Date PGP Target Context

Example:

1.4 a commitment to
service and the capacity to Professional
15 Aug 2016
be reflective, lifelong Development
learners and inquirers.

Other In-Class
2.4 ability to use technologies
Instruction (Small
03 Oct 2017 readily, strategically and
group, one-on-one,
appropriately
co-teaching etc.)
 2.5 knowledge of a number of
subjects taught in
Professional
04 Oct 2017 Saskatchewan schools
Development
(disciplinary/interdisciplinary
knowledge); and

1.4 a commitment to service

and the capacity to be Professional
11 Oct 2017
reflective, lifelong learners Development
and inquirers.

2.3 knowledge of First

Other In-Class
Nations, Metis and Inuit
Instruction (Small
25 Oct 2017 Culture and History (e.g.,
group, one-on-one,
Treaties, Residential School,
co-teaching etc.)
Scrip, and Worldview);
 1.1 - the ability to maintain
respectful, mutually
supportive and equitable Professional
23 Nov 2017
professional relationships with Coversation
learners, colleagues, families
and communities;

1.2 ethical behaviour and the

ability to work in a
31 Oct 2017 Formal Lesson
collaborative manner for the
good of all learners;

1.3 a commitment to social

justice and the capacity to
nurture an inclusive and
08 Nov 2017 Extra-Curricular
equitable environment for the
empowerment of all learners;
and
 2.1 knowledge of Canadian
History, especially in
29 Nov 2017 Extra-Curricular
reference to Saskatchewan
and Western Canada;

2.2 proficiency in the

01 Nov 2017 Formal Lesson
Language of Instruction;

2.6 ability to strive for/pursue Professional

21 Sep 2017
new knowledge Development
 2.3 knowledge of First
Nations, Metis and Inuit
Orientation/Semina
09 Jan 2018 Culture and History (e.g.,
r
Treaties, Residential School,
Scrip, and Worldview);

2.4 ability to use technologies

07 Mar 2018 readily, strategically and Formal Lesson
appropriately

2.6 ability to strive for/pursue Professional

27 Feb 2018
new knowledge Coversation

3.1 the ability to utilize

meaningful, equitable and
07 Mar 2018 holistic approaches to Formal Lesson
assessment and evaluation;
and

1.2 ethical behaviour and the

ability to work in a Professional
27 Feb 2018
collaborative manner for the Coversation
good of all learners;
 2.3 knowledge of First
Nations, Metis and Inuit
Professional
13 Mar 2018 Culture and History (e.g.,
Coversation
Treaties, Residential School,
Scrip, and Worldview);

3.2 the ability to use a wide

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

2.1 knowledge of Canadian

History, especially in Professional
20 Mar 2018
reference to Saskatchewan Coversation
and Western Canada;

2.2 proficiency in the Professional

13 Mar 2018
Language of Instruction; Coversation

1.4 a commitment to service

and the capacity to be Professional
20 Mar 2018
reflective, lifelong learners Coversation
and inquirers.
 1.1 - the ability to maintain
respectful, mutually
supportive and equitable Professional
21 Mar 2018
professional relationships with Coversation
learners, colleagues, families
and communities;

2.6 ability to strive for/pursue Professional

20 Mar 2018
new knowledge Coversation

2.5 knowledge of a number of

subjects taught in
Professional
30 Jan 2018 Saskatchewan schools
Development
(disciplinary/interdisciplinary
knowledge); and

4.1 knowledge of
Saskatchewan curriculum and
policy documents and applies
this understanding to plan
21 Mar 2018 lessons, units of study and Formal Lesson
year plans using curriculum
outcomes as outlined by the
Saskatchewan Ministry of
Education;

1.3 a commitment to social

justice and the capacity to Other In-Class
nurture an inclusive and Instruction (Small
14 Mar 2018
equitable environment for the group, one-on-one,
empowerment of all learners; co-teaching etc.)
and
Evidence (250 Character
Max.)

Attended a professional development

inservice focused on assessment and
evaluation.

Helped students understand how to use

technology to solve mathematics problems
Observed the classrooms of multiple
teachers to get the opportunity to work
with different students and subject
material

Obtained the book "On the Mark" by

Thomas R. Guskey for my co-operating
teacher

Assisted an EAL in Native Studies to

solidify knowledge of materials of
Residential Schools by understanding the
terminology
Conversation held with other student
teachers and one of the students

Presented a collaborative lesson with my

fellow student teachers using lesson plan
Target Heart Rate Zones

Held a Potluck in the EAL classroom to

allow students to share their culture with
their peers and teachers
Attended The Festival of Trees at the
Western Development Museum with the
EAL class at Royal West

Formal Lesson: Target Heart Rates

Understanding the School and Educational

Community Professional Development
Seminar
OTC Training Certificate

Modelling Polynomials Lesson

Journal

Modelling Polynomials Quiz

Modelling Polynomials Lesson/Emails with

Co-op Teacher
Native Studies 20 Class

Math 9- Adding Polynomials Lesson

History 30 Class

Teacher Feedback from lessons

Staff room discussion

Classroom Discussion

Classroom Discussion

Classroom Observation

Permutations and Combinations Unit Plan

Applying the Sine Law Lesson Plan

Summary of Teacher Feedback (1000 Character Max.)

In conversations with my cooperating teach in the spring, she described

the importance on effective assessment and evaluation practices. She also
told me that this is an area of focus for the school division and encouraged
me to learn as much as I can in this area. When I emailed her to tell that I
attended this inservice, she was quite impressed that I took her advice to
heart. She asked me about what I had learned and challenged me to
incorporate this learning in my practice.

In discussing with my co-operating teacher, he mentioned how it is important to give

students extra tools to help them understand the material. Since I am in an adult
school, he discussed how utilizing online websites can help to elaborate on textbook
material since there is no concrete lesson at the beginning of each class. Especially
for mathematics, online sources such as investment calculators, and graphing
calculators can help the student understand the material in different ways. As well, in
conversation with another teacher at my school, she encouraged me to use my
phone/internet to look up ways to explain concepts to show the students that they
are able to use this method as well.
In a conversation I had with my co-opperating teacher, he talked about the
atmosphere at Royal West, and how every classroom is different and every teacher
has a different style. Since there is the chance of having multiple subjects being
worked on in one classroom, I have been able to work outside of my subject areas
and help with different subjects. He suggested wandering around to different
classrooms to experience how other teachers give instructions and help the students
work through the problems they have. This also allowed me to see a variety of
subjects and have the chance to work with students if they had a question about
their class. He also recommended taking part in the EAL classroom in the morning to
see a different program from what I likely will be teaching and how there are many
methods that can be used in teaching.

Co-operating teacher provided me with the book "On Your Mark" by Thomas R.
Guskey. This book is meant to challenge the traditional way of grading and report
cards. With my co-op teacher we talked about how many teachers are turning to a 4-
point rubric grading system to allow a greater accuracy if many different teachers
were to grade the same assignment, but he also mentioned how this many difficult
to implement in the subject of math.

Co-operating teachers gave me the opportunity to work one-on-one with an EAL

student to help explain to her some concepts of FNIM history such as Residential
Schools and Treaties. We discussed that just because my main teaching area is in
math, I should be involved with other courses and gain a greater understand in these
courses. At Royal West, there is a population of around 45% Indigenous students, so
the teachers push for all students to understand Indigenous history, and develop an
understanding of their past. Inclusion is a very important aspect at the school, so
they have funded a culture room for students to go to where they can focus back in
on their studies.
The atmosphere at Royal West campus is much different than a usual high school. In
a conversation held with a student, she stated that it is nice that the student
teachers maintain respectful relationship with each other and our co-operating
teacher, and that we all work well with the students. She also pointed out that if one
of us student teachers are helping a student with a question and we don't know have
the answer for them, or need to have it explained a different way another student
teacher is willing to help out for the good of the student's learning.

It is beneficial as a new teacher to have the support of other student teachers and
co-operating teachers. As a group, we discussed doing a lesson together to provide
the information to the students as it was out of our subjects areas. Being able to
teach together allows the opportunity to support each other during the lesson rather
than having to interupt or have someone interupt during the lesson to elaborate on
some of the information. As we were teaching an EAL class, teaching collaboratively
gave a greater opportunity to explain certain words to the students in different ways.
We also had a conversation about how when working collaboratively each of us is
more easily able to see what is and isn't working in the lesson and we can critque
how it went together.

In a discussion held with one of my co-operating teachers in the EAL classroom at

Royal West, we talked about the importance of inclusion and how EAL students are
usually very excited to share about their culture and experience other cultures. We
held a potluck to show that culture is important and being able to take part in other
peoples culture helps each individual to become learn more about others and
appreciate where they are from. During this discussion, my co-op teacher talked
about how excited one of the students was to bring food from his culture that he had
made and that before at his past school they would have potlucks but he didn't feel
that he could participate in them. She expressed how inclusion can change a
students behaviour in the classroom, and make them feel like they belong there in a
safe environment.
In discussion with the EAL teacher at our school, she discussed the importance of
providing visuals for the EAL students to understand any topic, as well as how it is
important for them to understand the culture we have in Western Canada. She
mentioned that we would not expect them to celebrate the same way as us, but that
they should experience some of the ways that we celebrate, for example the way we
decorate for Christmas. The Western Development Museum provides the students
with the history of Western Canada by allowing them to see respresentations of
history and read about what is being represented.

In discussion with the EAL teacher at our school, we talked about ways to instruct the
students so that they would understand the lesson. Since most of them have very
minimal English, it is important to use different strands of communication so that
they can understand the lesson. She mentioned by using visual and other description
word relating to certain terms, the students likely will be able to figure out what the
lesson is. As well getting them involved in the lesson is important in expanding their
knowledge of the subject. To solidify this lesson, as a whole we decided to use in in
the workout facility to test what they had learned and see if they knew what was
being asked of them.

This professional development seminar looked at our growth as professionals, and

how our appearance on social media must be appropriate. We discussed how the
way we present ourselves to the world on social media may not be interpreted in the
way we expect it to. As the instructor mentioned, teacher candidates are stepping
into a position of shaping the youth for the future, and we need to represent
ourselves in a way where if a student is able to see our social media websites they
will see us in a professional manner.
This training session helped to prepare teacher candidates for teaching treaties in
the classroom. It provided a back ground into the history of European contact and the
agreements that were made between Aboriginal and European people and how we
can still see how it affected Canada and both groups of people today.

In discussion with my co-operating teacher, we determined that the best way to

introduce polynomials would be through the use of manipulatives and
demonstrations on a virtual manipulative applet. Allowing students the opportunity
to see visuals creates a deeper understanding of the content that they are being
taught. It is important to create differentiation in the lessons to meet the needs of
many types of learners.

Through conversation with fellow teacher candidates we discussed ways to improve

our teaching and talked about what went well during our teaching and what did not
go well. It was interesting to see how we all experienced different flaws throughout
our lessons but we can still learn from each other and keep in mind how we can
improve for future lessons

In discussion with my co-operating teacher, we discussed how a mini-quiz after a

lesson can help to solidify what the student has learned throughout the lesson. It
provides the teacher with an understanding of what the students have learned, and
what might need to be covered in more depth at the beginning of the next class. It is
more helpful to determine what the students know or do not know sooner than right
before the unit exam.

In collaboration with my co-operating teacher, we worked together to create my first

lesson. I created an outline of what I hoped the lesson would look like and she
provided me with feedback on ways to improve my lesson. She steered me in the
right direction, but also left parts that she felt might be out of order so that I could
determine what I felt worked and what could have changed to make the lesson more
clearly
During a conversation with one of my co-operating teachers after having observed
her Native Studies 20 class, we discussed the importance of providing different
perspectives to the students through Native Studies. This class started by focusing
on Worldview and she told the students it was important for them to understand
their own worldview before learning about other worldviews so that they would be
able to compare the similarities and differences.

While discussing with my co-operating teacher the best way to approach this lesson,
she mentioned the idea of creating concrete examples of the material before moving
to more abstract ideas. This class is at a lower learning level and therefore using
manipulatives, such as algebra tiles, allows the students to visualize what is being
taught easier than looking at an equation. Once the students have an understanding
of the concept using manipulatives, they gradually shift to more abstract thinking

My co-operating teacher provided me the opportunity to look through his unit and
lesson plans, as well as assignments, that he has created for the course. We dicussed
the content that is covered in the class, and the approaches that he takes to cover
the outcomes of the course.

During the lessons I have taught, my co-operating teachers takes notes about what
is going well, and what could be improved. After the class is over, we discuss her
feedback and how I can use it for my future lessons. Using this feedback I am able to
improve the delivery of my next lesson to benefit the students in making the
material more clear.

In conversation with a collegue from Bethlehem, we discussed what to look for while
observing in the classroom. She pointed out ideas such as teacher vs. student talk
time, use of technology in the classroom, and how the teacher uses transitions
during the lesson. We talked about the importance of knowing what to look while
observing to get the most out of our experience as teacher candidates
While talking about my evaluation, my co-operating teacher discussed the ways in
which I have been able to hold professional relationships with the students and other
colleagues. She mentioned how I demonstrated respect for others and saw the value
of building those relationships within the school

In conversation with a fellow colleague, she discussed the different types of

programs that exist for learners with higher needs, and how they differ between
public and catholic school divisions. She showed me the types of supports they have
for these students and what their program looks like. She stressed the need to
provide these students with the necessary support to create the best learning
opportunities. We also discussed the importance of providing teachers with training
to provide adequate support for these students

In discussion with the Vice Principal at Bethlehem, it was decided that I would
observe and take part in multiple different classes to see how different courses are
formed from the curriculum. Through the creation of different lessons and unit plans,
I was able to demonstrate my knowledge on these subjects and how my knowledge
can be applied to teaching

Through grading of this unit plan, my professor determined that I had created it
following the guidelines of the curriculum. She showed that I created the unit and
lesson plans in relation to the outcomes and indicators, and as a whole this unit
followed the outcomes set by the Ministry of Education

With my co-operating teacher we discussed how to form inclusivity in mathematics

as it is often viewed as an individual subject. Through my lessons we incorporated
working in pairs and pushed for the participation of all students in the lesson. The
focus was on providing enough time for student talk to get them to engage in the
lesson. Working with partners helped them to solidify their thoughts on the topics
Analysis/Next Steps/Plan for Growth (1000
Character Max.)

During the inservice, the facilitator focused a lot on Authentic

Assessment. I really like the idea that assessment and
evaluation should be real for the students and have an impact
on their lives. I know that I personally am way more enaged in
an assignment when it means something to me, and my
students will be no different. I would like to learn more about
this and talk with my cooperating teacher about ways to do this
in my class.

Technology is becoming more and more involved in classroom learning,

and I think accepting it as a useful tool rather than a distraction can be
very beneficial. Encouraging students to do more research on concepts
that they may be struggling with by using technology helps them to
become independent and grasp the concepts better. In future classes, I
hope to find technologies that I can incorporate into my classroom to
provide a different method of learning and make the lesson more
interesting.
I think as a Teacher Candidate, it is important to see more subject areas
than the two that I have declared. Having this opportunity is helping me
to continue being a lifelong learner. I have participated in helping with
Mathematics, Chemistry, Physics and EAL which has given me the
opportunity to experience a variety of curriculums and use my past
knowledge to formulate responses in other subjects. I hope to continue
expanding my knowledge, and by being involved in different classrooms
if I am able to do so. This will help me with future jobs because I am able
to show that I have had experience with a broader area of subjects and
am willing to try something new.

By being open to new ideas and considering changes that can be made
to traditional teaching methods it helps me to grow as an educator and
continually try to strive for new ways to make the education system
better. Some methods may not work for all subjects, but stepping out of
my comfort zone and trying new methods can be very beneficial to my
learning and hopefully for the students. This book gave me ideas about
why we should be questioning how we grade students assignments to
be overall consistent. In my future experiences teaching, I will consider
what is the best method for marking each assignment and be willing to
adapt new methods.

I think gaining and practicing past knowledge of Indigenous history is

very important. Indigenous people are a main part of Canadian history,
and therefore their stories should not be minimized in comparison to
European perspectives. In my Social Sciences class, we discussed how
there may be opinions that involving FNIM views in Math may be
difficult, but it can be done by using their perspectives of learning as
long as it is done in a appropriate manner. I understand that I may not
have the opportunity to teach FNIM history directly, but I plan to
incorporate them into my classroom to create a sense of inclusion
In the process of becoming a teacher, it is important to ask for help
when needed. It is better to ask for help than to tell the student a wrong
answer. Other teachers who have been in the profession have more
advice and guidance, and usually are willing to share that with new
teachers. Being will to ask for help will help to create a better learning
experience for the students. By asking for assisstance, I can be confident
in what I am sharing with my students, and they will also be able to trust
me in my teaching. Moving forward, I will ask for assisstance if needed
and look for the best ways to maintain supportive professional
relationships with my students. This also relatates to PGP target 1.4: a
commitment to service and the capacity to be reflective, lifelong
learners and inquirers.

There are positive and negative aspects of doing a lesson collaboratively

as individuals have ways of explaining topics differently. In the case of
our lesson, it helped to do our first lesson together to help each other
out and ensure that the student got the most out of the lesson. I believe
it is an important skill to be able to work with peers and co-workers. In
some cases realizing that involving others in a lesson will help the
students to gain a better understanding. As an example, if there is a
need to have a discussion about health and nutrition, it may be more
useful to have a professional in the area to come in and talk to the class
to avoid sharing information taht may not be true. In my classroom, I
plan to bring in other professionals when appropriate to work with them
collaboratively.

It was interesting to see how the students reacted to having a potluck,

and how excited they were to share their food with the class while
experiencing others cultures. From the perspective of a teacher, I feel
that it is important to have days where students are able to express
themselves, and change up the usual way of learning. This idea works in
all classrooms not just in EAL. I hope to incorporate this into my teaching
if I ever am covering a unit on heritage. It would be interesting to see
how students would react to other cultures and would allow them the
chance to step out of their comfort zone to experience something new.
Because culture is so important, it is a excellent way to involve all
students in the classroom while learning about others.
The Western Development Museum is an excellent way for students to
discover new information about the history of Western Canada, and be
able to see life representations of this history. There is much more
information than a teacher would have time to teach to the class at the
Museum. I think that field trips are an excellent way to tie in the
community to the classroom. Some components of the Museum were
more interesting to the students than others, so finding a way to engage
them in all aspects is important. If I was taking my class on this field trip,
I would try to give them some sort of assignment to help them learn and
understand better what they are seeing. With the resources that exist in
Saskatchewan, I believe that as teachers we should utilize these in our
classes. As a math teacher, tying in outside resources is a great way to
change up the class from traditional teaching methods.

I have found teaching in an adult EAL class very challenging, but also
very rewarding. It takes a lot extra instruction to teach the class, and as
the teacher I could not assume that they know anything as they have
very few english words in their vocabulary. With the idea of inclusive
classrooms in modern education, have EAL students among the students
in the classroom is going to become more common; therefore, it is
important to learn techniques on how to teach to all children. Knowing
your students and what they need the teacher to do to help them
succeed is crucial for their learning.

This seminar made me think about my past experiences of my teachers

and how access to social media profiles can could change my view of the
teacher. As a new teacher, I will need to consider what high school
experiences may be out there on social media that may be interpreted in
the wrong way and how that could change opinions of myself from
students, parents, and co-workers. Taking on the role of an educator
does not stop when I leave the school. My actions in public can affect my
image for my students, and I feel that it is important to hold a positive
image in my professional career. My next steps are to ensure that there
is no room for interpretation on social media of my image, as well as to
continue to be concious of what I add to my social media that could
affect my image.
This orientation allowed me to build on my understanding of treaties and
how there is very minimal education being taught about them in the
classroom. I think that moving forward in my teaching career I plan to
incorporate greater amounts of Aboriginal content into my lessons to
help students gain a greater understanding. Treaties are a large part of
history and they need to be included in education to allow students to
understand the world around them and what has made Canada the way
it is.

Using technology during a lesson can help to enhance the learning and
engage students. There are many different ways that technology can be
used to represent different mathematics concepts and provides students
with a different perspective on the topics. I plan to continue using
technology at the appropriate times in my future lessons as a way to
introduce new topics or reinforce what has already been taught.

I think it is important to learn from our peers and to gain insight into
different methods of teaching. Our teaching areas are very diverse, but
we were still able to apply what each other learned through teaching to
our own teaching. Continuing through my professional career, I believe it
is important to collaborate with fellow teachers to determine what
methods have worked for them in the past and what should not be used
for future lessons

Having observed my co-operating teacher give out mini-quizzes and

having created one for my lesson on Polynomials, I see the significance
of the results to determine what the students have learned. This is a
great method for new teachers as it is an easy way to ensure your
message from the lesson was received properly and accurately by the
students. It will be quicker to redo one lesson rather than a whole unit.
Moving forward, I plan to incorporate mini-quizzes into my unit
especially if I am struggling to gauge where the students are at

As a student teacher, it is beneficial to work closely alongside my co-

operating teacher to get advice for the future lessons that I wil have to
create. I learned a lot from her feedback, but it was also helpful to see
what should have been changed as I was teaching my lesson. Working
with fellow math teachers will help me to develop lesson planning skills
that are crucial in presenting my lessons.
It is sometimes difficult to incorporate multiple perspectives into other
subjects, such as Mathematics, without it being tokenist, but I feel that it
is important to develop ways to include these perspectives in all
subjects. During my internship and many years of teaching I will do my
best to include multiple perspectives into my classes to meet the diverse
needs of the students in my class.

For students that have difficulties understanding new concepts, it is

necessary to provide them with multiple methods of solving a problem.
Especially with mathematics, it is easy to implement the use of different
methods that the students can make connections to prior knowledge
with. I will continue to provide a variety instructional methods in my
classes to meet the needs of all learners.

The History 30 course has a lot of content that needs to be covered.

Working with other teachers can help to create the best method of
delivery to accomplish what is necessary. Providing students with
accurate information about the history of our country helps to create
well-informed Canadian citizens and it is also helpful to provide multiple
perspectives on the history of Canada to see all sides of what happened

Having an outside opinion on how my lesson was delivered is useful in

continuing to be a lifelong learner and improving my own teaching to
help my students. Constuctive criticism helps me to become a better
teacher and see what I might have thought went well in a different light.
It is easy to develop one way of teaching, but there are always
improvement, whether large or small, that can be made to become a
better educator. Although there will not always be an extra person in the
classroom to record how my teaching is going, I think it would be
beneficial to occassionally have another co-worker observe my class to
push me to improve.

Observing others can be useful in improving my own teaching. I think it

is important to engage in conversation with others about what to look for
as it is easy to get lost in the lesson and be more of a student. If given
the opportunity to observe teachers in the future, I will have a greater
idea of what to look for and will also be able to provide that teacher with
feedback about what they do in the classroom.
As a teacher, I feel that forming positive relationships with others around
you helps to understand the type of learner or person they are and will
be easier to relate to them. Other colleagues are able to provide
valuable knowledge about the profession of teacher; therefore, building
those relationships are important. In my future schools, my goal is to
build equitable professional relationships with those around me.

Many times students with learning challenges are separated from their
class and taught in an exclusive learning environment that might not
adequately teach them the necessary life skills they need. Finding a
balance of creating inclusivity while teaching them life skills is
important. I plan to take my electives in special education to learning
how to appropriately teach to the needs of these learners, and how to
ensure they are included

As a lifelong learner, I see the value in continually learning about

multiple subjects to be a well-rounded learner. From the perspective of a
teacher candidate, it is valuable to see how different teachers teach
different subjects. With teaching areas in Mathematics and Social
Sciences, I feel that I need to learn different styles and methods of
teaching as these subjects are very diverse in comparison to each other.
I will move forward being open to learning more about different subjects
and expanding my knowledge.

Ensuring that my unit plans and lesson plans are formed based on the
curriculum guide and policy documents demonstrates that the course
out line I am creating follows the specified guidelines set out for
teachers. Gaining an understanding of these documents and how to read
them will help me to create stronger lessons that provide my students
with the required knowledge. I will continue to improve my skillls on
making unit and lesson plans to ensure students are learning the desired
outcomes.

Creating the opportunity for students to work together and share their
ideas helps to keep them focused in class. It also gives them a sense of
inclusivity and allows each student to learn from each other. The
environment of my future classroom will be inviting to all students, and I
will do my best to make sure that every student feels welcome and
included in the classroom.
Plan for Growth
Date Achieved
Revisited

Still in progress 20 Oct 2016

Still in progress 13 Oct 2017

Still in progress 20 Oct 2017

Achieved 17 Oct 2017

Achieved 01 Nov 2017

Achieved 21 Nov 2017

Achieved 01 Nov 2017

Achieved 08 Nov 2017

Achieved 29 Nov 2017

Achieved 31 Oct 2017

Achieved 16 Sep 2017

 Achieved 10 Jan 2018

Achieved 07 Mar 2018

Still in progress 14 Mar 2018

Still in progress 06 Mar 2018

Still in progress 07 Mar 2018

Still in progress 14 Mar 2018

Achieved 13 Mar 2018

Achieved 21 Mar 2018

Still in progress 21 Mar 2018

Achieved 20 Mar 2018

Still in progress 21 Mar 2018

Still in progress 20 Mar 2018

Still in progress 29 Mar 2018

Still in progress 21 Mar 2018

Still in progress 21 Mar 2018

1.1 - the ability to maintain respectful, mutually supportive and
equitable professional relationships with learners, colleagues,
families and communities;

1.2 ethical behaviour and the ability to work in a collaborative

manner for the good of all learners;
1.3 a commitment to social justice and the capacity to nurture an
inclusive and equitable environment for the empowerment of all
learners; and
1.4 a commitment to service and the capacity to be reflective,
lifelong learners and inquirers.

2.1 knowledge of Canadian History, especially in reference to

Saskatchewan and Western Canada;

2.2 proficiency in the Language of Instruction;

2.3 knowledge of First Nations, Metis and Inuit Culture and History
(e.g., Treaties, Residential School, Scrip, and Worldview);
2.4 ability to use technologies readily, strategically and
appropriately

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 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
Formal Lesson Achieved

Other In-Class
Instruction
(Small group,
one-on-one, co-
teaching etc.) Still in progress

Extra-Curricular Not achieved

Professional
Coversation

Professional
Development
Orientation/Se
minar