Professional Profile:

(To be completed by the teacher)

Teacher:

Melissa

Position:

Teacher

Employee ID:

******

Worksite:

T School

Principal:

Mr. X

Date:

Contract Status

Probationary

Continuing

Temporary

Teaching Quality Standard (Ministerial Order #016/97)

Quality teaching occurs when the teachers ongoing analysis of the context and the teachers decisions about
which pedagogical knowledge and ability to apply result in optimum learning by students.
All teachers are expected to meet the Alberta Education Teaching Quality Standard (Ministerial Order #016/97)
throughout their careers.
The items listed in the Professional Profile below have been prepared to assist teachers and their Principals to
focus on essential criteria. These criteria are consistent with the Knowledge, Skills & Attributes (KSAs) specified
in the Alberta Education Teaching Quality Standard (Ministerial Order #016/97).
The Evidence will consist of actions, artifacts, practices, and/or information from other data sources which
support and demonstrate the level of competency indicated and will demonstrate and support the teachers
strengths and areas for growth. Best practice descriptors are available in the Teaching Quality Standard
(Ministerial Order #016/97). The teacher will reflect and provide evidence for each of the Knowledge Skills and
Attributes (KSAs).
A. Catholicity
B. Professionalism
C. Teaching and Learning
Communication/Contributions to the School Community

A. CATHOLICITY
Lives Faith in a manner which is consistent with the teachings of the Catholic Church.
a)
b)
c)
d)

Recognizes and respects dignity and worth of all

Models prayer life and Catholic Teachings
Engages in faith formation, social justice and permeates faith through school life
Understands the teachings and traditions of the Catholic Church

I demonstrate a lived Faith by.

(optional starter)

I am confirmed in the United Church of Canada and I share an understanding of

Christianity by attending church in Canmore. My father and his family are Catholic and
I attend Midnight Mass at Christmas with him as well other functions in the Catholic
church in my hometown. I try to model the Teachings of the Catholic Church in my
classroom by treating my students with respect and teaching them about faith in
themselves, in God, and in their school community. I help out in the sports community
at St. Timothy, which gives me a chance to interact with students outside of the

classroom and teach them about sportsmanship, fairness, and being part of a team.
B. PROFESSIONALISM
1. Reflective Practice
Develop a Professional Practice Statement to guide actions that reflect your personal vision of
the purpose of teaching.
Teaching and learning occurs best when
(optional starter)

I feel that teaching and learning occurs best when students are engaged in the
lessons. Some teachers are able to go above and beyond the curriculum to incorporate
extended knowledge into their lessons that provide insight into the subject that the
students are learning. It piques the class interest and helps motivate the students to
participate. I believe that students are able to learn better when they are actively
participating in the lesson and are interested in what they are learning. This can
motivate students to work above and beyond their potential and to try and reach new
academic goals. Teachers should always be learning. They need to build on their
current knowledge of the subject by participating in professional development, being
involved in personal learning communities (PLC), and improving/changing their lesson
and unit plans every year. Teachers should always be striving to improve in their
profession through personal development and growth.
The teacher helps to generate an interest in learning by developing relationships with
the students. Relationship building can help students feel like an accepted part of the
classroom and school community. It helps facilitate a mutual feeling of respect and
reduces negative incidents in regards to classroom management, behavioural concerns,
etc. It can also help students who are struggling with academics, social issues and
family concerns by helping them realize that their teacher cares about them. Teachers
need to actively greet their students when they come in the classroom, in the hallways,
and around the community. They also need to take an active interest in their students
lives by discussing with them about their lives such as hobbies, interests, and what they
plan on doing for the weekend. The strength of the teacher-student relationship can be
extended by including the students parents. It is important for teachers to regularly
communicate with parents about their childs progress in the class. This can lead to
parents and teachers working together towards a common goal of trying to help the
students learning.
2. Professional Development
Engage and share ongoing professional development
The teacher chooses professional development that
EXEMPLARY
PROFICIENT
Has comprehensive connection to
Has meaningful connection to professional
professional teaching assignment.
teaching assignment.

LIMITED
Has little or no connection to professional
teaching assignment.

Inspires and motivates colleagues with

learned information.

Does not network with colleagues on

learned information.

Networks with colleagues on learned

information.

Examples/Evidence:

I have attended many different PD sessions on different math topics and teaching
strategies since I first started as a teacher. I was a member of the Math 8, 9, 10-C, 20-2,
and 30-2 PLC groups in Calgary Catholic School District while the new mathematics
curriculum was first being introduced. I felt this was important to build on my
foundational knowledge of the junior and senior high math curriculum. It also gave me

a chance to network with other colleagues who are teaching the same courses as I am. It
also allowed me to share resources with others, especially new teachers who havent
taught math before. I have also collaborated and shared resources with the math
department in my school as well as on the district ePD site for junior and senior high
math, by being a member of the district Personal Learning Communities (PLCs) for
Math 8, 9, 20-2, and 30-2. I was also able to collaborate on a provincial level by being
selected by Alberta Education to sit on the Math 9 PAT Review Committee for 2 years.
I was also selected to write questions for the new Math 30-2 Diploma Exam for 2 years
and to review the Fall 2012 and June 2013 Math 30-2 diploma exams.
Beginning in May 2012, I began the M.Ed. program in Educational Psychology
through the University of Calgary. I have completed masters courses in behavioural
psychology, childhood disorders, statistics, academic and cognitive interventions,
psychoeducational (academic) assessment, ethics, theories of counseling,
neuropsychology, history of psychology, social, emotional, and behavioural assessment,
and family and social psychology. I also completed two 200 hour summer practicums at
the U of C in the U-CAPES clinic where I completed academic and cognitive testing
children using the WIAT-III Academic Assessment, the Wechsler Intelligence Scale for
Children (WISC-IV), The Child Memory Scale (CMS), and the Beery-Buktenica
Developmental Test of Visual Motor Integration (Beery VMI 6th Edition). I also
received training on the KeyMath Academic Assessment, which I have used at St.
Timothy School to help identify students who are struggling with math. This experience
has helped me so much as my second role in this school as a Diverse Learning Teacher
(DLT). It has given me training and experience to help students with different academic
and psychological issues. It has also helped me to improve in my techniques on
differentiation in the classroom.
Plans for Growth:

I will be continuing with my professional growth in math by continuing to attend PD

sessions. I am also hoping to continue to work with Alberta Education with Math 9 PAT
exams and developing more Math 30-2 Diploma Exam questions. I am also going to
working on integrating resources with the math department at St. Timothy to develop
universal assessments (including adapted ones) for the different math courses. I will be
continuing with my masters program for the next 2 years by completing more courses
to fulfill my graduation requirements. I will be completing one more 200 hour
practicum through U-CAPES in the next summer and a 1200 hour internship under a
school psychologist beginning in September 2015.
3. Communication
Establish professional relationships
The teacher demonstrates
EXEMPLARY
Significant open and ongoing
communication with students, parents,
colleagues, and other professionals.

PROFICIENT
Appropriate and ongoing communication
with students, parents, colleagues, and
other professionals.

LIMITED
Minimal communication with students,
parents, colleagues, and other
professionals.

Comprehensive incorporation of information

gained into practice.

Sufficient incorporation of information

gained into practice.

Minimal incorporation of information

gained into practice.

Examples/Evidence:

Regular D2L updates so parents and guardians are continually updated on the progress
of their child. D2L also contains all content that is used in class so a student can print
off documents that are misplaced or lost. Regular collaboration with Social and ELA
teachers to discuss student progress and strategies for student improvement.
Plans for Growth:

Continue to utilize D2L and educate parents/guardians to regularly monitor progress of

student.
4. Standards, Regulations & Policies
Compliance with:
a)
School based practices and operations
b)
Calgary Catholic School District regulations
c)
Alberta School Act and Teaching Quality Standard (Ministerial Order #016/97)
d)
Canadian Charter of Rights and Freedoms
The teacher
EXEMPLARY
PROFICIENT
Demonstrates significant accountability
Understands accountability when organizing
when organizing curricular materials,
curricular materials, equipment, and space
equipment, and space to ensure student
to ensure student equality and safety.
equality and safety.

LIMITED
Has partial awareness of accountability
when organizing curricular materials,
equipment, and space to ensure student
equality and safety.

Examples/Evidence:

All lessons and extra-curricular activities are well planned and safety is a priority. As a
teacher, I am professional and abide to Calgary Catholic School District regulations. I
cater my practices according to the Alberta School Act and the Teaching Quality
Standards.
Plans for Growth:

Continue to be vigilant on safety, professionalism, and abiding to the TQS standards.

Respects confidentiality and security of student information
The teacher
EXEMPLARY
PROFICIENT
Secures all information and records.
Secures most information and records.

LIMITED
Does not secure information and records.

Respects and advocates for confidentiality.

Trivializes confidentiality.

Considers confidentiality.

Examples/Evidence:

When working on CUM files and other private documents, I make sure that they are not
out in the open for other students and teachers to see. I try to make sure that all
communication with parents, students, and colleagues via email, one-to-one, and over
the phone is conducted in an appropriate and respectful manner. I try to make sure that
sensitive information that is confidential is treated delicately and kept private.
Plans for Growth:

Try to review the district policies on confidentiality as well as the ATA Code of
Conduct.
C. TEACHING & LEARNING
1. Curriculum Content
Understand the knowledge, concepts, and methodologies of the subject disciplines they teach, including how knowledge in
each discipline is created and organized.
The teacher demonstrates
EXEMPLARY
PROFICIENT
LIMITED
Comprehensive and thorough
Basic understanding of subject disciplines.
Cursory understanding of subject
understanding of subject disciplines.
disciplines.

Examples/Evidence:

Collaboration with teachers in my department and in my PLC and committee groups

have been beneficial in helping me to grow and develop my foundational knowledge of
the curriculum. I have been using many outside resources (websites, workbooks, etc.)
that have provided me with some good tools to use for my lessons. I always make sure

to review the Alberta Program of Studies to make sure that I am meeting all of the
learning objectives in my courses.
Plans for Growth:

The new math curriculum has provided me with the opportunity to develop new lessons
and unit plans. I have also had to increase my previous knowledge base with the new
units that were introduced in the courses. I plan on continuing to expand my knowledge
in the new math curriculum and to keep adapting my lessons and unit plans so that I can
improve in my teaching performance.
2. Planning & Instructional Design
Identify students personalized learning styles.
The teacher demonstrates
EXEMPLARY
PROFICIENT
Comprehensive identification of personal
Basic identification of personal learning
learning styles for all students.
styles for all students.

LIMITED
Limited identification of personal learning
styles for all students.

Examples/Evidence:

I make sure to review the CUM files of students at the beginning of the year, especially
those with learning difficulties. Reviewing their psychoeducational assessments
provides me with an idea of the students strengths and areas for improvement. It may
also help me to gain an insight on how the student learns best. I make sure to
incorporate many different types of teaching strategies to address the different types of
learners in the classroom such as diagrams, drawings, technology, models, etc. I also
believe it is important to monitor the class closely, especially during work periods, to
observe which students may be struggling. That can provide me with the opportunity to
discuss with them one-on-one about what they dont understand. It allows me to
explore different ways to teach and explain math concepts in different ways that can
help those with different learning styles to understand.
Plans for Growth:

Continue to try and incorporate technology into the classroom by using the smartboard
to present lessons and interactive applications that can demonstrate math concepts. Try
to videotape lectures using Smartboard Notebook software and posting them online for
students who will be absent and miss lessons.

Translate curriculum and learner outcomes into attainable, meaningful, and progressive learning opportunities for personalized
student learning.
The teacher demonstrates
EXEMPLARY
PROFICIENT
LIMITED
Detailed and engaging personalized
Appropriate personalized learning
Limited personalized learning
learning opportunities through daily, unit,
opportunities through daily, unit, and long
opportunities and plans.
and long range plans.
range plans.

Examples/Evidence:

Using different approaches in my lessons to target the different learning styles, using
d2L to post the daily course calendar, enter important information on newsfeed, post
class notes and links to Khan Academy tutoring videos that can apply to the concepts
they have learned in class.
Plans for Growth:

Have students to use their math course page that I developed on d2L to explore all of the
information I posted for each unit. This will help them to try and improve their
independent learning in math.

Embed technology in curriculum delivery.

The teacher demonstrates
EXEMPLARY
Innovative use of emerging technologies to
enhance student-centred teaching and
learning.

PROFICIENT
Basic integration of technology to enhance
student-centred teaching and learning.

LIMITED
Limited use of technology to enhance
student-centred teaching and learning.

Examples/Evidence:

Utilizing Smartboard in my daily lessons, using graphing calculators to visually

represent mathematical functions, posting tutoring videos and other weblinks on the d2L
page, using the d2L page to post a daily schedule and other classroom materials.
Plans for Growth:

Expand my knowledge of the Smartboard and try and use math tools software with it.
Also try and use other math programs such Geogebra and math applets through Google.
Make their classrooms stimulating learning environments.
The teacher
EXEMPLARY
PROFICIENT
Insightfully designs a learning environment
Appropriately designs a learning
that supports and stimulates student
environment that supports student learning.
learning through creativity and innovation.

LIMITED
Designs a learning environment that does
little to support student learning.

Examples/Evidence:

Ensure that I am incorporating differentiated instruction in my classroom to provide

audio, visual, and kinesthetic stimulation. I incorporate visual diagrams, technology,
models, and games wherever I can in my lessons.
Plans for Growth:

Try to incorporate more self-discovery of different math concepts in my lessons. Try to

find more uses of technology in my units that dont have as much visual/graphic
elements.
3. Assessment
Assess learner outcomes through selection and development of a variety of classroom assessment strategies.
The teacher demonstrates
EXEMPLARY
PROFICIENT
LIMITED
Innovative use of a variety of diagnostic,
Basic integration of diagnostic, formative,
Little or no use and awareness of
formative, and summative assessment
and summative assessment strategies to
diagnostic, formative, and summative
strategies to enhance student centred
enhance student-centred teaching and
assessment strategies.
teaching and learning.
learning.

Examples/Evidence:

I incorporate formal assessment by providing summative assessments on hand-in

assignments, projects, quizzes, and exams. I also provide informal assessment through
homework checks and observation in the classroom. I provide adapted assignments,
quizzes, and exams to those students who need it and adapt my marking rubric based on
the students learning needs thats outlined in their ISP/IPP.
Plans for Growth:

Collaborate with the math department to ensure that my assessment tools are accurately
targeting the courses learning objectives. Review over the marking standards and
methods with the department.

Analyze student assessment to make pedagogical adaptations to achieve optimum learning.

The teacher demonstrates
EXEMPLARY
PROFICIENT
LIMITED
Detailed, reflective, and responsive analysis
Basic analysis student assessment.
Little or no analysis and response to
to student assessment.
student assessment.
Personalized adaptations are incorporated
to optimize student learning.

Adaptations to optimize learning based on

assessment analysis.

Minimal adaptations based on

assessment analysis.

Examples/Evidence:

Provide adaptations to the students assignments, quizzes and exams when it is needed.
Change lessons and teaching delivery to better suit their learning needs. Provide extra
help tutorials outside of class time to allow students to come in and go over concepts
that they are struggling with.
Plans for Growth:

Consult the DL coordinator for additional information on adapting to meet all the
learning outcomes for each student in the class.
Analyze the results of large scale assessment including provincial assessment to achieve optimum learning.
The teacher demonstrates
EXEMPLARY
PROFICIENT
LIMITED
Detailed, reflective, and responsive analysis
Basic analysis of large scale assessment.
Little or no analysis and response to
to large scale assessment.
large scale assessment.
Personalized adaptations to optimize
student learning.

Adaptations to optimize learning based on

analysis.

Minimal adaptations based on analysis.

Examples/Evidence:

The math department met on the October PD day and we also had an after school
meeting in the same month to discuss about adapted math exams as well as developing
midterms and final exams. We met with our district math consultant Lisa Myers here at
St. Timothy on Nov. 5 to give us tools, resources, and strategies for blueprinting our
exams and to properly adapt our assessments for our different types of LD students.
Plans for Growth:

Collaborate with junior and senior high teachers to ensure that we are adequately
evaluating the objectives at each grade level. Possibly develop improved assessment
tools that can be used among the department.
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4. Classroom Culture & Climate
Maintain acceptable levels of student conduct in a positive environment conducive to student learning.
The teacher
EXEMPLARY
PROFICIENT
LIMITED
Consistently and creatively fosters a
Sufficiently maintains a positive learning
Demonstrates ineffective classroom
positive learning environment.
environment.
management skills.

Examples/Evidence:

Ensure that the class environment is conducive to learning. I do not allow cell phones or
other distractions in my classroom. I actively monitor the classroom to make sure
students are on task and not being too disruptive towards others. I handle any classroom

management issues on a case-by-case basis. I try to ensure that I am respectful to all of

the students and that they are respectful to each other and myself.
Plans for Growth:

Try to be patient with the students but also make it clear what my classroom rules are.
Continue to develop appropriate seating plans and desk arrangements that will
encourage optimal learning. Make sure that my classroom maintains a positive and safe
environment where everyone is respectful to each other.
Establish classroom routines that enhance students involvement in meaningful learning activities.
The teacher
EXEMPLARY
PROFICIENT
LIMITED
Establishes purposeful and effective
Establishes basic classroom routines.
Establishes little or no classroom
classroom routines.
routines.

Examples/Evidence:

I let my classes know that they are expected to be in their desks with all of their
materials out and ready to learn. I will provide them with an outline of what well be
doing for the class and then we get to work. I ask lots of questions and try to encourage
class participation through discussion and problem-solving. I feel it is important to try
and teach the concepts with enthusiasm to get the students motivated to try and
participate in class lessons and activities.
Plans for Growth:

Try to incorporate more student involvement in lessons by having them complete

questions on their own and review them together, playing games that teach different
math concepts, and making students feel more comfortable and confident to raise their
hands. Attend PD sessions and collaborate with others for ideas on how to improve
student participation in the classroom.
D. COMMUNICATION/CONTRIBUTIONS TO THE SCHOOL COMMUNITY
Enhance and maintain the quality of their schools to the benefit of students, parents, community, and colleagues.
The teacher demonstrates
EXEMPLARY
Extensive involvement in the school
community.

PROFICIENT
Involvement in the school community.

LIMITED
Little or no involvement in the school
community.

Examples/Evidence:

I was in charge of organizing the 2008 grad when I first began teaching at St. Timothy.
I have also coached volleyball and basketball at the junior and senior high levels every
year since I started in the fall of 2007. I organized tournaments in the school and
received sponsorship from businesses around the community. This gave me a lot of
opportunities to meet parents and get to know others in the community as well as other
coaches in the district. I have also attended school functions and helped in fundraising
efforts such as Stick Up, Terry Fox Run, Right to Play, etc. I also try to come out and
cheer on our sports teams whenever possible.
Plans for Growth:

I am hoping to try and improve in my coaching ability through further certification (I

am currently certified in Level 1 for Volleyball and Basketball) once I have some free
time. I am certified at a local level for reffing volleyball and I used to ref basketball. I
would like to try and participate in a refresher course for these as well.

Establish and maintain partnerships among school, home, and community.

The teacher
EXEMPLARY
PROFICIENT
Initiates partnerships among school, home,
Participates in partnerships among school,
and community.
home, and community.

LIMITED
Infrequently participates in partnerships
among school, home, and community.

Examples/Evidence:

I currently have developed strong relationships with my colleagues at St. Timothy. I

have also gotten to know other math teachers in the district as well as coaches in the
CSHSAA and junior high Calgary Catholic leagues. I do know some of the parents of
the children I teach through regular communication on their childs progress as well as
through coaching.
Plans for Growth:

Since I live in Calgary and currently have very limited free time, I dont have as many
opportunities to support the community of Cochrane and St. Timothy as much as I
would like. I will try to become more involved with student council events and the
Thunder Gala since it reaches out to local businesses and the parents in Cochrane.
Additional Comments:

I have 3 goals this year at St. Timothy include:

1) My main goal this year is to try and manage my time as effectively as possible since I am teaching,
coaching and attending university. I am also going to try and manage my stress levels as best as I can.
2) Further develop my knowledge in the new Math 30-2 curriculum to try and better prepare my
students for their diploma exam. I also want to improve on my Math 8 adapted assessments to see
what would work best with my Math 8 students who require adapted work.
3) Implement my knowledge from my M.Ed. program to help out the DL Coordinator in regards to
testing, writing ISP/IPPs, providing appropriate classroom adaptations where needed, etc.
Melissa Martin

Teacher (PRINT)

Teacher (SIGNATURE)

DATE: