Professional Growth Plan

Name: Emily Ann Toews

Semester: Fall
School Year: 2019/2020
Goal 1- Assessment
Develop an effective method of collecting and keeping data from formative assessments
so that I can see a progression of student learning. My hope is that while collecting data,
I can see which types of assessments work best for each child, if I am doing too much of
one type of assessment, and give me a With this in mind, I would also like to develop
more effective summative assessments that are reliable and easier to read (as the
assessor), and that can be adapted to meet any learning need.
TQS Reference:
3) Demonstrating a Professional Body of Knowledge
● A teacher applies a current and comprehensive repertoire of effective planning,
ipinstruction, and assessment practices to meet the learning needs of every
student
○ 3.C.2 - Applying student assessment and evaluation practices that
generate evidence of student learning to inform teaching practice through
a balance of formative and summative assessment experiences
○ 3.C.3- Applying student assessment and evaluation practices that provide
a variety of methods through which students can demonstrate their
achievement of the learning outcomes
○ 3.C.5- Applying student assessment and evaluation practices that support
the use of reasoned judgement about the evidence to determine and
report the level of student learning

Strategies Indicators and Measures of

1) Have a notebook for each class
taught
2) Connect with other teachers and ask
what they use for summative
assessment
3) Utilize the resources available to me
through the University Curriculum
Laboratory
4) Start up a conversation with my EA or
with the Learning Support staff to see
how to effectively differentiate my
lessons
5) Experiment with ways of collecting the
data
Achievement
1) I will have solidified my method of
formatively assessing on the go,
and will have made it routine.
2) I will implement formative
assessment in every lesson
3) I will plan my lessons with the
summative task in mind
4) I will be able to create reliable and
effective summative performance
tasks that are also easy to read
on the fly.
Timeline Resources
September through December (PSIII) Keith Griffioen
Doug Checkley
Tyler Leavitt
Learning Support Staff
Beth at Curriculum Laboratory

Reflection:
1. How successful was my development of this goal?

2. What resources were most effective for my development?

3. If I approached this differently in the future, I would…

Goal 2- Organization in lesson planning

Better prepare my lessons to include higher level questioning, and more
discovery/inquiry based learning.
TQS Reference
3) Demonstrating a Professional Body of Knowledge
● A teacher applies a current and comprehensive repertoire of effective planning,
instruction, and assessment practices to meet the learning needs of every
student
○ 3.A.6- Planning and designing learning activities that foster student
understanding of the link between the activity and the intended learning
outcomes
○ 3.B.1 using instructional strategies to engage students in meaningful
learning activities, based on:
• specialized knowledge of the subject areas they teach

Strategies Indicators and Measures of

1) Plan all of my lessons with the end in
mind- learner outcomes should come
before content
2) Plan my lessons with questions
included and bolded so as not to lose
track of them
3) Review my lesson plans more than
once, to ensure optimum retention
and understanding of questions and
potential problems
4) Utilize mentor and colleague
Achievement
1) I will include higher level
questions in every single lesson
2) I will be able to imagine and
correct the potential “problems”
before they arise
3) I will be able to effectively
problem solve in the planning
stage
 suggestions

Time Line Resources

September through December (PSIII) Keith Griffioen
My Teacher Associate
Thea Costello
Curriculum Laboratory

Reflection
1. How successful was my development of this goal?

2. What resources were most effective for my development?

3. If I approached this differently in the future, I would…

Goal 3- Long Range/Unit Planning for Performance Based subjects

Reasoning:​ I have been told that units for performance based subjects (namely choirs) are based off of repertoire that
they will be performing. However, I am wondering if there is a way that I can take vocal concepts and then rather than
picking repertoire THEN fit the concepts into the pre-picked music, I could instead pick music that can teach specific
concepts.
Develop a way to put all of the outcomes into specific units so that there is a clear
progression of learning.
TQS Reference
3) Demonstrating a Professional Body of Knowledge
● A teacher applies a current and comprehensive repertoire of effective planning,
instruction, and assessment practices to meet the learning needs of every
student
○ 3.A.6- Planning and designing learning activities that foster student
understanding of the link between the activity and the intended learning
outcomes
○ 3.A.2- Reflect Short, Medium, and Longe Range Planning

Strategies Indicators and Measures of

● Identify all vocal development Achievement
concepts for each level 1) I will have a compilation of songs
● Identify repertoire that would match that match vocal development
those concepts and concepts

Timeline Resources
September through December (PSIII) Karen Hudson
Tyler Leavit
 Kathy Matkin
Curriculum Laboratory

Reflection
1. How successful was my development of this goal?

2. What resources were most effective for my development?

3. If I approached this differently in the future, I would…

Goal 4- Incorporate more FNMI based learning in my classes

TQS Reference
5) Applying Foundational Knowledge about First Nations, Metis, and Inuit
● A teacher develops and applies foundational knowledge about First Nations,
Métis and Inuit for the benefit of all students.
○ 5.D- supporting the learning experiences of all students by using
resources that accurately reflect and demonstrate the strength and
diversity of First Nations, Métis and Inuit.
2) Engage in Career Long Learning
● A teacher engages in career-long professional learning and ongoing critical
reflection to improve teaching and learning.
○ 2.E- enhancing understanding of First Nations, Métis and Inuit worldviews,
cultural beliefs, languages and values

Strategies Indicators and Measures of

1. Talk to FNMI liaison about ways that I
can include FNMI concepts in my
classroom
2. Research FNMI foundational
knowledge and apply it to my lessons
Achievement
1. A deeper understanding of FNMI
foundational knowledge
2. Being able to integrate FNMI
ideals seamlessly into every
lesson

Timeline Resources
September through December (PSIII) Keith Griffioen
My Teacher Associate
Thea Costello
Curriculum Laboratory
Reflection
1. How successful was my development of this goal?

2. What resources were most effective for my development?

3. If I approached this differently in the future, I would…

Goal 4 - Personal Wellness

● Lose inches from waist, arms and thighs
● Make time for self care
● Eat in a sustainable way

Strategies Indicators and Measures of

● Exercise at least 30 minutes every Achievement
work day ● Inches Lost
○ Gym Program (combo of ● More Energy
strength and cardio) ● Strength Gained
● Reduce sugar, meat, and dairy levels ● Mental Space Clear and Relaxed
in diet and eat more vegan and whole ● Time Management More
food meals Successful
● Once a day, do devotions for upkeep ● Routines firmly established
of faith life and do one self-care thing ● Fewer Anxiety Attacks
each day
● Start with little boring self care things
such as- face routine, laundry routine,
house cleaning routine
● Do something once a day that you
love that can be your “fun” self care
● Learn to say no
● Accountability partner

Timeline Resources
Present- June Colleagues and Work Out Buddies!
Gym Membership
Vegan cookbooks
Accountability Partners

Reflection