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 * Professional Growth Portfolio (PGP) Goals Tables: **

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 (i.e., recognizing that the knowledge we think worthwhile reflects what we value as a society) and constructing (i.e., that learning involves unique and active knowledge construction processes by learners, supported by teachers.) ADD Lesson 3 Determining groups for students so that students who naturally lead are split into sep. groups. ||  || Period 5 changes(scaffolding) Lesson 1 leads into knowledge needed for Lesson 2 ||  ||
 * Goal 1: Support broad areas of student growth by providing varied and **
 * constructive learning opportunities **
 * **Goal 1 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 1.1 Ensures the participation and success of all students. || Sept5: Making modifications to assignments for EAL student so he can participate and meet requirements. ||  ||
 * 1.2 Uses a variety of ways to identify and build on student academic, physical, spiritual and social strengths. || Aug29: TO test academic knowledge the students filled in map of canada and handed it in. Able to see where they are at.
 * 1.3 Uses constructivist principles to guide student learning. || Jigsaw
 * 1.4 Analyzes the classroom environment and makes adjustments to enhance social relationships and student motivation/engagement. || Students in back talking needed to talk to them about respect in the classroom. Walked closer to them while teaching, spoke to them after lesson, next step will be to move them during lesson. ||  ||
 * 1.5 Provides opportunities for students to demonstrate their understandings in multiple ways. ||  ||   ||

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. 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.
 * Goal 2: Affirm dignity and respect for individuals (students, families, colleagues) **
 * **Goal 2 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 2.1 Creates and maintains a learning environment that encourages and supports the growth and potential of the whole student. ||||  ||   ||
 * 2.2 Provides learning opportunities that recognizes and fosters each pupil’s sense of self worth and dignity while demonstrating caring, compassion, trust and empathy. ||||  ||   ||
 * 2.3 Develops knowledge and understanding of students’ distinct cultural, ethnic and language background and applies it to anti-oppressive teaching practices. ||||  ||   ||
 * Goal 3: Strive to support social justice and ecological responsibility **
 * Goal 3: Strive to support social justice and ecological responsibility **
 * **Goal 3 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 3.1 Promotes and engages in the improvement of social and environmental conditions. ||  ||   ||
 * 3.2 Identifies and ameliorates ways in which socio-economic status affects children, learning and community. ||  ||   ||
 * 3.3 Demonstrates, shares, and assists students in developing critical insights into current issues. ||  ||   ||
 * 3.4 Empowers students by assisting in development of understandings of democratic action. ||  ||   ||
 * 3.5 Develops in self and others understanding of exceptionality and inclusive education. ||  ||   ||
 * 3.6 Develops in self and others understanding of anti-racist and anti-oppressive approaches to education. ||  ||   ||

** 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.
 * **Goal 4 Outcomes:** ** The Teacher Candidate… ** |||| **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 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). ||||  ||   ||
 * 4.2 Is a reflective practitioner who continually assesses the effects of instructional choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. ||||  ||   ||
 * 4.3 Combines practical and theoretical knowledge with broader life learning to refine a philosophy of education. ||||  ||   ||
 * 4.4 Is sensitive to and engages the unique strengths and learning styles of all students. ||  ||||   ||
 * 4.5 Identifies, defines, and attempts to conduct all dealings and to resolve problems cooperatively with those involved. ||  ||||   ||

// By this we mean: // The program will strive to prepare educator-leaders who engage in relationships that build learning communities and community through learning
 * Goal 5: Create a positive community in the classroom and school **
 * Related Program Goal: Build **** Communities **
 * **Goal5 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 5.1 Builds classroom connections with local, national, and global communities ||  ||   ||
 * 5.2. Builds inclusive communities across lines of difference (e.g., ethnicity, ability, class, race, gender and family structure) and promotes open communication. ||  ||   ||
 * 5.3 Works with colleagues in mutually supportive ways and develops effective professional relationships with members of the educational community. ||  ||   ||

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.
 * Goal 6: **** Build instructional competence and strong teacher identity **
 * **Goal 6 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 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. || Lesson plans/unit plans ||  ||
 * 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. ||  ||   ||
 * 6.3 Incorporates First Nations, Inuit and Métis content and perspectives across all teaching areas. || First Nations Principles/ How they used the Land pre-contact. Demonstrating that First Nations Pre-contact were not uncivilized, they were just different. ||  ||
 * 6.4 Plans and develops engaging and authentic lessons that demonstrate knowledge and confidence in subject matter. || Lesson 3 ||  ||
 * 6.5 Incorporates available technology in pedagogically appropriate ways. || Virtual Classroom, Blog to leep students posted what we did in class. Encourages regular feedback ||  ||
 * 6.6 Establishes a classroom environment that supports learning and develops responsible learners. || Continues to modify seating arrangement to encourage student collaboration ||  ||
 * 6.7 Carries out professional responsibilities for student assessment and evaluation. || Sept 2:written feedback on regional charts. ||  ||
 * 6.8 Demonstrates capacity to take risks and make mistakes as part of professional growth and accepts constructive criticism in cooperative manner. || Comments made by Brad being implemented in my teaching (Issues with students in class) (making subplan more detailed) (being more specific in the rubric by sep. objectives) (slearly stating the days objective so students know what they should try and take from the lesson) ||  ||
 * 6.9 Reflects upon the goals and experience of professional practice, adapts teaching accordingly and demonstrates professionalism at all times. ||  ||   ||