KSA evidence
The KSAs (knowledge, skills, and attributes) that an interim teacher must possess are of fundamental importance to teachers both in the beginning of their careers, as well as throughout their teaching careers. Listed below are the Alberta Education KSAs with evidence as to how I have met each KSA thus far.
Search for KSAs by any of the following options: Scrolling down this entire page where ALL the KSAs are listed, by using the drop-down menu located at the top of the page, or pressing the buttons below to link to each individual KSA.
Search for KSAs by any of the following options: Scrolling down this entire page where ALL the KSAs are listed, by using the drop-down menu located at the top of the page, or pressing the buttons below to link to each individual KSA.
KSA #1 - Contextual Variables
Contextual variables affect teaching and learning. [Teachers] know how to analyse many variables at one time, and how to respond by making reasoned decisions about their teaching practice and students’ learning.
Contextual variables affect teaching and learning. [Teachers] know how to analyse many variables at one time, and how to respond by making reasoned decisions about their teaching practice and students’ learning.
"She
was strong at thinking on her feet and being flexible when it came to adjusting
her classes according to the needs and interests of the students before her. " - PS3 Mentor
"She demonstrated her ability to take charge and assist in activities smoothly and efficiently. She does not have to wait for instructions or guidance but quickly perceives where there is a need to help, and takes action to solve problems and assist the group. This ability to be proactive and take initiative was also evident in Cheryl's approach to her teaching." - PS3 Principal
"If circumstances beyond her control arose, she quickly demonstrated flexibility in planning and adapted her program to best fit the needs of the students" - PS1 Teacher Associate
"She demonstrated her ability to take charge and assist in activities smoothly and efficiently. She does not have to wait for instructions or guidance but quickly perceives where there is a need to help, and takes action to solve problems and assist the group. This ability to be proactive and take initiative was also evident in Cheryl's approach to her teaching." - PS3 Principal
"If circumstances beyond her control arose, she quickly demonstrated flexibility in planning and adapted her program to best fit the needs of the students" - PS1 Teacher Associate
I have learnt that the teaching profession is one of constant "multi-tasking" because you always have to be aware of what else is going on in the room while you are trying to teach. Whether it is the kid who isn't paying attention because he has a new toy in his desk, or the girl who can't focus because of family issues; every 'incident' has a background story and needs to be handled with reasonable judgement. Although perfecting this judgement comes with time, I have learnt that sometimes all I have to do is take a step back and ask myself "what is the real issue here?". From there I consider whether it is my choice in teaching strategy that isn't working, or if it is something on a particular students' end that is causing a block for the exchange of knowledge. I think that the important thing is that I have come to realize that it is okay to suddenly have that realization that "this is not working", as long as I am comfortable throwing that plan out the window and trying something new. I have come to welcome those moments as those days are usually the ones where I find myself pushing harder to make the curriculum "click" or to make the class get back on focus by doing a quick exercise or meditation. There's no point finishing that 'perfect lesson' if nobody absorbed it in the end anyways!
KSA #2 - Professionalism
The structure of the Alberta education system. [Teachers] know the different roles in the system, and how responsibilities and accountabilities are determined, communicated and enforced, including the expectations held of them under the Certification of Teachers Regulation A.R. 261/90 as amended and their school authority’s teacher’s evaluation policy.
The structure of the Alberta education system. [Teachers] know the different roles in the system, and how responsibilities and accountabilities are determined, communicated and enforced, including the expectations held of them under the Certification of Teachers Regulation A.R. 261/90 as amended and their school authority’s teacher’s evaluation policy.
"Cheryl
was extremely professional throughout her entire internship. She worked well with other staff members. She enthusiastically collaborated with me and
other staff members formally during PLC meetings and PD workshops and
informally in the staffroom." - PS3 Mentor
"strong, clear, and frequent communication with students, staff, and families is a hallmark of her professional practice. Notably, when potential for difficulties arose with parents, she was proactive and very appropriate in her communication with them." - PS3 University Consultant
“Cheryl was extremely dependable, always arriving at school early, and professionally dressed.” - PS1 Principal
"Cheryl always presented herself in a professional manner. She came to school early, treated students with dignity and respect and interacted with the staff in a professional way" - PS2 Teacher Associate
"I feel Cheryl's professionalism, professional growth and ethical conduct are exemplary. Our conversations revolved around pedagogy and how to present information to students to enhance learning" - PS1 Teacher Associate
"strong, clear, and frequent communication with students, staff, and families is a hallmark of her professional practice. Notably, when potential for difficulties arose with parents, she was proactive and very appropriate in her communication with them." - PS3 University Consultant
“Cheryl was extremely dependable, always arriving at school early, and professionally dressed.” - PS1 Principal
"Cheryl always presented herself in a professional manner. She came to school early, treated students with dignity and respect and interacted with the staff in a professional way" - PS2 Teacher Associate
"I feel Cheryl's professionalism, professional growth and ethical conduct are exemplary. Our conversations revolved around pedagogy and how to present information to students to enhance learning" - PS1 Teacher Associate
KSA #3 - Program Guidelines
The purposes of the Guide to Education and programs of study germane to the specialization or subject disciplines they are prepared to teach. They know how to use these documents to inform and direct their planning, instruction and assessment of student progress
The purposes of the Guide to Education and programs of study germane to the specialization or subject disciplines they are prepared to teach. They know how to use these documents to inform and direct their planning, instruction and assessment of student progress
"Cheryl is very aware of the learning outcomes from the Alberta Program of Studies. The lessons she developed were clear, appropriate and infused with technology" - PS1 Teacher Associate
The Alberta Program of Study is essential for teachers in order to determine the material and resources that are to be used in the delivery of curriculum. The Program of Studies also helps teachers to assess how much learning has occurred, and which students have confidently grasped a given concept. For this reason, report cards may even be organized to match with the corresponding General Learner Outcomes and Specific Learner Outcomes.The Program of Studies for any given subject can either be utilized as a paper copy, or as an online copy which can be found HERE.
In my subject major (English Language Arts) the program of study is divided into two separate sections: English Language Arts K-9, and ELA 10-1 - 30-2. Within each set of the Program of Studies, there are the same 5 General Learner Outcomes which are broken down further into multiple Specific Learner Outcomes. There are additional publications such as the Guide to Implementation and the Knowledge and Employability documentations as well.
In my subject major (English Language Arts) the program of study is divided into two separate sections: English Language Arts K-9, and ELA 10-1 - 30-2. Within each set of the Program of Studies, there are the same 5 General Learner Outcomes which are broken down further into multiple Specific Learner Outcomes. There are additional publications such as the Guide to Implementation and the Knowledge and Employability documentations as well.
Explaining the English GLOs -
The BEST way that I have ever had the ELA curriculum explained to me was by one of my University Professors who laid it out like this:
The BEST way that I have ever had the ELA curriculum explained to me was by one of my University Professors who laid it out like this:
The ELA Program of Studies is like a menu at a restaurant.
GLO 1 - "The Appetizer" (Exploring new things) This is the part of your meal where you explore new ideas, see how you feel about these new ideas and expand your boundaries to have some new experiences. You make personal connections with you 'date' during this part of a meal. GLO2 - "The Meat" (Reading) During the meat of your meal you are getting the most out of your meal as you can and it is a satisfying part of the meal. There are also many different forms of meat that you can enjoy such as chicken, beef, pork, etc.You consume the meat, your taste-buds respond, you make a personal connection to decide that the meat was either gross or it was the best meat you've ever had, and so you begin using taste-bud cues to create your own original recipe next time you make that meat. . This is similar to reading because you can get so much satisfaction out of reading by using different forms of gathering information such as from print, movies, or pictures (the types of meat). Once you have engaged in reading, you use cues and make connections so that you can either recommend the reading, relate it back to something in your own life, or use it as an example for your next writing masterpiece. GLO 3 - "The Recipe" (Planning and Managing Ideas) The recipe is a crucial step to a successful meal. The recipe must be selective in it's contents, must be organized in the correct sequence, the success of the recipe must be evaluated, and if it is a good recipe, then the recipe is shared with other people and they provide reviews. This is much like the planning process of writing in where the student must learn to plan the important parts of a writing piece, must be selective with the contents, has to use a logical order, must evaluate the effectiveness of the writing, and then must share their writing and receive feedback. GLO 4 - "The Potatoes" (Writing) The meat was good, but potatoes really just tops off a meal. Meat and potatoes compliment each other SO well that they just go hand in hand because you can't have one without the other! Same with reading and writing, writing helps one to improve their literacy and to present their ideas through a clear form of communication. GLO 5 - "The Ambience of the Dining Experience" (Working with Others) This part of the meal is where you are full and just want to enjoy the company of 'your date. You make connections with the person at the table and strengthen your relationship with each other. You reflect back on how great your meal (learning and progress) has been. |
The Six Strands of Literacy
Another significant area of implementing the ELA Program of Studies is understanding that the GLOs listed above need to be explored through the various forms of literacy as well. There are 6 strands of literacy which are:
Another significant area of implementing the ELA Program of Studies is understanding that the GLOs listed above need to be explored through the various forms of literacy as well. There are 6 strands of literacy which are:
- Reading
- Writing
- Viewing
- Listening
- Speaking
- Representing
Example of part of a lesson plan:
showing the use of GLOs and SLOs for a Spelling lesson and an ELA research project lesson
showing the use of GLOs and SLOs for a Spelling lesson and an ELA research project lesson
KSA #4 - Knowledge
The subject disciplines they teach. They have completed a structured program of studies through which they acquired the knowledge, concepts, methodologies and assumptions in one or more areas of specialization or subject disciplines taught in Alberta schools
The subject disciplines they teach. They have completed a structured program of studies through which they acquired the knowledge, concepts, methodologies and assumptions in one or more areas of specialization or subject disciplines taught in Alberta schools
For my Education Degree, I completed the following relevant courses to ELA specialization:
EDUC 3503 - Language in Education
EDUC 3601 - Principles of Curriculum and Instruction for Majors (English)
EDUC 4260 - English Language Arts in the Elementary School
I also completed my Bachelor of Arts Degree with a General Humanities Major so that I could have a 'more rounded' approach to teaching Elementary School. My strands included English, History, Art, and French which are all teachable subjects in Alberta Schools. Some of my B.A. classes such as "Theorizing Children's Literature", "Social Problems", and "Exploring Creativity" will also likely come in handy in my upcoming career.
EDUC 3503 - Language in Education
EDUC 3601 - Principles of Curriculum and Instruction for Majors (English)
EDUC 4260 - English Language Arts in the Elementary School
I also completed my Bachelor of Arts Degree with a General Humanities Major so that I could have a 'more rounded' approach to teaching Elementary School. My strands included English, History, Art, and French which are all teachable subjects in Alberta Schools. Some of my B.A. classes such as "Theorizing Children's Literature", "Social Problems", and "Exploring Creativity" will also likely come in handy in my upcoming career.
KSA #5 - Learning Styles
All students can learn, albeit at different rates and in different ways. They know how (including when and how to engage others) to identify students’ different learning styles and ways students learn. They understand the need to respond to differences by creating multiple paths to learning for individuals and groups of students, including students with special learning needs |
KSA #9 - Instructional Strategies
There are many approaches to teaching and learning. They know a broad range of instructional strategies appropriate to their area of specialization and the subject discipline they teach, and know which strategies are appropriate to help different students achieve different outcomes |
"Her lessons covered objectives in interesting, fun ways due to use of the SMART Board, experiments, games that she created, and many hands-on activities" - PS3 Mentor
Relevant University Courses:
EDUC 3602 - The Education Psychology of Exceptional Learners
EDUC 4702 - Individualizing Instruction in the Regular Classroom
Every student needs to be given the opportunity to succeed, and it is the teacher's job to ensure that sufficient effort is dedicated towards trying new teaching techniques, using a variety of instructional strategies, and allowing students some flexible options within their learning environment. Teachers need to ensure that they are meeting the needs of their visual, audio, and kinesthetic learners, but also must pay attention to the students' multiple intelligences that may be utilized during a particular lesson or assignment. Personally, I as a teacher tend to use a regular combination of verbal and visual teaching styles, by having conversation-based lessons which are supplemented with SMART Board pictures and videos to illustrate the topic. I often try to allow students to choose their own working conditions by asking things such as "would you like to work alone or with a partner?" or "would you rather write me a paragraph or draw me an illustration of the main idea?" I also try to allow students a chance to use their strengths to complete a project by allowing some different options for final projects i.e. sing a song, draw a poster, create a video, make a diorama, do a write-up, make a skit, etc.
When approaching group work, I usually make the groups before hand so that I can sort groups either homogenously, heterogeneously, by productive personalities, by interests, etc. I have also found it beneficial to assign "roles" to group members with a specific job that can highlight a strength for each group member. For example, a person with good interpersonal multiple intelligences might be the group leader, whereas the kid with strong linguistic strengths might do the group readings. By giving each student a role that will lead them to success, they get the chance to feel included and valued even within potentially scary group settings. A similar feeling of student accomplishment can be achieved through a jigsaw learning approach, making it another good choice of teaching strategy to compliment diverse learners.
I also regularly do many hands-on activities to help the bodily-kinesthetic learners make their needed connections to the curriculum as well. I try to have a wide variety of student interactions as well so that students have experience learning through collaborative group work, but also through independent work as well. To determine a students' successful learning style, a teacher must constantly try new teaching techniques, then formatively assess which techniques work best for which students. Another very simple way to begin determining learning styles and preferences is to simply ask the students themselves! In my recent student inventory survey, I left it up to the students to show me how they prefer to learn, and I was actually quite surprised at some of the results. Check it out below!
EDUC 3602 - The Education Psychology of Exceptional Learners
EDUC 4702 - Individualizing Instruction in the Regular Classroom
Every student needs to be given the opportunity to succeed, and it is the teacher's job to ensure that sufficient effort is dedicated towards trying new teaching techniques, using a variety of instructional strategies, and allowing students some flexible options within their learning environment. Teachers need to ensure that they are meeting the needs of their visual, audio, and kinesthetic learners, but also must pay attention to the students' multiple intelligences that may be utilized during a particular lesson or assignment. Personally, I as a teacher tend to use a regular combination of verbal and visual teaching styles, by having conversation-based lessons which are supplemented with SMART Board pictures and videos to illustrate the topic. I often try to allow students to choose their own working conditions by asking things such as "would you like to work alone or with a partner?" or "would you rather write me a paragraph or draw me an illustration of the main idea?" I also try to allow students a chance to use their strengths to complete a project by allowing some different options for final projects i.e. sing a song, draw a poster, create a video, make a diorama, do a write-up, make a skit, etc.
When approaching group work, I usually make the groups before hand so that I can sort groups either homogenously, heterogeneously, by productive personalities, by interests, etc. I have also found it beneficial to assign "roles" to group members with a specific job that can highlight a strength for each group member. For example, a person with good interpersonal multiple intelligences might be the group leader, whereas the kid with strong linguistic strengths might do the group readings. By giving each student a role that will lead them to success, they get the chance to feel included and valued even within potentially scary group settings. A similar feeling of student accomplishment can be achieved through a jigsaw learning approach, making it another good choice of teaching strategy to compliment diverse learners.
I also regularly do many hands-on activities to help the bodily-kinesthetic learners make their needed connections to the curriculum as well. I try to have a wide variety of student interactions as well so that students have experience learning through collaborative group work, but also through independent work as well. To determine a students' successful learning style, a teacher must constantly try new teaching techniques, then formatively assess which techniques work best for which students. Another very simple way to begin determining learning styles and preferences is to simply ask the students themselves! In my recent student inventory survey, I left it up to the students to show me how they prefer to learn, and I was actually quite surprised at some of the results. Check it out below!
I am often told that I am especially talented at turning curriculum into hands-on and interactive lessons. Below are some of my favorite examples of hands-on learning in science class: making Angry Bird catapults to compare effective designs, and playing laser golf to explore the Law of Reflection. ,
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I also try to make learning relevant, memorable, and entertaining for the students by transforming curriculum into "games" to test their knowledge, or for them to practice the application of knowledge. Below are a few "games" that I have created for different subjects.
However, just as I try to give chances for kinesthetic learners to succeed in core subjects, I also believe that the other learning strategies need to be supported in the kinesthetic-based classes such as Physical Education as well. Below is an example of a dance "cheat sheet" that I drew to assist my visual and linguistic learners during a difficult coordination-based dance activity.
For more examples of my varied Instructional Strategies (for Grade 5 Math) visit my Application-Based Math Website!
KSA #6 - Planning
The purposes of short, medium and long term range planning. They know how to translate curriculum and desired outcomes into reasoned, meaningful and incrementally progressive learning opportunities for students. They also understand the need to vary their plans to accommodate individuals and groups of students.
The purposes of short, medium and long term range planning. They know how to translate curriculum and desired outcomes into reasoned, meaningful and incrementally progressive learning opportunities for students. They also understand the need to vary their plans to accommodate individuals and groups of students.
"She was a precise and conscientious planner,
always making sure that materials were ready, that her lessons were well
planned and that attention was paid to every detail." - PS3 Principal
My practicum experiences so far have allowed me to develop long-range plans, and then I have been forced to realize the realities of those long-range plans once the curriculum delivery is underway, and I can assess the progressive movement of the class. When planning, there are typically many different "stages" of planning that I working with at any given time. My different stages are:
- a long-range plan which determines how I plan to logically divide the curriculum throughout the year
- a monthly plan (or unit plan) that is adjusted each month after I reflect on how much curriculum we have actually covered
- a weekly plan that showcases how my weekly theme flows from day-to-day
- a day plan which summarizes each lesson plan for each class in a given day
- and a meticulously detailed lesson plan for each subject taught (if necessary)
When I first sit down to begin planning an extensive unit, I like to begin by doing an outline of my main intentions, resources, evaluations, activities, etc. and then choose one of those areas to start with. In this way, I can begin creating unit plans from ANY starting point, rather than from just a backwards-by-design approach. The acronym we have learned to help us remember this framework is IDEAS (Intentions, Display, Evaluations, Activities, [other] Stuff). Below are some examples of the IDEAS framework used to begin the brainstorming stages of some ELA units.
Long Term Plan: "Who is in Our Zoo?" Research Unit
Medium - Short Term Planning Examples (Click on pictures below each description to enlarge)
Although many of my plans may look quite extensive, it is important to note that I have also come to realize that the real day will NEVER 100% align with what you actually had planned. With this being said, it is important that teachers learn to be flexible and to accommodate for students who are struggling with the content. For example, it may be as simple as needing to highlight the "cut lines" for a confused kindergartener, or it may be changing a speech assessment from a required peer presentation to a "verbal recording" option instead for some anxious high school students. Regardless of which alterations are made, the important thing is to realize that the 'planning' is a malleable structure that may need to go the drastic changes before it can reach success.
Although many of my plans may look quite extensive, it is important to note that I have also come to realize that the real day will NEVER 100% align with what you actually had planned. With this being said, it is important that teachers learn to be flexible and to accommodate for students who are struggling with the content. For example, it may be as simple as needing to highlight the "cut lines" for a confused kindergartener, or it may be changing a speech assessment from a required peer presentation to a "verbal recording" option instead for some anxious high school students. Regardless of which alterations are made, the important thing is to realize that the 'planning' is a malleable structure that may need to go the drastic changes before it can reach success.
Rough copy "glance" version of a Month's PE plan
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Rough copy "glance" version of a Weekly Class plan
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Daily Planner
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KSA #7 - Classroom Management
Students’ needs for physical, social, cultural and psychological security. They know how to engage students in creating effective classroom routines. They know how and when to apply a variety of management strategies that are in keeping with the situation, and that provide for minimal disruptions to students’ learning
Students’ needs for physical, social, cultural and psychological security. They know how to engage students in creating effective classroom routines. They know how and when to apply a variety of management strategies that are in keeping with the situation, and that provide for minimal disruptions to students’ learning
I believe that a classroom should be a place to foster learning, which is a difficult thing to achieve if the classroom becomes a disruptive environment. For this reason, classroom management is one of the most crucial components to teacher success. Kids need to have a set routine in order to have a sense of security and familiarity in their daily expectations. I recognize that a classroom is rarely a place that is meant to be a 'silent zone', and in fact, most of the time the 'buzz' in a classroom is productive conversation. With that being said, I think that teachers have a crucial job in stopping 'disruptive behavior' of students who are being detrimental to other students' learning as well. When I feel that my class is getting too disruptive, one of my favorite tricks is to simply give commands such as "If you can hear Miss Miller's voice stomp your foot twice" or "if you can hear Miss Miller's voice put both hands straight up in the air". I enjoy this attention-getting technique because it is an effective way to get the classes attention without having to raise my voice an octave, and it often gives me the chance to minimize fidgeting or 'a scurry of scribbling' anyways because I can command them to do something that takes their hands or bodies away from the task at hand. Other benefits of this simple attention-getter is that I keep the calls spontaneous so that the kids never know what to expect - which often leads to a good laugh or an energy-reboost if I make them do something silly such as sit backwards in their chair, do 2 jumping jacks, or give me "moose antlers", etc.
January 30 2014 - First PS3 Administrator Evaluation Comment:
January 30 2014 - First PS3 Administrator Evaluation Comment:
KSA #8 - Professional Relationships
The importance of respecting students’ human dignity. They know how to establish, with different students, professional relationships that are characterized by mutual respect, trust and harmony
The importance of respecting students’ human dignity. They know how to establish, with different students, professional relationships that are characterized by mutual respect, trust and harmony
"Cheryl's warm personality and infectious smile endeared her to the students. She greeted the students every morning at the door when they arrived and was eager to hear the stories they had to share. This helped her establish positive relationships with the kids." - PS2 Teacher Associate
"In her interactions with students she was respectful and encouraging, minimizing classroom disruptions and treating all her students in a positive and caring manner" - PS3 Principal
"She is warm, enthusiastic, insightful and genuinely invests in each of the children in our classroom. Cheryl has gone above what is expected in getting to know each child. From the very first day she has taken initiative in classroom duties and has shown incredible ease and comfort in the classroom and with the students." - Ed 2500 Teacher Associate
"In her interactions with students she was respectful and encouraging, minimizing classroom disruptions and treating all her students in a positive and caring manner" - PS3 Principal
"She is warm, enthusiastic, insightful and genuinely invests in each of the children in our classroom. Cheryl has gone above what is expected in getting to know each child. From the very first day she has taken initiative in classroom duties and has shown incredible ease and comfort in the classroom and with the students." - Ed 2500 Teacher Associate
Nobody joins the teaching profession because they love to plan and mark papers, they do it because they love being surrounded by kids and the excitement, humour, and unpredictability that comes with that territory. When it comes to building relationships with students, I try to start it off from the first time that I meet them. I know that in order to ask the students to trust me and to open up their lives and interest to me, I must be the first one to tackle that vulnerability by first opening up my life to them . I typically show my kids this PREZI presentation which lets them preview my life, and then I open up the floor to let them ask all of their burning questions. After they have a good idea about the type of person that I am, I give them an interest inventory such as these ones below so that I can study up on each kid and begin learning what types of thing each child is passionate about. From there, I try to continually build trust and work on developing relationships by meeting their families, asking them about their life, and by supporting them at extra curricular events so that that I know that I care about them outside of the classroom as well.
KSA #10 - Teaching with Technology
The functions of traditional and electronic teaching/learning technologies. They know how to use and how to engage students in using these technologies to present and deliver content, communicate effectively with others, find and secure information, research, word process, manage information, and keep records
The functions of traditional and electronic teaching/learning technologies. They know how to use and how to engage students in using these technologies to present and deliver content, communicate effectively with others, find and secure information, research, word process, manage information, and keep records
"Cheryl has shown exceptional ability to profitably employ various forms of technology, including Twitter and blogs, both within and beyond her classroom." - PS3 University Consultant
"Her communication with the students and their families was excellent as she posted classroom activities to YouTube, twitter, her blog, and numerous letters that went home to parents" - PS3 Mentor
"I also noted that Cheryl used technology tools in her teaching with confidence and efficiency" - PS3 Principal
"Her communication with the students and their families was excellent as she posted classroom activities to YouTube, twitter, her blog, and numerous letters that went home to parents" - PS3 Mentor
"I also noted that Cheryl used technology tools in her teaching with confidence and efficiency" - PS3 Principal
University Courses:
EDUC 3508 - Communications Technology and Education
EDUC 4766 - Web-based Learning
Student Examples of Technological Use:
Blogging - the following blog posts were completed by the Grade 5 class as a means of highlighting some of their favorite memories from science with me.
EDUC 3508 - Communications Technology and Education
EDUC 4766 - Web-based Learning
Student Examples of Technological Use:
Blogging - the following blog posts were completed by the Grade 5 class as a means of highlighting some of their favorite memories from science with me.
Grade 4 Social European Explorers updating their 'Fakebook' accounts:
In order for students to be successful 21st Century Learners who are well equipped to manoeuver in the technological world, teachers need to use technology both as a teaching strategy (for videos, links, and by using the SMART Board), but also as a means for allowing the kids to create digital content for various assignments such as the tiger voice recording below. The reason why it is so crucial to focus on creating online content is that these children will grow up with technology at their fingertips, and need every chance possible to educate them on the proper use and responsibilities in regards to this technology. Students need to realize that technology is great when it used for productive manners, but that there are also many dangers related to the online world so they need to be critical online users in order to be both digitally literate and globally connected in the way that technology intends. Below is an 'advertising banner' promoting safe online decisions that my Grade 4/5 class made together after learning about online safety.
"Blabberized" Animal photos perform Grade 3 Research Projects - "Speaking" strand of ELA literacy
Teaching Digital Literacy:
KSA #11 - Student Assessment
The purposes of student assessment. They know how to assess the range of learning objectives by selecting and developing a variety of classroom and large scale assessment techniques and instruments. They know how to analyse the results of classroom and large scale assessment instruments including provincial assessment instruments, and how to use the results for the ultimate benefit of students
The purposes of student assessment. They know how to assess the range of learning objectives by selecting and developing a variety of classroom and large scale assessment techniques and instruments. They know how to analyse the results of classroom and large scale assessment instruments including provincial assessment instruments, and how to use the results for the ultimate benefit of students
"She employs a variety of strategies to guide students' understanding and consistently makes assessment an integral part of her teaching and interactions with students." - PS3 University Consultant
"Cheryl understands the process of assessment as well as its importance in the recording and reporting of learning. In class, students are guided toward this culminating task because Cheryl stresses and reviews regularly the significance of key concepts. Her approach includes appropriate evaluation procedures for objective and subjective testing." - PS1 Teacher Associate
"Cheryl understands the process of assessment as well as its importance in the recording and reporting of learning. In class, students are guided toward this culminating task because Cheryl stresses and reviews regularly the significance of key concepts. Her approach includes appropriate evaluation procedures for objective and subjective testing." - PS1 Teacher Associate
University Courses:
EDUC 3504 - Evaluation of Learning
EDUC 3604 - Evaluation of Student Learning
Assessment is integral to monitoring both the student's success, as well as the teacher's success at delivering the curriculum. I use formative assessment practices on at least some scale during every class. Whether I am asking probing questions to determine knowledge, viewing how students work together, making observations on struggling students, or monitoring who is speeding through the assignment, formative assessment is the best way to mentally note where the whole class is sitting at. I often walk around while I teach and will make notes regarding progress, or I will be jotting down a student's understanding on a 1-4 scale as I individually conference with them so that I can look back later and see who I have observed, as well as who is struggling the most. I also try to engage in "exit questions" on a regular basis just to see how students are comprehending a difficult topic. I have had the experience of working with provincial assessment instruments such as marking rubrics for the PATs as I was teaching a preparatory short-short writing unit in my Grade 3 practicum. In the following example, I used the PAT rubric to help make my own rubric which I could use to mark each student's end product.
I also enjoy doing big performance project assessments at the end of units to allow students the opportunity to use all of their new knowledge in an application-based scenario or project. Below are some examples of my end performance projects for various grades, with their supporting marking rubrics posted below each example (click on the rubric to enlarge it)
EDUC 3504 - Evaluation of Learning
EDUC 3604 - Evaluation of Student Learning
Assessment is integral to monitoring both the student's success, as well as the teacher's success at delivering the curriculum. I use formative assessment practices on at least some scale during every class. Whether I am asking probing questions to determine knowledge, viewing how students work together, making observations on struggling students, or monitoring who is speeding through the assignment, formative assessment is the best way to mentally note where the whole class is sitting at. I often walk around while I teach and will make notes regarding progress, or I will be jotting down a student's understanding on a 1-4 scale as I individually conference with them so that I can look back later and see who I have observed, as well as who is struggling the most. I also try to engage in "exit questions" on a regular basis just to see how students are comprehending a difficult topic. I have had the experience of working with provincial assessment instruments such as marking rubrics for the PATs as I was teaching a preparatory short-short writing unit in my Grade 3 practicum. In the following example, I used the PAT rubric to help make my own rubric which I could use to mark each student's end product.
I also enjoy doing big performance project assessments at the end of units to allow students the opportunity to use all of their new knowledge in an application-based scenario or project. Below are some examples of my end performance projects for various grades, with their supporting marking rubrics posted below each example (click on the rubric to enlarge it)
Gymnastics Final Routine
- Recorded so that I could assess them more carefully after enjoying the performances |
Native and Fur Trading Lifestyle Dioramas
This diorama project was supposed to demonstrate how different the lilfestyles of these two groups were, and then there was a categorized written component that explained the diorama significance and the relationship between the two groups |
Example of a Student Self-Assessment:
Final car building project for "Devices that Move" - Kids had to build a car that went down a ramp, passed a certain line, then stopped before the Stop sign using a brake system! |
Assessment FOR, OF, and AS Learning
FOR Learning - Example of Formative Assessment: an exit card to assess where the kids' understanding was after the first week of a new unit on Native American Culture. |
OF Learning - Example of Summative Assessment: a health test to summative determine whether or not kids had successfully learnt house safety, recreational safety, and injury prevention. |
FOR Learning - Example of Student Self Assessment: Students had to self monitor their own behaviour in gym, make personal goals, work towards achieving those goals, and then had to revisit their goals at the end of the month to assess how successfully they reached their goals. |
KSA #12 - Parental Partnerships
The importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning. They know how to develop and implement strategies that create and enhance partnerships among teachers, parents and students
The importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning. They know how to develop and implement strategies that create and enhance partnerships among teachers, parents and students
"Strong, clear, and frequent communication with students, staff, and families is a hallmark of her professional practice. Notably, when potential for difficulties arose with parents, she was proactive and very appropriate in her communication with them" - PS3 University Consultant.
"...she scheduled meetings with parents that she felt she needed to speak with. Her communication with the students and their families was excellent as she posted classroom activities to YouTube, twitter, her blog, and numerous letters that went home to parents" - PS3 Mentor
"...she diligently worked to provide struggling students and their families interesting means of additional work to meet such goals as mastery of basic math facts." - PS3 University Consultant
"...she scheduled meetings with parents that she felt she needed to speak with. Her communication with the students and their families was excellent as she posted classroom activities to YouTube, twitter, her blog, and numerous letters that went home to parents" - PS3 Mentor
"...she diligently worked to provide struggling students and their families interesting means of additional work to meet such goals as mastery of basic math facts." - PS3 University Consultant
Teachers and parents ultimately have the sane goal in mind: they want the children to succeed. In regards to my teaching, I try to make sure that I am always giving the parents opportunities to see what we are up to in the classroom (through email, letters home, Youtube tutorials, and Twitter) and I also try to tackle an issue as soon as it become prevalent so that parents will not ever be "blind-sided" with a student's behaviour or school marks. During my PS3, I actually took the initiative to set up a parent meeting so that I could discuss some disappointing behaviour trends I had seen in a student. Teachers need to build a genuine rapport with both students AND parents so that the 'partnership' is a triangle of mutual communication and problem-solving. Below are examples of how I maintained communication with parents.
An example of a math video that I made to help parents understand the process of a multiplication strategy
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Math - This Study Guide was sent home to parents to help them prepare their kids for an upcoming math test. The guide gives an explanation of the type of question, what can be expected on the test, and some examples or practice questions to walk through with their kids.
Social - This note was sent home to give parents an explanation about what types of materials student would need to bring in for a diorama project. |
KSA #13 - Resources
Student learning is enhanced through the use of home and community resources. They know how to identify resources relevant to teaching and learning objectives, and how to incorporate these resources into their teaching and students’ learning
Student learning is enhanced through the use of home and community resources. They know how to identify resources relevant to teaching and learning objectives, and how to incorporate these resources into their teaching and students’ learning
"Cheryl
was highly motivated and showed great initiative throughout her
internship. She organized a fieldtrip to
Head Smashed In Buffalo Jump, she started and facilitated a drawing club, organized
a guest speaker to come to the school and she scheduled meetings with parents
that she felt she needed to speak with." - PS3 Mentor
During my PS3 Internship I invited the head of our FNMI Department to come in to our class to teach us about Traditional Aboriginal Dances. I also organized and executed a field trip to the Head-Smashed-In-Buffalo Jump. I planned both of these events so that my students learning about the Aboriginal Culture could have some actual authentic experiences with the First Nations Culture. I knew that there were certain aspects about the curriculum that cannot be explained through words or videos, there are some things that students must actually interact with in order to fully understand. Bringing in external resources was a very educational and rewarding experience for both myself and the students. Below are pictures from our field trip to the Buffalo Jump and our "Aboriginal Dance Class".
KSA #14 - School Contributions
The importance of contributing, independently and collegially, to the quality of their school. They know the strategies whereby they can, independently and collegially, enhance and maintain the quality of their schools to the benefit of students, parents, community and colleagues
The importance of contributing, independently and collegially, to the quality of their school. They know the strategies whereby they can, independently and collegially, enhance and maintain the quality of their schools to the benefit of students, parents, community and colleagues
"Cheryl helped run our Mini Basketball League, organized
a Drawing Club for Division 2 students and helped supervise a Junior High
Dance." - PS3 Principal
"Cheryl was extremely professional throughout her entire internship. She worked well with other staff members. She enthusiastically collaborated with me and other staff members formally during PLC meetings and pd workshops and informally in the staffroom. Cheryl was eager to take on on supervising duties that were asked of her including after school supervision at Mini Basketball. She contributed insightful ideas and reflections to our school community" - PS3 Mentor
"Cheryl was extremely professional throughout her entire internship. She worked well with other staff members. She enthusiastically collaborated with me and other staff members formally during PLC meetings and pd workshops and informally in the staffroom. Cheryl was eager to take on on supervising duties that were asked of her including after school supervision at Mini Basketball. She contributed insightful ideas and reflections to our school community" - PS3 Mentor
During my PS3, my students were constantly amazed by my artistic abilities when it came to drawing anything on the board. During creative projects, I often had a number of the students asking me for help with their drawings. Due to student interest, student talent, and the lack of "fine arts" in the school I decided to run a Drawing Club once a week wherein students would have the chance to look out of drawing books, ask me questions, watch a mini-lesson by me, or even be the 'teacher' of a mini-lesson if they wished to do so. The Drawing Club was hugely successful, as most of the Division 2 kids showed up for every meeting. It was a great way to recognize artistic talent in the school and I really enjoyed getting to watch some of the shy students shine.
KSA #15 - Professional Development
The importance of career-long learning. They know how to assess their own teaching and how to work with others responsible for supervising and evaluating teachers. They know how to use the findings of assessments, supervision and evaluations to select, develop and implement their own professional development activities
The importance of career-long learning. They know how to assess their own teaching and how to work with others responsible for supervising and evaluating teachers. They know how to use the findings of assessments, supervision and evaluations to select, develop and implement their own professional development activities
Visit my records of Professional Development by following the buttons below!
KSA #16 - Vision of Teaching & Reflection
The importance of guiding their actions with a personal, overall vision of the purpose of teaching. They are able to communicate their vision, including how it has changed as a result of new knowledge, understanding and experience
The importance of guiding their actions with a personal, overall vision of the purpose of teaching. They are able to communicate their vision, including how it has changed as a result of new knowledge, understanding and experience
Example of a short daily reflection:
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I am expected to achieve the Teaching Quality Standard