Date PGP Target Context

Example:

1.3 a commitment to
social justice and the Other In-Class
capacity to nurture an Instruction (Small
27 Sep 2017 inclusive and equitable group, one-on-
environment for the one, co-
empowerment of all teaching etc.)
learners; and

1.1 - the ability to maintain

Other In-Class
respectful, mutually
Instruction (Small
supportive and equitable
31 Oct 2017 group, one-on-
professional relationships
one, co-
with learners, colleagues,
teaching etc.)
families and communities;

1.2 ethical behaviour Other In-Class

and the ability to work in Instruction (Small
26 Sep 2017 a collaborative manner group, one-on-
for the good of all one, co-
learners teaching etc.)

2.1 knowledge of Other In-Class

Canadian History, Instruction (Small
21 Nov 2017 especially in reference to group, one-on-
Saskatchewan and one, co-
Western Canada; teaching etc.)
 Other In-Class
Instruction (Small
2.2 proficiency in the
03 Oct 2017 group, one-on-
Language of Instruction
one, co-
teaching etc.)

2.3 knowledge of First

Other In-Class
Nations, Metis and Inuit
Instruction (Small
Culture and History (e.g.,
31 Oct 2017 group, one-on-
Treaties, Residential
one, co-
School, Scrip, and
teaching etc.)
Worldview);

2.4 ability to use

Teacher
technologies readily,
26 Sep 2017 candidate
strategically and
experience
appropriately

2.5 knowledge of a
Other In-Class
number of subjects taught
Instruction (Small
in Saskatchewan schools
17 Oct 2017 group, one-on-
(disciplinary/
one, co-
interdisciplinary
teaching etc.)
knowledge)
 2.6 ability to strive
18 Oct 2017 Formal Lesson
for/pursue new knowledge

Other In-Class
1.4 a commitment to
Instruction (Small
service and the capacity
01 Nov 2017 group, one-on-
to be reflective, lifelong
one, co-
learners and inquirers.
teaching etc.)

3.2 the ability to use a

wide variety of responsive
instructional strategies and
Other In-Class
methodologies to
Instruction (Small
accommodate learning
feb. 7, 2018 group, one-on-
styles of individual learners
one, co-
and support their growth
teaching etc.)
as social, intellectual,
physical and spiritual
beings.

4.2 the ability to

incorporate First Nations,
Metis, and Inuit
march. 5, 2018 Formal Lesson
knowledge, content and
perspective into all
teaching areas

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 Professional
march. 5, 2018
lessons, units of study and Development
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 areas
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
Evidence (250 Character
Max.)

from my journal

from my journal

from my journal

from my journal
from my journal

from my journal

from my journal

from my journal
 from my lesson plan

from my journal
Summary of Teacher Feedback (1000 Character Max.)

I spoke to another teacher candidate about this and she informed me that
she has also encountered troubled students in some of her classes as well.
We talked about whether it was appropriate to offer extra help outside of
class time to sit and work with students like this. We agreed that if given the
time, it would be benificial for this student to have some extra one-on-one
attention, not necessarily by one of us but by a tutor or teacher willing to
donate their time.

N/A

There were 2 teachers in this class so they had one teacher take me to the
classroom beside and help any students who needed extra one-on-one
help. After class, I talked to the teacher about the students and she told me
one of the ones I worked with was a smart girl who knew what she was
doing, but liked to have reassurance after every question to make sure she
was on the right track. There was another boy who had missed 3 days of
class prior so he was completely lost in the lesson, and I talked to the
teacher about how beneficial the one-on-one help is to students like these.

Before the video was shown the teacher told the students it was important
that they put their phones away because it was disrespectful to use them
during the showing of this video. He also gave the students the option to
leave and work on another assignment if they wished. i was amazed at how
well behaved and engaged each student was with the film.
I spoke to the teacher afterwards and she told me how she has had
students in the past who have gotten chemical burns and other injuries from
not handling things correctly and she explained to me how important it was
to be clear and descriptive about each of the safety precautions for the
students. she also made mention of her zero tolerance for roughousing and
fowl play in the classroom when there are experiments set up around the
classroom. if she sees students partaking in these she will immediately send
them out of the room and they do not get to participate in these
experiments.

The girl I was working with was was working on a group project with another
girl, but the other girl did the whole project on her own leaving this girl to do
hers alone as well. She is not overly great at school, but she is a brilliant
young girl. I had the chance to work one on one with her, asking her
questions and recording what she was telling me. When we got onto the
topic of First Nation tribes, she was very excited. She had so much
knowledge and understanding of them, it was amazing to listen to her
speak with me.

I have never seen this strategy or device before, but i like the idea of it and
hope i will have the opportunity to have one of these in my classrooms in
the future.

I enjoy working in a wide variety of disciplines within this school because it

gives me the chance to see how different groups of students act in different
settings. For example, the group of all girls band students that I assist with in
gym class are of a much different mentality than the mixed group of
struggling science students that i work with immediately after. i cant decide
what i like teaching the best because there are positives and negatives in
each different setting. when i asked my partner teacher what she enjoyed
most, she told me she feels the same way i do it just depends on the day.
when talking with my teacher, she told me it was good to find new facts
and fun things to include in the lesson but that it is important that doesn’t
take away or add too much information that the main ideas and topics get
overlooked.

my teacher told me it is really important to give real life examples to keep

students engaged in what they are learning throughout the class. It makes it
easier for students to retain the information and be excited to learn when
they can actually pertain it to everyday life.

My coop teacher told me that when he first brought in manipulatives,

students success rate went up an astonishing amount. They were able to
better understand what they were doing and it gave them something they
could physically move which helped keep them focused and
concentrated. When teaching this he made them also draw out what they
saw from each direction so that they would be able to keep track of how
many pieces they were counting. I think this is a really good tool that I could
bring into my class in the future.

n/a
Analysis/Next Steps/Plan for Growth (1000 Plan for Growth
Character Max.) Revisited

today I worked with a student who clearly came from a rough

childhood. He didn’t seem to care much about school and he
was not trying in any of his classes. He skips a lot of school, and
comes to class late which could be due to the fact that he is
living with a friend and cant alway afford gas or a ride to get to
school. I was helping him with his math homework and he was
Still in progress
clearly uninterested and unmotivated. My goal for the semester
is to push him to try harder and succeed in math this year. I hope
to see improvements in his learning and attitude towards school
as a whole. He is a clear example of a kid who came from a
broken home life but i believe he desereves every chance to
succeed.
in two of the classes I was in, the teachers gave the kids a free
period and just watched The Simpsons for the class. As I was
watching, I felt extremely uncomfortable watching that type of
content around grade 9 students. Many of the scenes contained
Still in progress
racist, inappropriate, or sexual content and I did not feel it was
appropriate to show students in a school setting. This is not
something I would ever allow to happen in a school, but I didn’t
address this concern to the teacher because I felt I would not be
With the student who needed reassurance while she did her
work, I was there to help her with that to give her the confidence
she needed to continue with her success. I can relate to this
because this was the kind of student I was. I knew what I was
doing, but every step along the way i liked to have the extra
Still in progress
confidence telling me i was doing it right. for the student who
was really struggling, it was eye opening to me to see how far
behind and lost a student could be from missing school. He was
unable to answer some of the most basic questions in the unit
and really needed that extra help.

in the native studies class I sat in on, we watched a documentary

about residential schools in Canada. One woman who was
interviewed described her experience in the residential school.
When she got there they cut her hair, spoke a new language to
her, and "stripped her of her identity", she felt as though they
Still in progress
were dehumanizing her, and she was onl 5 years old. there was a
man named Glen, who resided in a saskatchewan residential
school. His name at the school was 118. When he reused to
speak English, he got taken to the front of the class and was hit
repeatedly with a ruler.
when listening to the teacher speak to the students, I noticed
how strict she was when discussing safety precautions for each
Still in progress
of these experiments. I think it was the only time the full class was
actually listening and giving their full undivided attention to her.

Today in resource, I worked with a girl who was learning about

First Nations and their government roles. She lectured to me that
women were responsible for the house hold duties such as
tanning hides and prepping food while the men are out hunting
and participating in rituals. She told me that they are very
Still in progress
patriarchal in their culture. She also explained that all the tribes
lived seperately and had a chief whom they followed. They did
not want to combine and form one huge tribe because they
were content living seperately as they had different practices
and beliefs within each tribe.

In the math class I was put in today the teacher used a projector
camera that projected the image of her doing the test questions
on the table in front of her rather than her having to write them
Still in progress
out on the white board. I thought this was neat and efficient
because it did not take long to set up and it saved her the time
of writing out the questions on the board.

I am teaching in a physical education class, a math class, two

science classes, and a resource class where students come with
all subjects to seek help with any questions they have. I have Still in progress
learned a lot about the grade 9 science and math cirricumlums
along with the physical education guidelines.
when writing out my lesson plan to teach the students, I had to
research fun facts and ideas that I could inckude in order to
Still in progress
make the lecture more interesting to a group of grade 9
students.

I was in a grade 12 biology class where they were learning about

DNA and the teacher was incredibly good at explaining each
concept. He used videos and pictures in his teachings to make
things easier to understand and he related them to everyday life
examples. I could also tell he was very passionate about what he
was teaching which made it even easier to listen and learn
Still in progress
about what he was explaining. The last part of the class, the
students were given a work period where he walked around and
helped them with their questions. He never gave them the direct
answers, instead he would ask them other questions and give
them examples to try and allow them to problem solve and
figure it out.

In the math class I was in, the teacher taught a lecture about
surface area of different shapes. He gave the students cube
manipulatives to work with so they could be hands-on and gain
a deeper understanding of the topic.

I incorporated First Nation/Metis views in a lesson in my unit plan.

To conclude the lesson, our class will have a discussion that will
describe First Nations and Métis views on the nature and Still in progress
structure of matter. We will then watch a short YouTube video
that further explains their beliefs.
my unit plan that I developed for the science 9 atoms and
elements cirriculum demonstrates my understanding of
Saskatchewan curriculum and the curriculum outcomes as
outlined by the Saskatchewan Ministry of Education
Date Achieved

18 Oct 2017

01 Nov 2017

18 Oct 2017
18 Oct 2017

18 Oct 2017

18 Oct 2017
18 Oct 2017

29 Nov 2017

29 Nov 2017