internship pgp goals
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7/29/2019 Internship PGP Goals
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Professional Growth Portfolio (PGP) Tables:
Goal 1: Support broad areas of student growth by providing varied and
constructive learning opportunitiesRelated Program Goal: Recognize Learning as Valuing and Constructing
By this we mean: The program strives to prepare educators who appreciate learning asprocesses 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 activeknowledge construction processes by learners, supported by teachers.)
Georges visits of the PGP: Sept22, Oct1,6,20,31, Nov12,16, 22Dec02,08,13
Sean, your PGP has captured many of the pieces of evidence/artifacts regarding your
successful teaching and progress during your internship; your work towards careful
analysis and interpretation of that evidence is progressing well too. Our memories are
quite good but with the vast range and huge number of details that are part of teaching,
something like this PGP is necessary to prompt accurate recollection and to prompt
thorough debriefing of our valuable experiencesa reflective practitioner like a
scientist needs copious notes, records and preserved data to move forward, would you
agree? I completely agree George. This evidence, analysis, and reflection has been an
important part of my internship process here at Oskayak High School. Thank you
again.
Goal 1 Outcomes: The Teacher Candidate Evidence / Artifacts Analysis/ Interpretation
1.1 Ensures the participation and success of
all students.
(Nov. 12 GeorgetRe: 1.1 My
third observation in your
classroom on November 1st, like
the first two, showcased your
expert ease in engaging the
participation and successful
efforts of your students who
express an openness and pleasure
working with you.)
RE: 1.1 September 13th, 2012
Sean- Today while my host
teacher was explaining a lesson
and the procedures of a lab I
observed that 1 or 2 students did
pay complete attention and
therefore did not fully understand
the context of the lesson while the
rest of the class did. When my
host teacher was finished I went
over the 2 students and explained
the lesson in a slightly different
manner to ensure that theyunderstood.
RE: 1.1 September 13t , 2012
By aiding a few students who
did not fully understand a
lesson, I enabled them to
participate in the lab and be
successful with the lesson.
The 2 students were able to
keep up with the rest of the
class, recognize what was
being taught, and learn the
content of the lesson.
(Sept 13 Georget) Would you
consider your entry below
applicable to Goal 4.4 as well?
(Sept 13 Georget) Sean, you
have made a good start to your
PGP. I have made a couple of
entries. Date every entry in
both columns and reference
your entries i.e. RE: 1.1
(Sept 22 Georget) Sean, your
PGP is developing favorably.Examine how you might
provide data support from
your assessment practices that
can illustrate your analysis and
interpretation, where possible!
Have a look at this possibility.
This is NOT to challenge your
conclusions etc. but rather to
support your astute
observations/conclusions etc.
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1.2 Uses a variety of ways to identify and
build on student academic, physical, spiritual
and social strengths.
1.3 Uses constructivist principles to guide
student learning.
RE: 1.1 October 3rd, 2012 Sean-
One of my students had informed
my host teacher and I that she was
very sick and unable to come to
class for the rest of the week. I
took some time and gathered
some material and lessons that
she would be missing and created
some work that she could do athome to stay caught up with the
class and not fall behind.
RE: 1.1 December 7th, 2012 Sean-
This week in our Biology 20 class
we were doing animal dissections.
The students were given the
whole period to complete their
dissection as well as a worksheet
activity to go along with the
dissection. When completing both
of the dissections, a particular
student seemed to fall behind and
require extra time. Both of thesedays I stayed after school with
this particular student and aided
him in completing his dissection
and assignment before he needed
to go home.
RE: 1.2 October 4th, 2012 Sean-
Today our school is having an
academic awards presentation in
the gym. I have nominated and
awarded three students that I
teach to be presented withdifferent awards for strengths in
the classroom and the school.
(Oct 31 Georget Re: 1.3I invite
you to reflect on your lesson of
Oct 12 which I observed and
illustrate how your approach
worked to satisfy the essence of
this all-important goal!)
RE: 1.3 November 5th, 2012
Sean- Your right George, on
October 12th I once again used
constructivist principles to guide
student leaning. The lesson
included students creating their
own lab write up and completing
a lab activity. This lab write up
and activity enabled them to learn
RE: 1.1 October 3rd, 2012
Sean- By making an effort to
create some work to take
home with regards to the
lessons this student would be
missing, I enabled this student
to keep up with the class and
not fall behind. This allows
the student to participate fromhome and maintain success in
the class.
RE: 1.1 December 7th, 2012
Sean- By helping and allowing
this student extra time to
conclude the activity and
dissection I helped to ensure
his success in the class. He
was very grateful.
(Dec.08 Georget: A great way
to further Hook learners into
the process; builds on
motivation and deepens asense of capability; plus, it is a
significant way to
individualize learning)
RE: 1.2 October 4th, 2012
Sean- I have nominated and
awarded these three students
because I have recognized and
they have demonstrated
different strengths in theclassroom. These awards help
the students identify their hard
work and strengths, and gives
them the opportunity to build
and continue their strengths
and efforts.
(Nov. 12 Georget Re: your
entry following: In addition, it
permits you the ease of being
able to counsel, coach and
individualize instruction and
reinforcement one-on-one and
to small groups: your
approach also facilitates your
students in consulting with
each other as they pursue their
learning activities! Not to
mention on-going informal
assessment of each student on
a regular basis.)
RE: 1.3 November 5th, 2012
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1.4 Analyzes the classroom environment andmakes adjustments to enhance social
relationships and student motivation/engagement.
and relate to factors that could aid
them in concluding their PBL
case problem.
RE: 1.3 September 7th, 2012
Sean- Today I co-taught a lesson
where the students individually
read a scientific article and then
were placed in groups and asked
to share what the main points ofthe article were and what they had
learnt. They then collaborated and
analyzed what they had learnt to
come up with the best explanation
of the article as a group.
RE: 1.4 September 17th, 2012
Sean- As I have been beginning to
teach and get to know the students
I have observed that there are afew students in my grade 11 class
who are quite shy, quiet, and
hesitant to participate in group
activities. I approached a certain
student in my class who is quite
outgoing, motivated to learn, and
excellent with group activities,
and asked her if it was ok that I
put these two shy students with
her in the next group activity. I
also asked if she could make an
effort to try to get these students
to speak up, participate, and
become a little more motivated to
learn. This student happily agreed
to try and help out.
Sean- I quite regularly use
constructivist principles in my
pedagogy. It allows my
students to be active learners
rather than passive receptacles
of information. Constructivist
teaching/learning is very
important to me because it
creates critical thinkers that
are motivated to learn byexamining real life problems.
RE: 1.3 September 7th, 2012
Sean- Students were given the
opportunity to be reflective on
what they had learnt and
compared new thinking to old,
to identify new ways of
thinking. For example, student
A discussed a section of the
article and told his group what
he believed the article was
saying. Student B commentedon student As thoughts and
added a different way of
thinking about what the article
was saying. All students in the
group benefited from learning
two different points of view
on the same article and the
whole group learnt more.
(Sept 13 Georget) Regarding
your entry below: How might
you describe their success?
You mention the opportunity;ensure that you capture the
essence of their achievements.
An example or two would be
favorable.
RE: 1.4 September 17th, 2012
Sean- After asking this student
to work with the other
students I began to notice a
change right away. The three
students seemed to become
friends almost instantly when
put into a group together. The
two students who were
unmotivated to learn in groups
began to change and
participate frequently. By
changing this classroom
dynamic I enhanced three
students social relationships
and enriched student
motivation and engagement.
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1.5 Provides opportunities for students to
demonstrate their understandings in multiple
ways.
RE: 1.5 October 9th, 2012 Sean-
Today our class started a new
PBL case dealing with plant
botany. I began the lesson by
explaining to my students that this
case I will give them the
opportunity to show me their
research, understanding, and
knowledge in any way they like.
This could be in the form of awritten report, an oral discussion,
a powerpoint, a prezi, a
presentation, a popplet, a video,
ect.
RE: 1.5 December 13th, 2012
Sean- Throughout my teachings I
have incorporated many different
styles of lessons into my
classroom, from movies to labs,
to hands on experiments, to
written reports, to presentations to
web based exercises to groupwork to inquiry/PBL and more.
RE: 1.5 October 9th, 2012
Sean- By giving the students
an opportunity to choose how
they will display their
understanding of this new
case, I am allowing them to
demonstrate their
comprehension in a variety of
ways.
RE: 1.5 December 13th, 2012Sean- By doing this I am able
to capture the vast array of
students learning styles and
give them the opportunity to
demonstrate their
understanding ion multiple
ways.
(Dec. 13 Georget: Absolutely
correct, Sean; in addition, it
increases interest, it
encourages a broadening of
skill sets etc. Way to Go!
Furthermore, this permits youto perform all those other
aspects of teaching i.e.
guiding/coaching)
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 andrespect for all.
Goal 2 Outcomes: The Teacher Candidate Evidence / Artifacts Analysis/ Interpretation
2.1 Creates and maintains a learningenvironment that encourages and supports the
growth and potential of the whole student.
RE: 2.1 October 4th, 2012Sean- Today our school is
having an academic awards
presentation in the gym. I have
nominated and awarded three
students that I teach to be
presented with different
awards for strengths in the
classroom and the school.
RE: 2.1 December 10th, 2012
Sean- Almost everyday of my
internship here at Oskayak
RE: 2.1 October 4th, 2012 Sean- Ihave nominated and awarded
these three students because I
have recognized and they have
demonstrated different strengths
in the classroom. These awards
help the students identify their
hard work and strengths, and
gives them the opportunity to
build and continue their strengths
and efforts. Rewarding the
students by being recognized
helps encourage the students to
keep up the great work and tocontinue the growth of their
potential.
(Oct 06 Georgeta wonderful
strategy that is obviously paying
huge dividends for the progress of
your learners!
RE: 2.1 December 10th, 2012
Sean- By giving the students the
opportunity to eat fruit each day,
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2.2 Provides learning opportunities thatrecognizes and fosters each pupils 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.
High School I have gone down
to the lunchroom each morning
and brought a fruit bowl up to
our classroom for the students.
RE: 2.2 October 29th, 2012
Sean- For a few weeks now Ihave been allowing some of
our morning class students to
work on laptops in my
classroom during lunch hour. I
have agreed to let them work
in class during lunch hour
under my supervision. Some of
these students are not totally
comfortable with other school
activities during lunch hour
such as gym time or
lunchroom chatting. They
would much rather workindividually in a quiet
environment.
Re: 2.3 September 20th, 2012
Sean- Today I had the unique
opportunity to experience first
hand a cultural event at my
school. I was invited to and
participated in an aboriginal
feast. I got to witness a passing
of the pipe circle and prayers
by an elder. The distinct
cultural rituals and food was anincredible experience.
Re: 2.3 September 21st, 2012
Sean- Today was another great
day for me to experience and
learn from a student/school
cultural event. Our school held
a large Powwow event on the
front lawn and welcomed
numerous schools to come and
observe. It was a day full of
celebration of the schools and
students background, heritage,
and culture.
it supports a healthy learning
environment and growth of their
potential.
(Dec. 13 Georget: a beautiful
way to illustrate your caring and
professional love and deep
respect for your students.)
RE: 2.2 October 29th, 2012 Sean-
By allowing these students tohave a comfortable quiet
environment I am giving my time
and supervision, showing
compassion and empathy for my
students situation.
Re: 2.3 September 20th, 2012
Sean- This experience helped me
develop an understanding of the
students and schools cultural
background. It has furthered my
interest in learning and
experiencing all students cultural
backgrounds, and trying to
incorporate them into the
classroom.
Re: 2.3 September 21st, 2012
Sean- Through experiencing this
amazing cultural event I had the
opportunity to learn and be
involved in my students heritage.
Being a part of and learning from
cultural events like this, help me
to develop an understanding of
incorporating and identifying
different cultural aspects from
around the world into theclassroom and schools.
Goal 3: Strive to support social justice and ecological responsibilityRelated 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 ofrace, gender, ethnic, sexual, ability, environmental, socio-economic (i.e., colonial), and otherforms of oppression to achieve social and ecological justice through emancipatory
educational theories and practices.
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Goal 2 Outcomes: The Teacher Candidate Evidence / Artifacts Analysis/ Interpretation
3.1 Promotes and engages in the
improvement of social and environmentalconditions.
3.2 Identifies and ameliorates ways in whichsocio-economic status affects children,
learning and community.
3.3 Demonstrates, shares, and assists students
in developing critical insights into current
issues.
RE: 3.1 Oct.5, 2012 Erin
Sean has taken a leadership
role in the implementation of a
recycling program for the
grade 9s. Today he took the
first group around to do the
first collection and clean-up.
RE: 3.2 October 29th, 2012
Sean- A week or so ago one of
my students had missed quite
a few classes. My host teacher
finally saw him in the hallway
one day and stopped to talk to
him. He explained that he has
been absent because he has no
housing and is looking for a
place to live. This situation
was completely
understandable and I offered
to allow this student to catch
up at lunch hour or after
school with me.
RE: 3.3 September 17th, 2012
Sean- Today my class as well
as other classes in the school
joined and participated in the
Great Canadian Shoreline
Cleanup. It is a yearly event
all over Canada where people
contribute to cleaning up
garbage and recording data of
what was observed andcleaned up to ensure that we
as a country enjoy cleaner
waterways all year round. The
data is an invaluable part of an
effort to educate Canadians
about the scale and serious
consequences of the global
marine debris problem.
RE: 3.1 Oct.5, 2012 Erin
When the students were asked
about the experience they
expressed that they thought it
was a good thing for the class
to be doing not only to keep
the classrooms clean but also
to help the environment.
(Oct 06 Georget
Congratulations, Sean.
Obviously sensitized your
students to responsible
interacting with and travelling
on mother Earth!
(Oct 31 Georget Re: 3.2
absolutely correct approach,
Sean. We must never become
the ultimate barrier; must
always be the ultimate
supporter. Bravo. Thiscertainly speaks to 4.1 as well,
dont you think?
RE: 3.2 November 6th, 2012
Sean- Yes, I completely agree
George. Thanks
RE: 3.2 October 29th, 2012
Sean- I completely understood
that this student was having
some economic housing issues
that needed to be attended to.
This required him/her to fall alittle bit behind in class.
RE: 3.3 September 17th, 2012
Sean- Our class and others in
our school went down to the
riverbank and
collected/recorded garbage for
two hours. By participating in
the Great Canadian Shoreline
Cleanup the students
developed insights into an
important current issue inCanada and helped in the
effort to educate our country.
The students also kept track of
and recorded what categories
of garbage was collected in
order to send their results to
GCSC survey.
(Sept 22 Georget) Re: 3.3 Any
data from students
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3.5 Develops in self and others understanding
of exceptionality and inclusive education.
3.6 Develops in self and others understandingof anti-racist and anti-oppressive approaches
to education.
RE: 3.5 November 15th, 2012
Sean- Here at Oskayak the
staff and students areimmersed in inclusive
education. We all are a part of
the school as a community.
We all belong and contribute
to the success of the school.
One way in that this inclusive
education is exemplified at
Oskayak is through cultural
inclusion. Also, within my
classroom I support inclusive
learning through extensive
group work and collaboration.
RE: 3.6 November 16th, 2012
Sean- Through learning about
anti-racist education from
education professors such asPaul Wilson and Verna St.
Denis, I have been able to
bring my knowledge into my
teachings. One important
aspect I strongly believe in
while teaching science is to
incorporate different cultures
ideas or beliefs into my
lessons. For example I have
just began teaching a unit on
ecosystem sustainability in my
Science 10 course and I have
dedicated a lesson to
investigating different cultural
perspectives on sustainability.
(Dec.08 Georget: excellent
example of building
community in learning and
advancing individual capacity
to work in community.)
RE: 3.5 November 15th, 2012
Sean- Through this cultural
and educational inclusionwithin the school the students
develop this sense of
community in themselves and
others.
(Nov. 16 GeorgetI have no
doubts whatsoever, Sean about
what you state above; could
you illustrate by briefly
referencing observable data
regarding their
sense of community?)
RE: 3.5 November 21st, 2012
Sean- Some examples includea daily smudge, monthly
sweat, and feasts. These
cultural traditions help create
this cultural community
inclusion I have become a part
of.
(Nov. 22 Georget: excellent
Sean!)
RE: 3.6 November 16th, 2012
Sean- By incorporating
different cultures beliefs and
perspectives into my lessonsmy students develop an
understanding of the
importance of an anti-racist
and anti-oppressive outlook.
(Nov. 16 Georget: is there a
way to give an example of this
emerging understanding by
students?)
RE: 3.6 November 21st, 2012
Sean- One example would be
the knowledge the students
gained from an elder coming
in and talking with them about
how FNMI view sustainability
of ecosystems.
Goal 4: Develop as a critical reflective practitioner who connects practical and
theoretical knowledgeRelated 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
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and the world.
Goal 4 Outcomes: The Teacher Candidate Evidence / Artifacts Analysis/ Interpretation
4.1 Identifies and understands how education isaffected 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 otherprofessionals in the learning community) and who
actively seeks out opportunities to growprofessionally.
RE: 4.1 October 29t , 2012
Sean- A week or so ago one
of my students had missed
quite a few classes. My host
teacher finally saw him in
the hallway one day andstopped to talk to him. He
explained that he has been
absent because he has no
housing and is looking for a
place to live. This situation
was completely
understandable and I offered
to allow this student to catch
up at lunch hour or after
school with me.
RE: 4.1 November 7th, 2012
Sean- A few days ago I had
a conversation during lunch
hour about the upcoming
presidential election in the
United States and how this
election was extremely
important for even use as
Canadian citizens as well as
citizens all over the world.
Re 4.2 Oct 06 Georget
Your growing PGP is a clear
example of yourachievements of the essence
of this Goal Statement,
would you agree?
RE: 4.2 October 12th, 2012
Sean- Yes, I would
completely agree. Every
week I reflect on my lessons
and on myself as a teacher. I
reflect and assess my
RE: 4.1 October 29t , 2012
Sean- I completely understood
that this student was having
some economic housing issues
that needed to be attended to.
This required him/her to fall alittle bit behind in class.
(Nov. 12 GeorgetHow
would you describe the
students reactions? Did they
make any comments? Any
observable data to underline
your comment which I have
no doubts gave them some
insight?)
RE: 4.1 November 15th, 2012
Sean- They reacted in acurious and wanting to know
more kind of way. They
wanted to know why we as a
nation are always so closely
linked to the USA. The
discussion was brief but by
the end of it the students were
conscious about the
importance of this election to
the entire world.
(Nov. 16 Georget: excellent
work Sean and this is how to
illustrate with observable
student-related data
whenever possible it is so
crucial! Well done.)
RE: 4.1 November 7th, 2012
Sean- This conversation gave
the students a little insight into
how out lives can be affected
by issues in all other places in
the world.
RE: 4.2 October 12th, 2012
Sean- Through this reflective
process I am able to learn andgrow professionally as a
teacher.
RE: 4.2 October 9th, 2012
Sean- This enables me to
grow professionally as a
teacher and put my learnt
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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.
teaching skills and input this
into my PGP table.
RE: 4.2 October 9th, 2012
Sean- Today I attended a
professional development
class with the rest of my
staff.
RE: 4.3 November 21st,2012 Sean- I believe I have
been refining and adding to
my philosophy of education
for quite some time now. My
knowledge came from my
years of university and
Biology classes but not only
this. I have acquired
knowledge through
experience as well. My
experience at Oskayak thus
far has broadened my
knowledge as well as my lifelearning. It has given me
experience and
understanding. I have learnt
from these and incorporated
my learning into my
philosophy as a teacher.
Examples could range from
creating unit plans to
capturing student interest to
adapting my teaching style.
skills into practice. I can then
reflect on the skills that I put
into practice and continue to
grow professionally.
RE: 4.3 November 21st, 2012Sean- The entire experience at
Oskayak High School thus far
has developed my skills as a
teacher and furthered my
experiences as an educator.
(Nov. 22 Georget: what would
you consider to be the
KEYSTONE of our
Philosophy of Education,
Sean?)
Re: 4.3 November 28th, 2012
Sean- One thing that I
consider a keystone of myphilosophy of education is
being adaptable. As a teacher
I believe that I must be
adaptable in all areas. For
example, I must be adaptable
with my teaching style to
incorporate the diverse array
of ways of learning in the
classroom.
(Dec.02 Georget: that is a
great quality as it ensures that
a teacher remains fluid in their
growth and practice asreflection and successes and
risks adds to teacher-wisdom!)
RE: 4.4 September 13th,
2012 Sean- Today while my
host teacher was explaining
a lesson and the procedures
of a lab I observed that 1 or
2 students did pay complete
attention and therefore did
not fully understand the
context of the lesson while
the rest of the class did.When my host teacher was
finished I went over the 2
students and explained the
lesson in a slightly different
manner to ensure that they
understood.
RE: 4.4 September 13th, 2012
Sean- By aiding a few
students who did not fully
understand a lesson, I enabled
them to participate in the lab
and be successful with the
lesson. The 2 students were
able to keep up with the rest
of the class, recognize what
was being taught, and learnthe content of the lesson. By
looking at the assessment of
the lab, my observations were
correct as these students did
do the lab successfully.
(Sept 22 Georget) How might
the assessment process within
this lesson confirm your
observations below re:
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4.5 Identifies, defines, and attempts to conduct alldealings and to resolve problems cooperatively
with those involved.
RE: 4.5 September 18th,
2012 Sean- Today while
coaching volleyball practice
I had to resolve a conflict
between two students. The
two students were arguingover who got to start the
scrimmage activity at the
setting position. I took the
two students aside and had a
brief conversation with them
about being respectful
towards others and one
another. I settled the
students down and calmed
the situation between them.
Finally I resolved the
problem of who got to start
the scrimmage at that
position by asking the
students rock/paper/scissor
for it. They laughed and
agreed and enjoyed the
resolution.
learning outcomes for
students?
RE: 4.5 September 18th, 2012,
Sean- By taking the two
students aside calming them
down and discussing being
respectful to each other, the
problem was identified anddefined. I resolved the
problem with the students in a
cooperative fair manner so
that all involved were content.
Goal 5: Create a positive community in the classroom and schoolRelated Program Goal: Build Communities
By this we mean: The program will strive to prepare educator-leaders who engage inrelationships that build learning communities and community through learning
Goal5 Outcomes: The Teacher Candidate Evidence / Artifacts Analysis/ Interpretation
5.1 Builds classroom connections with local, national,
and global communities
RE: 5.1 September 17t ,
2012 Sean- Today my
class as well as other
classes in the school
joined and participated inthe Great Canadian
Shoreline Cleanup. It is a
yearly event all over
Canada where people
contribute to cleaning up
garbage and recording
data of what was
observed and cleaned up
to ensure that we as a
country enjoy cleaner
RE: 5.1 September 17t , 2012
Sean- Our class and others in
our school went down to the
riverbank and
collected/recorded garbage fortwo hours. This participation
in the Great Canadian
Shoreline Cleanup built a a
connection from our class to
our school to other classes and
schools around the nation.
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5.2. Builds inclusive communities across lines of
difference (e.g., ethnicity, ability, class, race, genderand 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.
waterways all year
round. The data is an
invaluable part of an
effort to educate
Canadians about the
scale and serious
consequences of the
global marine debris
problem.
RE: 5.2 October 11th,
2012 Sean- I have come
to realize that a major
portion of my lessons, as
well as how I prefer the
students to work, is in a
collaborative way
through group work.
Re 5.3October 11,
2012 ErinSean
attended a PLC meeting
with colleagues to planfor support for students
and their attendance. He
contributed where
necessary and follows
guidelines and policies as
set out.
RE: 5.3 October 9th,
2012 Sean- Today
another teacher and I
decided to work together
and plan a guys vs. girls
volleyball game afterschool. We decided to
have this game because
the girls team was
unable to practice this
week due to a booking in
the gym during their
practice time for a
presentation.
RE: 5.3 October 28th,
2012 Sean- Last week I
attended an inquiry
group PD at BJM with
my host teacher. We met
with numerous teachers
from other schools and
discussed, learnt, and
practiced inquiry
methods in the
classroom. It was quite
informative and great to
experience with teachers
from other schools.
RE: 5.2 October 11th, 2012
Sean- Group work helps to
build an inclusive community
where members appreciate
and respect differences in
people. Collaborative group
lessons also promote and
support communication skills.
Re 5.3October 11, 2012
ErinSean went over the new
attendance policy with
students.
RE: 5.3 October 9th, 2012
Sean- By planning this with
another teacher we worked
together in a mutually
supportive way and developed
a extra curricular relationshipto ensure the success of our
volleyball teams.
RE: 5.3 October 28th, 2012
Sean- By working with
colleagues in this mutually
supportive way we were all
able to further ourselves as
teachers in the educational
community.
Oct 31 Georget RE: 5.3 Can
you identify briefly with a
couple of examples to further
your analysis/interpretation of
your adjectives informative
and great?)
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RE: 5.3 December 7th,
2012 Sean- Yesterdaywhile I was co-teaching a
class with my host
teacher a teacher from
another class came in
and asked to talk to me
in the hall. She explained
that she was very ill and
needed to go home. She
asked if I could teach her
English class for the rest
of the morning period.
Although English is not
my subject area orstrength in the classroom
I agreed. The rest of the
lesson went quite well
and the teacher was able
to go home and recover.
RE: 5.3 November 6th, 2012
Sean- Informative in that we
learnt a few new ways of
incorporating inquiry based
lessons into science curricula,
such as students developing
and creating their own
helicopter design and learning
about the physics of motion. It
was also informative in that Iwas able to hear other
teachers opinion and
students reaction to inquiry
based learning. Great in that it
was good to see many other
teachers who have a strong
passion for inquiry based
learning in the classroom as
well as me. (Nov. 16 Georget:
really encouraging indeed!)
RE: 5.3 December 7th, 2012
Sean- By helping out myfellow college when she was
sick, I most certainly furthered
our professional relationship
in a mutually supportive way.
(Dec.08 Georget: Yes, Sean,
but in addition, you
demonstrated that all teachers
in a school work together to
support learning and I am sure
that this was helpful to you by
reminding you that you also
teach English language arts in
your areas of expertise.
Goal 6: Build instructional competence and strong teacher identityRelated Program Goal: Engage in Education as Transformative Praxis
By this we mean: The program will strive to prepare educational leaders whorecognize their practice as transformative praxis.
Goal 6 Outcomes: The Teacher Candidate Evidence / Artifacts Analysis/ Interpretation
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6.1 Demonstrates knowledge and confidencein subject matter and knowledge of
Saskatchewan curriculum documents and
applies these understanding to plan lessons,
units of study and year plans using the BroadAreas of Learning and Cross-curricular
Competencies.
6.2 Plans instruction using the Adaptive
Dimension and resource-based learning to
address individual student needs and culturaldiversity using a wide repertoire ofinstructional strategies and methods.
(Oct 06 Georgetyou must
have data for this goal, right
Sean?)
RE: 6.1 November 8th, 2012
Sean- I do George. I have
already created two lengthy in
depth understanding by design
unit plans as well as numerous
extensive lesson plans. (Nov.16 Georget: absolutely, Sean.
Important for the record, isnt
it?)
RE: 6.1 December 9th 2012
Sean- Absolutely George!
Re 6.1: Oct. 10, 2012 Erin -
Sean has planned specific
learning targets for the
students creating rubrics that
he shares with them so they
know what they will be
responsible for.
(Oct 31Georget Re: 6.2I am
certain that you have
something to report here: I
know because I have been
witness to it on Sept 25th and
again on Oct 12 when I had the
privilege to observe your work
with your students: I wont be
surprised if this is again
observable tomorrow when I
complete our third observation
with you.)
(Nov. 12 Georget Re: entry
following: I look forward to our
meeting on November 29 at 8:45
when you will present two of
your units and describe your
process and observations aboutthe experience.)
RE: 6.1 November 8th, 2012
Sean- The unit plans and lessons
plans I have created incorporate
Cross-Curricular Competencies,
Broad Areas of Learning, and
objectives/outcomes and
indicators. These plans are
evidence of my confidence and
understanding of Saskatchewan
curriculum and content
knowledge.
Re 6.1: Oct. 10, 2012
ErinThe students were able to
produce presentations which
showed that they had achieved the
target from the curriculum guide.
(Dec. 13 Georget: I want to
recognize you again for the
wonderful opportunity on Nov. 29
to discuss your planning work and
understandings and for the
reflections and information youshared regarding reaching out to
the parents/guardians, and the
incorporation of guest speakers in
your lessons, and the strong
emphasis on constructivist
principles and inquiry learning in
your teaching approachthanks
for the wonderful conversation
involving you, Erin and me.)
(Nov. 12 Georget: Re: 6.2this
has been clearly evident during
each of my three observations of
your teaching service to the
students at Oskayak
congratulationsyour thoughtful
planning and competent delivery
of the lesson attracts positive
responses from your students.)
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6.3 Incorporates First Nations, Inuit andMtis content and perspectives across all
teaching areas.
RE: 6.2 November 8th, 2012
Sean- Your right again
George, I regularly incorporate
adaptive dimensions into my
teachings. For example I will
take the time to sit one on one
with a few students who I
anticipate will have difficulty
with the task at hand, and walk
them through the steps or worktogether as a team to be
successful with the lesson. I
also firmly believe and use
resource based learning and
using an array of teaching
methods to capture all the
diverse learning styles in my
classroom. I regularly use
computers in the class and I
always allow students to
complete the given task at
hand in anyway they feel is
best for their learning.
RE: 6.2 November 29th, 2012
Sean- Recently in one of my
classes it has become evident
that one student in particular
has become in need of some
extra more challenging
activities to keep her engaged
in class and challenge her
educationally. My host teacher
and I sat down with thisstudent and identified some
extra credit work she could do
to push her talents in the
classroom.
RE: 6.3 October 18th, 2012
Sean- In my grade 11 science
class we have just begun a unit
on plant botany. I began to
brainstorm how I could
incorporate FNIM perspectives
into this unit. Next week I plan
on asking an aboriginal elder
from our school community if
they would be willing to come
into our class and discuss how
their ancestors used and
benefited from plants in
traditional ways.
RE: 6.2 November 8th, 2012
Sean- I believe my teachings and
lessons thus far have been quite
successful in incorporating
adaptive dimensions as well as
resource based learning and a
variety of teaching methods. This
is extremely important to me in
that it captures all different
learning styles in my classroom. Imust continue to stress this
importance and continue to
develop my pedagogy to
incorporate these essential aspects
of learning.
RE: 6.2 November 29th, 2012
Sean- By giving this student the
opportunity to further her learning
and extend her knowledge with
more challenging extra credit
assignments I have addressed this
individual students needs andenabled her to strive for her best
in the classroom.
RE: 6.3 October 18th, 2012 Sean-
By asking an elder to come into
the classroom and talk about
traditional uses of plants, FNIM
content and perspectives will be
incorporated into this unit.
(OCT 20 GeorgetRe: 6.3
what can you note about the
content and perspectives and the
importance and effectiveness of
this strategy regarding the visit by
the elder?)
RE: 6.3 October 29th, 2012 Sean-
It is important for the students to
learn and maintain their culture
and having an elder talk with
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6.4 Plans and develops engaging and
authentic lessons that demonstrate knowledgeand confidence in subject matter.
RE: 6.3 November 22, 2012
Sean- In the last two weeks I
have had two elders visit our
classroom as guest speakers
and give FNMI perspectives
on certain aspects of our
science lesson. I also have
another elder guest speakercoming in on Tuesday to
incorporate FNMI perspectives
into the classroom.
6.4September 25, 2012
ErinSeans lesson today was
well prepared and laid out.
Through research students
were able to own their
information. The problem that
the students are researching is
current and students are
engaged because of that.
them is a great way for this to
occur in an interesting and unique
way. (Nov. 16 Georget: How did
your students respond? Have they
referenced this visit since it took
place? Maybe you have referred
them back to the visit. I know
that when I taught at St. Michael
School on a substitute basis I got
to work with Elder Cecilia andthe subsequently when I went
back for a day here and there I
would reference the students to
Elder Cecilias visit and talk to
reinforce the learning of which
you speak above.)
RE: 6.3 November 21st, 2012
Sean- Their response was good!
Elder Danny engaged them and
grabbed their attention quite well.
He talked about information that
helped them to resolve their PBLcase. Therefore, the students did
refer back to his lesson often for
the next while in order to aid
them with their case.
RE: 6.3 November 22, 2012
Sean- This method of
incorporating FNMI perspectives
into the classroom is excellent at
engaging my students and relating
them to the lesson. (Nov. 22
Georget: how would you describe
the responses of your students tothis all-important experience?)
Re 6.3 November 29th, 2012
Sean- Their response was great
They always seem to thrive on
learning when it incorporates
their culture and background.
(Dec.02 Georget: an astute and
commendable observation, Sean.)
6.4September 25, 2012
Erin - The problem that the
students are researching is current
and students are engaged because
of that.
(Oct 1 George) I would like to
second Erins comments
regarding the Sept 25 lesson.
Sean, your circulation among
your students to coach, support
and trouble shoot for them is
exemplary.
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6.5 Incorporates available technology in
pedagogically appropriate ways.
6.6 Establishes a classroom environment thatsupports learning and develops responsible
learners.
6.7 Carries out professional responsibilities
for student assessment and evaluation.
RE: 6.5 September 6th, 2012
Sean- Today our class used
laptop computers to research
key terms and ideas in a
Problem Based Learning case.
RE: 6.5 September 18, 2012ErinToday Sean introduced
popplet as a way for students
to collaborate online.
RE: 6.5 November 4th, 2012
Sean- I use technology in the
classroom on a daily basis.
Whether it is the students
completing research or
creating projects or
presentations.
(OCT 20 GeorgetRe: 6.6
and my observation visit on
Oct 12: Your students
responded well to your
lessons directions and
invitation to engage in their
learning activities. They
reflect confidence and comfort
with the learning environment
that you provide.)
RE: 6.6 September 16th, 2012,
Sean- I have used and taught
my class through a problem
based learning case
incorporating ecological
organization.
RE: 6.6 December 12th 2012
Sean- In the last few weeks I
have incorporated many
different animal dissection labs
into my Biology 20 class.
RE: 6.7 September 10th, 2012
Sean- Today I co-constructed a
rubric with the students.
RE: 6.5 September 6th, 2012
Sean- This technology allowed
the students to research quickly,
accurately, efficiently, and
productively with unique up to
date technology.
RE: 6.5 September 18, 2012 ErinThe students explored a new
way to post information and
remained engaged
RE: 6.5 November 4th, 2012
Sean- This is an important
technique for keeping the students
at my school engaged and
motivated to learn.
RE: 6.6 September 16th, 2012,
Sean- By teaching through
Problem Based Learning I am
creating a classroom environment
where the students drive and
support their own learning. They
develop their own responsibility
for learning and relate their
learning through real life
problems
RE: 6.6 December 12th 2012
Sean- These hands on lab
dissection activities really
produced and supported student
learning in the classroom as well
as responsibility for the
specimens and for work.
RE: 6.7 September 10th, 2012
Sean- By co-constructing a rubric
with the students I was able to
work with them together as a
team and ensure their
understanding of what I would be
assessing and how.
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6.8 Demonstrates capacity to take risks and
make mistakes as part of professional growth
and accepts constructive criticism incooperative manner.
RE: 6.7 October 4th, 2012
Sean- Tomorrow my class willbegin presenting their Prezi
presentations on our first case
in Biology 20 dealing with
ecological organization. The
students will present their
research, findings, ideas, and
knowledge in groups to my
host teacher and I, as well as
the rest of the class. Today, as
a class I went over all the
aspects of the presentation that
I will be looking for with
regards to assessment. I alsogave the students a handout
outlining these objectives that I
will be looking for and
evaluating.
RE: 6.7 October 9th, 2012
Sean- Today our class started a
new PBL case dealing with
plant botany. I began the
lesson by explaining to my
students that this case I will
give them the opportunity to
show me their research,understanding, and knowledge
in any way they like. This
could be in the form of a
written report, an oral
discussion, a powerpoint, a
prezi, a presentation, a popplet,
a video, ect.
RE: 6.8 September 17, 2012
Erintoday Sean taught his
first lesson by himself. He
exhibited many strengths but
was also able to discuss ways
to improve.
RE: 6.8 October 16th, 2012
Sean- Today our school and
my class had an important
visitor. Russ Marchuk the
minister of Education was
attending our school to
experience our cultural,
(Sept 13 Georget) RE: 6.7 That
strategy you describe on Sept 10th
is critically valuable
demonstrate a democratic style to
teaching and invites students to
feel ownership and to express
commitment to the process.)
RE: 6.7 October 4th, 2012 Sean-
By discussing and outlining themain objectives I will be looking
for in their group presentations, I
am ensuring that the students will
understand what is expected and
what they will be assessed on.
RE: 6.7 October 9th, 2012 Sean-
By giving the students an
opportunity to choose how they
will display their understanding
of this new case, I am allowing
them to demonstrate their
comprehension in a variety of
ways.(Nov. 22 Georget: what seems to
be a popular way among
students?)
Re: 6.7 November 28th, 2012
Sean- The majority of the
students like to present their
learning through a popplet, prezi,
or oral discussion.
RE: 6.8 September 18, 2012
ErinSean was able to modify
his lesson today to include some
of the suggestions made in our
conferencing yesterday.
RE: 6.8 October 16th, 2012 Sean-
I was quite nervous but
maintained my teaching skills and
continued on with my lesson as
planned.
(Oct 20 George Re: 6.8 WAY
TO GO!how do you interpret
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6.9 Reflects upon the goals and experience ofprofessional practice, adapts teaching
accordingly and demonstrates
professionalism at all times.
technological, and inquiry
based learning first hand. I was
told that he was actually going
to be observing my class as
well.
RE: 6.9 September 24th, 2012,
Sean- During a lesson today I
experienced a little problem. I
had planned on using a
specific website research
sharing program with my
class. However the site was not
working at all and thereforethe lesson was not going to be
completed as planned. I
quickly adapted my lesson and
changed it in order to be
successful.
RE: 6.9 October 15th, 2012
Sean- Last week our staff
learnt how to create I can
statements and student
friendly language regarding
the curricula from a
professional developmentcourse. Today I put this
experience into effect in the
classroom. In my lesson I took
some time with my host
teacher to create some I can
statements using
objectives/outcomes from the
unit and to develop them into
student friendly language so
that the students could
understand exactly what they
should aim at to understand
with regards to the unit of
study.
this reality, Sean. Did the
Minister make any comments
about his experience with you?)
RE: 6.8 October 29th, 2012 Sean-
It was just an overall great
experience and good way to learn
about myself as a teacher. I learn
how I am under pressure and how
confident I am as a teacher. I didnot get to talk to the minister after
the lesson, but it would have great
to hear what he thought about our
class.
RE: 6.9 September 24th, 2012,
Sean- As I reflected on this lesson
I realized that I handled it very
professionally and adapted my
teaching accordingly. I also then
adapted my next lesson plan in
order for it to be successful and
relative to this lesson.
RE: 6.9 October 15th, 2012 Sean-
By attending this professional
development and learning new
ways of teaching I was able to
adapt my teaching and put this
into practice in a professional
way.
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