2. Good Spirit School Division Professional Development Plan 2013‐2018 2
Table of Contents
Overview of Professional Development Continuum
Philosophy 3
Digital Fluency 4
Response to Intervention and Environment 5
Curriculum 6
Assessment 7
Instruction 8
Chart of Division Initiatives 2013‐2018 9
Flow Chart of 2013‐2014 Professional Development Plan 11
2013‐2014 School Year 12
2014‐2015 School Year 15
2015‐2016 School Year 18
2016‐2017 School Year 21
2017‐2018 School Year 22
Communication Plan 23
Implementation Plan 24
Glossary of Key Terms 25
Appendix A: Good Spirit School Division UbD Unit Plan 27
Appendix B: Indicators of Responsive Teaching 31
7. Good Spirit School Division Professional Development Plan 2013‐2018 7
ASSESSMENT
Student Assessment – The ongoing assessment of student learning is an integral part of differentiated instruction
and responding to individual student need. Assessment is used to determine the readiness levels of students and
to plan instruction that will help students achieve or exceed curriculum expectations. There are three types of
assessment: pre‐assessment, formative assessment, and summative assessment. Pre‐assessment is given to
students prior to learning so that teachers can determine readiness levels and plan appropriate instruction.
Formative assessment occurs throughout instruction so teachers can tailor their instruction to the needs of
students. Summative assessment occurs at or near the end of a unit of study to provide levels of achievement
that can be reported to stakeholders. Digital assessment measures can be utilized for all three types of
assessment.
Resource: Making Classroom Assessment Work by Anne Davies
Report Cards – With the current changes in education, comes a need to create a new system of reporting.
Stakeholders require information on the achievement levels of students that is easy to understand.
Resource: A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor
School Year Focus
2013‐2014
Using Pre‐Assessment and Formative Assessment to Continually Assess Student Learning
Begin Exploring the Use of an Outcome‐Based Report Card and Grading Scale
2014‐2015
Triangulating Summative Assessment Data and Providing Evidence of Learning
Further Develop the Use of an Outcome‐Based Report Card and Grading Scale
2015‐2016
Giving Descriptive Feedback to Students
Refine the Use of the Outcome‐Based Report Card and Grading Scale
2016‐2017 Involving Students in the Assessment Process
2017‐2018 Full Implementation of Above Strategies is Expected
8. Good Spirit School Division Professional Development Plan 2013‐2018 8
INSTRUCTION
The development of a learning plan that meets the needs of all students in a classroom is key to
student achievement. In order to plan opportunities that support student learning, teachers need to
use differentiated instruction strategies that provide students with a variety of pathways for learning.
Included in the different pathways for learning should be digital solutions that connect students to
instruction through the use of technology.
Resource: Leading and Managing a Differentiated Classroom by Carol Ann Tomlinson and Marcia
Imbeau
School Year Focus
2013‐2014 Incorporating Flexible Groupings Into Instruction
2014‐2015 Providing Student Choice During Instruction and to Demonstrate Learning
2015‐2016
Creating Outcome‐Based Anchor Activities That Target Student Need
Planning Tiered Instruction
2016‐2017
Using Data to Inform Instruction
Planning Inquiry‐Based Instruction
2017‐2018 Full Implementation of Above Strategies is Expected
10. Good Spirit School Division Professional Development Plan 2013‐2018 10
All initiatives take place within the context of Saskatchewan’s inquiry‐based curriculums and the philosophy of differentiation.
2013‐2014 2014‐2015 2015‐2016 2016‐2017 2017‐2018
Assessment
Using Pre‐Assessment and
Formative Assessment to
Continually Assess Students
Awareness/
Exploration
Further Development Refinement
Triangulating Summative
Assessment Data and Providing
Evidence of Learning
Awareness/
Exploration
Further Development Refinement
Giving Descriptive Feedback to
Students
Awareness/
Exploration
Further Development Refinement
Involving Students in
Assessment (From Co‐
Constructing Criteria to Goal
Setting)
Awareness/
Exploration
Further Development
Outcome‐Based Report Card
and Grading Scale
Awareness/
Exploration
Further Development Refinement
Instruction
Incorporating Flexible Grouping
into Instruction
Awareness/
Exploration
Further Development Refinement
Providing Student Choice
During Instruction and to
Demonstrate Learning
Awareness/
Exploration
Further Development Refinement
Creating Outcome‐Based
Anchor Activities that Target
Student Needs
Awareness/
Exploration
Further Development Refinement
Planning Tiered Instruction
Awareness/
Exploration
Further Development
Using Data to Inform
Instruction
Awareness/
Exploration
Further Development
Planning Inquiry‐Based
Instruction
Awareness/
Exploration
Further Development
11. Good Spirit School Division Professional Development Plan 2013‐2018 11
GSSD
Professional
Development
Plan
2013-14
RTI
Training
Topic 1
Understanding
RTI and
components
Topic 2
Review RTI
Guidebook
Module 1
Unpacking
Outcomes
Training
Aug 27/13
Topic 2
Unpacking
Outcomes
and
Objectives
through the
UbD
process
Module 2
Assessment
Topic 1
Overview
of UbD
Template
Accountability
1. Teachers will work through an
ELA UbD template
(or one other subject if they
do not teach ELA) on Nov 8/13.
2. Teachers will continue to develop
new units in their subject area
throughout the year. Copies to be
submitted to in-school admin.
Areas of Focus in UbD
Outcomes and Summative
Assessments.
Attended by:
Admin
SST
Counselors
Attended by:
Principal/Vice
Teacher
Attended by:
Principal/Vice
Teacher
Training
Prior to March
14/14
1/2 Day
Training Prior
to Nov 8/13
Topic 3
Review RTI
Templates
Accountability
1. Environmental
Checklist exploration,
Uncluttered Teaching
Wall (May 31/14)
2. Formation of School
Based RTI teams
(September 30/13)
Accountability
1. Creation of a School- based
RTI process, including
reporting form.
(September 30/13)
2. Monthly RTI meeting and
action plan (ongoing)
Module 3
Incorporating
Flexible Groupings
Training Prior
March 14/14
Attended by:
Principal/VP
SST
Teacher
Topic 1
Pre-
Assessment
Topic 2
Formative
Assessment
Accountability
1. Teachers will
incorporate
formative and
pre-assessments in
their remaining UbD
unit plans.
2. Teachers will choose
three different
strategies to try out in
their classroom and
complete a reflection
template on one of the
strategies by May 31/14
Areas of Focus in UbD
Pre-assessment
Formative assessment
Topic 1
Differentiated
Instruction and
how it relates
to RTI
Topic 2
Flexible
Groupings key
principles
Accountability
1. Teachers to
choose 1 flexible
grouping strategy
to implement by
May 31/14
Optional
Attendance at
RTI Institute
12. Good Spirit School Division Professional Development Plan 2013‐2018 12
2013‐2014
Focus Area Expectation Accountability Target Date
Environment
creation of a clean, uncluttered teaching
wall and exploration of other ways to
reduce clutter in the classroom
before and after pictures of teaching wall
and classroom
May 31, 2014
exploration of school environment before and after pictures (if appropriate) May 31, 2014
establish school‐based RTI team and begin
to implement division RTI guidelines
completed referral forms and goal sheets for
interventions
establishment of RTI teams
reflection of RTI process, including
composition of RTI teams
Ongoing as submitted
September 30, 2013
May 14, 2013
exploration of accommodations for student
learning
reflection of accommodations tried and how
they affected student learning
May 31, 2014
Curriculum
Module 1: Unpacking Curriculum Outcomes
or Objectives in ELA or other curriculum if
not an ELA teacher
completed stage one of the division UbD
template or similar
January 31, 2014
Assessment
Module 2: Using Pre‐Assessment and
Formative Assessment to Continually Assess
Students
implement pre‐assessment and formative
assessment strategies as indicated on the
UbD template
administrators will complete a three‐minute
walk‐through or similar observation sheet
during one of the assessments
May 31, 2014
Instruction
Module 3: Incorporating Flexible Groupings
Into Instruction
explore one new flexible grouping strategy
into instruction and complete a reflection
template on one strategy
administrators will complete a three‐minute
walk‐through or similar observation sheet
during the implementation of one of the
strategies
May 31, 2014
13. Good Spirit School Division Professional Development Plan 2013‐2018 13
ENVIRONMENT
Teaching Wall: There is an expectation that teachers will create a clean and uncluttered teaching wall. Some students require minimal
distractions in order to focus on key content. Teachers can begin this process by focusing on their teaching board and then move towards a
teaching wall that contains few distractions by the end of the school year. Teachers will also begin exploring ways to reduce the amount of
clutter in their classrooms. Accountability/Data: Take before and after pictures of the instructional wall and other target areas in each classroom.
School Environment: Schools will begin to look at ways to make school environments more conducive to student achievement.
Accountability/Data: Take before and after pictures if appropriate.
School‐Based RTI Teams and Division RTI Guidelines: School‐based RTI teams will be established in the fall of 2013. As each school is different,
schools will be encouraged to create teams that meet the individual needs of their schools. Requirements that are consistent among schools are
regular team meetings and the inclusion of SSTs and Admin on RTI teams. A draft version of the Division RTI Guidelines will be provided to
schools and will include documents that may be used to refer students and develop intervention plans. Schools are encouraged to use the
enclosed documents or build others that are effective at the school level. The draft Division RTI Guidelines will be revisited and refined each year
until a document is created that reflects the individual needs of all schools. Accountability/Data: Schools will keep a record of all referral forms
made to the school‐based RTI team and the subsequent goal sheets that outline interventions. In addition, the school‐based intervention team
will complete a reflection questionnaire at the end of the school year on what worked, what needs to be changed, and how student learning was
affected through the RTI process.
Exploration of Student Accommodations: Teachers will begin to explore the use of accommodations to support student learning. Alternate
seating, Thera‐band, assistive technology, fidgets, slant boards, etc. will be made available for teachers to use with students in their classrooms.
Accountability/Data: Teachers will complete a reflection questionnaire that outlines the accommodations tried with students and how they
impacted student learning.
14. Good Spirit School Division Professional Development Plan 2013‐2018 14
CURRICULUM
Module 1: Unpacking Curriculum Outcomes or Objectives in ELA or Other Curriculum if not an ELA teacher
Teachers will work through an unpacking module that helps them identify the big ideas and essential questions of curriculum outcomes and
objectives. They will determine what students need to know, understand, and do (KUDs) in order to achieve each outcome or objective.
Accountability/Data: By January 31, 2014 teachers will hand in the completed Stage 1 of the division UbD planning template for ELA or another
curriculum area if they are not an ELA teacher.
ASSESSMENT
Module 2: Using Pre‐Assessment and Formative Assessment to Continually Assess Students
This module will walk teachers through the pre‐assessment and formative assessment processes and suggest a number of ways to implement
them into their classrooms. Teachers are encouraged to choose new strategies that they have not used in the past. Teachers can also begin using
these strategies to develop the stage two section of the division UbD template that deals with assessment. Accountability/Data: Teachers will
choose three different strategies to try out in their classroom and complete a reflection template on one of the strategies. They will hand in their
reflection by May 31, 2014. Administrators will complete a three‐minute walk‐through or similar observation sheet of a classroom visit during
the implementation of one of these strategies.
INSTRUCTION
Module 3: Incorporating Flexible Groupings into Instruction
As flexible groupings is one of the key principles of differentiated instruction and teachers most likely already use some form of flexible grouping
in their classrooms, this module will build on the prior knowledge and experiences of teachers. Teachers will be encouraged choose a different
type of flexible grouping or use flexible grouping for a different purpose than they have traditionally used in the past. A number of different
examples will be provided so teachers can visualize how groups can be formed in their classrooms based on readiness, interest, and learning
preference. Accountability/Data: Teachers will choose one flexible grouping strategy to try out in their classroom and complete a reflection
template on the use of the strategy. Strategies will be tried and reflections completed in the spring of 2014. Administrators will complete a
three‐minute walk‐through or similar observation sheet of a classroom visit during the implementation of one of these strategies.
15. Good Spirit School Division Professional Development Plan 2013‐2018 15
2014‐2015
Focus Area Expectation Accountability Target Date
Environment
further development of clutter‐free
classrooms and school environment
before and after pictures of target areas in
classroom and in school
May 31, 2015
further development of school‐based RTI
teams and division guidelines
completed referral forms and goal sheets for
interventions
reflection of RTI process, including
composition of school‐based RTI teams
May 31, 2015
continued exploration of accommodations
for student learning
reflection of accommodations tried and how
they affected student learning
May 31, 2015
Curriculum
Module #4: Designing Performance Tasks
for Summative Assessment
completed stage two and three of the
division UbD template or similar for ELA or
other curriculum if not an ELA teacher
May 31, 2015
Assessment
Module #5: Triangulating Summative
Assessment Data and Providing Evidence of
Assessment
reflection on the triangulation of data
process and assessment samples of one
student demonstrating the triangulation of
data and supportive evidence of learning
January 31, 2015
Instruction
Module #6: Providing Student Choice During
Instruction and to Demonstrate Learning
implement three new strategies into
instruction and complete a reflection
template on one strategy
administrators will complete a three‐minute
walk‐through or similar observation sheet
during the implementation of one of the
strategies
April 30, 2015
Cultural Awareness TBA
TBA
TBA
16. Good Spirit School Division Professional Development Plan 2013‐2018 16
ENVIRONMENT
Classroom and School Environment: The focus will be on having teachers continue to find ways to reduce the amount of clutter in their
classrooms to minimize distractions to student learning. In addition, schools will continue to look for ways to develop their school environment
so it is more conducive to student achievement. Accountability/Data: Teachers can take before and after pictures of their classrooms and the
school or create a video that shows what their classroom or area of the school looked like before they focused on developing the environment
and what it looked like after they were finished.
School‐Based RTI Teams and Division RTI Guidelines: Schools will continue to explore and further develop the draft Division RTI Guidelines. At
the end of the school year, the draft guidelines will once again be revisited and refined. Accountability/Data: Schools will keep a record of all
referral forms made to the school‐based RTI team and the subsequent goal sheets that outline interventions. In addition, the school‐based
intervention team will complete a reflection questionnaire at the end of the school year on what worked, what needs to be changed, and how
student learning was affected through the RTI process.
Exploration of Student Accommodations: Teachers will continue to explore the use of accommodations to support student learning. Alternate
seating, Thera‐band, assistive technology, fidgets, slant boards, etc. will be made available for teachers to use with students in their classrooms.
Accountability/Data: Teachers will complete a reflection questionnaire that outlines the accommodations tried with students and how they
impacted student learning.
CURRICULUM
Module 4: Designing Performance Tasks for Summative Assessment
This module will focus on designing summative assessment tasks that measure the breadth and depth of curriculum outcomes and objectives.
Teachers will create tasks that appeal to different learning styles and provide students with a choice in how they demonstrate their learning.
Accountability/Data: By May 31, 2015 teachers will hand in the completed stage two and three of the division UbD planning template for ELA or
another curriculum area if they are not an ELA teacher.
17. Good Spirit School Division Professional Development Plan 2013‐2018 17
ASSSESSMENT
Module 5: Triangulating Summative Assessment and Providing Evidence of Student Learning
It is important to triangulate summative assessment data that is collected on student learning. One form of assessment should never result in a
“mark” or “grade.” Anne Davies talks about the process of triangulation in her book Making Classroom Assessment Work. She highlights the
need to gather evidence through observations, conversations, and products. “When evidence is collected from three different sources
(observations, conversations, and products) over time, trends and patterns become apparent, and the reliability and validity of our classroom
assessment increases (p. 46).” This module looks at different ways that teachers can triangulate data and gather evidence of learning to support
their summative assessment findings. Accountability/Data: Teachers will outline a plan to triangulate the summative assessment of one outcome
or objective or one unit of study. They will also identify evidence that they may use to support their findings. They will have 6 to 8 weeks from
the presentation of the module to complete the process. In addition to completing a reflection of the process, teachers will hand in the
summative assessment evidence of one student in their classroom to demonstrate how they arrived at their findings of a particular outcome or
objective or unit of study.
INSTRUCTION
Module 6: Providing Student Choice During Instruction and To Demonstrate Learning
Students learn in different ways and need the opportunity to demonstrate their learning using products that are meaningful to them. One of the
essential characteristics of differentiated instruction is student choice. This module will look at different ways teachers can provide choice to
students both during instruction and when student need to demonstrate their learning. Accountability/Data: Teachers will implement at least
three different strategies that involve student choice within their instruction. They will reflect on one of these choices and indicate how it
affected student learning. Teachers will have 6 to 8 weeks from the presentation of this module to use three different strategies. Administrators
will complete a three‐minute walk‐through or similar observation document during the implementation of one of these strategies.
18. Good Spirit School Division Professional Development Plan 2013‐2018 18
2015‐2016
Focus Area Expectation Accountability Target Date
Environment
further development of
accommodations for student
learning
before and after pictures of
classroom
May 31, 2016
final evaluation and refinement of
RTI process
reflection of RTI process, including
composition of school‐based RTI
teams
May 31, 2016
Curriculum
completion of Division UbD
template or similar for Math or
other subject area if not a Math
teacher
completed UbD templates for
Math or other subject area
May 31, 2016
Assessment
Module #7: Giving Descriptive
Feedback to Students
completed reflection on
descriptive feedback as well as
three examples attached to
reflection
November 30, 2016
Instruction
Module #8: Creating Outcome‐
Based Anchor Activities That
Target Student Needs
completed reflection on the use
of anchor activities as well as
examples or descriptions of the
anchor activities used
February 28, 2016
Module #9: Planning Tiered
Instruction
completed reflection with
attached tiered assignments or
description of tiered activities
administrators will complete a
three‐minute walk‐through or
similar observation sheet during
the implementation of a tiered
activity or assignment
May 31, 2016
Cultural Awareness
TBA
TBA TBA
21. Good Spirit School Division Professional Development Plan 2013‐2018 21
2016‐2017
Focus Area Expectation Accountability Target Date
Curriculum
completion of Division UbD
template or similar for all subject
areas
completed UbD templates for all
subject areas taught
May 31, 2017
Assessment
Module #10: Involving Students in
the Assessment Process
completed template and example
of how one student was involved
in the assessment process
November 30, 2017
Instruction
Module #11: Using Data to Inform
Instruction
completed reflection template on
the process of using data to
inform instruction as well as
concrete examples of student
work
February 28, 2017
Module #12: Planning Inquiry‐
Based Instruction
completed reflection template on
the inquiry lesson
administrators will complete a
three‐minute walk‐through or
similar observation sheet during
the inquiry lesson
May 31, 2017
Cultural Awareness
TBA
TBA TBA
22. Good Spirit School Division Professional Development Plan 2013‐2018 22
ASSESSMENT
Module 10: Involving Students in the Assessment Process (From Co‐Constructing Criteria to Goal Setting)
Involving students in the assessment process is an important part of responsive teaching. Students can be involved in assessment through co‐
constructing criteria, self‐assessment, peer assessment, goal setting and collecting evidence of learning. Teachers will work through these
activities with their students during this module. Accountability/Data: Teachers will choose an activity or assignment that they will use to involve
their students in the assessment process. They will then complete a reflection template on their students’ involvement and attach the
assessment materials from one of their students. They will have 6 to 8 weeks from the presentation of the module to involve students in the
assessment process and complete their reflection.
INSTRUCTION
Module 11: Using Data to Inform Instruction
Ongoing assessment is a characteristic of a differentiated classroom. Teachers need to use the data they collect from pre‐assessment and
formative assessment measures to help them plan their instruction. Accountability/Data: Teachers will use data to help them plan instruction in
their classroom. They will complete a reflection template on this process and include examples of student work that demonstrate how they used
the data. They will have 6 to 8 weeks from the presentation of the module to implement strategies and complete their reflection of the process.
Module 12: Inquiry
As inquiry is central to the new curriculums released by the Ministry of Education, it is important that teachers understand the inquiry process.
Inquiry is more than simply finding answers to questions. Inquiry questions do not have simply “yes” or “no” or other one‐word answers. They
require students to research and form an opinion based on the information they discover. Accountability/Data: Teachers will complete an
inquiry lesson with their students and a reflection template on the use of the inquiry process. They will have 6 to 8 weeks from the presentation
of the module to implement strategies and complete their reflection of the process. Administrators will complete a three‐minute walk‐through
or similar observation sheet of a classroom visit during the implementation of the inquiry lesson.
26. Good Spirit School Division Professional Development Plan 2013‐2018 26
Understanding by Design (UbD)
UbD is a framework designed by Jay McTighe and Grant Wiggins that uses the backwards by design model to unpack outcomes, design
assessment, and plan instruction for deeper understanding by students.
Universal Design of Learning
Universal Design is defined by CAST as, “a set of principles for curriculum development that gives all individuals equal opportunities to learn.”
The principles include presenting content in a number of different ways, differentiating the ways that students demonstrate their learning, and
using a variety of strategies to engage students.
30. Good Spirit School Division Professional Development Plan 2013‐2018 30
STAGE THREE: CREATE THE LEARNING PLAN
Contextual Big Ideas (ELA only)
What BIG ideas do you want students to gain from the context?
(This is found in the SK curriculum)
Contextual Questions for Deeper Understanding (ELA only)
Are questions that are thought provoking, probe a matter of considerable
importance, and require movement beyond present understanding and studying.
They often lead to other questions posed by students.
(These can be found in the SK curriculum)
Instructional Plan
The Instructional Plan should include a sequence of lessons, teaching strategies, and information on First Nation, Inuit and Metis Content
integration and technology integration.
Key Resources
31. Good Spirit School Division Professional Development Plan 2013‐2018 31
Appendix B: Indicators of Responsive Teaching
The following indicators are descriptions of effective responsive teaching practices that focus on student learning. They are not
intended to be an inclusive list but rather used as a guide to assist teachers with identifying areas of strength and targets for
potential growth.
Growth Mindset
Teachers need to have a growth mindset when dealing with students in today’s classrooms. A belief that all students can learn and
that talents and skills can be developed is essential for student success. Teachers demonstrate a growth mindset when they:
Believe that all the students in their classrooms can succeed.
Never give up on a student.
Recognize and foster each student’s sense of self‐worth and dignity.
Take responsibility for the education of all the students in their classrooms.
Recognize and encourage the potential of each student.
Celebrate success.
B. Creation of a Supportive Learning Environment
With the diverse needs of students in today’s classrooms, it is important to create a supportive learning environment in which all
students feel comfortable and are willing to take risks in their learning. Teachers provide a supportive learning environment when
they:
Seek to discover the interests, learning styles, and readiness levels of all the students in their classrooms.
Take into account individual student needs and learning preferences when planning instruction.
Have a clean, focused teaching wall.
Create an uncluttered classroom environment that has minimal distractions.
Provide accommodations to students so they can access the curriculum (fidgets, slant boards, alternate seating, etc.).
Utilize school‐based RTI (Response to Intervention) teams to support student learning.
32. Good Spirit School Division Professional Development Plan 2013‐2018 32
Implement school‐based interventions and collect data as outlined by RTI teams.
Take an active role in the IIP planning process for tier three students.
Are aware of goals and assist with interventions set by support services personnel (Educational Psychologists, School
Counselors, Speech and Language Pathologists, Occupational Therapists, etc.).
Establish routines and procedures to ensure students are aware of expectations and cause minimal distractions during
instruction.
Involve students in the development of rules and expectations.
Deal with misbehaviors privately and do not call attention to them in class.
Recognize the important role that culture plays in a student’s mastery of curriculum outcomes.
Meet students where they are at and build on their background knowledge and experiences.
Maintain open communication with parents and caregivers.
Model the respect they expect from their students.
C. Planning for Implementation of Curriculum Outcomes
The planning of curriculum outcomes should be based on the students and their learning needs. Effective planning occurs when
teachers:
Have a clear understanding of curriculum outcomes by using the Understanding by Design (UbD) framework to unpack
outcomes and plan learning opportunities.
Are able to identify big ideas, essential questions, and what students need to know, understand, and do (KUDs) for each
curriculum outcome.
Make students aware of curriculum outcomes, big ideas and KUDs in language appropriate for the age and ability levels of
their students.
Plan all instruction around curriculum outcomes.
Integrate curriculum outcomes whenever possible to assist with meeting all grade‐specific outcomes by the end of the school
year.
Demonstrate a thorough knowledge of content.
33. Good Spirit School Division Professional Development Plan 2013‐2018 33
D. Use of Response Teaching Strategies for Instruction
Teachers need to use responsive teaching strategies in their instruction. These strategies take into account student readiness levels
and are planned around the continual assessment of student need. Teachers who use responsive teaching strategies will:
Create learning opportunities that promote student learning of the entire class.
Plan instruction that is engaging to students and requires their active participation.
Activate the prior knowledge of students before beginning instruction.
Provide different pathways for students to acquire new learning.
Ensure there is a balance between teacher choice and student choice during instruction.
Give students a choice in how they discover and construct knowledge.
Incorporate flexible groupings based on students’ interest, readiness levels, and learning preferences throughout the day
and/or throughout a unit of study.
Encourage students to practice learning in a “social” context with a partner or small group.
Provide anchor activities that target curriculum outcomes and student needs.
Tier instruction on a regular basis to meet the readiness levels of all students in a classroom.
Use inquiry as a regular part of instruction.
Ask higher‐level thinking questions to get students to think critically and creatively.
Scaffold instruction to create an environment of success.
Integrate technology into instruction.
Promote problem‐solving abilities of students.
E. Assessment of Student Learning
The ongoing assessment of student learning plays a key role in a responsive teaching classroom. Teachers need to be continually
aware of what their students need to move forward with their learning. To demonstrate the important role that assessment plays in
instruction, teachers will:
Continually assess student learning using pre‐assessment and formative assessment measures.
Show evidence that assessment information is being used to plan instruction.
Use assessment data to determine the readiness levels of students.
34. Good Spirit School Division Professional Development Plan 2013‐2018 34
Develop the practice of providing descriptive feedback to students on formative assessment measures that does not include
a mark or grade.
Offer students a choice in how they demonstrate their learning.
Design summative assessment tasks that cover the depth and breadth of curriculum outcomes.
Triangulate data when summatively assessing student learning of outcomes.
Collect evidence of student learning throughout instruction to support findings of summative assessment measures.
Involve students in the assessment process through co‐constructing criteria, self‐assessment, peer assessment, goal‐setting,
and collecting evidence of learning.
F. Interpersonal Relations And Communication Skills
Interpersonal and communication skills are an important part of being a professional and working with others on an educational
team. Teachers demonstrate these competencies when they:
Foster positive relationships with students, parents, and staff.
Actively listen and seek to understand what others are saying.
Convey empathy for others when dealing with sensitive issues that arise.
Demonstrate a willingness to take part in school‐related activities.
Take an active, positive role in promoting school and division‐based initiatives.
Encourage open communication.
Communicate effectively with students, parents, staff, and community members both in person and in print.
Collaborate with others to solve problems.
Receive requests and questions with an open mind.
Recognize and provide positive feedback to others for a job well done.
Offer constructive feedback when appropriate.
35. Good Spirit School Division Professional Development Plan 2013‐2018 35
G. Professionalism (Qualities, Attitudes, And Responsibilities)
Teachers need to exhibit professionalism when dealing with students, parents, staff, and other community members. They
demonstrate their professionalism when they:
Demonstrate a Strong Commitment to Professional Growth
Assess own teaching abilities and look for ways to improve.
Continually seek professional development to remain current with research and best practices (attend workshops, read
professional literature, take on‐line courses and webinars, participate in blog discussions, etc.).
Implement research‐based best practices into instruction.
Discuss and share ideas with colleagues.
Respond constructively to feedback provided.
Demonstrate Professional Attitudes and Beliefs
Commit to helping all students in their classroom succeed.
Are flexible and adjust to changes.
Respond constructively to issues and challenges that arise.
Show enthusiasm for their chosen profession both in school and out.
Accept Their Professional Responsibilities
Support the mission statements and philosophies of the school and school division.
Follow the policies provided by the school division.
Work as part of a team for the betterment of all students and staff.
Handle confidential material in a discreet manner.
Meet assigned tasks and deadlines (report cards, cumulative folders, attendance reports, etc.).
Make a positive contribution to staff morale.