Internship PGP Goals

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.)



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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.


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.


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.


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.


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.


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.


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.


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.


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.


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!


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.


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.)


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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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.


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.


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?


Sean- Yes, I completely agree

George. Thanks


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.


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.


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.


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.)


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!)


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?)


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.


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.


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?


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?)


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.)


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.


Sean- Through this reflective

process I am able to learn andgrow professionally as a

teacher.


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.


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.


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.


12/19

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.


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.


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.


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.


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.


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.


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!)


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.



14/19

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?)


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.)


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.)


15/19

6.3 Incorporates First Nations, Inuit andMtis content and perspectives across all

teaching areas.


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.


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.


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.


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.


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.


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?)


It is important for the students to

learn and maintain their culture

and having an elder talk with


16/19

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.)


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.


17/19

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.


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.


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.)


Sean- I have used and taught

my class through a problem

based learning case

incorporating ecological

organization.


Sean- In the last few weeks I

have incorporated many

different animal dissection labs

into my Biology 20 class.


Sean- Today I co-constructed a

rubric with the students.


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


Sean- This is an important

technique for keeping the students

at my school engaged and

motivated to learn.


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


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.


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.


18/19

6.8 Demonstrates capacity to take risks and

make mistakes as part of professional growth

and accepts constructive criticism incooperative manner.


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.


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.


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.)


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.


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.


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


19/19

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.


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.


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?)


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.


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.


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.

Documents

Internship PGP Goals