Building Relationships

1
MAKING THE CONNECTION BETWEEN THE PROFESSIONAL
GROWTH GUIDE (PGG) THE 2007-2008 THE
INTERNSHIP MAKING MEANING OF TEACHING LEARNING
2
The Supervision Cycle
Cooperating teacher maintains awareness of the
interns individuality and personal
characteristics
3
Growth of the Teacher Candidate (taken from
The Internship Making Meaning of Teaching and
Learning 2007-2008)
4
Professional Goals (Targets)

• IDEAS

5

• (taken from The Internship Making Meaning of
  Teaching and Learning 2007-2008) p. 45-47)
• Accepts daily supervisory feedback in a positive
  manner.
• Analyzes ones own teaching performance and takes
  personal responsibility for professional growth
• Demonstrates dependability in fulfilling
  commitments.
• Demonstrates mature and professional behaviour
  toward students.
• Demonstrates a cooperative and professional
  relationship with staff members, supervisors, and
  parents.
• Shows initiative and leadership by involvement in
  school activities.
• Adheres to school policies, rules and
  regulations.
• Maintains school and classroom records.
• Demonstrates appropriate appearance, vitality and
  good health.

6
Ideas of Professional Goals (Targets)

• Presenting (Taken from The Internship p.
  115-123)
• Capturing students attention
• Identifies major objectives and relates
  activities to the objectives
• Presents the lesson in an effective sequence and
  with appropriate momentum
• Clearly indicates transitions during the lesson
• Clear directions
• Demonstrates general and subject specific
  knowledge
• Gives effective explanations
• Summarizes after major points and at the
  conclusion of the lesson
• Provides guided practice, feedback and
  correctives, and re-teaches as appropriate.
• Monitors independent practice and provides
  reviews as appropriate
• Models appropriate and standard oral and written
  language
• Demonstrates and creates enthusiasm

7
Ideas of Professional Goals (Targets)

• Classroom Management (taken from The
  Internship p. 129-135)
• Models a caring, respectful, positive
  professional relationship with students
• Communicates effectively with students
• Fosters a climate of mutual respect and a sense
  of belonging within a diverse classroom
• Engages all students in the learning community
• Gains attention of all students before beginning
  to teach and at transitions
• Fosters student autonomy, personal responsibility
  and appropriate behaviour through positive
  interactions in a safe environment
• Demonstrates awareness of inappropriate behaviour
  and implements effective interventions,
  minimizing interruptions to instruction
• Instructional time is managed to maximize
  learning

8
Ideas of Professional Goals (Targets)

• Questioning (taken from The Internship
  143-150_
• Asks questions to monitor student understanding
• Demonstrates clear and concise questioning
  patterns
• Asks a variety of levels of questions
• Demonstrates a directed questioning pattern with
  adequate wait-time
• Distributes questions equitably among students

9
Ideas of Professional Goals (Targets)

• Responding Taken from The Internship p.
  153-157)
• Demonstrates active listening while students
  respond
• Avoids repeating (echoing) student answers
• Uses varied forms of encouragement and praise to
  meet the needs and efforts of the individual
  student
• Shows sensitivity to student non-verbal cues
• Reinforces the correct portions of the answer and
  probes for more information
• Indicates when an answer is incorrect and states
  reasons
• Encourages student involvement and interaction
• Responds appropriately to encourage creative and
  critical thinking.

10
Ideas of Professional Goals (Targets)

• Assessment Evaluation of Students Ideas
• the Curricula are the best resource for
  assessment evaluation strategies
• Assessment Stations
• Individual Assessments
• Group Assessments
• Contracts
• Self and Peer- Assessments
• Portfolios
• Rubrics

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Ideas of Professional Goals (Targets)

• Assessment Evaluation of Students Ideas
• Anecdotal Records
• Observation Checklists
• Rating Scales
• Running Records
• Miscue Analysis
• Written Assignments
• Presentations
• Performance Assessments
• Homework

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Ideas of Professional Goals (Targets)

• Assessment Evaluation of Students Ideas
• Quizzes and Tests
• Oral Assessment
• Performance Tests
• Extended Open Response
• Short Answer
• Matching
• Multiple Choice
• True/False

13
An Ever-expanding List of Instructional Methods
Skills

• Guided Reading
• Independent Study
• Inquiry
• Jigsaw
• Lectures
• Learning Activity Packets
• Learning Centres
• Learning Contracts
• Narrative (Storytelling)
• Pair-Share
• Panel Discussions
• Peer Partner Learning
• Research projects
• Resource Based Learning
• Role Play, Games, Simulation
• Synectics
• Talking Circles
• Webquests

• Brainstorming
• Case Studies
• Computer Assisted Instruction
• Concept Attainment
• Concept Formation
• Cooperative Learning
• Concept Mapping
• Creative Critical Thinking
• Creative Problem Solving
• Debates, Panels
• Demonstration
• Discussion
• Drill and Practice
• Experiments
• Field Trips
• Focused Imaging

14
The PGG

• Lets take A Closer Look

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The Professional Growth Guide (PGG)

• Goal 2 Recognize learning as valuing and as a
  constructive process.
• Goal 6 Engage in transformative educational
  praxis Develop instructional competence and a
  strong teacher identity.
• We will focus on these goals only until we have
  had the opportunity to discuss them further

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Goal 2 Recognize learning as valuing and as a
constructive process

• The teacher candidate..
   
• Ensures the participation and success of all
  students
•  
• Varies teaching methodologies and strategies
• Uses a variety of ways to identify student
  academic, personal social strengths
• Recognizes how learning processes are processes
  of valuing and constructing knowledge
• Uses and develops instructional programs and
  evaluation and assessment practices that
  recognize learning as valuing and constructing

• Classroom management, planning, responding,
  assessment
• Strategies
• Questioning, responding, assessment, strategies
• Planning, questioning, responding, assessment
• Planning, strategies, assessment

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• Understands, adapts and implements core
  curriculum content, with emphasis on curricula
  and policy documents as set out by Saskatchewan
  Ministry of Education
• Understands, critiques and implements use of
  information communications technology as tools
  for constructing and disseminating 
• Analyzes the classroom environment and
  interactions and makes adjustments to enhance
  social relationships, student motivation/engagemen
  t and productive work
• Creates a learning community that respects
  individual differences
• Selects approaches that provide opportunities for
  different performance modes

• Planning, presenting, strategies
• Presenting, strategies
• Classroom management, questioning, responding,
  strategies, assessment
• Classroom management, planning, responding
• Planning, questioning, responding, strategies,
  assessment

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Goal 6 Engage in transformative educational
praxis Develop instructional competence and a
strong teacher identity

• The teacher candidate
• Demonstrates a professional level of knowledge
  about the curriculum and the skills and judgment
  required to apply this knowledge effectively
• Integrates the Common Essential Learnings, the
  Adaptive Dimension and resource-based learning.
• Demonstrates good knowledge and confidence in
  subject matter
• Plans and develops engaging and authentic lessons
• Uses instructional technology

• Planning, presenting, personal and professional
• Planning, presenting
• Planning, presenting, personal and professional
• Planning
• Presenting, assessment

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• Presenting, classroom management, strategies
• Classroom management, presenting
• Classroom management, assessment
• Assessment
• Planning, presenting, strategies, personal and
  professional

• Demonstrates and supports a repertoire of
  instructional strategies and methods that are
  applied in teaching activities
• Establishes and uses classroom structures that
  support learning
• Encourages students to develop personal
  responsibility and self-discipline
• Carries out professional responsibilities for
  student assessment and evaluation
• Is willing to take risks and make mistakes as
  part of professional growth and accepts
  constructive criticism in cooperative manner

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• Personal and professional, strategies
• Personal and professional

• Accepts responsibility for professional growth
  and goal setting
• Reflects upon the goals and experience of
  professional practice, and adapts teaching
  accordingly