TTQ

QS NG
A GUIDE FOR STUDENT TEACHER REFLECTION
Professional
LEARNING
TOOL

TTQ
QS
Rationale
l
ACCORDING TO the Alberta Teachers’ Association, “Teacher professional growth
means the career-long learning process whereby a teacher annually develops and
implements a plan to achieve professional learning objectives or goals that are
consistent with the Teaching Quality Standard.” To begin the process of professional
growth during pre-service teacher education, the following tool has been developed
as a guide. The tool should be used to promote reflection on student teacher practices
related to each of the Teaching Quality Standard competencies and their influence on
student learning experiences. This reflection should then lead into the development
of an inquiry question(s) and the identification of a professional goal(s) and the
related process that will be undertaken to achieve the goal. The tool has been
designed to be a working document that student teachers can use throughout all
professional semesters of the program. In other words, the tool will be used across
semesters to reflect upon growth in relation to each of the TQS competencies and to
track the evolution of professional learning for the individual.

The Alberta Teachers’ Association (2018). The Revised Teaching Quality Standard:
1

Building Awareness and Professional Capacity, p. 27.

2 Professional Learning Tool
Professional
LEARNING
TOOL
Keyy components
of the professional learning tool

1 Links to Teaching Quality Standard and student learning – To enhance the

meaningfulness of professional learning, reflection on the Teaching Quality Standard
and student learning are embedded features

2 Provides an inquiry-based approach – Professional learning is grounded in curiosity and

P
th
he teacher’s desire to explore their professional practice

3 Promotes dialogue amongst colleagues related to professional learning

P

How to use the tool

1 Reflect upon each of the competencies related to the Teaching Quality Standard and how
you have attended to these in your practices (Note: The Teaching Quality Standard
document includes numerous examples of how each competency may be achieved).
Use the ATA online tool at www.abselfreflectiontool.com to begin reflecting upon your
confidence level in relation to each of the competencies in the Teaching Quality
Standard. Then, reflect upon your specific achievement of each compentency using
this tool. List the manner in which competencies have been demonstrated in the left col-
umn titled “Student Teacher Practice” and then highlight how those practices influence
student learning experiences in the right column. Use a different
ff colour pen during each
professional semester to track changes over time.

2 Use the reflection to identify an area for inquiry/ goal related to your teaching practice.
U
Then complete the remainder of the Planning for Learning guide by identifying
Th
strategies, supports needed, evidence of successful achievement of the goal and a
timeline for its completion.

3 SSh
hare your work with this document with your Teacher Associate and University
Consultant during practicum.
C

4 When completing PSIII, consider school goals and other school initiatives prior to
W
id
dentifying your professional learning goals.

Faculty of Educaiton 3
TTQ
R
QS e Teaching Quality Standard

1 A teacher builds positive and productive relationships with students, parent/guardians, peers
and others in the school and local community to support student learning

Student Teacher Practices Influence on Student Learning Experience

4 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard

2 A teacher engages in career-long professional learning and ongoing critical reflection to im-
prove teaching and learning
p

Student Teacher Practices Influence on Student Learning Experience

Faculty of Educaiton 5
TTQ
R
QS e Teaching Quality Standard

3 A teacher applies a current and comprehensive repertoire of effective

ff
aand assessment practices to meet the learning needs of every student
Student Teacher Practices
planning, instruction,

Influence on Student Learning Experience

• •

6 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard

4 A teacher establishes, promotes and sustains inclusive learning environments where diversity
is embraced and every student is welcomed, cared for, respected and safe
Student Teacher Practices Influence on Student Learning Experience
• Addressed different learning needs when • Every student feels their learning is important.
lesson planning and executing lessons Student's are met at their appropriate learning
level.

Faculty of Educaiton 7
TTQ
R
QS e Teaching Quality Standard

5 A teacher develops and applies foundational knowledge about First Nations, Metis and Inuit
ffor the benefit of all students

Student Teacher Practices Influence on Student Learning Experience

• Incorporate FMNI story books into daily • Student's understanding and knowledge of
reading activities. FMNI culture and ways of life become
seamlessly integrated into student's learning.

8 Professional Learning Tool

TTQ
R
QS e Teaching Quality Standard

6 A teacher demonstrates an understanding of and adherence to the legal frameworks and poli-
ccies that provide the foundations for the Alberta education system

Student Teacher Practices Influence on Student Learning Experience

• Effectively responded to frameworks and • Student's feel safe within the school
policies that were put in place in response to environment
the COVID-19 pandemic

Faculty of Educaiton 9
 PLANNINGfor
Planning FORLearning
LEARNING- PSI
PSI
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Goal One:
Goal: Observe my TA Teaching
TQS 4 Be observed and Beginning
To become more and the Associate receive feedback of
familiar with how I methods that from my TA & UC December
can effectively are already (end of
employ classroom employed in the PSI)
management classroom as
strategies to foster a management
Conduct Other teaching I will feel more
positive, engaging strategies
online/textual professionals confident effectively
learning research to implementing
environment. explore classroom
classroom strategies
management
Inquiry Question: strategies with Online
Collaborate
How can I effectively other teaching resources
employ classroom professionals to
management gain knowledge
strategies to foster a regarding what
positive, engaging strategies they
learning have found
environment?
Planning for Learning - PSI
successful in
their
Related classrooms Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Goal Two:
Goal:

Inquiry Question:

10 Professional Learning Tool

 REFLECTING ON LEARNING PSI
To become more familiar with how I can effectively employ classroom management strategies

Increasing classroom Continue to reinforce

awareness and providing expectations
clear expectations of student
behaviour in the classroom

This practicum allowed me the opportunity to gain more confidence when using class
management strategies. I found observing Miss Davidson and the methods she uses when
teaching very helpful. I then took the strategies I observed and tried them out when teaching
myself. Some of the key strategies I used throughout my PS1 semester:

-Setting expectations with students when giving activities

-Using cues to gather student's attention (ex. "3,2,1....")
-Have students re-tell instruction to reinforce expectations but also check to see if students know
what they are doing for the assigned activity
-Have materials prepared so there is limited transition periods

I spent a lot of time throughout my practicum building strong relationships with the students in
my class. Developing strong bonds with the students really helped me reinforce expectations
and develop a classroom culture that was respect, safe and productive.

Faculty of Educaiton 11
 PLANNINGfor
Planning FORLearning
LEARNING- PSI
PSII
Related Resources/ Evidence of
TQS Strategies Support Required Success Timeline
Goal One:
Goal: TQS3 Research University I will begin to Evidence
Understand how to different Consultant incorporate of learning
differentiate strategies for differentiation into and
instruction and differentiation lesson plans and growth
material effectively effectively see should be
to target individual student growth apparent
students at their Connect with other Teacher
TQS4 teaching
through
I will be practicum
able to by mid
appropriate professionals to
Associate effectively April (end
understanding and develop methods of understand the of PS2
learning level. how to effectively different learning semester)
differentiate
styles and needs of but will
students and continue
Inquiry Question: TQS2 Incorporate Online will be more aware thereafter
Iincorporate
How do I plan different resources/ different
of learning
the student into PS3
effective instruction strategies of University of techniques
needs into I
and how
that advances the differentiation in Lethbridge lesson
can plans
help them
learning of each lesson plans Curriculum Lab through developing
individual student and develop an relationships and
and their learning understanding reflecting on
needs?
Planning for Learning - PSIof what is
effective with
Related the group of Resources/
students formative
and summative
assignments
Evidence of
TQS students I
Strategiesam Support Required Success Timeline
Goal Two: working with
Goal: TQS5 Research University of I will incorporate Evidence
Learn how to different FMNI Lethbridge FMNI resources into of learning
incorporate FMNI resources Curriculum my teaching and
resources into my when planning Lab practice growth
teaching practice in lessons should be
order to increase apparent
student's awareness TQS4 Engage in
conversations with my
Teacher I will have more at the end
and understanding TA and other Associate confidence when of PS2
of FMNI peoples professionals to gain
knowledge of how planning lesson (Mid April)
their culture. FMNI perspectives can and integrating although
be incorporated into
daily classroom FMNI resources such a
learning. goal will
Inquiry Question: TQS2 Develop a wider Online I will begin to continue
How do I develop and resources
apply knowledge and understanding incorporate FMNI during
understanding of FMNI of how FMNI resources into all PS3 an
culture effectively into my resources can aspects of my into my
teaching practice?
be used and teaching practice to profession
applied to core provide a well al career
subjects rounded integration
of FMNI culture and
12 Professional Learning Tool practices
 REFLECTING ON LEARNING PSII
Understand how to differentiate instruction and material effectively to target individual student

I began to try different I continue to work on As I continue into PSIII and

learning strategies and strategies that I can my professional career I hope
techniques in order to help incorporate into my lesson to continue my learning in
students and target their plans that will allow me to regards to this goal. As every
individual learning help all student's in the classroom is different,
needs/styles classroom reach their learning differentiation is never the
goals same. Therefore, I must be
open minded and take
opportunities to build
relationships with my students
and develop an
understanding of how I can
help them learn and grow at
As my practicum was cut short (due to the COVID-19 pandemic) Itheir was own
unable to continue
pace.
working on my goals for PSII. Teaching a diverse and multi-grade classroom at Park Meadows
Elementary School provided me the opportunity to try different differentiation techniques and
strategies in order to target all student's at their appropriate learning level, while facilitating an
engaging lesson addressing the grade-level general learning outcomes. I began structuring
lessons in different ways to spend more one-on-one time with student's that need extra support.
I also included additional assignments that served to challenge student's that may finish
assigned work Learn how to incorporate FMNI resources into my teaching practice in order to increase stude
quickly.
Although the practicum was cut short, I was able to understand the importance of this goal in
my learning and development as a teacher and it will continue to be my central focus moving
into PSIII. I believe each student should feel they are being challenged and encouraged to learn
I began
and growto incorporate
within FMNI environment,
the classroom I continue toand
look at ways to is aI would
differentiation like to continue
key component to that.finding
resources (such as picture incorporate FMNI resources opportunities to teach FMNI
books) into my daily teaching and material into my daily ways of knowing through
practice. practice. incorporating resources etc
I also made cross curricular into the daily learning of
connects in art, computers student's in all subject areas.
and social to promote FMNI
content and material

As mentioned in my previous goal reflection, my PSII semester was cut short. As a result, I was
only able to work on the goals I had set for two weeks. Although, during my two weeks of
teaching I tried to incorporate as many FMNI resources into my daily teaching practice as I
could. As the student's were learning about Iqaluit in Social Studies as part of the grade 2
curriculum, I tried to make as many cross curricular connections as I could. Student's explored
artists from Nunavut, and read stories that were based on Inuit folklores and tales.
As a continue my journey as a teacher I would like to continue researching all the possible ways
Faculty of Educaiton 13
I can incorporate FMNI content into the teaching of the Program of Study. As I continue, I will
research and discuss with other teachers about ways that FMNI material can be seamlessly
incorporated into my teaching practice.
 PLANNING FOR LEARNING PSIII

Continue to
understand how to
differentiate
instruction in order to
effectively teach all
students in the
What methods and
classroom.
strategies can I
employ to effectively
teach all students in
the class?

14 Professional Learning Tool

REFLECTING ON LEARNING PSIII

Faculty of Educaiton 15
 NAME:

Fostering
Effective
Relationships

Adhering Engaging in
to Legal Career-Long
Frameworks Learning

QUALITY
TEACHING
in
ALBERTA
Applying
First Nations, Demonstrating
Métis and Inuit Professional
Knowledge Knowledge

Establishing
Inclusive
Learning
Environments