
understanding of the
assignment.
Sept. 16
th
used website:
(http://nrich.maths.org/5468) for game
including multiples and factors. Used to
help students start to understand, and to
become interested in the topic. Students
needed to factor last number to see if they
Using games allowed
students to strategize on how
they will use math theory.

were stuck.
Sept. 6
th
used app geogebra to support
learning.

Using an app supported the
theory that I was teaching,
particularly because it was
not an approximation, but
instead an exact
measurement to what the
students were deciphering.
Sept 3 used websites to further guide my
instruction of trig ratios and the order of
which I should deliver them.

Using websites that had
information from the lesson
topic gave greater insight on
the order of instruction.

Teacher Candidate
6.6 Establishes a
classroom environment
that supports learning
and develops
responsible learners.

Nov. 26, 27: Students were held responsible for
taking accurate readings in the lab, and giving
this information to other students.

Telling students instructions
and establishing
expectations allowed them
to be responsible for not
only their own learning, but
the learning of their
classmates.
Nov. 19-20: Advised many students that they
should be coming in for help before school, at
lunch, and after school.

Telling students what
assistance is available to
them, allows them to be able
to develop responsible habits
and be more accountable for
their own results in the
classroom.
Oct. 21: Putting out tissue boxes to students
desks helped them feel comfortable in a time of
sorrow.

In order for students to
learn, they first need to be
comfortable in their
environment. I worked to
facilitate an environment
more conducive for learning
at a time when
circumstances made it
difficult to learn.
Oct. 17: Talked to students about meeting
homework expectations that they should be
responsible learners, and do what they think is
While doing so, I was
confirming to students that
they had to self-assess their
necessary to understand the material.

learning, and therefore do
what is necessary to achieve
a level of understanding that
is acceptable for their grade-
level.
Oct. 16, 17: Discussed with students the option
of doing a make-up assignment for extra marks.
They have the option to do so, but are
responsible for it on their own time.

By giving an option for a
higher grade, I gave
motivation for students to
take the opportunity to learn
the material at a higher
level.
Oct. 16: Had students highlight poems to
decipher where their understanding was falling
through.

This assignment was an
example of self-assessment.
Students were held
responsible for grasping
where and when their
understanding began to
decrease.
Oct. 7: I let students take more time with their
unit review, if they were responsible enough to
pay attention in class.

By giving motivation for a
higher grade, students
needed to take action to gain
this opportunity; They also
learnt more by paying close
attention in the lecture.
Oct. 3-7: Students were instructed to hand in a
letter to themselves that was thoroughly edited,
and contained content that was real. All
students were given their grades, and then told
that they were allowed to edit their papers once
again in hopes of gaining a better grade.
Students were being held
responsible to edit their
pieces to a specific standard;
they had numerous
opportunities to achieve this.
Sept 16, 18: I told students that they are
responsible for the quality of their own notes.
Telling students that they are
in charge of their actions
leads way to greater
responsibility, and students
who strive for success.

Teacher Candidate
6.7 Carries out
professional
responsibilities for
student assessment and
evaluation.

Nov. 28,29: I handed out student
worksheets and asked them to submit
them. Upon correcting them, I asked the
students to rewrite/redo the questions that
were incorrect, then had them resubmit the
assignment.
Having students resubmit
assignments allows them to
recognize their own
mistakes, and to therefore
learn from their corrections.
I took the final submission
as their summative mark so
to have a clearer view of

their learning.
Nov. 22: Marked late assignments (Ch.4
review).

Having students complete
and hand-in math reviews,
despite being late, is still
important in student
learning. By correcting the
papers and giving the
student a mark allows to
evaluate their learning.
Nov. 20: Gave students a timeline of due
dates for their independent novel study;
due dates were on a calendar template,
and had designated time periods that
students would devote to each assignment.

Planning ahead and giving
students a guideline of due
dates allows them to be
responsible for their learning
and have a clear expectation
of their productivity.
Nov. 20: I evaluated and returned unit
exams and exit-slips.
By doing so I had taken
responsibility to assess my
students learning.
Nov. 19: Had pre-calc exams corrected in
advance for parent-teacher interviews.

Having up-to-date
information allowed parents
and/or guardians to have a
better idea of their childs
productivity and their
current academic standings.
Nov. 7: Had students fix errors on their
essays, and I then re-evaluate their editing
score on the rubric that the students and I
produced.
I allowed my students to
form an honest self-
assessment. They were able
to learn from their mistakes
with the aid of my critiques.
Oct. 29: I gave feedback on responses
from the students regarding a video that
was directed against bullying. Their
responses included questions, of which I
gave them feedback to; mentioning that
their questions were relevant, intriguing,
and thought-provoking. I then asked more
While responding to their
questions in this manner,
allows my students to be
reassured in their thought
processes and curiosities. By
asking them questions in
return, I gave them a broader
conceptualization of the
content, and allowed them to
critically think about the
questions for them to reflect on, specifically
regarding what they had mentioned in their
responses.
progressive actions that need
to be taken in the fight
against bullying.
Oct. 23: Utilized rubric to mark students
essays.

Using a rubric allowed me to
establish a clear and
concrete expectation for
each students performance,
and therefore assisted me to
produce fair and relevant
evaluations.
Oct. 21, 22: I studied a textbook on
assessment and rubric-making, then made
copies of the text for future use.

Feeling unprepared to fully
assess my students, I took it
upon myself to fully
understand what was
necessary for evaluation.
Oct. 17: I constructed a rubric with my
students which would be used to evaluate
their personal essays.

I gave students the
responsibility to create a
realistic expectation of
themselves. I did this in such
a way that they would
understand, and therefore
strive to live up to.
Therefore an assessment
would be justly
communicated since the
students understood what
was being assessed.
Oct. 16: While evaluating unit exams, I
marked the same page of each exam first
before moving onto the succeeding page of
each exam. This process allows me to be
unbiased while assessing.
Marking without biased
opinions allows me to
ensure that my marking is
fair, just, and devoid of
biases.
Oct. 10: Had students present
pictures/representations of their poems to
the class. I proceeded to assess students
based off of various presentation
parameters, including the level of
qualitative content that was explained in
their piece.
Doing so, I was able to
assess students
understanding, and not just
their productivity.
Oct. 4, 7: Students asked me to review
their writing before it was due; I assessed
their pieces and gave them feedback, then
asked them to make corrections if the
piece was below grade-level.
Giving feedback at early
stages of productivity guides
my students to produce their
best quality of work.
Oct. 3: I read through the written formative
assignments that students completed.
Doing so allowed me to
have a more defined
understanding of what
students were attaining and
how they were learning.
Oct. 3,4: I informed my students about
pending unit exams that were to be written
the following week.
Giving my students plenty
of advance notice enables
and encourages them to
adequately prepare for their
exams. It is ultimately my
students responsibility to
prepare, but I fulfilled my
own professional
responsibility of informing
the students about their
pending exams well in
advance.
Sept. 24: Had students present math
methods in groups to their class (FMPC
10).
By doing so, I was able to
assess students
understanding, and not just
their productivity.
Sept. 16: I gave my students the unfinished
portions of their exams to complete. In
doing so, I will not be assessing time
management skills, but rather their skill
level with regards to the curriculum
content.
Assessing tests after students
have been given adequate
time, allows myself to gather
a greater insight on
comprehension.

Sept. 16: I had students come in at lunch
and after school to write unit exam.

Allowing students to finish
exam at a flexible time,
ensures that students are
comfortable and not rushed,
and therefore gives a more
accurate assessment of
understanding.
Sept. 12/13: I devised a unit exam from
separate resources in such a way that the
Bringing information from
different resources allows
the test to give a better
students would be tested on subject matter
that had been thoroughly taught and
discussed in class.

reflection of subject
comprehension.

Sept. 5-6 I assessed my students prior
knowledge and level of understanding by
having them complete a review sheet from
the previous school year. I used the results
of their performance as a benchmark for
their current knowledge.
Discovering each individual
students level of prior
knowledge and
understanding helps me to
develop lesson plans for
guiding their instruction.
To be able to instruct
students properly, I must
first gather an idea of their
understanding of previous
fundamental skills; giving a
review for pre-assessment
allowed me to do so.

Teacher Candidate
6.8 Demonstrates
capacity to take risks
and make mistakes as
part of professional
growth and accepts
constructive criticism
in cooperative manner.

Nov. 1: Despite Bully: The Documentary
not originally being planned for our unit, I
was reminded of the similarity of themes
while instructing a separate lesson, and
found the video for our class.
As a professional, I will
continuously need to reflect
and alter my lessons to
improve student learning.
Sometimes straying away
from the outline of lesson
plans is applicable if the
new lesson plan is still
relative to the unit plan. At
this time I supplemented a
full three-hour lesson plan
because it contained material
that was both relevant and
helped to strengthen that
section of the unit.
Oct. 22: I asked the students to have
perform a free-write in class, despite
having some students overcome with
emotion.

Students were upset over
current events, I therefore
wanted them to have a
chance to process their
feelings and ideas, while
also clearing their minds of
the events at hand. Some
students were unable to
perform the activity (due to
emotions), but it still helped
me and my students bring
forth the issues that were
existing in our class.
Oct. 18: I analyzed a poem with my
students based around themes relevant to
the unit of study. The poem also contained
some underlying religious aspects.
Uncertain of what the religious
backgrounds of the students were, I still
talked about the allusions that the writer
was pertaining to.

Although each student may
not relate to the same
religion, it was important for
them to realize that writers
use specific words by
choice, and that there is
meaning behind these
words. This piece involved
the plot reflecting a
significant religious event in
history; this connection
developed a deeper meaning
of context.
Oct. 16: I guided my students in creating a
rubric for their assignment.

Without my guidance, the
students risk a disconnect
between the expectations of
themselves and the
expectations of the
curriculum outcomes. If this
disconnect were present, the
rubric that students could
create would possibly be
subpar to their grade-level,
or irrelevant. Therefore, my
direction is necessary.
Oct. 4: I shared my own personal writing.

Sharing my own material
with my students leaves me
vulnerable to their critique,
but I allowed this to happen
to gain trust and allow my
students to trust me so that
they would do the same, and
therefore be more willing to
open up to me.
Sept. 3: I tried to balance an enjoyable yet
professional relationship with the students.
Trying to gain an amicable
rapport with the students
may create trust, but also
facilitates students to receive
instruction in a light hearted
manner devoid of stern
discipline. This atmosphere
for learning facilitates a
better teacher-student
relationship for education.

Teacher Candidate
6.9 Reflects upon the
goals and experience of
professional practice,
adapts teaching
accordingly and
demonstrates
professionalism at all
times.
Nov. 18, 19, 26: Conducted parent-teacher
interviews.

While undergoing parent-
teacher interviews I held
myself respectably and
professionally. While
responding to questions, and
giving analytical reflections
based on the academic
performances of my
students, I was able develop
and practice greater
professional character.
Oct. 22: Students said that they did not
understand the theory, I then searched for
alternative methods using the textbook as a
resource in an attempt to improve the clarity of
the content at hand.
As a professional, I
understand that my
strategies may be different
than others; therefore, I am
aware that students may
have been taught how to
perform certain tasks
differently, especially since
alternate strategies exist.
Reviewing the textbook
allows me to familiarize
myself with different
strategies that the students
may have been previously
instructed to use.
Sept. 17: After having struggled with students
speaking out of turn in class, I afforded efforts
to manage the disruptive students by: calmly
addressing those particular students by name,
quickly defusing those deemed disruptive to the
classrooms learning process, and approached
those to whom I had struggled to gain attention.
Dealing with the same issues
numerous times necessitated
my own reflection; while
doing so, I continued to try
to be more professional until
success was achieved.

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