PSIII GOALS
Goal #1-
In terms of my goals for the practicum, I endeavored to meet both goals as best I could. For example, my first goal was as follows: to incorporate a greater variety of assessment techniques into my teaching practice, to accommodate a diverse group of students. In order to accomplish this goal, I kept comprehensive records of all my assessment techniques. These assessment techniques ranged, based on subject matter. For instance, physical education assessments were driven by extensive anecdotal notes, which outlined skills and participation for each student. Whereas, Social studies assessments were a combination of exit slips, review games, performance tasks, and quizzes. Moreover, I tried to alter my assessment techniques for students who required differentiation. Throughout the practicum, I used a lot of scribing, whereby myself or the classroom EA would help write the student responses as they dictated. I also reduced the sentences needed to answer questions/complete exit slips. For my ESL student, I used pictures and tried to add non-verbal tasks into my teaching practice. I know that I will have to continue to find ways to differentiate my lessons and products of learning, as I move through my teaching career.
Goal #2-
My second goal was to promote S.M.A.R.T goal setting in various subject areas. This goal was both a big challenge and an opportunity. I had originally planned to focus on goal setting weekly, however, with various time constraints and trying to focus on my inquiry project, this goal became difficult to maintain for a variety of reasons. For example, because we did focus on goals weekly, I felt that I had to keep reminding students of how to make specific, attainable, and timely goals. In addition, students were becoming less introspective and trying to make over-simplified goals, which defeated the process altogether. However, as time went on, I worked with my teacher mentor to find ways to implement goal setting, whereby the students were actively engaged. For example, I started a mental health unit, entitled “Well Aware”, and asked students after they had outlined good mental health practices and poor mental health practices, to create their own goal which would help their individual mental health. In addition, after report cards were sent home, I required students to create goals related to their comments/grades in report cards and they came up with some interesting insights. Although it was very challenging for myself and the students not to get discouraged or apathetic towards goal setting, I feel that I was able to instill the importance of cultivating a resiliency, when it comes to the goal setting process.
2.Engaging in Career-Long Learning
A teacher engages in career-long professional
learning and ongoing critical reflection to
improve teaching and learning.
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.
4. Establishing Inclusive Learning
Environments
A teacher establishes, promotes and sustains
inclusive learning environments where
diversity is embraced and every student is
welcomed, cared for, respected and safe.
1. Fostering Effective Relationships
A teacher builds positive and productive
relationships with students, parents/guardians,
peers and others in the school and local
community to support student learning
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.
4. Establishing Inclusive Learning
Environments
A teacher establishes, promotes and sustains
inclusive learning environments where
diversity is embraced and every student is
welcomed, cared for, respected and safe.