Goals for Professional Semester III Name: Catherine Loewen

Goal #1:
Integrate technology into my lessons in a variety of ways to enhance student learning and
engagement.

Teaching Quality Standard Reference:

KSA: J) the functions of traditional and electronic teaching/learning technologies. They know
how to use and how to engage students in using these technologies to present and deliver
content, communicate effectively with others, find and secure information, research, word
process, manage information, and keep records;

M) student learning is enhanced through the use of home and community resources. They
know how to identify resources relevant to teaching and learning objectives, and how to
incorporate these resources into their teaching and students’ learning;

Strategies Timeline Resources

- Explore which technological - Orientation Principal, Teacher Mentor,
resources the school and day / first day Students
students have access to. of practicum

- Research ways I can include - Before Colleagues/peers, teacher

technology into my lessons that practicum/ mentor
will be relevant to what I am throughout
teaching. practicum.

- Create an online presence that - Before Weebly

students have access to (Teacher practicum
website).

- Try out a variety of strategies - Throughout Teacher Mentor,

that utilize technology in the practicum. colleagues/peers
classroom.

- Reflect on how these strategies - Throughout Teacher mentor, principal

helped enhance students’ practicum/when
learning and reflect upon teacher practicum is
mentor’s feedback. completed.
Indicators of Success:
● Students use the website created by the teacher.
● A variety of technological strategies have been added to lessons.
● Reflections indicate that strategies for enhancing students’ learning is successful.
Goal #2:
Learn and initiate different instructional and assessment strategies in my lessons that consider
the different learning needs in each of my classes
Teaching Quality Standard Reference:

KSA E) all students can learn, albeit at different rates and in different ways. They know how
(including when and how to engage others) to identify students’ different learning styles and
ways students learn. They understand the need to respond to differences by creating multiple
paths to learning for individuals and groups of students, including students with special
learning needs;

K) the purposes of student assessment. They know how to assess the range of learning
objectives by selecting and developing a variety of classroom and large scale assessment
techniques and instruments. They know how to analyse the results of classroom and large
scale assessment instruments including provincial assessment instruments, and how to use the
results for the ultimate benefit of students;

Strategies Timeline Resources

- Discuss with Teacher Mentor the - First day of Teacher Mentor
different learning needs in the practicum
classroom

- Get to know the students as - Throughout Students, teacher mentor,

individuals and become familiar practicum principal
with how they learn, what they
may struggle with, and what
they are good at.

- Observe other teachers’ lessons - Throughout Teacher mentor, colleagues

and the strategies they use to practicum
meet the needs of all students.

- Plan and initiate different - Throughout Teacher mentor, research

teaching and assessment practicum
strategies within my lesson plans
and the classroom

- Reflect upon how these - Throughout Teacher mentor

strategies helped enhance practicum/after
students’ learning and reflect each lesson
upon teacher mentor’s feedback.

- Reflect upon whether student - Throughout Teacher mentor

assessment was valid and practicum
reliable.
Indicators of Success:
● Teacher can identify student needs
● Inclusion of several different learning and assessment strategies included in lessons
● Reflection indicates that assessment and learning strategies are successful for students

Formative Reflection:
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Summative Reflection:
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