AER Strategy Form

Name: Elizabeth Nash
GROWING SUCCESS POLICIES	My Professional Learning Goals 1 goal for each policy	Strategies For Meeting My Goals 1 strategy for each goal	Annotated Resources 2 sources for each policy
POLICY Fundamental Principles	I will be fair and transparent – treating all students equitably. This is so that my students will be fully engaged and included in the classroom.	I plan on accessing the “Learning for all” government document, to ensure that I am following the best teaching practices.	Ministry of Ontario. (2013). Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf This document includes everything about assessment and instruction. It includes most or all of the fundamental principles into one document. I will definitely be utilizing it throughout my placement. Council of Ontario, Directors of Education. (2014). Retrieved from http://www.ontariodirectors.ca/downloads/EIE-2014/Equity_and_Inclusive_Education_Eng_Final.pdf This document assists teachers in being transparent in their teaching practices. It discusses the varying ways that students need to be included in the school and classroom, and how this translates to their families as well.
POLICY Learning Skills & Work Habits	I will assist students with their self-regulation skills so that they are able to effectively participate in the classroom.	I will utilize the “zones of regulation” so that students can recognize their emotions. I will also meet with my associate teacher, to discuss her strategies for student self-regulation.	Ontario Ministry of Education. (2013). Think, Feel, Act: Lessons from Research about Young Children. Retrieved from http://www.edu.gov.on.ca/childcare/ResearchBriefs.pdf This is a resource that provides information on children and their emotions in the early years. It provides research from several aspects of a child’s development, including self-regulation and tips for student self-regulation. Kuypers, L. The Zones of Regulation. Retrieved from http://www.zonesofregulation.com/teaching-tools.html This is a source that has a multitude of resources that have been created by other educators. It includes tools for self-regulation assessment and data collection.
POLICY Performance Standards: The Achievement Chart	I will familiarize myself with the achievement chart, so that I am able to successfully develop assessment tools.	I will utilize the curriculum documents and the achievement chart.	Ministry of Education. (2004). The Ontario Curriculum Grades 1-12: Achievement Charts (Draft). Retrieved from http://www.hwdsb.on.ca/westdale/files/2010/10/Achievement-Charts13.pdf This document includes all the achievement charts for every subject in the elementary grades. It will be useful to have all charts on one document, when creating assessment tools, such as rubrics. EduGains. Action Verbs. Retrieved from http://www.edugains.ca/newsite/aer/eModules/courseEngine/actions_verbs.html This resource will be helpful in creating report card comments, as it gives a list of verbs that are appropriate from each of the achievement chart categories.
POLICY Assessment FOR Learning & AS Learning	I will use descriptive feedback when assessing my students. This is so that they can respond to it, allowing improvements to their learning and my instruction.	I will find and utilize resources that explain the importance and feedback, as well as examples of descriptive feedback.	Ministry of Education. Descriptive Feedback: Assessment for Learning Video Series. Retrieved from http://www.edugains.ca/resourcesAER/VideoLibrary/Feedback/ pdf This resource includes segments that highlight the importance of feedback given to students. It includes how to include feedback, how to incorporate feedback according to the learning goals/success criteria, etc. Ontario Teacher’s Federation. Descriptive Feedback for Google Classroom. Retrieved from https://www.otffeo.on.ca/en/learning/otf-connects/resources/descriptive-feedback-google-classroom/ This resource is a webinar that discusses how to use descriptive feedback with students using Google Classroom. It discusses the interactivity of the concept, and how students can respond online.
POLICY Evaluation	I will evaluate on the basis of the performance standards, taking all aspects of student learning into consideration. This is so that I can ensure that all students are being graded fairly.	I will be utilizing the Ontario curriculum documents for evaluation, for cross curricular teaching and evaluation.	Ministry of Education. Revised. Curriculum Documents: Grades 1-8. Retrieved from http://www.edu.gov.on.ca/eng/teachers/curriculum.html These are good resources to use when cross curricular teaching and evaluating. When evaluating, many aspects of each curriculum can be used. Ministry of Education. Achievement Charts. Retrieved from http://www.hwdsb.on.ca/westdale/files/2010/10/Achievement-Charts13.pdf The charts can be used to understand where the child needs to be at in terms of summative learning.
POLICY Reporting Student Achievement	I will understand the differences between the elementary school progress report card and the provincial report card, so that I can complete them accordingly.	I will use the reporting resources that are posted on the Ontario Ministry of Education website.	Ministry of Education. (2010). Report Card Templates. Retrieved from http://www.edu.gov.on.ca/eng/document/forms/report/1998/report98.html This document includes all of the progress and provincial report card templates for kindergarten, grades 1-6 and grades 7-8. Ministry of Education. (1998). Guide to the Provincial Report Card, Grades 1-8. Retrieved from http://www.eqao.com/en/Our_Data_in_Action/articles/communication-docs/repgde.pdf This document is a “section by section” guide, to assist teachers in appropriately filling out each report for each student. It demonstrates what to say and how to say it.
POLICY Students With Special Education Needs	I will learn about how to differentiate my instruction for students with special education needs so that the students can succeed in their learning.	I will create a class profile for all my students, to understand where they are at in terms of their learning. This strategy will also inform my instruction.	Edugains. (2016). Knowing and Responding to Learners – A Differentiated Instruction Educator’s Guide. Retrieved from http://www.edugains.ca/resourcesDI/EducatorsPackages/pdf This document provides a variety of information regarding how to differentiate, when to differentiate and how to create a class profile. Ontario Ministry of Education. Special Education. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/speced.html This website has many links to resources in regards to special education. There are policies, placement documents as well as IEP documents.
POLICY English Language Learners	I will learn to accommodate English Language Learners into the classroom and modify my instruction for them. This is so that they can be successfully integrated into the learning.	I will openly communicate with those working in the school who have been English Language Leaners themselves, so I can get a feel for the transition.	Ministry of Education. Supporting English Language Learners: A Practical Guide for Ontario Educators. Retrieved from http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf This document is a guide that can inform teachers of their instruction with those who do not speak English as their first language. It provides the information and resources that are needed to support the ELL population in schools. EduGains. (2008). English Language Learners with Limited Prior Schooling. Retrieved from http://www.edugains.ca/newsite/ell/ This resource includes an interactive slideshow that was created to assist teachers in learning about the ELL population. It includes the Capacity Building Series documents, as well as videos of ELL learners.
POLICY The Kindergarten Program	I will incorporate play based learning into my teaching, so that children are able to explore and grow through their own curiosities.	I will be talking to the kindergarten teacher, to be informed of her practices, assessment and instruction. Discussing this with her will inform my play based instruction.	EduGains. The Kindergarten Program. Retrieved from http://edugains.ca/newsite/Kindergarten/index.html This resource has an abundance of information regarding the kindergarten program and how to practice in a kindergarten classroom. It provides many helpful resources. Ministry of Ontario. (2016). Play Based Learning in a Culture of Inquiry. Retrieved from https://www.ontario.ca/document/kindergarten-program-2016/play-based-learning-culture-inquiry This resource included many links and information regarding play based learning – explaining its importance. It will definitely be useful when implementing a play based environment.