September 26 – Second draft

Professional Goals/Growth Plan

Name: Jessica Maneschyn School: Winston Churchill Practicum Dates: Sept. – Dec.
Teacher Mentor: Craig Findlay
School Administrator: Aaron Fitchett
Faculty Mentor: Josh Markle

A. Professional Goals

• Goal #1: I will incorporate a predictable classroom management routine in order to promote a
safe, inclusive learning environment where the mental health of my students is supported.
Inquiry Question: To what extent does an effective classroom management plan support
the development of a safe, inclusive classroom environment?
Rationale: In my PSII practicum, finding a classroom management strategy which
reflected my own beliefs about positive interactions with children was one of the things I
struggled with. In my evaluation, this was one thing my teacher associate recommended
I focus on.
Alignment with TQS:
 Engaging in career-long learning
o I actively seek feedback to improve my teaching practice
o I build capacity to support student success in inclusive, respectful and safe
learning environments
o I apply reliable educational research to improve my practice
 Establishing inclusive learning environments
o I communicate and enact a teaching philosophy affirming learning
success for all
o I respond to the emotional and mental health needs of students
o I employ classroom management strategies that promote engaging
learning

• Goal #2: I will incorporate meditation and mindfulness into my weekly practice in order to
support the mental health of my students.
Inquiry Question: In what ways will my incorporation of meditation and mindfulness
increase the reported mental health of my students over the course of the semester?
Rationale: As an educator with the ultimate goal to get a master’s in counselling,
supporting mental health of students is a passion of mine. I believe that by simply
disconnecting students from their devices and the turbulence of the world around them
for short periods of time we can significantly increase their overall mental health and
teach them strategies for future success in their own regulation skills.
Alignment with TQS:
 Fostering effective relationships
o I demonstrate empathy and genuine concern for others
 Engaging in career-long learning
o I actively seek feedback to improve my teaching practice
o I apply reliable educational research to improve my practice
 Establishing inclusive learning environments
o I respond to the emotional and mental health needs of students

B. Strategies (How I will go about achieving my goals?)

 September 26 – Second draft

• Strategies for addressing Goal #1: I will establish and utilize daily certain routines for both the
instruction and discipline of students. The class schedule will be written on the board as a visual
for following along. Class notes, and assignment descriptions will also be available via Moodle.
The intention behind this is to give students ownership of what they will be doing in class, so they
know what to expect ahead of time. I will only call students out in class during extreme situations.
For all other student interventions, I will simply use proximity, tone, and cadence of voice to
change behaviour during the class and then speak with the students one-on-one afterwards. My
strategies will be assessing “the feeling” – how well our classroom seems to run. Do students seem
engaged? Are students anxious about upcoming assignments/exams? I will also take a student
survey at the end of the semester to get feedback on how well they think our practices worked.
Student grades could also be used as an indicator of progress.

• Strategies for addressing Goal #2: I will incorporate weekly meditation and/or mindfulness
training in my psychology course and seek student feedback on the practice throughout the
semester. Feedback will focus on both their opinions about the activities themselves and how
they feel their overall mental health is. My strategy to address this goal will primarily be through
assessing the survey data for trends which support both a positive experience during
meditation/mindfulness time and an increase in overall student mental health. I will also be
noting the frequency of student coping strategies employed during class (self-identified
strategies such as tapping of feet) to see if anxiety levels seem to have improved.

C. Indicators of Progress Towards Goals

(How I will know when and if I have achieved my goals?)

• Indicators of Progress for Goal #1: Students will feel supported in our predictable and safe
classroom environment. This efficacy of this will be measured by the strategies previously
discussed: surveys, “the feeling,” etc.

• Indicators of Progress for Goal #2: Students report feel an improvement in their overall mental
health due to mindfulness and meditation practices. To support this, I will be looking at student
survey data and noting the frequency of student coping strategies employed during class.

D. Timeline for Completion

I will aim for completion, and hopefully a successful report, of both goals by the end of the
semester (December).

E. Summary of Growth and Goals Achieved (Final plan only)

F. Reflections on Professional Growth (Final plan only)