Textbook for ECUR 165
Purpose
Throughout your program in the College of Education, University of Saskatchewan, you will be working towards achieving professional competencies as indicated in the program goals. You will use the Professional Growth Guide & Portfolio during your studies to help you link your on-campus courses and field study experiences to enhance your professional development. You are responsible, as a teacher candidate, for using the Professional Growth Portfolio as a tool for gathering evidence of your progress toward achieving program goals and outcomes. The outcomes include competencies listed on the Saskatchewan Teachers Federation (STF) website. STF competencies are indicated in bold type.
The Professional Growth Guide/Portfolio is similar in scope and purpose to individual professional planning guides and portfolios widely used by teachers. It is designed to help you:
- Focus your thinking on the connections between theory and professional practice
- Focus on students' learning as well as on theorizing about your own teaching practice
- Identify strategies for working towards professional goals and teaching competence
- Identify criteria for measuring progress
- Develop professional interactions and discussions among colleagues including other teacher candidates, cooperating teachers, course instructors, internship facilitators
- Share responsibility for leadership
- Increase your professional knowledge, involvement, and develop ownership of your own learning and growth
How to Use
During your professional studies in the College of Education you will use the Professional Growth Portfolio (PGP) Tables to collect and analyze evidence of your progress toward program goals and outcomes. You will be asked to use your portfolio as a springboard for reflective writing, theorizing and inquiry activities that take place as part of coursework and field study assignments. You are encouraged to keep your records in electronic form for easy sharing with peers, instructors, cooperating teachers and internship facilitators.
Evidence
Throughout your professional learning experiences you are required to collect evidence by adding to your record on a regular basis (daily or every second day would be best but weekly is acceptable). The information in the PGP is directly linked to your internship assessment. Be sure to DATE your entries and add the most recent entry at the 'top' so that entries read in reverse chronological order (e.g., March 29, March 27, March 22)
Include evidence that indicates (is an indicator of) your progress toward the outcomes noted. You can include:
- Records of your observations collected during school and community visits
- Feedback/discussions with peers, cooperating teachers, instructors, internship facilitators while preparing to work with learners
- Instructional plans (lesson & unit plans)
- Feedback from peers, cooperating teachers, instructors, internship facilitators related to teaching
- Elements of on-campus coursework are welcome here, including assignments (or parts of assignments), critiques/summaries of articles read, and records of professional discussions
Analysis & Reflections
In this part of the table, you will record your analysis of the evidence you have gathered. In your analysis you should:
- Deconstruct your observations - that is, reflect on the gathered data to address the general question: What have I learned about the students and their learning needs?
- Examine and explain changes in your own behaviours/ways of thinking
- Explain how you think the evidence recorded is an indicator of your progress toward particular outcomes
Goals
| Professionalism | Knowledge | Instructional | Curricular |
|---|---|---|---|
1.1 the ability to maintain respectful, mutually supportive and equitable professional relationships with learners, colleagues, families and communities
1.4 a commitment to service and the capacity to be a reflective, lifelong learner and inquirer | 2.1 knowledge of Canadian history, especially in reference to Saskatchewan and Western Canada 2.2 proficiency in the Language of Instruction 2.3 knowledge of First Nations, Métis, and Inuit culture and history (e.g., Treaties, Residential School, Scrip and Worldview) 2.4 ability to use technologies readily, strategically and appropriately 2.5 knowledge of a number of subjects taught in Saskatchewan schools (disciplinary/ interdisciplinary knowledge) 2.6 ability to strive for/pursue new knowledge | 3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation 3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate learning styles of individual learners and support their growth as social, intellectual, physical and spiritual beings | 4.1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of Education 4.2 the ability to incorporate First Nations, Métis, and Inuit knowledge, content and perspective into all teaching areas 4.3 the capacity to engage in program planning to shape ‘lived curriculum’ that brings learner needs, subject matter, and contextual variables together in developmentally appropriate, culturally responsive and meaningful ways |
Using the Document
About the resource
The PGP document will help to guide and track your professional growth throughout your time in the College of Education. The information on this page was copied directly from the College of Education website. As this wiki and the site that this information is hosted on are both part of the University of Saskatchewan, gaining copyright clearance is not needed.
Copyright information
The content in this item is copyrighted by the College of Education, University of Saskatchewan
APA citation
College of Education. (n.d.). TECC Competencies Professional Growth Plan (PGP) Goals. Available at http://www.usask.ca/education/fieldexperiences/tecc-pgp/index.php
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