POST-PLACEMENT LEARNING PLAN – Year One

Rupinder Kaur Grewal

Name: _______________________________________________________ 0878190
Student #:__________________

Matt Roy
Faculty Advisor: _______________________________________________

1. Refer to Appendix A to review the criteria on which you are being assessed. On that Appendix, check off the appropriate box according to
your own self-perceptions.

2. a) Reread your AT’s feedback, including emails, notes, letter of concern and evaluation reports. Using your ATs comments as a guide,
complete the table below in detail, listing strengths/areas for further development, regardless of whether you agree or not.

b) Once you have completed the table to reflect your AT’s comments, revisit the table below. Using a different colour, highlight the
Strengths/Areas for Further Development with which you agree. Reflect upon/add additional Strengths/Areas for Further Development
according to your own self-assessment of your teaching abilities. Give thought to the criteria you checked off in Appendix A.

My Strengths Areas for Further Development

*-Strong work ethic and excellent model of a life-long learner
-Very approachable; calm and respectful climate between herself and
students
*-Handwriting on board is clear and legible
-Pacing is good (not too fast/not too slow); Clear instructions are given
-Arranges herself strategically to monitor students picking up materials
-Uses key terms frequently (reinforces student learning)
*-Uses technology effortlessly: Annotate over PowerPoints and use
digital portfolios (Seesaw)
*-Not tethered to the front of the classroom (comfortable with teaching
from all areas of the room)
-Control lab situation well; Helped students when they need help and
made sure they were doing it correctly
*-Explain sequencing of previous lessons and how they tie together
with the current lesson (to scaffold student learning)
*-Puts a lot of effort into lesson planning - Utilizes manipulatives,
whiteboards, Seesaw, Letter cards (giving opportunities for students to
show her their learning)
*-Improve voice projection and use proximity more (Get closer
to the class - easier to be responsive to off-task behaviour
which ensures that issues don’t arise in the first place)
*-Integrate more analogies and demonstrations (hands on
activities for students)
*-When giving instructions, make sure you have all their
attention before you start giving instructions -> Have to set the
tone for everyone (Don’t go forward until you have everyone’s
attention) - Waiting for 100% quiet works!
*-Observe students, take notes/anecdotes and move forward in
the lesson accordingly —> Observe and think as you are
teaching (take mental notes; proficiency will develop overtime)
*-Get to know students more; Ask more about their
experiences and let them know more about yours
*-Work on learning goals and success criteria - Develop
proficiency with assessment techniques (incorporating
assessment schemes that are centred around success criteria)
*-Go more in-depth with discussions (especially for IB’s)

Note: I had trouble highlighting (digitally) with a different colour, so I put asterisks (*) beside ones that I agree with.
 Prioritize your goals for next placement. Is there an underlying factor (“push factor”) that would
enhance your performance overall (i.e. better organization?)
3. How will you further develop your teaching skills? Focusing on your Areas for Further Development, as well as your Strengths, design your
PPLP. This PPLP should include specific goals, strategies for achieving your goals, and the supports you need for achieving your goals.
What is your ‘push’ factor? What knowledge/skills do you need to acquire to make you more effective as a classroom teacher? This PPLP
is to be submitted to your FA and you are required to meet with your FA to discuss your plan.

Goals for Next Placement
Improve voice projection and make sure
I have every students’ attention before I
start giving instructions -> Set the tone
for everyone (Don’t go forward until I
have everyone’s attention)
Steps I will take to achieve each goal Specific Resources / Supports Timeline
-When rehearsing lessons in classes, practice projecting voice more; -Read articles/watch videos on improving Develop skill
Ask class if it is loud enough for the person in the back to hear voice projection & what strategies work for as you go;
-Come up with strategies that will remind me to wait for 100% quiet getting student attention. Specific resource: but take the
effort to tell
-Find alternative ways to get student attention (Research ways that https://www.edutopia.org/groups/
are easy and effective - “Eyes and ears on me”, Harmonica, etc. & classroom-management/737576 AT that I am
implement them next placement - experiment; see which one works. working on it.

Become comfortable with having
more in-depth discussions with the
class
-> Get to know students more
-> Ask more about their experiences
and let them know more about mine
Develop proficiency in (and get
more comfortable/familiar with)
assessment techniques
—Don’t be afraid to take risks with
instruction and assessment
Better overall organization
-Keep day binder more organized
-Keep lesson materials categorized
(Both hardcopy and digitally)
Talk to teachers/TC’s about my initial fear I had about being unable to connect
with students & how it was not as bad as I thought it would have been. Ask them
Resources: Have a list of
how they get to know their students better -> What strategies/techniques I could Edutopia, Pinterest, Cult of Pedagogy strategies
Specific resource example: https:// before
use in the first week of placement to get to know students better and faster.
www.teachthought.com/pedagogy/the- observation
-> For discussions, try connecting things to the real-world more (go beyond the
days
textbook - Plan lessons ahead more when possible) first-6-weeks-strategies-for-getting-to-
(Jan 30) and
-For lessons already completed, add additional notes about potential discussion know-your-students/ add as you go.
topics in relation to that topic
-Get a better understanding of what the differences are between: Have notes
Resources:
a) Assessment as, of, and for learning completed
Growing Success document, and look for
b) Formative and Summative assessments before going
websites and articles on assessment
-To develop assessment schemes: understand and practice how to into
placement
write success criteria & learning goals (Fill out the LG/SC chart that
Jason gave me for Gr 9 Science) & note down specific techniques
Supports: Matt & EDUC 4350, Lori Ruberto block (March
(Fac. Liaison), Jason Pilot (AT), other TC’s 25)
I will implement more next placement
-Discuss with other TC’s what worked best for them in terms of Resources/Supports: Have binder
organization (and keeping track of everything) organized
-Have a look at other teacher’s binders
-Organize previous day binder from last placement to see what before going
(at least two different ones)
best kind of organization will work for me into
-Have a look at other TC’s binders (if placement
-Put all of the lessons I have already done on a separate USB (So I they are willing to) block (March
have a digital record of my lessons safely stored
25)
-Make folders and keep everything organized on laptop
 I have read the Practicum Guide https://www.lakeheadu.ca/education-practicum and reviewed my Teacher Candidate Agreement and am
aware of my responsibilities during placement.

I am aware that an INC or FAIL in any mandatory course may prevent me from entering into my next placement as scheduled.

• I am aware that I may be required to remain in Thunder Bay/Orillia (home campus) for subsequent and/or Year 2 placement(s), under the
direct supervision of my faculty advisor, if I incur difficulties in Year 1.
• If I incur 5 or more ‘Needs Further Development’, any At Risk, or any combination of these descriptors on the Placement 2 summative
report I will be required to complete Placement 3 in close proximity to the host campus to permit easier access to the FA during the
subsequent placement.
If I incur difficulties/fail my placement, I will be placed “on review” and must enroll in EDUC 0498: Enhancing the Practicum that takes
place in the Fall Semester.

If I incur difficulties/fail my placement, entrance into my next placement will be contingent upon enacting my PPLP and passing EDUC
0498.

Failure of two placements constitutes program failure. Normally a TC is not allowed to re-apply to the 2-Year Professional Program.

I must share my PPLP with the AT(s) responsible for my next placement.

Signature: ______________________________________________________________ Date:

January 21, 2019
_________________________
Teacher Candidate

Signature: ______________________________________________________________ Date: _________________________ AND/OR

Faculty Advisor

Signature: ______________________________________________________________ Date: _________________________

Professional Experiences Coordinator

Personal information on this form is collected under the authority of section 14 of the Lakehead University Act and will be used to support development of teaching practice of
the student named herein. The information will be kept secure and confidential at all times and will be disclosed only to Lakehead University personnel and agents, such as
the associate teacher assigned to the student’s placement, who need the information to support the said development. Any questions on this collection should be directed to:
Chair, Undergraduate Studies, Faculty of Education, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario P7B 5E1. Telephone: 807-343-8520.
 Two‐Year Program Evaluation Criteria ‐ YEAR ONE 

1. Professionalism YES NO SOMETIMES

Demonstrates:
➢ flexibility
➢ dependability
➢ reflexive practice:
o arrives early
o meets with AT to debrief
o analyzes/improves practice
➢ judgment
➢ care, trust, respect, integrity

2. Positive Learning Environment YES NO SOMETIMES

Creates positive, inclusive, safe learning environment:
➢ respectful, non-threatening, engaging, stimulating, challenging
➢ uses safe practices and routines
➢ embraces learner-centred learning
➢ celebrates individuality and diversity
➢ builds rapport with learners
➢ models initiative/enthusiasm
➢ uses effective proactive strategies

3. Teaching Practice YES NO SOMETIMES

Demonstrates knowledge of:
➢ child development/educational theory
➢ curriculum guidelines, expectations and big ideas
➢ subject matter
Demonstrates proficiency in reading/writing/listening/speaking English/language of
instruction
Accesses up-to-date, accurate resources
Develops engaging learning activities
Submits lesson plans to AT minimum 24 hours in advance
Communicates clear, achievable expectations
Scaffolds learning
Engages learners in learning process
Sets clear learning goals/success criteria (not applicable to placement one)
Differentiates instruction (not applicable to placement one)
Integrates technology (not applicable to placement one)

4. Assessment/Evaluation YES NO SOMETIMES

Practices assessment for/as/of learning
Provides specific, meaningful, timely feedback to learners
Maintains organized assessment records