Professional Growth Plan

Name: Cayley van Aken

Teacher Mentors: Sarrah Johnstone and Zoey Graf
School Administrator: Judi Hadden
School: Calgary Girls School
Practicum Dates: August 31-December 22 2016
GOAL 1: Increase use of higher-level questioning to deepen student understanding.
Rationale:
During my PSII I really focused on how I was asking questions to my students and worked to
make my questions more purposeful. I found that asking higher level questions lead to deeper,
more intricate understanding from my students, and also often spurred very interesting
discussions that were invaluable to their learning. My hope in focusing on my questioning during
this practicum is that I will be able to foster such discussion and comprehension in my
classroom. This goal ultimately has two components, the first is embedding higher-level
questions in course planning and building lessons and discussions around those questions. The
second component will be much more difficult, which is being able to respond to students
discussion in the classroom with questions that inspire higher-level thinking.
Strategy 1

Purposefully embed higher-level questions in long-range planning

Strategy 2

In preparation for discussion, create a list of higher-level questions to ask students.

Strategy 3

When observing classes, keep a list of all of the questions that teachers ask and what
types of answers they elicit.

Strategy 4

While teaching try to develop higher-level questions in response to students questions

and comments.

Strategy 5

Revisit resources from university courses, especially resources for Social Studies for
Non-Majors and Critical Thinking

Timeline:
My first goal will be ongoing throughout the semester, but can be revisited daily, weekly and/or
monthly to reflect on its success.
Measures:
There are two main measures of this goal, which correspond with the two components of the
goal. The first is my lesson plans and unit plans themselves. The quantity and quality of higherlevel questions embedded in these plans is an indicator of my success in this goal. The second
component will require more ongoing analysis and consideration. For example, at the end of a
lesson I can assess how many higher-level questions I asked or at the end of a discussion I can
determine whether or not the driving questions within the discussion were higher-level questions
or not. I can also assess the more long-term success by looking at student understanding of the
guiding questions built into my long-range plans.
2006 The Alberta Teachers Association

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Reflection:
In the past few months I have embedded good critical thinking questions in my unit plans that
guide my planning and discussions, but I think that the majority of the progress in this goal has
been in the day-to-day interactions and discussions I have had with my students. I have really
been trying to focus on asking why and getting students to more fully explain their responses. I
have found that this causes students to stop and further reflect on their understanding. I am also
working daily to ask deeper questions that prompt students to consider topics on a higher level.
In a recent PD session that I attended we did an activity where we were interviewing a colleague
and we were prompted to ask why three times in order to get a deep, rich response. While
asking why three times can sometimes be awkward, I have noticed myself pushing and asking
my students why a second or even third time even in the short week since that PD session. I will
continue to work on this goal moving forward because I think that focusing on these questions
helps enrich discussion and learning.

GOAL 2: Find and/or develop a larger repertoire of assessment tools to emphasize

authentic and differentiated assessment
Rationale:
At the end of PSII I received feedback from my teacher associate to diversify my assessments
and assignments. Additionally, being familiar with and comfortable using different types of
assessment will allow me to differentiate more easily and gain a fuller understanding of my
students abilities and knowledge.
Strategy 1

Collaborate with my teacher mentor, university consultant, and school administrator to

learn new strategies and practices

Strategy 2

Implement differentiated assessment strategies from my teacher mentor and/or

administrator

Strategy 3

Observe various classrooms and take into consideration the strategies used by other
teachers in my school

Timeline:
This goal is very ongoing, and will be a goal I have to work on daily in order to make progress.
In my long-range planning, I can plan for a variety of assessments, but I think the majority of the
progress related to this goal will come from meeting with my teacher mentors, administrator, and
university consultant, as well as attending PD sessions if they are available.
Measures:
I will be able to measure this goal most effectively by creating a toolbox of strategies that I
update throughout my practicum. This will not only help me track my progress, but will also help
me beyond my PSIII practicum. I will also be able to track my success by talking to my teacher
mentors, administrator, and university consultant and using their feedback.

2006 The Alberta Teachers Association

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Reflection:
Since starting my PSIII I think that my biggest improvement has been in my awareness of and
willingness to explore new assessment strategies. Being in a school that focuses on inquiry has
prompted me to constantly search for new ways to present information and guide students
through their learning. I have gained most of my strategies from discussions with my teacher
mentors, my grade team, and by observing and talking with other teachers at my PSIII school. I
have used large and small group discussions, collaborations, simulations, reflections, anecdotal
observations and conversations, check-ins, quizzes, and exit slips as formative assessment. I have
also helped design several summative assessments that allowed students choice, creativity, and
freedom in how they demonstrate their learning, including a video and artist statement
assignment, a symbolic representation of a concept from a novel, a persuasive writing essay task,
a fishbowl discussion, an self-reflective art piece, and a scripted role play. Greater confidence in
this area has helped me grow toward more authentic and differentiated assessment and will
continue to inform my teaching practice in the future.

2006 The Alberta Teachers Association

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