8Y01 AER Artifact

Teacher Candidate: Laura McClelland     

                                                                                   

DIGITAL PORTFOLIO: ASSESSMENT PAGE AER Strategy Form
Growing Success Principles & Policies	Curated Resources ·      Minimum of 3 sources for each policy	My Professional Learning Goals ·      1 goal for each policy	Strategies for Meeting My Goals ·      1 strategy for each goal
Fundamental Principles
Policy 1 Learning Skills & Work Habits	Self-Regulation Look Fors. Hastings and Prince Edward District School Board. Retrieved from MOE_LookforsChartSelfRegulation.doc Shanker, Stuart. (summer 2012) The Self-Regulating Student. Learn: The Magazine of BC Education, 2. Retrieved from   LearnMagazine_Summer_2012.pdf Schwarz, Jordana. (2014, Sept 22) Putting the ‘Self’ in Self-Regulation. Retrieved from http://www.boomeranghealth.com/blog/occupational-therapy/putting-self-self-regulation/	I would like to become more familiar with the self-regulation learning skill, and how students can improve it, as this is the one I have the least experience with and one some of the students in my placement struggle with.	I will find sources clearly defining self-regulation for me and will work with my associate teacher for ways to assess, evaluate, and improve student self-regulation
Policy 2 Performance Standards: The Achievement Chart	Question Types and the Achievement Charts. Retrieved from teacherweb.com Blooms-Question-Types-and-the-Achievement-Charts.doc. Beckett, Craig. Achievement Chart Activities. Retrieved from achievement_chart.docx. Policy to Practice: Gathering the Evidence. Bluewater District School Board. Retrieved from AL_Section3.pdf	I want to learn more about how to appropriately identify what tasks in the classroom qualify as what category of knowledge and skills e.g. does this component of the presentation relate more to application or thinking?	I will increase my understanding of the different performance standards by learning different types of activities/tasks to do with each of the knowledge types, so it eventually becomes more intuitive to make rubrics.
Policy 3 Assessment FOR Learning & AS Learning	Diagnostic Assessment in Support of Student Learning. Ministry of Education. Retrieved from ppm155.pdf Rethinking Classroom Assessment with Purpose in Mind. (2006). Retrieved from rethink.pdf Assessment for Learning Curriculum Insert. (2010). Retrieved from www.etfo.ca http://goo.gl/T6dbMt	My goal is to learn more about effective tools for diagnostic assessment and how I can best use the information I receive from diagnostic assessment activities	I will research different diagnostic assessment activities and discuss them with my associate teacher. I will try out these strategies during my practicum to help inform my unit planning.
Policy 4 Evaluation	Reporting Student Learning: Guidelines for Effective Teacher-Parent-Student Communication. (2010). Retrieved from /Users/lauras/Dropbox/Term 1/8Y01/Reporting+Student+Learning-1.pdf Wolanski, Aimee. The Power of Observation. Peel District School Board. Retrieved from http://eyeonkids.ca/professional-resources/ the_power_of_observation.pdf Heick, Terry. The Question Every Assessment Should Be Able to Answer. Retrieved from http://www.teachthought.com/pedagogy/assessment/the-most-important-question-every-assessment-should-answer/	I want to learn more about gathering evidence for evaluation. Although I understand collecting student work, I’d like to know more about observation and conversation.	I plan to look at the observational notes my associate teacher and other teachers at my practicum school make, to see if there is a format that I would like to adopt for myself. There is no one perfect way to do things, as long as it makes sense and is able to be used effectively in evaluation.
Policy 5 Reporting Student Achievement	Reporting Student Learning: Guidelines for Effective Teacher-Parent-Student Communication. (2010). Retrieved from /Users/lauras/Dropbox/Term 1/8Y01/Reporting+Student+Learning-1.pdf Workman, John. The Characteristics of a Good Report Card. (2015, 1 May). Ontario Report Cards. Retrieved from http://www.ontarioreportcards.com/ontario-report-card-blog/-the-characteristics-of-a-good-report-card A Guide to Creating Meaningful Report Card Comments. (2009, October). Halton District School Board. Retrieved from Elem Report Guide '09-'10.pdf HWDSB Evidence of Learning Directive. Retrieved from Evidence-of-Learning-Directive.pdf	It’s hard to pick just one learning goal for reporting, because to me, making report cards seems like it would be the most tedious part of being a teacher because there are many different sections that you have to get exactly right, and there are many exceptions to those rules (with IEP, ELL, etc.). I am most interested in learning how to make effective comments on student report cards and to organize my time so I do not go crazy writing report card comments!	I can accomplish this through reading through many of the comment banks available online and through my associate teacher to see the tone and correct language to use when making comments of my own.
Policy 6 Students With Special Education Needs	Differentiated Instruction Educator Package: Facilitator’s Guide—Assessment for Learning. Retrieved from http://edugains.ca/newsite/di/index.html Wormeli, Rick. Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom. (2006). New York: Stenhouse Publishers. Retrieved from fairisntalwaysequal.pdf Learning for All: A Guide to Effective Assessment and Instruction for All Students, K to Grade 12. (2013). Ministry of Education. Retrieved from LearningforAll2013.pdf	Special education is of particular interest to me, but if I had to pick one learning goal, it would be to learn how to modify assessment and assignments for students with exceptionalities that helps them celebrate gains they’ve made during the year, however small.	The resources I have compiled will be helpful in accomplishing my goal (especially the Wormeli book, which has been interesting so far). It is also important to immerse myself in experiences with students with exceptionalities so I can learn from students themselves what will make them feel most comfortable in the classroom (because it is different for everyone).
Policy 7 English Language Learners	Learning for All: A Guide to Effective Assessment and Instruction for All Students, K to Grade 12. (2013). Ministry of Education. Retrieved from LearningforAll2013.pdf Guidelines for the Assessment of English Language Learners. (2009) www.ets.org Retrieved from ell_guidelines.pdf Assessment Tools and Strategies: Language Proficiency Assessment. (2012) Learn Alberta Retrieved from http://www.learnalberta.ca/content/eslapb/languageproficiencyassessment.html	I have quite a few ELL students in my practicum classroom, so I would like to learn how to create tasks, assignments, and tests that help push them without overwhelming or alienating them with “bad grades.”	I hope to work with the ELL resource teacher in my practicum class in addition with my associate teacher to gain assessment strategies for ELL students.