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 * Professional Growth Portfolio (PGP) Goals Tables: **

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 (i.e., recognizing that the knowledge we think worthwhile reflects what we value as a society) and constructing (i.e., that learning involves unique and active knowledge construction processes by learners, supported by teachers.) Yes this was their first exposure to the saw || I took each student through a personal one on one session in the grade ten class so each were able to use the saw || It can also be a concern though since some students put in major effort and are disappointed in the results ||
 * Goal 1: Support broad areas of student growth by providing varied and **
 * constructive learning opportunities **
 * **Goal 1 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 1.1 Ensures the participation and success of all students. || Using the radial arm saw. Would this be their first exposure to this particular tool?(9/19) TY
 * 1.2 Uses a variety of ways to identify and build on student academic, physical, spiritual and social strengths. || Paired a few students together || Both students gained socially since they now are becoming friends and one was much stronger at wood working then the other . Good strategy that multiple benefits for all concerned! (9/19) ||
 * 1.3 Uses constructivist principles to guide student learning. || Working from small projects up || We work through safety and make a safety push stick to begin with so we learn some machines and now have a personal safety device ||
 * 1.4 Analyzes the classroom environment and makes adjustments to enhance social relationships and student motivation/engagement. || Grouping students || It is easy to tell which students grouped together will have 0 productivity which means we split them up ||
 * 1.5 Provides opportunities for students to demonstrate their understandings in multiple ways. || we quiz, ask questions, and most importantly do our demonstrations and have students demo || That is the greatest thing about wood shop you learn very fast if a students has learned anything because the hands on portion is impossible to fake or hide behind. Excellent point--often the case in the Prac & Applied Arts that feedback is rather quick and clear! (9/19)

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. Interesting point, I can say with certainy that teachers are changed by our students. I was amazed how much I have changed in the short time I have been at the school. || 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: Affirm dignity and respect for individuals (students, families, colleagues) **
 * **Goal 2 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 2.1 Creates and maintains a learning environment that encourages and supports the growth and potential of the whole student. |||| So far made connections in the classroom, at the fitness club and on the football field || These high school students are changing every day and the student you know in the classroom will not be the same in different situations. It's nice to know the students on many levels. Do you think that goes for the teachers too? (9/19)
 * 2.2 Provides learning opportunities that recognizes and fosters each pupil’s sense of self worth and dignity while demonstrating caring, compassion, trust and empathy. |||| Worked alot with one student || I have a very shy student that is lacking confidence but when you work with this student individually they begin to open up and do well. No student wants to do poorly but it difficult in the shop since students become afraid and hesitant at times. ||
 * 2.3 Develops knowledge and understanding of students’ distinct cultural, ethnic and language background and applies it to anti-oppressive teaching practices. |||| We had a talk specific to the grade nines about diversity and importance of accepting people for who they are || It was obvious how much the students appreciated the talk we had. Be great to give examples of this. (9/19) We asked students where they came from and showed how different everyone was but it didnt matter because we are one class now and we look after one another. The clearest example of this is a high number of grade 9s from all backgrounds hang out in our shop because they feel its a safe place. ||
 * Goal 3: Strive to support social justice and ecological responsibility **
 * Goal 3: Strive to support social justice and ecological responsibility **
 * **Goal 3 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 3.1 Promotes and engages in the improvement of social and environmental conditions. || Discussed and looked at the effects harvesting wood from forests for their use || This was interesting discussion with students. They generally care about the enviroment and want to change the way they waste wood ||
 * 3.2 Identifies and ameliorates ways in which socio-economic status affects children, learning and community. || Minimum/no charge fitness club || Many of the programs we offer through the fitness club is to help students live a healthy active life. We want to provide multiple experiences for them and since we feel social class, race, ability, or sex should all benefit from it we accept everyone with minimum fees ||
 * 3.3 Demonstrates, shares, and assists students in developing critical insights into current issues. || Talking about the enviroment || Alot of students are actually very interested in global warming and are strongly opinonated. I was able to provide the opportunity for them to learn from one another and express their feelings ||
 * 3.4 Empowers students by assisting in development of understandings of democratic action. || Talked to students about the upcoming election || Although these students are unable to vote we discussed the importance of getting involved and being apart of society. I hope i can help alter their view of thinking they dont make a difference. ||
 * 3.5 Develops in self and others understanding of exceptionality and inclusive education. || A student that excells in the class helping an exceptional student || It was amazing to see one of my stronger students help out my exceptional student who has struggled with the staying on task and completing projects. ||
 * 3.6 Develops in self and others understanding of anti-racist and anti-oppressive approaches to education. || Brought up issues to the whole class about specific issues || A big issue with students is they call everything gay or fag. I find it important to address those issues and make sure they understand why they should not be sayin that ||

** 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… ** |||| **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 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). ||||  ||   ||
 * 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. ||||  ||   ||
 * 4.3 Combines practical and theoretical knowledge with broader life learning to refine a philosophy of education. |||| We take time out of every class to deal with issues outside the classroom || It is nice to step away form curriculum for a couple of minutes every class to deal with students issues and make sure they understand or reflect on it. ||
 * 4.4 Is sensitive to and engages the unique strengths and learning styles of all students. || Student afraid of saws |||| I have a student who is a much stronger academic then wood worker and is afraid of the saws. But i make sure to help her with the saw and let her sand because she is very good at that part and is very proud of it. ||
 * 4.5 Identifies, defines, and attempts to conduct all dealings and to resolve problems cooperatively with those involved. || The cliques |||| This has become an issue with a few of the classes. Specifically the grade 9 classes. There is a few groups of girls that can be clique and mean but we have partnered up students with them and brought other people into there work/conversations to make everyone feel comfortable. ||

// By this we mean: // The program will strive to prepare educator-leaders who engage in relationships that build learning communities and community through learning
 * Goal 5: Create a positive community in the classroom and school **
 * Related Program Goal: Build **** Communities **
 * **Goal5 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 5.1 Builds classroom connections with local, national, and global communities ||  ||   ||
 * 5.2. Builds inclusive communities across lines of difference (e.g., ethnicity, ability, class, race, gender and family structure) and promotes open communication. || working with one of the football players || I was amazed to find out how many students have divorced families. I have talked and helped out many students but specifically this one footall player of mine who is havin issues so we have had meetings with the mom and made sure he fits in. ||
 * 5.3 Works with colleagues in mutually supportive ways and develops effective professional relationships with members of the educational community. || Me and another teacher met regarding a student || A teacher and I met to deal with an issue with the student and having another professional to deal with a students attitude. ||

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: **** Build instructional competence and strong teacher identity **
 * **Goal 6 Outcomes:** ** The Teacher Candidate… ** || **Indicators/ Evidence** || **Analysis/ Interpretation** ||
 * 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. || Grade 12 projects || In our class of grade 12s the students take on some remarkable projects and we base the class on problem solving and dealing with the most difficult part of the curriculum. I find it a fun but difficult challenge every day ||
 * 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. || variety every day || The best thing i have learned is students need variety in their classes. I like to do some very structured classes then some problem solving ones the students get to work on alone. ||
 * 6.3 Incorporates First Nations, Inuit and Métis content and perspectives across all teaching areas. || Used Aboriginal content in my unit || I like connecting aboriginal content to my classes since the material we use is a land based resource they over lap so well ||
 * 6.4 Plans and develops engaging and authentic lessons that demonstrate knowledge and confidence in subject matter. || Short demonstrations || What i really enjoy about wood shop is there is a short instructive period that is long enough to get he point across and short enough to not lose their attention. ||
 * 6.5 Incorporates available technology in pedagogically appropriate ways. ||  ||   ||
 * 6.6 Establishes a classroom environment that supports learning and develops responsible learners. || Wood shop responsibility || The interesting thing about wood shop is it demands students to take responsibility for their own actions. They learn very fast that they control the outcome of their project and safety. ||
 * 6.7 Carries out professional responsibilities for student assessment and evaluation. || Safe use of machines || After every use of the machine we break down their preformance and if necessary we redo with more help and break it down ||
 * 6.8 Demonstrates capacity to take risks and make mistakes as part of professional growth and accepts constructive criticism in cooperative manner. || Lesson break downs || I have recieved very helpful criticism on my lessons from my coop and have grown from it. I also found the best break down was from my students. after a lesson if most of my students need lots of help and dont know what to do then i need to correct or change my lesson. ||
 * 6.9 Reflects upon the goals and experience of professional practice, adapts teaching accordingly and demonstrates professionalism at all times. ||  ||   ||