Template 3.

A Professional Growth Plan Incorporating the STP Process

Annual Professional Growth Plan for: Jordan Van Eerden
School Year: 2016 to 2017
Teaching Quality Standard Reference: K) 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
Goal:
My goal is to understand many more types of
assessment better and to be able to have
assessment tricks that I can use when I am in
a pinch or even make sure that I am gathering
more techniques for assessment outside of the
standard tests and projects. I want to be able to
effectively apply formal assessment in my
classroom so that students can learn every step
of the way whether they are working on a
project, writing a test or working alone or in
groups.
It is important for me to know more techniques
so that I have more methods to assess students
by on a regular basis, and even in ways that
they dont know they are being assessed.
Timeline and Resources:
My proposed timeline is over the course of 1
year, however this process is an ongoing
process throughout the entirety of my career as
a teacher. This timeline is important for the
constant professional development of my
assessment skills and abilities that will be ever
changing with the literature and research that
emerges as well as changing technology. My
resources are my students, colleagues,
administration and PD workshops made
available to me.

Plan:
My plan is to learn from my colleagues, attend
PD seminars as well as ask for feedback and
teacher assessment from my students. I want
them to feel comfortable telling me what ideas
they have on how they would like to be
assessed and graded, this collaboration will
empower them to take control of their learning
all while giving me more ideas of just how to
assess the students with tangible evidence of
assessment and improvement on a regular
basis.

Expected Outcomes:
I expect that I will have a much firmer grasp on
assessment (formative & summative) of
students in my classroom that will allow me to
ensure they are meeting the curriculum
outcomes in a timely fashion and that
regardless of strengths or weaknesses I can get
every student performing at their individual
optimal level and excited about learning based
upon their assessment; not discouraged because
of rigid assessment styles.

2006 The Alberta Teachers Association

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Reflections:
Based on my professional practice and my observations of student learning . . .
What should I do more of?

What should I do less of?

Because

Because

What new things could I do?

What should I stop doing?

Because

Because

2006 The Alberta Teachers Association

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