Professional Growth Plan (PSIII)
Ryan Massini
Goal #1 TQS Strategies (Actions)
Student Input
There are many aspects of the classroom that
can be developed through student input and
preference. Students are a great resource for
planning and developing new projects that
have substance or relevance to their lives.
Upon completion of projects, students should
be encouraged to provide feedback. Did this
assignment help you develop or evolve as an
artist? How could this project have been
changed to better provide you with these
developing skills?
Personal and Peer Reflections
Reflection is one of my most valuable tools.
Consistent self-evaluation will constantly
improve the quality of lessons. Inviting my
TM and principal into the classroom will
To ensure my invite feedback. I value constructive criticism
1- Fostering
lessons have from educators because they can offer a
effective perspective that self-evaluation cannot.
value for my relationships
Real-life experiences
students. -Finding ways to connect course content to
real-life experiences in order to make it more
relevant to students. This can include:
connecting what is being taught to current
trends in post-modern art, studying/
comparing/ contrasting traditional artists to
modern artists, helping students to promote
and display their art online, encourage
students to utilize technology in their fine arts
practice.
Indicators or Measures of
Resources
Success
Problem-Based Learning
Rather than handing students assignments with all the
parameters checked as well as a comprehensive rubric,
Why not present students with the parameters and allow
them to create their assignments? Artists need to
develop through exploration. Dictating the terms of
their projects is stifling to the creative process.
Evaluating the criteria before creating their assignments
encourages the highest levels of cognitive processes.
https://www.queensu.ca/ctl/teaching- I will have been able to…
support/instructional-strategies/problem-based-learning
 Use information provided
from student, peer and
https://cft.vanderbilt.edu/guides-sub-pages/blooms-
curricular assessments to alter
taxonomy/
my instruction to best meet
the skills and abilities of my
students. I will have used the
Fostering student inquiry
feedback to foster a positive
The Critical Thinking Consortium offers extensions for
classroom environment.
professional learning, classroom tools, and innovative
 Evaluate where I can include
research to foster a student-inquiry approach to learning.
The website includes workshops and presentations to
student choice in lessons,
inform teachers, coaching on how to implement critical
material, resources, and
thinking in classrooms, how to access resources and
assessments and follow
through with student input to
involve professional learning activities, and ideas on
produce authentic and
how to support learning for a diversity of learners.
meaningful learning
Artists constantly have to solve problems through
experiences for all my
critical thinking.
students.
https://tc2.ca/
 Gaging quality of student-led
assignments will allow me to
http://www.learnalberta.ca/content/kes/pdf/or_ws_tea_i
evaluate the value of student
nst_02_inqbased.pdf
inquiry.

Goal #2 TQS Strategies (Actions)
Collaboration
-Working with other art teacher(s) to not only
limit the amount of prep time in lesson planning/
organizing materials, but also to compare
techniques, tools and strategies. Considering the
Visual Communications program at MHC can
help me evaluate my own teaching methods and
where I could be improving. Reaching out to
faculty members to act as peer reviews can also
help me gain perspectives on my own methods
as well as incorporate possible solutions and
techniques they have found useful in the past.
Validity and Reliability of Assessments
Ensuring that assessments (as, for, of) align with
the curriculum and adequately assess the
outcomes and material taught. This includes
reviewing and analyzing assessments prior to
To reflect on deliverance to ensure that it measures what it is
2 – Engage in intended to measure and that the tool used
and improve produces consistent results from students. This
Career-Long
my own Learning
can be done by comparing assessments to other
classes which teach the same content, creating
teaching. and teaching collaborative lessons, ensuring the
curricular outcomes are adequately represented
in the assessment and fairly weighted, and that
there are many opportunities for students to
prove learned outcomes.
Lesson Log/Journal
Using some sort of written format to reflect on
lessons, units, and assessments after they have
been delivered. The journal is used to document
how a lesson went, to explain what went well or
what could be improved on. Each entry can
include ideas, examples, or anecdotes that came
to mind when teaching, disruptions, student
behaviour or attention, possible goals and
strengths – any information that will be helpful
in analyzing data and patterns in our own
teaching over time. These entries are also helpful
for future planning and growth.
Resources
Creating collaborative team environment
Regular meetings with those who teach the same subject
to plan units and lessons, offer suggestions or strategies,
provide support, create new projects, and share/
celebrate progress. Teachers can work in small groups
for a few hours a week to discuss content for a specific
grade and can use medias such as Google Docs. to
communicate information from home.
https://elearningindustry.com/the-5-best-free-
collaboration-tools-for-teachers
https://empatico.org/?campaign=2018Q2&utm_source=
GS&utm_medium=ads&utm_content=285938097576&
utm_term=58525396315&utm_campaign=1496542774
&src=285938097576
Data Collection & Testing
Gather information on assessments by comparing our
rubrics with MHC’s program, providing students the
material as formative assessments to gauge practicality
and consistency, and submit copies/ share ideas for large
summative tasks to be evaluated by other teachers. The
following websites provide ways in which to promote
reliability and validity in assessment development.
https://ctl.yale.edu/ReliableAssessments
https://fcit.usf.edu/assessment/basic/basicc.html
Journal and Log Examples
Journal logs to document and reflect upon lesson, units,
or assessments can be as simple as writing on sticky
notes after each lesson and attaching it to the lesson plan
to review later. The journals are a long-term growth tool
with the purpose of highlighting critical features of
lessons – it is a way of collecting data on one’s own
teaching so that one can may make proactive and
meaningful changes in the future. Teachers will need to
keep a different log book for every subject and will need
to evaluate the data in order for it to become useful in
the future.
http://www.northernc.on.ca/leid/docs/ja_teacheffect.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC147264
0/
Indicators or
Measures of Success
I will have been able to…
 MHC is an amazing resource for fine
arts teachers in town. Their program
and instructors are superb. By
comparing my lessons and delivery with
theirs, I will be able to evaluate the
strengths and weaknesses of my
planning and potentially adopt some of
their ideas.
 Ensure my assessment is consistent with
the other Art instructors in the school.
 Ensure that every outcome represented
on the Alberta Education website is
weighted in my assessment plan
appropriately.
 Ensure that my lessons allow the
appropriate amount of class time
compared to the weighting in my
assessment plan.
 Information collected through lesson
logs will inform future teaching and
will highlight areas for improvement.
Consistent and in-depth reflections of
instruction will allow me to grow from
my mistakes and make changes to
current and future lesson and unit
planning.

Goal #3 TQS Strategies (Actions)
Diversity in language ability
Often, simple communication issues create
situations where students are not turning in
their assignments by their due dates. Due to
the diversity of language skills in each
classroom, information must be presented in a
way that accessible for each student.
Communicating my expectations has become
an issue with some of my students who have
limited to no comprehension of English. All
my instruction needs to contain imagery to
help these students understand my
expectations. As well, tools such as C-Pens,
pocket electronic dictionaries, google
translate, etc. can all be used by these students
for support.
Student Support Times
Student Support Times are scheduled twice a
day at MHHS. There are two 25-minute
To strive for periods each day for students who are behind
“no missing 4 – Establishing or missing work to come into my class to
finish. Student support will also help with
assignments” inclusive learning those students who are “lost” or “overlooked”
in class. Sometimes students will not
from environments understand an aspect of a project but will be
students. afraid to ask in class. Student support gives
teachers time to have one-on-one
conversations with these students.
Communication with the Parents
Keeping an open / ongoing dialogue with the
parent (s) in most cases will help students stay
on task. Students need to see that their
parents and teachers are a team and they are
both focused on their success.
Due dates & Late Assignments
I believe due dates should be honored and
perhaps consequences should exist for late or
missing work. However, if students can
demonstrate their knowledge or understanding
of the subject matter, I do not think their
failure to demonstrate timeliness should result
in a failing grade. There needs to be at least
some leniency regarding accepting late work.
Resources
Google Translate
“Google Translate is a free multilingual machine
translation service developed by Google, to translate
text.” It is available on every platform and is very simple
to use. One can even write simple instructions for an
assignment, cut and paste them into google translate,
then instantly generate instructions in any language.
https://www.google.com/search?q=google+translate&oq
=googl&aqs=chrome.0.69i59j69i60l3j0l2.1102j0j9&sou
rceid=chrome&ie=UTF-8
Read and Write Google Chrome
This is a free app that works on any operating system.
Students can download this app and have a voice
translate and read text to them as long as it’s digital.
https://chrome.google.com/webstore/detail/readwrite-
for-google-chro/inoeonmfapjbbkmdafoankkfajkcphgd
APS
Association for Psychological Science is an
“international non-profit organization whose mission is
to promote, protect, and advance the interests of
scientifically oriented psychology in…teaching.”
Although their focus reaches beyond the scope of the
classroom, they have proven methods for dealing with
students who are chronically late/unprepared.
https://www.psychologicalscience.org/
Indicators or Measures of
Success
I will have been able to…
 Ultimately the goal is to eliminate
zeros, then eliminate late assignments.
 Create an environment where students
want to try to be successful with every
project.
 In cases where there is a language
barrier, I will use videos and images to
coincide with the spoken information
given in class. Chrome-books
preloaded with Read and Write Google
will be available at all times for students

who need them.
Create a plan with late students that we
both agree on. This plan may include
the parents, but will definitely spell out
a timeline we will both agree on for
completion of any given project.
 If necessary a written and signed
contract will be created between the
teacher and the student to help
incentivize their success.