ED 3601 CURRICULUM & INSTRUCTION
SCIENCE-1
ASSIGNMENT PACKAGE 2008
Dr. Keith Roscoe
Faculty of Education
University of Lethbridge
2
1. Web Quest: Task Description
Weighting: 25%
Due Date: January 25, 2006
RATIONALE
A Web Quest is an “inquiry-oriented activity in which some or all of the information that learners
interact with comes from resources on the Internet." This assignment is designed to familiarize
you with one effective way of integrating ICT outcomes into science units. It will help you to
become more familiar with a unit in the Alberta 1-12 Science Program and the resources
available to support teaching and learning that unit. It is also an opportunity to showcase your
skills in planning, organization, assessment, and appropriate use of ICT tools.
KSAs: #3, 5, 9, 10, 11, 13
THE TASK
You will select a grade level (1-10) or subject (11-12) and unit from the Alberta Science Program
of Studies and create a Web Quest (web-based student activity) that matches particular unit SLOs
and the curriculum emphasis for that unit. The Web Quest should include the following
components:
• Introduction - orients students and captures their interest.
• Task & Product - describes the activity' and the expected end product.
• Process - explains procedures and strategies students should use to complete the task,
including a graphic organizer.
• Assessment - measures the results of the activity.
• Conclusion - sums up the activity and encourages students to reflect on its process and results.
• Credits and References – a list of the resources used and people who helped
• Teacher Page – informs teacher-users of the Web Quest about the intended audience, science
program outcomes, processes, resources, assessment methods, suggested introduction and followup.
A simple Web Quest Template and Online Tutorial are available and recommended for HTML
novices.
THE PRODUCT
Here is a more detailed description of the requirements and criteria for the Web Quest
assignment:
A. GENERAL REQUIREMENTS
• Submission: Submitted on or before the due date to the ED 3601 Science-1 Discussion Forum
(link to follow).
• Overall format: The assignment follows the required format using the suggested Web Quest
template.
• Curriculum match: The activity matches the curriculum emphases and SLOs (knowledge,
skils and attitudes) for the chosen unit.
• Visual Appeal: Appropriate graphic elements make visual connections that contribute to the
understanding of concepts, ideas and relationships; differences in font size and/or color are used
well and consistently.
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• Navigation: Navigation is effective and different pages of the Web Quest are easy to find.
• Technical Aspects: There are no broken links, underlings that are not links, misplaced or
missing images, badly sized tables, misspellings and/or grammatical errors.
WEBQUEST COMPONENTS
• Introduction. (student audience) Write a short paragraph to introduce students to the activity, to
capture their interest and prepare them for what lies ahead. Describe the student role or scenario
involved (if any), provide a short advance organizer or overview of what they will be doing and
learning, and indicate the guiding question(s) that the Web Quest is focused upon.
• Task & Product. (student audience) Clearly describe the student task in a paragraph or two.
For example, the task could be a scientific question to be answered (Nature of Science), a product
to be analyzed, or designed and tested (Science Technology), a position on a science-related issue
to be researched and defended (STSE). The activity should involve students in developing science
skills (inquiry, problem-solving, decision-making, communication) and applying, analyzing,
synthesizing, or evaluating knowledge (i.e. higher levels of Bloom’s taxonomy). Refer to the
Science Program of Studies for suitable tasks for particular units, and also look at example Web
Quests for ideas. The student product could be a presentation, a webpage, a letter to the editor, a
newspaper article, a multimedia presentation, a model, a creative work, or anything that requires
the learners to transform and represent the information they have gathered. If the final product
involves using particular IT tools, mention them in this section.
• Process. (student audience) Describe the procedures students should use to complete the task, in
detailed numbered steps. Include links to web resources that students will use, and details of print
resources used for background information (e.g. “read Science in Action 8, pp. 226-228”). Also
include guidance for students on how to organize information using graphic organizers such as
flowcharts, summary tables, and concept maps, and provide guide sheets with questions, hints,
etc., to scaffold student learning.
• Assessment. (student audience) Describe how students’ performance will be assessed. Specify
whether there will be a common grade for group work vs. individual grades, include criteria for
grading, and the scoring guide or checklist to be used for grading student products.
• Conclusion. (student audience) In this section write a paragraph summarizing what students
will have learned by completing your Web Quest activity. You might also include some questions
or additional links to encourage them to extend their thinking into other content beyond this
lesson.
• Teacher Page. (teacher audience) Inform teacher-users about the intended student audience,
the relevant Alberta Science Program outcomes and other outcomes (e.g. ICT, math, social
studies, ELA). Describe additional procedural details that teachers would need, including
suggestions for organizing groups, resources, processes, anticipated problem areas, materials and
resources needed to implement the activity, and suggested introductory and follow-up activities.
Describe how the activity will be assessed and evaluated and additional details or clarifications
about assessment/evaluation methods and tools.
• Credit & References. List all books, other media, and the sources of any images, music or text
that you used. Provide links back to the original source. Say thanks to anyone who provided
resources or help.
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WEBQUEST RESOURCES FOR TEACHERS
• ED 3508 Web Quest Page (has Web Quest Template, and other links)
http://classes.uleth.ca/200603/educ3508ghi/module7/mod7.htm
• Kathy Schrock’s Guide for Educators: Web Quests
http://school.discovery.com/schrockguide/webquest/webquest.html
• Web Quest Page at San Diego State University (Bernie Dodge)
http://webquest.sdsu.edu/
• Best Web Quests (Tom March)
http://bestwebquests.com/
• Web Quest 101 Online Tutuorial
http://www.teachersfirst.com/summer/webquest/quest-a.shtml
• Web Quest Template
file:///Users/User/Desktop/lesson-template1/t-lesson-template1.htm
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ED 3601 WebQuest: Rubric 2008
Name:___________________ Unit:_______________________ WebQuest Title:___________________
Points
25
Criteria
Excellent:
- Submission: Submitted on or before the due date.
- Overall format: Follows required format for WebQuests.
- Curriculum match: The activity matches the curriculum emphasis and SLOs for that
unit.
- Visual Appeal: Appropriate graphic elements make visual connections that contribute to
the understanding of concepts, ideas and relationships; differences in font size and/or
color are used well and consistently.
- Navigation: Navigation is effective and different pages of the WebQuest are easy to
find.
- Technical Aspects: There are no broken links, misplaced or missing images, badly
sized tables, misspellings and/or grammatical errors.
- Introduction: Draws the reader into the activity, relates to the student interests or goals,
and/or engagingly describes a compelling question or problem; builds on learner's prior
knowledge and previews the activity.
- Task & Product: The task is do-able and engaging, elicits higher-level thinking, requires
synthesis of multiple sources of information, and/or taking a position, and/ or going
beyond the given data and making a generalization or creative product.
- Process: Every step of the procedure is clearly stated; students would know exactly
what to do at each step and know what to do next; strategies and organizational tools
embedded in the process provide different entry levels and ensure that all students will
gain the knowledge needed to complete the task; activities relate specifically to the
accomplishment of the task; different tasks and roles are assigned to help students
understand different perspectives and/or share responsibility in accomplishing the task.
- Resources: All resources used are relevant and meaningful, contain information not
easily found in the classroom and allow students to easily accomplish the task; both web
resources and non-web resources such as textbooks, other print resources, videos,
DVDs, CD-ROMs, community resources are used.
- Assessment: Criteria for success are clearly stated in the form of a rubric or other
appropriate instrument. Criteria include qualitative as well as quantitative descriptors;
assessment instrument(s) clearly measure what students must know and be able to do to
accomplish the task.
- Conclusion: Sums up the activity and encourages students to reflect on the process
and results.
- Credits & References: Lists the resources used and people who helped.
- Teacher Page: Clearly informs teacher-users about intended audience, relevant AB
Science Program outcomes and other outcomes (e.g. ICT, math, social studies, LA);
describes additional procedural details that teachers would need, including suggestions
for introductory and follow-up activities, group organization, resources, processes,
anticipated problem areas, and materials and resources needed to implement the activity;
clarifies how the activity will be assessed and evaluated and additional details about
assessment/ evaluation methods and tools.
20
Satisfactory (1 or more of the above are inadequately addressed)
15
Fail (3 or more of the above are inadequately addressed)
Total: [ /25]
2. Science Mini-Lesson: Task Description 2008
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Due Date: February 7, 2008
Weighting: 25%
Task:
You will prepare and deliver a 20-minute science lesson to a small group of peers, based on your
choice of subject/grade, unit, and learning outcomes. The lesson will include both knowledge
and skill outcomes and at least 3 instructional strategies (“Teach it three ways!”), and you
will plan the minilesson using the “backwards design” (UbD) process. Assignment components
include (a) a detailed lesson plan for the lesson, (b) your self-assessment of the lesson plan and
the lesson-as-taught (due Feb. 8). Peers and a faculty member will also provide feedback that
will be addressed in your self-assessment. The ability to assess your strengths and weaknesses in
the classroom is a critical skill. Effective teachers have the ability to not only quickly determine
what worked and what didn’t work in any given class but also to develop a plan for improvement.
KSAs: #3, 4, 6, 7, 9, 11, 15, 16
Procedure:
A. Planning the Mini-lesson
1. Select a grade or subject, unit and topic from the Alberta Science Program of Study. From
the unit, choose a small number of knowledge AND skill outcomes to focus on in your minilesson.
2. Obtain the relevant student texts, teacher’s guides, teacher resource manuals and other
relevant resources using the LRC catalogue. Consult at least three resources in your planning.
3. Translate the knowledge and skill outcomes into clear learning objectives appropriate to a 20
min. lesson. (consult Chapter 4, Scientific Literacy for Canadian Students for guidance in writing
clear appropriate learning objectives).
N.B. Please do not complain about 20 min being too little time. For any length of lesson (20 min,
30 min, 45 min, 70 min) the challenge is the same: choosing appropriate objectives and activities
for the time available—i.e. neither over-planning or under-planning.
4. Using the Backwards Design Process, decide which informal and formal assessment methods
and tools (at least three) will provide evidence that your ‘students’ have attained the learning
objectives (consult Chapter 7, Scientific Literacy for Canadian Students).
5. Then choose learning activities/teaching strategies (at least three), resources and materials
that will equip students with the desired knowledge and skills. N.B. Please do not start with an
activity and try to match it with assessment strategies and learning objectives. (consult Chapters 5
& 6, Scientific Literacy for Canadian Students).
6. Finally, plan the lesson in detail following the criteria given below and in the scoring guide.
(consult Chapter 4, Scientific Literacy for Canadian Students for guidance in lesson planning).
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B. Delivering the Mini-lesson
1. You will be assigned to one of four randomized groups. Each group will be assigned a room
(likely in the library) for the delivery of the mini-lessons.
2. A faculty member (course instructor or practicum university consultant) is assigned to each
group and will (a) facilitate and coordinate the mini-lessons and (b) provide formative feedback
on your performance using criteria from the PSII Formative Assessment Form.
3. Check out the room layout and facilities beforehand.
4. Students are solely responsible for booking and returning AV equipment for their mini-lessons.
Video-taping your mini-lesson is recommended for your professional growth and development
but is optional at this time. Videotapes will not be viewed by the course instructor, but can
provide evidence for self-assessment, goal-setting, etc. Students are responsible for providing a
camera-person from their group if they choose to videotape their mini-lesson.
5. The total time allotted for each mini-lesson is exactly 30 minutes. This includes (i) set up (3-5
min), (ii) the mini-lesson (20 min), and (iii) clean up and assessment (5 min).
6. You must arrive at the assigned room at least 15 min. early!
7. Submit a copy of your detailed lesson plan to the faculty member supervising the minilesson,
who will assess it informally, and pass it on to your ED 3601 instructor.
8. The bell will ring after 20 min exactly. There will be no teaching after 20 min, as your class is
“dismissed,” just as in school.
C. Peer Assessment
1. You will be emailed a variety forms for gathering feedback from your peers (which can also be
used to obtain feedback from your students during the practicum). Alternately, you can develop
your own feedback form.
2. Each student is responsible for bringing enough feedback forms for their peers and the faculty
member. Please give these to the faculty member when you arrive.
3. Do not complete feedback forms during the lesson. This is distracting to the presenter, and
takes your attention away from the lesson.
4. After each mini-lesson, while the presenter is cleaning up, the faculty member will distribute
the feedback forms to the rest of the group.
5. The students and faculty member will quietly complete the feedback forms (2 min).
6. The group, including the faculty member, will briefly share constructive feedback with the
presenter in a round table format (3 min). The group will pass feedback sheets to the presenter at
this time.
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Criteria For Mini-Lesson Assignment
A. Lesson Plan
 submitted on due date
 2 pages, single-spaced, pages numbered
Includes:
 Grade Level or Subject, and Topic
 Resources used-all types, in APA format
 Relevant GLOs from Alberta Program of Studies
 Relevant SLOs from Alberta Program of Studies
 Learning Objectives (knowledge and skills)
 Materials (include all materials used in activities, handouts, AV media, equipment used, etc.)
 Procedure: an Introduction – Body – Closure Learning Cycle format, a motivating
introduction, a strong closure, teaching strategies student activities/(at least three),
appropriate time allocations, key questions for discussion, check-for-understanding questions,
very detailed instructions, directions, and transition procedures
 Assessment Methods: list all assessment methods and tools used in the lesson that will allow
you to gather evidence that students have attained the objectives, and link them explicitly to
the learning objectives
B. Self-Assessment
 due date: the day after the Minilesson
 1 page, single-spaced (250 words)
Includes:
 an overall description of the actual lesson (what you did, what the students did/observations
of students’ reaction to lesson)
 the strengths of your lesson plan
 the strengths of your lesson as taught
 the weaknesses of your lesson plan
 the weakness of your lesson as taught
 a summary of specific feedback from your peers and your faculty member
 your comments on the feedback that you received
 the improvements would you make to this lesson plan, your planning and preparation,
teaching and assessment strategies, communication skills, etc. (consult the competency
checklist)
 reflections on the effect that delivering the lesson, your self-assessment and your feedback
had on your professional development goals, personal vision of science teaching, and
professional growth in general
C. General Criteria (Lesson Plan & Self Assessment Report)
In addition, both documents should be:
 word processed
 single-spaced (with no unnecessary spaces between sections)
 free of spelling, punctuation, and grammatical errors
 well-organized, with a good layout, easy to follow, with appropriate headings and
subheadings
 stapled (NOT in a plastic cover, binder, duotang etc.).
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Science Mini-Lesson: Rubric 2008
Name:_______________________ Date:______ Topic:________________________
I. GENERAL CRITERIA
Points
5
4
2
Criteria
both documents are:
 word processed  single-spaced  with no unnecessary spaces between sections
 free of spelling, punctuation, & grammatical errors
 well-organized, with a good layout, easy to follow, with appropriate headings and
subheadings, pages numbered  stapled (NOT in a plastic cover, binder, duotang etc.).
The assignment fulfills most of the general criteria stated above.
The assignment fulfills few of the general criteria stated above.
II. LESSON PLAN
Points
12
10
6
Criteria
 identifying information: student’s name, subject/grade level, unit, topic
 Alberta Science Program GLOs & SLOs
 list of educational resources used
 clear appropriate learning objectives (at least one knowledge and one skill)
 materials list
 an introduction-body-closure/ learning cycle structure
 at least three instructional strategies/learning activities
 learning activities are consistent with learning objectives
 procedures are detailed, clear and in a logical sequence
 very detailed instructions, directions, & transition procedures
 an outline of content only (no detailed notes)
 key questions for discussion, check-for-understanding questions
 a motivating introduction &  a strong closure
 appropriate time allocations for each phase of lesson and activity
 a sponge activity (in case of finishing early)
 list of assessment methods and tools  consistent with learning objectives
The lesson plan fulfills most of the criteria for lesson plans stated above.
The lesson plan fulfills few of the criteria for lesson plans stated above.
III. SELF-ASSESSMENT
Points
8
6
4
Total:
Criteria
 submitted on due date  1 page (250 words), single spaced  sufficiently detailed
 description of the actual lesson
 strengths of lesson plan, referring to PSII Formative Assessment Form
 strengths of actual lesson delivery, referring to PSII Formative Assessment Form
 strengths of lesson plan, referring to PSII Formative Assessment Form
 strengths of actual lesson delivery, referring to PSII Formative Assessment Form
 summary of peer/ instructor feedback
 your comments on the feedback you received
 specific suggestions for improvement of lesson plan and lesson delivery
 specific non-vague reflections regarding your professional development goals, personal
vision of science teaching, and professional growth in general, in relation to the above
The lesson commentary fulfills most of the criteria for self-assessments stated above.
The lesson commentary fulfills few of the criteria for self-assessments stated above.
/25
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3. Science Unit Plan: Task Description
DUE DATE: February 26 WEIGHTING: 35%
LEARNING OUTCOMES/RATIONALE:
This assignment is directed at developing science majors’ abilities in medium-term planning
(KSAs #6) and using programs of study to direct planning and instruction (KSA #3). It also is
intended to develop skills and knowledge in using a broad range of appropriate instructional and
assessment strategies (KSAs #9, 11), and incorporating electronic technologies into science
teaching and learning (KSA #11). Science majors are expected to provide evidence in the unit
plan of competency in the understanding by design approach to planning (backwards design),
assessment and instruction, and in a broad-based approach to planning , assessment and
instruction.
Student teachers are expected to complete PSII with a range of effective planning skills firmly in
place. Effective planning is probably the key competency that administrators are looking for in
PSIII interns and newly hired teachers, along with classroom management, assessment and
instructional skills.
TASK:
On practicum orientation day you will collaborate with your teacher associate in choosing a
science unit for which you will be entirely responsible. Before the practicum begins, you will
prepare a detailed unit plan for your assigned science unit. Using a variety of resources, and
using the backwards design process (UbD) described on p. 98 in Scientific Literacy for Canadian
Students, you will develop a unit plan that addresses the Alberta Science Program Rationale and
Philosophy and matches the unit STSE emphasis and all the learning outcomes: knowledge, skills
and attitudes. The unit plan should closely follow the format and specifications described below
and listed in the Assessment Checklist for the assignment.
TEXT REFERENCE:
Scientific Literacy for Canadian Students: Unit planning - pp. 107-116.
GENERAL CRITERIA:
• submitted on or before due date
• word-processed (12 point font)
• all single-spaced
• approximately 10-20 pages in length
• stapled (not loose or in plastic sleeves)
• free from spelling, punctuation, or grammatical errors
• uses headings and formatting effectively
• easy to follow/read
• pages numbered
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FORMAT AND CONTENTS:
1. Title Page: Name of Student, Unit, Grade Level/Subject /Course, Name, Date, School
etc.
2. Table of Contents: heading “Table of Contents” plus page numbers of all required
components
3. Focusing Questions: two to four questions that provide a framework for the unit
4. Graphic Organizer: graphic organizers that clarify and organize unit content
5. Unit Summary: a statement of the overall story line and big ideas of the unit
6. Rationale: an explanation of the thinking behind your unit design, taking into account
relevant contextual variables (student variables, program of studies, school variables,
teacher variables your vision of science teaching
7. Student Learning Outcomes: the unit GLOs and SLOs in summarized form
8. Unit Assessment Plan: a summary of the assessment methods to be used for
evaluation purposes, their relation to the unit SLOs, dates and weightings
9. Unit Schedules: (a) a overview of the unit at-a-glance in calendar format, and (b) a
detailed day-by-day schedule in table format including items such as lesson #, time
allotments, relevant SLOs, content, teaching strategies/learning activities/ICT
integration, and assessment strategies
10. Materials and Equipment: a list of all the non-generic equipment, materials, &
teaching aids to be used in the unit
11. Learning Resources: a list (in APA format) of the resources that will be used in
teaching the unit, including print, AV media, software, website URL's, community
resources, and headings for each category of resource
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Science Unit Plan: Assessment Checklist 2008
Name: _______________________Unit:__________________________________________
1. General Criteria ( /3):  submitted on or before due date,  word-processed (12 pt. font),
 single-spaced,  10-20 pages in length, free from  spelling,  punctuation, or 
grammatical errors,  uses headings and formatting effectively,  easy to follow/read,  pages
numbered.
2. Title Page:  Name, Unit, Grade Level/Subject /Course, Name, Date, School ( /1)
3. Table of Contents:  heading “Table of Contents” plus page numbers of all required
components ( /1)
4. Focusing Questions:  2-4 questions (own words) providing a framework for the unit ( /2)
5. Graphic Organizer:  a graphic (concept map, word web, flow chart, etc.) that clarifies and
organizes unit knowledge outcomes ( /2)
6. Unit Summary:  a 1-2 paragraph statement of the story-line and big ideas of the unit (own
words) ( /2)
7. Rationale: a detailed explanation of your thinking behind the unit design, taking into account
 relevant contextual variables (student variables, program of studies, school variables
(resources, facilities, class size and composition), and  teacher variables (your vision of science
teaching, teaching philosophy, teaching and learning experiences). ( /2)
8. Learning Outcomes: unit knowledge, skill and attitude outcomes (GLOs/GLEs and
SLOs/SLEs) from the Science Program of Studies in  summarized form ( /2)
9. Unit Assessment Plan: a summary table of the  assessment methods to be used for
evaluation purposes, their relation to the  unit SLOs,  dates and  weightings ( /6)
10. Unit Schedules:  overview of the unit at-a-glance in calendar format, and  detailed dayby-day schedule in table format including items such as lesson #, time allotments, relevant SLOs,
content, teaching strategies/learning activities/ICT integration, assessment strategies ( /12)
11. Materials and Equipment:  an organized list of all the non-generic equipment, materials,
& teaching aids to be used in the unit ( /1)
12. Learning Resources:  list (in APA format) of the resources that will be used in teaching
the unit, including print, AV media, software, website URL's, community resources, with 
headings for each category of resource ( /1)
OVERALL MARK:
/35
COMMENTS:
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4. Teacher Professional Growth Plan: Task Description 2008
Due: Feb. 14, Preliminary TPGP: PSII Practicum Goals and Rationales, Strategies, Indicators;
Final Practicum Conference: Completed TPGP. Weighting: 15%
TASK:
You will develop and implement a Teacher Professional Growth Plan for the PSII practicum that
includes:
 2-3 professional development goals
 a short rationale for each goal
 suggested strategies and resources to achieve the goals
 suggested indicators of achievement.

Towards the end of the practicum, you will add the following to your growth plan:
 self-reflection on the achievement of your goals
 PSIII goals.
RATIONALE:
• Teaching Quality Standard/Interim KSA #16: Teachers know how to assess their own
teaching…and develop and implement their own professional development activities.
• The Alberta Learning Policy on Teacher Growth, Supervision and Evaluation states that
teachers are responsible for completing an annual teacher professional growth plan during each
school year.
• Learning Commission Recommendation #73: Require all teachers to have targeted annual
professional growth plans...which focus on ways of continuously improving the teacher’s
knowledge, skills and attributes.
• Alberta teachers can assist the student teacher in refining, implementing, and assessing their
plan during the practicum.
• The professional growth plan is a core component of the PSII professional portfolio.
FORMAT: See TPGP Templates A, B, C.
Your growth plan must contain the following components, organized in a logical easy-to-follow
sequence/arrangement:
• Name, School, Practicum Dates, Teacher Associate, University Consultant
• PSII Practicum Goals with a rationale for each goal
• Strategies and Resources (for achieving the goals)
• Indicators of Achievement
• Reflections on Professional Growth (end of practicum)
• PSIII Goals (end of practicum)
BACKGROUND INFORMATION:
Professional Growth
Professional growth is a career-long learning process involving individual reflection and
dialogue with colleagues about professional practice. Teachers are responsible for regularly
reviewing their performance and seeking improvements. Professional growth involves such
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processes as (a) reflecting on individual professional learning needs (self-assessment), (b) setting
appropriate goals, (c) developing and implementing a plan to achieve the goals. (ATA
Professional Growth, Supervision and Evaluation Policy). It also involves (d) reflecting upon the
attainment of your professional goals, the ways the plan helped to improve your teaching, and
yourself as a learner. Professional growth is a cyclical process (see Figure 1).
Figure 1 The Professional Growth Cycle
SelfAssessment
Reflecting on
the Plan’s
Success
GoalSetting
Developing &
Implementing a
Plan
Reflecting on the success (or otherwise) of your growth plan leads back to a another cycle of selfassessment, plan development and implementation, and reflection.
Growth plans can involve a wide range of professional development activities to address
teachers’ professional goals. These include such activities as:
• trying new teaching, management, or assessment strategies in the classroom, and observing
and recording the effects on student learning and behaviour
• using new educational resources in the classroom, and observing and recording the effects on
student learning and behaviour
• developing new knowledge and skills on your own and using them in the classroom
(e.g. researching professional literature, learning how to use computer hardware and software
effectively, subject-specific skills)
• meeting with other teachers, consultants or administrators for assistance in implementing your
plan
• collaborating with other teachers in the implementation of your growth plan: mentoring, study
groups/professional learning communities, classroom visitations and peer coaching, electronic
networks
• attending professional development seminars, workshops, inservices, and specialist and
regional conferences
• taking professional development courses (after graduation)
Self-Assessment
Self-assessment involves the honest and rigorous self-assessment of your current learning needs:
What are my strengths? What are my weaknesses? What are my priority areas for improvement?
It involves reflecting upon previous classroom experiences, feedback on your teaching you have
received from TA’s, peers and instructors, and your vision of teaching. Self-assessment should be
in reference to the Alberta Teaching Quality Standard (KSA’s for Interim Certification), and the
Faculty of Education PSII Formative Assessment Form.
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Practicum Goals Section
Professional goals are areas of focus for professional growth, ends to work towards based on
self-assessment of individual learning needs. They are fluid, tentative starting points, subject to
change and modification. A professional growth plan needs to include a rationale for each goal: a
brief explanation of the reasons for and basis of each goal. A rationale is an explanation of the
thinking behind the goal and addresses questions such as Why this goal? What is it important?
Why is it appropriate? What are the connections to your past experiences, feedback received, and
the self-assessment process? Rationales should also include the kinds evidence you will gather to
gauge the achievement of the goals.
Directing Words and Phrases for Goals
• to build…, to develop…, to enhance…, to improve…, to include more…, to incorporate …, to
increase…, to move away from___ to…,
Rationales
A rationale is a brief explanation of the reasons for and basis of each goal. It explains the
thinking behind each goal: Why this goal? Why was it a priority? How was it connected to my
previous teaching experiences, feedback received, the PSII Formative Assessment Form and the
KSAs for interim certification? Rationales should also include a summary of appropriate evidence
to demonstrate achievement of the goal.
Example Goals and Rationales
Goal #1: To improve my questioning skills by establishing more effective questioning
procedures, asking more open-ended questions, involving more students, and making more
consistent use of wait-time.
Rationale: In my PSI placement I found that my questioning skills were weak, and this was
noted as an area for improvement by both my teacher associate and university consultant.
Students shouted out answers, I didn’t give enough wait time, and asked too many knowledge
level questions. Appropriate evidence for this goal would include lesson plans, observation
notes from the teacher associate and university consultant, audio or video tapes of lessons,
and student comments.
Goal #2: To use a wider variety of effective teaching strategies for science teaching (e.g. small
group work, hands-on activities, simulation games, drama and role-playing).
Rationale: After PSI I felt comfortable with strategies such as direct instruction, seatwork,
and questioning, but I didn’t have the opportunity in my placement to use a greater variety of
strategies. But I always enjoyed group work, labs, drama and games myself, so I want to
expand my repertoire of science teaching strategies in order to motivate students and help
students with different learning styles to learn better. Appropriate evidence for this goal
would include lesson plans, observation notes from the teacher associate and university
professor, and possibly student comments.
Strategies for Addressing Goals
The strategies you will use to achieve your goals are the core of your action plan: What will I do
to achieve my goals? The strategies include the professional development activities and other
steps you will take, and the resources (including people) you will use to get where you want to be
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by the end of the practicum. The strategies chosen should be feasible and appropriate to the
situation.
Indicators of Progress Towards Goals
Indicators are the measurable or observable signs that show progress towards a goal is actually
occurring: How I will know when and if I have made progress towards my goal? They can be
qualitative (the occurrence of something) or quantitative (frequency or percentage of occurrence
of something). Here are some examples of professional growth indicators:
• a description of the different ways I integrate ICT outcomes into science
• a list of the various strategies I use to motivate learners
• the number of times I use__in science lessons
• the percentage of times I provide clear expectations for student behaviour before starting
hands-on activities
Reflections Section
The reflections section of the growth plan involves a thorough consideration of your professional
growth and goals achieved during PSIII (in relation to KSAs). Reflections on your growth plan
and overall professional growth address questions such as: How successful was the growth plan?
How do you know (what is the evidence)? How did you modify the plan and why? How has the
growth plan improved your teaching? What did you learn about your learning needs and yourself
as a teacher and learner?
PSIII Goals Section
A process a similar to that described above for PSII goals is used to develop draft PSIII goals.
Draft goals for PSIII should be based reflection and self assessment regarding (a) your classroom
experiences, (b) feedback you received from your teacher associate and university consultant, (c)
the type of placement you will likely have in PSIII, (d) your personal vision of teaching. The SelfAssessment Instrument and Competency Checklist can again provide a focus for self-assessment.
SUGGESTED PROCEDURES FOR DEVELOPING TPGPs
1. After receiving practicum placements, ED 3601 students develop a first draft of their
professional development practicum goals and rationales, based on (a) information gathered
during the practicum orientation and (b) a rigorous process of self-assessment and reflection,
using the PSII Formative Assessment Form and the KSAs document.
2. During the first week of practicum the student and teacher associate collaborate in reviewing
the students’ practicum goals and rationales and strategies and resources for achieving the
goals. The TPGP Assessment Rubric should be consulted during this process to ensure that the
growth plan meets the required criteria, and to facilitate feedback from the teacher associate.
3. The student teacher and teacher associate review the professional growth plan on an ongoing
basis—as a minimum at the practicum midpoint—to revise goals, strategies and indicators, and to
assess progress—with the university consultant present, where possible.
4. Before the final conference, the student completes the Reflections on Professional Growth
and PSIII Goals sections of the Growth Plan.
5. During the final conference, with the university consultant present, the student teacher briefly
presents their Professional Growth Plan as part of their portfolio presentation, focusing on
evidence of achievement of their goals, reflections on how their professional practice has
improved, and tentative goals for PSII. The university consultant, in collaboration with the
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Teacher associate, will complete the TPGP Rubric and provide constructive feedback on the
growth plan.
5. The university consultant reports the TPGP grade to the course instructor so that the grade
can be recorded.
CRITERIA FOR TEACHER PROFESSIONAL GROWTH PLAN:
A. Goals
Goals should be:
 Specific: stated clearly, specifically and unambiguously (Who? What? When?)
 Measurable: evidence can be gathered to show that the goals have been achieved
 Attainable: goals that are personally appropriate and meaningful and reflect your unique
learning needs
 Realistic: something you are willing to work towards, and you are sure you able to
accomplish
 Time-limited: achievable by the end of a 5-6 week practicum
Plus:
 few in number (2-3)
 do not include basic professional obligations and responsibilities (“givens”)
 use appropriate directing words
B. Rationales:
 3-5 sentences in length
 explains the reasons for and basis of each goal
 clear and specific explanation
 follows writing conventions (spelling, grammar, punctuation)
 appropriate word choice and sentence structure
 include a summary of appropriate evidence for achievement of goal
C. Strategies
 in list format (bulleted or numbered items)
 lists the professional development activities and other steps you will take
 lists the resources (including people) you will use to get where you want to be by the end
of the practicum.
 strategies are feasible and appropriate to the situation
D. Indicators
 in list format (bulleted or numbered items)
 are measurable or observable signs of progress towards goals
E. Reflections
 1/2 -1 page in length, in full sentences and paragraphs
 follows writing conventions (spelling, grammar, punctuation)
 appropriate word choice and sentence structure
 a thorough consideration of professional growth and goals achieved in PSIII (in relation
to KSAs)
Includes:
 success of plan with reasons/evidence
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



modifications made to the plan
improvements to teaching
learnings about yourself as a learner and your learning needs
other relevant reflections, if desired
F. PSIII Goals
Goals should be:
 Specific: stated clearly, specifically and unambiguously (Who? What? When?)
 Measurable: evidence can be gathered to show that the goals have been achieved
 Attainable: goals that are personally appropriate and meaningful and reflect your unique
learning needs
 Realistic: something you are willing to work towards, and you are sure you able to
accomplish
 Time-limited: achievable by the end of a 15 week practicum
Plus:
 few in number (2-3)
 do not include basic professional obligations and responsibilities (“givens”)
 use appropriate directing words
 are appropriate for the PSIII level, your current knowledge and skills, your anticipated
PSIII placement
REFERENCES
Alberta Education. (1997). What I need to know to develop an annual professional growth plan?
(Brochure).
Alberta Learning. (2003). Policy on Teacher Growth, Supervision and Evaluation. (Policy 2.1.5)
ATA (1995). Promoting Growth and ensuring accountability: A guide to the practice of teacher
evaluation. Professional development Bulletin.
ATA. (1998). Teacher professional growth plans workshop Workshop booklet.
ATA. (1998). Teacher Growth, Supervision and Evaluation: Growth Plans. Monograph #9 March
1998.
Fenwick, T.J. (2001). Fostering teachers’ lifelong learning through professional growth plans: A
cautious recommendation for policy. Paper presented at the 2001 Pan-Canadian
Education Research Agenda Symposium on Teacher Education/Training. May 22-23,
Laval University, Quebec City, QC.
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Teacher Professional Growth Plan Rubric 2008
Name:_______________________ Date:______ Placement:________________________
Teacher Associate:___________________ University Consultant:_____________________
I. GOALS AND RATIONALES
Points
6
4
3
Criteria
Practicum Goals: are  Specific  Measurable,  Attainable,  Realistic,  Time-limited,
 few in number (2-3);  do not include basic professional obligations and responsibilities
(“givens”),  use appropriate directing words; rationales:  are 3-5 sentences in length, 
explain the reasons for and basis of each goal,  provide a clear and specific explanation for the
goal,  follow writing conventions (spelling, grammar, punctuation),  have an appropriate
word choice and sentence structure,  include a summary of appropriate evidence for
achievement of goal
Goals and rationales fulfill most of the general criteria stated above.
Goals and rationales fulfill few of the general criteria stated above.
II. STRATEGIES AND INDICATORS
Points
3
2
1
Criteria
 strategies are in list format (bulleted or numbered items),  this section lists the professional
development activities and other steps you will take and  the resources (including people) you
will use to get where you want to be by the end of the practicum,  strategies are feasible and
appropriate to the situation,  indicators are in list format (bulleted or numbered items), 
indicators are measurable or observable signs of progress towards goals is actually
The strategies and indicators fulfill most of the criteria for lesson plans stated above.
The strategies and indicators fulfill few of the criteria for lesson plans stated above.
III. REFLECTIONS ON PROFESSIONAL GROWTH
Points
3
2
1
Criteria
 reflections are ½-1 page in length, in full sentences and paragraphs,  follows writing
conventions (spelling, grammar, punctuation),  appropriate word choice and sentence structure,
 a thorough consideration of professional growth and goals achieved in PSIII (in relation to
KSAs),  assesses success of plan with reasons/evidence,  describes modifications made to the
plan,  improvements to teaching\,  learnings about yourself as a learner and your learning
needs,  other relevant reflections, if desired
The reflections fulfill most of the criteria for lesson plans stated above.
The reflections fulfill few of the criteria for lesson plans stated above.
IV. PSIII GOALS
Points
Criteria
3
PSIII Goals: are  Specific ,  Measurable,  Attainable,,  Realistic: something you are
willing to work towards, and you are sure you able to accomplish,  Time-limited,  few in
number (2-3);  do not include basic professional obligations and responsibilities (“givens”), 
use appropriate directing words,  are appropriate for the PSIII level, your current knowledge and
skills, your anticipated PSIII placement
The PSIII Goals fulfill most of the criteria for self-assessments stated above.
2
1
The PSIII Goals fulfill few of the criteria for self-assessments stated above.
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Total:
/15