Name: Presley Bendza

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Year: 2022 (1 year)

 

Goal: To professionally learn more about Literacy reading support strategies for students in division 2 (grades 4-6) and how to implement these supports.

 

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Teaching Quality Standard Competency 3: Demonstrating a Professional Body of Knowledge

 

A teacher applies a current and comprehensive repertoire of effective planning, instruction and assessment practices to meet the learning needs of every student.

b. using instructional strategies to engage in meaningful learning activities, based on:

• specialized knowledge of the subject areas they teach;

• an understanding of students’ backgrounds, prior knowledge and experiences;

• a knowledge of how students develop as learners

 

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Plan:

Actions or strategies

• Throughout my learning experiences in Inclusive Education, I have learned about Universal Design for Learning and attending to the needs of diverse learners in many ways. One area of growth I would like to develop is professionally learning about and applying reading support strategies in Literacy for division two students (grades 4-6). In my teaching experiences so far, I have noticed a need for this area of focus for students who may have advanced in grade level from many supports offered in division one (Kindergarten-grade 3) but still need assistance with this foundational knowledge to thrive through all academic tasks. I will do this by attending professional development workshops and opportunities on this topic.

• I would like to work towards integrating this knowledge practically into my teaching by conducting reading assessments with students to understand their current reading level. I believe I will then be able to better plan accessible Literacy lessons by modifying tasks appropriately to reach every student and finding reading content that is age appropriate and linked to students’ interests.

 

Timelines

• Continuously learning and integrating knowledge over the next 12 months

 

Resources

• Professional Development Courses at 2022 Teachers Convention:

  • What should schools/teacher do to eliminate reading difficulties?

  • Phonics as A Team Player (4-6) – Scholastics Education

• Professional learning English Language Arts Courses through Learning that Transfers

• Online resources accessed through Calgary Regional Consortium or Alberta Teachers Association

• Professional Learning Communities

• Learning Commons in the school for books

 

 

Expected Results:
Indicators - Self

• Increased awareness of students reading difficulties

• Increased understanding of teachable reading strategies

• Gathered resources for supporting developing readers

Indicators – Students

• Tracked progress of improved reading abilities

• Interest in choosing sources that challenge their reading abilities

• Engagement in reading and reading tasks in different environments

• Willingness to read aloud

Data Collected

• Tracking student reading assessments

• Resources

• Student feedback about reading tasks, tips, etc.

 

 

Reflections:

• Achievement of goal

  • TBD

• Professional Learning (what I learned)

  • TBD

• Student learning (how it changes student learning)

  • TBD

 

 

Next Steps:

• Attend Teachers Convention

• Gather and explore online resources