You are on page 1of 62

Date PGP Target Context


1.1 - the ability to

maintain respectful,
mutually supportive and
13 Oct 2017 equitable professional
relationships with learners,
colleagues, families and

2.6 ability to strive

20 Oct 2017 for/pursue new

Other In-Class
Instruction (Small
2.2 proficiency in the
21 Oct 2017 group, one-on-
Language of Instruction;
one, co-
teaching etc.)
1.2 ethical behaviour and
the ability to work in a Professional
01 Nov 2017
collaborative manner for Coversation
the good of all learners;

Other In-Class
2.4 ability to use
Instruction (Small
technologies readily,
11 Nov 2017 group, one-on-
strategically and
one, co-
teaching etc.)

1.4 a commitment to
service and the capacity Orientation/Semi
11 Nov 2017
to be reflective, lifelong nar
learners and inquirers.

2.3 knowledge of First

Nations, Metis and Inuit
Culture and History (e.g.,
12 Nov 2017 Extra-Curricular
Treaties, Residential
School, Scrip, and

1.3 a commitment to
social justice and the
capacity to nurture an
15 Nov 2017 inclusive and equitable Formal Lesson
environment for the
empowerment of all
learners; and
2.1 knowledge of Other In-Class
Canadian History, Instruction (Small
15 Nov 2017 especially in reference to group, one-on-
Saskatchewan and one, co-
Western Canada; teaching etc.)

2.5 knowledge of a
number of subjects taught
19 Nov 2017 in Saskatchewan schools Extra-Curricular
ry knowledge); and

3.1 the ability to utilize

meaningful, equitable and
13 Feb 2018 holistic approaches to Formal Lesson
assessment and
evaluation; and

Other In-Class
1.2 ethical behaviour and
the ability to work in a
07 Feb 2018 (Small group,
collaborative manner for
one-on-one, co-
the good of all learners;
teaching etc.)

2.2 proficiency in the Professional

28 Feb 2018
Language of Instruction; Coversation
2.6 ability to strive
06 Feb 2018 for/pursue new Extra-Curricular

3.2 the ability to use a

wide variety of responsive
instructional strategies
and methodologies to
accommodate learning
27 Feb 2018 Formal Lesson
styles of individual
learners and support their
growth as social,
intellectual, physical and
spiritual beings.

1.1 - the ability to maintain

respectful, mutually
supportive and equitable Professional
18 Mar 2018
professional relationships Coversation
with learners, colleagues,
families and communities;

1.3 a commitment to
social justice and the Other In-Class
capacity to nurture an Instruction (Small
18 Mar 2018 inclusive and equitable group, one-on-
environment for the one, co-
empowerment of all teaching etc.)
learners; and

1.4 a commitment to
service and the capacity Professional
18 Mar 2018
to be reflective, lifelong Coversation
learners and inquirers.
2.1 knowledge of
Canadian History,
especially in reference to Formal Lesson
Saskatchewan and
Western Canada;

2.3 knowledge of First

Nations, Metis and Inuit
Culture and History (e.g., Orientation/Semi
Treaties, Residential nar
School, Scrip, and

2.4 ability to use

technologies readily,
18 Mar 2018 Formal Lesson
strategically and

2.5 knowledge of a Other In-Class

number of subjects taught Instruction (Small
20 Mar 2018 in Saskatchewan schools group, one-on-
(disciplinary/interdisciplina one, co-
ry knowledge); and teaching etc.)
4.1 knowledge of
Saskatchewan curriculum
and policy documents
and applies this
understanding to plan
20 Mar 2018 lessons, units of study and Formal Lesson
year plans using
curriculum outcomes as
outlined by the
Saskatchewan Ministry of

4.2 the ability to

incorporate First Nations,
Metis, and Inuit Professional
28 Mar 2018
knowledge, content and Coversation
perspective into all
teaching areas

4.3 the capacity to

engage in program
planning to shape ‘lived
curriculum’ that brings Other In-Class
learner needs, subject Instruction (Small
28 Mar 2018 matter, and contextual group, one-on-
variables together in one, co-
developmentally teaching etc.)
appropriate, culturally
responsive and
meaningful ways
Evidence (250 Character

Excerpt from journal describing an

observed conversation between a
teacher and student regarding
respectful introductions and the
professional way to regard a teacher.

List of resources located in journal

entries and proof of residential school
kit in journal. Location of kit:
Westmount Community School library

Experience with small groups of

students or one-on-one instruction
reagrding precision math and
reading with preliminary tips given by
teacher mentor, excerpt in journal
Log of conversation in journal taking
place with an EA on the events of the
day regarding a student with autism
in the general education classroom.

Observation of class activities in

journal under entry on September 9th

Seminar notes and discussion with

classmates reflecting on lesson plans

Observation recorded in journal of

inclusive language and environment
of FNIM aware community

More detailed explanation provided

in journal regarding the playing of
Hidden Figures rather than Opollo 13
Small group work related to
knowledge on Louis Riel including
reading comprehension and writing,
group instruction evidence on sticky
note in journal (11/07/17)

Field trip notes located in journal

regarding organization, setting,
effectiveness and benefits noticed
from exploring curriculum outside the
school. (10/11/17)

Formal lesson plan as well as

reflection located in journal outlining
the specific strategy used to create a
collaborative (stuednt/teacher) rubric
to be used for assignement

Formal lesson plan and points

disucussed with co-op teacher
located in journal and lesson plan
handed in to 322 leader

Notes and direct quotes taken and

written in journal from conversation
with co-op teacher.
Numerous documents obtained from
optional staff meetings located in
resource binder. These saff meetings
were presented to student teachers
as optional. I have attended every
staff meeting and feel I have
benefitted and pursured new
knowledge from these opportunities.

Informal lesson plan located in 322

folder containing a lesson catered
towards numerous learning
preferences using technology,
individual and group work to explore
the theme of ideals as well as specific
poetry content.

Reflections on staff room

conversations can be found
sparatically throughout my journal I
kept this term

Log of commnication between

myself and students regarding
appropriate behaviour and
encouraging equitable relationships
in journal

Reflection journal contains each

reflection on each individual lesson
from this term and last
Lesson plan in resource binder as well
as 322 folder on computer, reflection
for lesson in reflection journal

All worksheets and information

gathered from the OTC seminar
located in Resource binder

Formal lesson plan handed in to 322


Reflections of various classroom

observations recorded in journal.
These classroom include home ec,
mathematics, grade 4 and special
Evidence of this in all lesson plans
from ECUR 321 and 322 aswell as all
other classes requiring lesson or unit

The evidence o fthis PGP was

depicted throughout my student
teaching at VCA but also can be
seen in my reflection journal

Co-created a Racism stimulation

activity with another teacher
candidate with a gr. 10 class since
they are doing a social
justice/inequalities unit. This will help
students better understand the terms
of privilege and power.
Summary of Teacher Feedback (1000 Character Max.)

After an interaction with a student, my cooperating teacher corrected

both me and the student regarding the way we were introduced and the
respectful way to regard a teacher. After a very casual introduction and
attempt to "fist bump", to which I responded to without thinking, Miss
Brooklyn intervened with a correction. She asked the student to restart and
properly introduce himself and shake my hand because that is how a
gentleman behaves. I was also corrected through this conversation
because I responded to the original, informal introduction when I was
expected to be regarded as a teacher and keep a professional attitude
when regarding the students.

In an attempt to create a fullfilling and relevant lesson plan for the students
at Westmount Community school, I asked my teacher mentor to provide
me with a list of books and resources she felt facilitated her teaching of the
students and worked best in that environment. She returned the next day
with the list. She also provided me a guided exploration of the residential
school kit located in the school library allowing me to explore resources
that would not later be available to me.

Precision math and precision reading are two related techniques that
have been taught to me this term. My teacher mentor has allowed me to
conduct these intructional methods with small groups as well as with
individual students. Prior to sending me to work with small groups, she
informed me of what types of questions I can use to guide student thinking
as well as what techniques she uses in order to provide them with
encouraging, supportive learning. With the information she gave me in
regard to prompting and technique, I was able to have more success
teaching the students than I believe I would have had prior to this
During lunch I engaged in a conversation with the educational assistant
that worked with a student with autism in my classroom. I had noticed that
the student's mornings and afternoons had become disconnected
because the 2 EA's were not in collaboration about the student's activities.
Educating myself through this conversation allowed me to keep the
student's afternoon smooth because I was aware of her routine and was
able to help the afternoon EA manage some of the negative behavior we
had been seeing as a result of this disconnect. The outcome was
beneficial to all students in the class because there was less outburst and
aggression in the afternoons.
Technology is unavoidable in today's day and age but my observation
was unexpected in my placement. I was taught how to use/access
educational videos used for science and history classes under "Mystery
Science" and newsela. However, upon observing my classroom using these
resources I learnt a valuable lesson. Videos and technology are only
effective if it is short enough to hold their attention. The students payed
more attention to realistic videos versus cartoon representations. The
vidoes that were too long or seemed "childish" were ignored and caused
the teacher to ask for their attention numerous times.
Discussing with other teacher candidates about lesson plans and different
strategies and chalenges we have faced has benefitted me immensely.
Being able to compare the depth of our lesson plans and who's stratgeies
have worked better inspires me to revise my plans and make them better
based on experience. Going back to my lesson plans reflecting on their
effectiveness and comparing these findings with my classmates was
motivational and is something I will continue to do for the betterment of
my work as a teacher.
Upon entering Westmount Community School I was made immediatey
aware of the inclusive efforts the community made for FNIM students.
Rather than a single lesson or unit being used to inform students of
Canadian hisotries, every aspect of their day was regarded and
connected to the hisotry of Indigenous people in Canada. For example,
the morning announcements were introduced in Cree before English.
Lessons in science and all lessons in hisotry were related to current events
and FNIM history and why it mattes currently in today's society. Thus helped
the students relate the subjects to their own like, increasing their
comprehension and willingness to learn.
During a science lesson, oppression was deterred by playing the movie
Hidden Figures instead of the mainstream Opollo 13 for the depiction of
successful African American women versus the American white man.
Connections were made between African American segregation and
Indigenous segregation in Canada. This showed committment to
incorporate social justice into every lesson and regard inclusivity into the
classroom even when watching films. Exposing students to the successes
and resiliancy of oppression allows them to view possibilites for themselves.
Working with a small group that struggles with reading comprehension to
explore the history of Louis Riel and his relation to Canada and the Metis
people to produce a written paragraph about what they’ve learnt went
extrememly well. The students being removed from the classroom
removed distractions and allowed me to focus on the things they struggled
with and build on their strengths. The hisotry of Louis Riel is a large topic that
would have been difficult to conquer as a whole-class lesson.

I voluntarily decided to participate in a field trip to Prince Phillip school to

explore the opportunites for students to complete aspects of their
curriculum outside of the school. The purpose of the trip was to complete
their scence space unit utilizing other schools resources. My teacher
mentor did ample research into the program in order to ensure its suitability
for her students, she walked me through this process following the trip.

The co-created rubric was a new concept to the students I was teaching,
therefore, the process did not go as smooth as I would have liked. The
students were hesitant to give ideas and as I result I was challenged to ask
them guiding questions in order to help the process. My co-op teacher was
very supportive in this activity and gave lots of feedback while helping me
construct the final rubric from the checklist created by the students.

Co-teaching a lesson was successful for my first lesson at VCA, the lesson
was supported with my co-op teachers ideas and loose plan. I was able to
clarify what the expecatations of the classroom was and become familiar
with the students without being thrown in headfirst. The feedback from my
co-op teacher was extrememly helpful because it expanded on why she
did what she did during the lesson and provided me with a better idea of
what was expected from her class in my future lessons.

Following a lesson, a discussion was held between my co-op teacher and I

where she made me aware of certain phrases I used during the lesson that
I should reflect upon. This feedback was beneficial to me because I did not
even realize I was saying statements such as "I'm not expecting much with
this assignment" (in an effort to relieve stress from the worksheet being
assigned), and "Is that ok with everyone?" (making my assignment seem
like an option). My co-op teacher's feedback did not tell me these
statements were wrong, but caused me to reflect on them and asking me
what my reasonings were for the wording, forcing me to be aware now
and more aware in the future.
I have had the opportunity to work alongside the staff at VCA through
these staff meetings. I feel I have benefitted from the information I receive
about the school and the Prairie School Division as a whole from these
meetings. I have been able to work with numerous teachers as opposed to
one singular co-op teachers and explore their ideas as well as think
critically about my future teaching career. These meetings also give me
insight into why my co-op teachers teach the way they do and view their
personal development translating into their teaching.

The teacher feedback from this lesson was very positive. I was proud of this
lesson because of the feedback I received. Feedback touched on how
well rounded the lesson was and how well-catered it was to every leanrer
in the classroom. In the creation of this lesson I gauged the class dynamic
in the content but also tried to find ways to make the educational content
relevant to real life/student life using discussion, individual work,
technology and group work.

Every day this term I went to the staff room to eat my lunch and spent time
talking with numerous teachers. I made connections this way and ensured
that I learnt as much as I could form their experiences and expertise. In this
way, I created an opportunity for myself to have a professional relationship
with not only my co-op teachers but their collegues as well. This made me
feel more a part of the community I worked in and I felt it helped create
respect betweent he other teachers/staff and myself.

During a lesson that required group discussion and collaboration between

students, conversations started to take place that were not related to the
topic and were inappropriate for class discussion. Students needed to
reminded of the task at hand and discussion needed to be redirected. As
an instructor I used the student's topic of discussion and related in back to
the content. Students were taken aback by my connection but
immeditatly regrouped (after some laughter). Co-op teacher relayed to
me her pride in the way I handled the class management situation and
encouraged me to contnue this strategy in the future.

Following every lesson I was able to sit down with my cooperating teacher
and discuss the events of the day, what went well, and what could be
improved upon. The feedback attained from these meetings was
invaluable. I was made awazre of both small and large things that have
and will continue to help my teaching pedagogies. Being able to reflect
and critically think about my teaching in a collaborative manor and with
the expertise of my cooperating teacher, I was able to gain much more
insight as to what alternative approaches could have been, along with
being assured that stratgies I used worked.
During a lesson I taught analyzing a short story regarding the British invasion
of the Greek Cypriots, I asked the class as a discussion question, "what
event in Canadian history can we relate this event to?" The reaction to this
question was disheartening to say the least. The class saw this question as
controversial and evoked lots of opinion sharing that was not necessarily
healthy to the classroom environement. Inappropriate terminology was
used as well as uneducated comments regardng residential schools and
the genrational effects we experience today.

Attending the OTC Seminar proved to be one of the most beneficial

seminar's I have been to. The resources and information obtained over 2
days was helpful to say the least. With an opportunity to speak to elder's
and learn the protocol for how to approach edler's as teachers seeking
speakers for their classroom, I was able to plan for a culturally responsive
classroom before even having one. The informationgiven in this training
increased my knowledge of FNIM content but not only this, it also gave me
insight as to where Canada is at in regard to reconciliation and what I
need to to as a teacher to continue this effort in my future classroom.

I was able to instruct a lesson that relied entirely on technology and was
successful in its use. The technologies used were approproate for the
content and contributed greatly to the understanding gained by the
students. Co-operating teacher's feedback was positive and I was able to
expose her to the program 'Kahoot'. This lesson contained a YouTube
video for motivational set, followed by an interactive PowerPoint that
allowed the students to complete tasks. This was followed by Kahoot to
ensure understanding and allow students to learn in a fun and interactive
way alongside their classmates.

During my time in my student teaching placement I had the opportunity to

view various classrooms and observe the differences in structure, teaching
styles and environments. I helped out in home ec and math classes which
we out of my subject area/comfort zone, but had successes none the less.
I foud this experience helpful because I know as a teacher I will not always
only be teaching the subject areas or ages I am most familiar with. Forcing
myself to be adaptable and find ways to help students even when the
content is not my strong suit empowering and allowed me to be flexible.
Every lesson plan I have created in the College of Education has been
driven and formulated around the SK curriculum. I have a goal to include
at least 2-3 outcomes in every lesson> If the lesson cannot reach this goal I
have revamped lessons or been able to justify it based on student
engagement. I used the SK curriculum to create 2 day lessons ensuring
that outcomes were varied and touched on in various ways. In the
creation of unit plans for curriculum course I have been able to strive for
content that touches on all outcomes. This wide variety of SK curriculum
usage has allowed me to become knowledgeable on it and familiar with
its format.
After being at my student placement (Valley Christian Academy) for a
couple weeks it became clear that FNIM content was not focused on
iwthin the school, nor communicated through indirect appraoch either.
Knowing that this was an issue and that it was also a requirement to discuss
in classes and for PGP's, I approached my cooperating teacher and asked
her how I would go about doing this respectfully in her classroom. Her
response was rushed, uncomfortable and dismissing. I was told to "maybe
put it into some spoken examples or something but dont worry about it too
much". Because of our college's focus on FNIM content and creating
awareness, I was surprised by this answer but decided it was not my place
as a student teacher to challenge her.

we suggested this activity to our co-op teacher on March 20th and she
believed this was a great activity to help students understand the structural
nature of oppression through racism. This activity gives a colour (pink,
purple, green, blue) to small group of students. These colours represent
different races. The groups of students made decisions with a certain
outcome to their decision; however, certain groups will have better
opportunities and outcomes than other groups. My co-op teacher thought
the acctivity emphasized privilege and power that some racial groups
have in comparison to others. My co-op treated thought this was a great
activity and she commented on the students' high level of engagement
and interest during the activity. She believed this was a great activity to
introduce and explain the idea of oppression through racism.
Analysis/Next Steps/Plan for Growth (1000 Plan for Growth
Character Max.) Revisited

This experience taught me that I was to always give respect

and expect respect from students and all other individuals in
the professional world. It changed my perspective of student-
teacher relationships as well by making the goal clear. I was Achieved
not there to be their friend, I was there to be in a teacher role
and therefore needed to be profesional in that setting, which
meant modelling supportive and equitable relationships.

Asking my teacher mentor for resources is one of the smartest

things I have done so far. It allowed me to see what she had
found beneficial, but also lead me to other resources based on
what I found useful. The strategies I found in the textbooks
prompted me to find similar or contrasting books. Before this Still in progress
experince I was overwhelmed with the amount of teacher
resources there were, but now, with help from experienced
educators I know how to narrow down a search simply by
asking for support.
Because of this instruction and experience with one-on-one and
group teachings I believe I have a better idea of how to guide
student thinking and allow them to come to the conclusions I
am expecting from the lesson presented. It has allowed me to
expand my thinking of how I can use different language and Still in progress
word choice in order to have students fully understand and
come to their own conclusions with my help. My plan to
expand this knoweldge is to continue communicating
consistently ith students and seeing what kind of language
Through this conversation I learnt that engaging in conversation
can help not only educators but also classroom management
and the remainder of the students in the class. Ensuring that the
student with autism had a similar schedule in the morning and
the afternoon allowed more consistent activity. Although I was
taking a risk intervening on what the EA's were doing, I made a Still in progress
concious decision to try a strategy I thought would work. In the
future, I hope I have the confidence (as I did here) to trust my
conscience and engage in professional conversation when I
believe I have an idea about why something is not working
within the classroom.
I plan to use the information I learnt through these observations
in my future classroom. Technology can serve as a very
contributable resource in a classroom and it is important to
educate myself on how to find and use it, however, it cannot
be relied upon in all situations. The students in my classroom only Achieved
benefitted from certain videos, not the resource as a whole. It is
my goal to know my students well enough to know which
resources I can use in my classroom effectively and which ones
will be disregarded.
After meeting with my fellow teacher candidates during this
seminar, I plan to always grow through my collegues for the
entirety of my career. Reflection and conversation about
lessons and lesson planning is something that can be done
continuously, and I have learnt this through my seminars. Still in progress
Conversation and constructive criticism is healthy and can help
me help my future students. Inquiring about certain aspects of
unit or lesson planning through classmates or professors will
always be an outlet I use regularly.

Having been placed at Westmount Community School and

observing their limitless efforts to inform their students of
Canada's history in relation to our Indigenous people has
inspired me to also incorporate these lessons in my daily Achieved
teaching. I plan to inform my students of Canada's past not only
in subjects such as History or English but also make connections
to their daily lives and exposure.

Empowering students is a goal for all teachers and by making

choices to have students view a minority in power or a story of
resiliency, it allows them to learn social justice and historic
movements by viewing and modelling. I learnt from this to
Still in progress
always take into consideration what I am showing my students
and what they are learning from the choices I make. I hope to
be able to make these kinds of decisions always in my career as
a teacher.
This experience taught me how benefical small-group lesson
can be for some learners. A Canadian hisotry topic can be
overwhelming for learners who struggle with comprehension or
writing ability but separating them from the mainstream Achieved
classroom produced work that was comparable with their
classmates and allowed them to learn at their own pace rather
than getting lost in the content.
I strive to always accommodate my student's learning in the
most beneficial ways possible, this includes fun activities and
using all resources available to me whether within the school or
not. The field trip to Prince Phillip taught me numerous things
about field trips in general (including the importance of
organization) and allowed me to experience first hand one of
the great opportunites elementary students have to explore
their subjects not limited to their classroom environment.
To begin the process of making a co-created rubric I had the
students make a checklist of things they should consider while
making their presentation. In reflection, I would have liked to
give the students a copy of that checklist to have while they Still in progress
worked on their presentation. This would have been a form of
self-assessment as well and would have helped ensure student
success with the assignment.
Co-op teaching is not something I had explored before, nor had
the opportunity to do. I found it extrememly helpful and am
working towards incorporating more of it into my future lessons.
Co-teaching allows a teacher to step back from being the sole
educator, this means to me that students recieve the best Achieved
education on the subject because they are getting multple
persepctives and learning from different people. A teacher
cannot possibly be the best teacher of every subject, students
can benefit from the insights of multiple instructors.
My plan for growth that developed from my professional
conversation was to not take student emotions too seriously to
the point where they affect the lesson as a whole. This kind of
language or these kind of statements does not push students to
do their best, it is limiting. It also made me think about how
being in that particular classroom was reflected in my
language. I knew the demographic I was working with would Still in progress
not challenge my statements and they would work hard
regardless of the language I used. This was a good realization
for me because it caused me to reflect on what I would have
done if a student would have challenged me. Would I be able
to handle that? These are things I am working on in my future
Through these meetings I have constantly pursued new
knowledge (side by side learning, meaningful questioning, etc.)
and realized how important it is to immerse myself in efforts to
make myself a better teacher. I have grown in this area through
Still in progress
the accumulation of new knowledge and awareness of what's
going on around me. My next steps will be to continue seeking
personal ways to be involved in efforts around me to grow as a
person and as a teacher.
I have used this lesson to form my following lessons because of
the success using various learning preferences. My future steps
would be to try and incorporate even more learning
preferences such as kinestethic. I could also expand on the
visual aspect of the lessons to follow. My next steps will be to
use this lesson and the successes and discover the max
capacity of my lessons and explore if I can effectively include
all learning preferences into a single lesson. My plan for growth
is to explore the boundaries of learning preferences and
boundaries of a singular lesson.
Moving forward, being present in the staff room has given me
insight regarding how beneficial this space can be, not only for
current students but for all teachers throughout their entire
careers. Those who do not engage in conversation in the staff
room do not gain the same respect and relationships that
would benefit their teaching. Having learnt this I will strive to
always be present in the staff activities and staff room
community of any school I work at in the future.
My future plan for growth in tihis area is to find strategies that
work as well as this one by experiemnting futher with classroom
management. I feel asthough I handled the situation well but
also am aware that this will not always work unless I can find
creative ways to turn around an inappropriate topic every
single time this happens. Knowing that this works in the Still in progress
classroom with highschool students ensured me that risk-taking
pays off, however, this strategy is not the single one I will need
throughout my carreer. Continuing to take risks and use class
managements strategies that I believe will work is how I plan to
grow from this experience.

My analysis of these meetings lead me to grow as a teacher

and as a colleague. Seeing that reflection can benefit from
having someone else view and critique your work, encourages
me to continue this process into my future. Although I will not Achieved
always have a teacher mentoring me throughout my career, I
will be able to insert myself in a community of teachers who are
striving for the same goal of lifelong learning.
I was taken aback by this experience and reflected upon it
heavily. My plan for growth from this experience would be to
form questions with my classroom demographic in mind (small-
town farm kids). My plan was to make a simple connection
between the invasion of Greece and the invasion of indigenous
land, however from this experience I learnt that possible some
Still in progress
further educating on this topic would be necessary pre- and
post- this lesson. If I had been in an intern position where I had
the following classes open to teach those same students I may
have planned a mini lesson on the connection between the
short story and Canada's history or the correct terminology to
use when addressing our indigenous people.
This seminar/training encouraged me to continually search for
other programs such as this. This opportunity was given to us by
the Colege of Education but the benefits I obtained from it
ensured that I will pursue training like this, on various different
topics, in the future. The knowledge I gained of FNIM in the
classroom setting was invaluable. The biggest takeaway was
the resources I will be able to use forever, this growth was
substantial and I plan to attend many more information
seminars and training courses to prolong this learning as I
recognize that I am unaware of FNIM perspectives and need
the knowledge for my classroom and for my contributions as a
person to reconciliation.
This lesson was successful because of the balance between
technology and instruction. Going forward, I plan to teach
more lessons with technology utilized. What I learnt from this
lesson was that technology can help communicate content but
the success with this involves a large amount of planning and
the right teaching to go along with it. Looking back on this Achieved
lesson, I realized that I had spent more time planning this lesson
than others, I think this paid off but went against my original
assumption that using technology would make the lesson easier
to plan, this isn't always true and I plan to use this information in
the future.
In the future I plan to try and immerse myself in these situations
consistently. Leanring from other classroom environments,
teaching styles and subject areas different from your own can
only help develop a well rounded educator. Viewing and being
involved in activities that other teachers have found success in
can help spur ideas that will contribute to your own classroom
as well. Elementary ideals can be used in secondary and math
strategies can sometimes be implemented in english lessons. It
os this freedom and open mindedness that will help me
become the best teacher I can be.
Moving forward I am looking forward to putting a unit plan into
action that involves the various outcomes. I look forward to
being able to see how well students meet the outcomes in a
unit, rather than assuming they will do so. Because student
Still in progress
teaching has not allowed for more than two subsequent
lessons, my plans for growth are to view how well students are
meeting the outcomes I plan and to make changes to my
planning based on this experience.

Moving forward I would like to see myself become stronger in

these situations. Although I don’t know if I would change how I
handled the conversation, I do think I correction should have
been made here. I do not see myself teaching in a school such
as VCA, but I also know that I will not always be able to choose
Still in progress
where I work. In the future I hope to have more strength and
stand up for what I believe in, when appropriate. If it was up to
me and I had more time at that school I would have integrated
FNIM into all of my lessons in hopes of educating a group of
students who was clearly missing that aspect.
The students had to write their results from the stimulation
activity on the white board (how much money cards, family
relations cards, and job opportunities cards they have). The
students quickly realized how some groups were more
successful than others. The students in the disadvantaged group
made comments like “that’s not fair!” A class discussion helped
students realize how unfair it is that certain minorities feel or
experience in real life. I noticed that some of the students were
uncomfortable with this activity, but I am happy their comfort
levels and their boundaries were pushed. VCA is a conservative
school, and I’d like how their boundaries were pushed to help
them discuss challenging topics that helped expand their
thinking to become more aware of the oppression that occurs
to racism.
Date Achieved

26 Sep 2017

18 Oct 2017

10 Oct 2017
24 Oct 2017

27 Sep 2017

10 Nov 2017

18 Oct 2017

03 Oct 2017
07 Nov 2017

06 Oct 2017

07 Feb 2018
27 Feb 2018

18 Mar 2018

28 Feb 2018

27 Mar 2018
10 Jan 2018

13 Mar 2018

14 Mar 2018
27 Mar 2018
1.1 - the ability to maintain respectful, mutually supportive
and equitable professional relationships with learners,
colleagues, families and communities; Formal Lesson

Other In-Class
(Small group,
1.2 ethical behaviour and the ability to work in a co-teaching
collaborative manner for the good of all learners; etc.)
1.3 a commitment to social justice and the capacity to
nurture an inclusive and equitable environment for the Extra-
empowerment of all learners; and Curricular
1.4 a commitment to service and the capacity to be Professional
reflective, lifelong learners and inquirers. Coversation

2.1 knowledge of Canadian History, especially in reference Professional

to Saskatchewan and Western Canada; Development
2.2 proficiency in the Language of Instruction; eminar
2.3 knowledge of First Nations, Metis and Inuit Culture and
History (e.g., Treaties, Residential School, Scrip, and
2.4 ability to use technologies readily, strategically and
2.5 knowledge of a number of subjects taught in
Saskatchewan schools (disciplinary/interdisciplinary
knowledge); and
2.6 ability to strive for/pursue new knowledge
3.1 the ability to utilize meaningful, equitable and holistic
approaches to assessment and evaluation; and
3.2 the ability to use a wide variety of responsive
instructional strategies and methodologies to
accommodate learning styles of individual learners and
support their growth as social, intellectual, physical and
spiritual beings.
4.1 knowledge of Saskatchewan curriculum and policy
documents and applies this understanding to plan lessons,
units of study and year plans using curriculum outcomes as
outlined by the Saskatchewan Ministry of Education;
4.2 the ability to incorporate First Nations, Metis, and Inuit
knowledge, content and perspective into all teaching
4.3 the capacity to engage in program planning to shape
‘lived curriculum’ that brings learner needs, subject matter,
and contextual variables together in developmentally
appropriate, culturally responsive and meaningful ways

Still in progress

Not achieved