Revised October 1, 2019

Goal 1: Increase differentiation of assessment

TQS Achieved:
● 3(a) planning and designing learning activities consider student variables,
● 4(b) using appropriate universal and targeted strategies and supports to address
students’ strengths, learning challenges and areas for growth
● 4(e) recognizing and responding to specific learning needs of individual or small groups
of students

Strategies to achieve goal

1. Identify the key learning areas (the ​why ​behind the assessment) and develop questions/
targets at various levels that will keep students intrigued at higher levels while still
engaging and intriguing those are lower levels
2. Create main ​middle group​ assessment first. Create ​higher order ​questions for the ​higher
group while decreasing the amount of questions by identifying the essential questions for
the ​lower​ group (and K&E)

Resources to be used
● Conversation about differentiation with Teacher Mentor and others in building
● Not reinventing the wheel- altering pre-existing resources as an ​idea generator
○ Utilize materials presented by other teachers
○ Researching different assignments and probing questions as completed by other
teachers
● Alberta Assessment Consortium
○ Creating your own performance tasks
○ Rubric Materials
● Teacher Resource ​Issues for Canadians
● Correlation Chart​, K&E Studio

Timeline
By the end of the practical semester (December 20, 2019) have a bank of resources that
are highly differentiated. This will be an on-going goal that is to commence immediately.

Indicators of Success
1. If there is a bank of differentiated assessments that are reflective of a tired system
a. Both for K&E curriculum and Social 9 Curriculum
2. Student increased success using the differentiated assessment
3. Process of creating differentiated assessment becomes more streamlined and effective.
 Revised October 1, 2019

Goal 2: Incorporate meaningful technology and technological use into

assignments/assessment

TQS Achieved:
● ​2(f) maintaining an awareness of emerging technologies to enhance knowledge and
inform practice.
● 3(a) planning and designing learning activities that incorporate digital technology and
resources, as appropriate

Strategies to achieve goal

1. Collaborate with other student teachers on technologies used in their schools
2. Utilize the Curriculum Lab’s technology resource bank to discover new technologies that
will increase student engagement with assignments.
3. Feedback sheets from students
○ Was this tech platform useful?
○ Was it user friendly?
○ Would you like to use it again?

Resources to be used
● Curriculum Lab technology resource bank
● Cohort meetings: exchange of resources used
● Flipgrid (video platform)
● Canva Poster making platform)
● Polleverywhere (classroom poll taking platform)
● Powtoon (animated/cartoon movie making)
● Mindmeister (mind mapping website)

Timeline
By the end of December, there will be a bank of resources (adding onto this document)
of websites and apps that can be used during class to enhance engagement and
differentiate assessment.

Indicators of Success
1. Resource bank has been created in annotated bibliography format that indicates uses
for different technologies within the classroom.
2. Feedback from students indicating the success of different technologies within the
classroom.
3. Personal reflection of technologies used in class

REVISION ON NEXT PAGE

 Revised October 1, 2019

Goal 3: Implement differentiated classroom management strategies that work for whole
class and individual students.

TQS Achieved:

These two TQS are the main two that will be achieved through this goal:
● 4(f) employing classroom management strategies that promote positive, engaging
learning environments (​main)
● 1(a) acting consistently with fairness, respect and integrity (​ main)

These TQS will happen as a result of the main two TQS and the strategies used to achieve
them:
● 1(e) collaborating with community service professionals, including mental health, social
services….
● 2(b) actively seeking out feedback to enhance teaching practice
● 2(c) building capacity to support student success in inclusive, welcoming, caring,
respectful and safe learning environments
● 4(d) being aware of and facilitating responses to the emotional and mental health needs
of students
● 4(e) recognizing and responding to specific learning needs of individual or small groups
of students and, when needed, collaborating with service providers and other specialists
to design and provide targeted and specialized supports to enable achievement of the
learning outcomes

Strategies to achieve goal

1. Collaboration with the students previous teachers to implement strategies that they have
used that created a positive experience for whole class and individuals.
2. Collaboration with the students current teachers on the current strategies that they are
using to maintain classroom management.
3. Collaboration with cohort to learn new strategies that they are implementing within their
own classrooms to gauge whether they will positively impact my classroom environment.
4. Research a variety of classroom management strategies for various ages and adapt and
necessary

Resources to be used
● Fellow teachers and their strategies
● Other Education students and their strategies
● Classroom management technique books, articles, videos

Timeline
From the beginning of October through the end of December a range of strategies will be
implemented into all classrooms that I manage.
 Revised October 1, 2019

Indicators of Success
1. A learning environment that is conducive to learning for all students
2. Strategies for students for self regulation and monitoring- empower students to regulate
themselves
3. Improved classroom culture plan with new strategies that have been implemented and a
reflection on how successful they were and what should be altered to increase
productivity, management, and positive experiences for both individuals and whole
group.