Professional Growth Portfolio (PGP) Tables: Goal 1: Support broad areas of student growth by providing varied and constructive

learning opportunities
Related Program Goal: Recognize Learning as Valuing and Constructing By this we mean: The program strives to prepare educators who appreciate learning as processes 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 active knowledge 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 experiences a 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 1.1 Ensures the participation and success of all students.

Evidence / Artifacts
(Nov. 12 Georget Re: 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 they understood.

Analysis/ Interpretation
RE: 1.1 September 13th, 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.

RE: 1.1 October 3rd, 2012 SeanOne 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 at home to stay caught up with the class and not fall behind. RE: 1.1 December 7th, 2012 SeanThis 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 these days 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 SeanToday 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.

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 from home 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 a sense of capability; plus, it is a significant way to individualize learning)

1.2 Uses a variety of ways to identify and build on student academic, physical, spiritual and social strengths.

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 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. (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.) RE: 1.3 November 5th, 2012

1.3 Uses constructivist principles to guide student learning.

(Oct 31 Georget Re: 1.3 I 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

and relate to factors that could aid them in concluding their PBL case problem. RE: 1.3 September 7th, 2012 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 of the 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- 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 by examining real life problems. RE: 1.3 September 7th, 2012 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 commented on 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. RE: 1.4 September 17th, 2012 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.

1.4 Analyzes the classroom environment and makes adjustments to enhance social relationships and student motivation/ engagement.

RE: 1.4 September 17th, 2012 Sean- As I have been beginning to teach and get to know the students I have observed that there are a few 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.

1.5 Provides opportunities for students to demonstrate their understandings in multiple ways.

RE: 1.5 October 9th, 2012 SeanToday 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: 1.5 December 13th, 2012 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 group work to inquiry/PBL and more.

RE: 1.5 October 9th, 2012 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, 2012 Sean- 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 you to 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 and respect for all.

Goal 2 Outcomes: The Teacher Candidate 2.1 Creates and maintains a learning environment that encourages and supports the growth and potential of the whole student.

Evidence / Artifacts
RE: 2.1 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 with different awards for strengths in the classroom and the school.

Analysis/ Interpretation
RE: 2.1 October 4th, 2012 Sean- I have 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 to continue the growth of their potential. (Oct 06 Georget a wonderful strategy that is obviously paying huge dividends for the progress of your learners! RE: 2.1 December 10th, 2012 Sean- By giving the students the opportunity to eat fruit each day,

RE: 2.1 December 10th, 2012 Sean- Almost everyday of my internship here at Oskayak

High School I have gone down to the lunchroom each morning and brought a fruit bowl up to our classroom for the students.

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.) RE: 2.2 October 29th, 2012 SeanBy allowing these students to have a comfortable quiet environment I am giving my time and supervision, showing compassion and empathy for my students situation.

2.2 Provides learning opportunities that recognizes and fosters each pupils sense of self worth and dignity while demonstrating caring, compassion, trust and empathy.

RE: 2.2 October 29th, 2012 Sean- For a few weeks now I have 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 work individually 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 an incredible 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.

2.3 Develops knowledge and understanding of students distinct cultural, ethnic and language background and applies it to antioppressive teaching practices.

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 the classroom and schools.

Goal 3: Strive to support social justice and ecological responsibility

Related 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 of race, gender, ethnic, sexual, ability, environmental, socio-economic (i.e., colonial), and other forms of oppression to achieve social and ecological justice through emancipatory educational theories and practices.

Goal 2 Outcomes: The Teacher Candidate 3.1 Promotes and engages in the improvement of social and environmental conditions.

Evidence / Artifacts
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.

Analysis/ Interpretation
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!

3.2 Identifies and ameliorates ways in which socio-economic status affects children, learning and community.

RE: 3.2 October 29th, 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 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.

(Oct 31 Georget Re: 3.2 absolutely correct approach, Sean. We must never become the ultimate barrier; must always be the ultimate supporter. Bravo. This certainly speaks to 4.1 as well, dont you think? RE: 3.2 November 6th, 2012 Sean- Yes, I completely agree George. Thanks RE: 3.2 October 29th, 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 a little bit behind in class.

3.3 Demonstrates, shares, and assists students in developing critical insights into current issues.

RE: 3.3 September 17th, 2012 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 and cleaned 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: 3.3 September 17th, 2012 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 in Canada 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

perspective to underline your very important analysis? (Perhaps something from the lessons assessment plans?) Re: 3.3 November 28th, 2012 Sean- Yes there was some data. The students were asked to record all items collected so that an overall calculation could be made for each category of waste. (Dec02 Georget; excellent, Sean; and what analysis/interpretation could made?) RE: 3.3 December 6th, 2012 Sean- The analysis and interpretation was to be completed by the Great Canadian Shoreline Cleanup staff but from just my observations there was a large quantity of the plastics category. Not a good sign. (Dec.08 Georget: that is for sure, Sean!)

3.4 Empowers students by assisting in development of understandings of democratic action.

RE: 3.4 October 12th, 2012 Sean- Each time our class begins a new case in the PBL process we first begin with a group effort to come up with rules and expectations for group work and communication. Each individual contributes as these rules are discussed and agreed on. RE: 3.4 November 29th, 2012 Sean- Another example of how our classroom uses democratic action to assist student understanding is by creating assessment plans together as class. This involves the students in the process of how they will be assessed and it also gives each and every individual a voice in how they will be assessed.

RE: 3.4 October 12th, 2012 Sean- This process is a clear example of how our class has created a democratic environment.

RE: 3.4 November 29th, 2012 Sean- By incorporating the students in this process it assists them in their understanding creates a democratic classroom. (Dec.02 Georget; To what extent were they successful in demonstrating their understanding of the balance of democratic rights and responsibility during this time?) RE: 3.4 December 6th, 2012 Sean- The extent was high. The students seemed to create a sense of mutual respect for each individual opinion and developed an understanding of an overall common goal.

(Dec.08 Georget: excellent example of building community in learning and advancing individual capacity to work in community.) RE: 3.5 November 15th, 2012 Sean- Here at Oskayak the staff and students are immersed 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. RE: 3.5 November 15th, 2012 Sean- Through this cultural and educational inclusion within the school the students develop this sense of community in themselves and others. (Nov. 16 Georget I 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 include a 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!) RE: 3.6 November 16th, 2012 Sean- By incorporating different cultures beliefs and perspectives into my lessons my 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?) RE: 3.6 November 21st, 2012 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.

3.5 Develops in self and others understanding of exceptionality and inclusive education.

3.6 Develops in self and others understanding of anti-racist and anti-oppressive approaches to education.

RE: 3.6 November 16th, 2012 Sean- Through learning about anti-racist education from education professors such as Paul 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.

Goal 4: Develop as a critical reflective practitioner who connects practical and theoretical knowledge
Related 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

and the world.

Goal 4 Outcomes: The Teacher Candidate 4.1 Identifies and understands how education is affected by present day and historical global, local, political and cultural issues (i.e. war, peace, poverty, racism).

Evidence / Artifacts
RE: 4.1 October 29th, 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 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. RE: 4.1 November 7th, 2012 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.

Analysis/ Interpretation
RE: 4.1 October 29th, 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 a little bit behind in class. (Nov. 12 Georget How 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?) RE: 4.1 November 15th, 2012 Sean- They reacted in a curious 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.) RE: 4.1 November 7th, 2012 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.

4.2 Is a reflective practitioner who continually assesses the effects of instructional choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Re 4.2 Oct 06 Georget Your growing PGP is a clear example of your achievements of the essence of this Goal Statement, would you agree? RE: 4.2 October 12th, 2012 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: 4.2 October 12th, 2012 Sean- Through this reflective process I am able to learn and grow professionally as a teacher.

RE: 4.2 October 9th, 2012 Sean- This enables me to grow professionally as a teacher and put my learnt

teaching skills and input this into my PGP table. RE: 4.2 October 9th, 2012 Sean- Today I attended a professional development class with the rest of my staff.

skills into practice. I can then reflect on the skills that I put into practice and continue to grow professionally.

4.3 Combines practical and theoretical knowledge with broader life learning to refine a philosophy of education.

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 life learning. 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.

RE: 4.3 November 21st, 2012 Sean- 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 my philosophy 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 as reflection and successes and risks adds to teacher-wisdom!) RE: 4.4 September 13th, 2012 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 learn the 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:

4.4 Is sensitive to and engages the unique strengths and learning styles of all students.

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.

learning outcomes for students?

4.5 Identifies, defines, and attempts to conduct all dealings 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 arguing over 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.

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 and defined. 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 school

Related Program Goal: Build Communities By this we mean: The program will strive to prepare educator-leaders who engage in relationships that build learning communities and community through learning

Goal5 Outcomes: The Teacher Candidate 5.1 Builds classroom connections with local, national, and global communities

Evidence / Artifacts
RE: 5.1 September 17th, 2012 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 and cleaned up to ensure that we as a country enjoy cleaner

Analysis/ Interpretation
RE: 5.1 September 17th, 2012 Sean- Our class and others in our school went down to the riverbank and collected/recorded garbage for two 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.

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.

5.2. Builds inclusive communities across lines of difference (e.g., ethnicity, ability, class, race, gender and family structure) and promotes open communication.

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 5.3 October 11, 2012 Erin Sean attended a PLC meeting with colleagues to plan for support for students and their attendance. He contributed where necessary and follows guidelines and policies as set out. RE: 5.3 October 9th, 2012 Sean- Today another teacher and I decided to work together and plan a guys vs. girls volleyball game after school. 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. RE: 5.3 October 28th, 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.

RE: 5.2 October 11th, 2012 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 5.3 October 11, 2012 Erin Sean went over the new attendance policy with students.

5.3 Works with colleagues in mutually supportive ways and develops effective professional relationships with members of the educational community.

RE: 5.3 October 9th, 2012 Sean- By planning this with another teacher we worked together in a mutually supportive way and developed a extra curricular relationship to ensure the success of our volleyball teams.

RE: 5.3 October 28th, 2012 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?)

RE: 5.3 November 6th, 2012 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 I was 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!) RE: 5.3 December 7th, 2012 Sean- Yesterday while 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 or strength in the classroom I agreed. The rest of the lesson went quite well and the teacher was able to go home and recover. RE: 5.3 December 7th, 2012 Sean- By helping out my fellow 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 identity

Related Program Goal: Engage in Education as Transformative Praxis By this we mean: The program will strive to prepare educational leaders who recognize their practice as transformative praxis.

Goal 6 Outcomes: The Teacher Candidate

Evidence / Artifacts

Analysis/ Interpretation

(Oct 06 Georget you must have data for this goal, right Sean?)

6.1 Demonstrates knowledge and confidence in subject matter and knowledge of Saskatchewan curriculum documents and applies these understanding to plan lessons, units of study and year plans using the Broad Areas of Learning and Cross-curricular Competencies.

RE: 6.1 November 8th, 2012 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!

(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 about the experience.) RE: 6.1 November 8th, 2012 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 Erin The 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 you shared 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 approach thanks for the wonderful conversation involving you, Erin and me.) (Nov. 12 Georget: Re: 6.2 this has been clearly evident during each of my three observations of your teaching service to the students at Oskayak congratulations your thoughtful planning and competent delivery of the lesson attracts positive responses from your students.)

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.

6.2 Plans instruction using the Adaptive Dimension and resource-based learning to address individual student needs and cultural diversity using a wide repertoire of instructional strategies and methods.

(Oct 31Georget Re: 6.2 I 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.)

RE: 6.2 November 8th, 2012 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 work together 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.

RE: 6.2 November 8th, 2012 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. I must continue to stress this importance and continue to develop my pedagogy to incorporate these essential aspects of learning. RE: 6.2 November 29th, 2012 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 and enabled her to strive for her best in the classroom.

RE: 6.2 November 29th, 2012 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 this student and identified some extra credit work she could do to push her talents in the classroom.

6.3 Incorporates First Nations, Inuit and Mtis content and perspectives across all teaching areas.

RE: 6.3 October 18th, 2012 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.

RE: 6.3 October 18th, 2012 SeanBy 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 Georget Re: 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?) RE: 6.3 October 29th, 2012 SeanIt is important for the students to learn and maintain their culture and having an elder talk with

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 and the 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.) RE: 6.3 November 21st, 2012 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 PBL case. 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- 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 speaker coming in on Tuesday to incorporate FNMI perspectives into the classroom. 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 to this 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.) 6.4 September 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.

6.4 Plans and develops engaging and authentic lessons that demonstrate knowledge and confidence in subject matter.

6.4 September 25, 2012 Erin Seans 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.

6.5 Incorporates available technology in pedagogically appropriate ways.

RE: 6.5 September 6th, 2012 Sean- Today our class used laptop computers to research key terms and ideas in a Problem Based Learning case.

RE: 6.5 September 6th, 2012 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 Erin The students explored a new way to post information and remained engaged RE: 6.5 November 4th, 2012 Sean- This is an important technique for keeping the students at my school engaged and motivated to learn.

RE: 6.5 September 18, 2012 Erin Today Sean introduced popplet as a way for students to collaborate online. RE: 6.5 November 4th, 2012 Sean- I use technology in the classroom on a daily basis. Whether it is the students completing research or creating projects or presentations.

6.6 Establishes a classroom environment that supports learning and develops responsible learners.

(OCT 20 Georget Re: 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.) RE: 6.6 September 16th, 2012, Sean- I have used and taught my class through a problem based learning case incorporating ecological organization. RE: 6.6 December 12th 2012 Sean- In the last few weeks I have incorporated many different animal dissection labs into my Biology 20 class.

RE: 6.6 September 16th, 2012, 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

RE: 6.6 December 12th 2012 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. RE: 6.7 September 10th, 2012 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.

6.7 Carries out professional responsibilities for student assessment and evaluation.

RE: 6.7 September 10th, 2012 Sean- Today I co-constructed a rubric with the students.

(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.) RE: 6.7 October 4th, 2012 Sean- Tomorrow my class will begin 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 also gave the students a handout outlining these objectives that I will be looking for and evaluating. RE: 6.7 October 9th, 2012 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 Erin today Sean taught his first lesson by himself. He exhibited many strengths but was also able to discuss ways to improve. RE: 6.8 October 16th, 2012 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, RE: 6.7 October 4th, 2012 SeanBy discussing and outlining the main 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.

RE: 6.7 October 9th, 2012 SeanBy 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 Erin Sean was able to modify his lesson today to include some of the suggestions made in our conferencing yesterday. RE: 6.8 October 16th, 2012 SeanI 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

6.8 Demonstrates capacity to take risks and make mistakes as part of professional growth and accepts constructive criticism in cooperative manner.

technological, and inquiry based learning first hand. I was told that he was actually going to be observing my class as well.

this reality, Sean. Did the Minister make any comments about his experience with you?) RE: 6.8 October 29th, 2012 SeanIt 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 did not get to talk to the minister after the lesson, but it would have great to hear what he thought about our class. RE: 6.9 September 24th, 2012, 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.

6.9 Reflects upon the goals and experience of professional practice, adapts teaching accordingly and demonstrates professionalism at all times.

RE: 6.9 September 24th, 2012, 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 therefore the lesson was not going to be completed as planned. I quickly adapted my lesson and changed it in order to be successful. RE: 6.9 October 15th, 2012 Sean- Last week our staff learnt how to create I can statements and student friendly language regarding the curricula from a professional development course. 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.

RE: 6.9 October 15th, 2012 SeanBy 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.