Bow Valley High School TPGP 2013-2014 Name: Shannon Booth Goal 1: PLC Goal - Social an !

motional "ell Being G#o$%& 'oc$( )$e(tion: How o we *acilitate connection( o* ta#get (t$ ent g#o$%( to inc#ea(e engagement at (chool th#o$gh the $(e o* (mall inte#e(t g#o$%(& Pe#(on+(, in-ol-e : T#acy Lam.ie/ 0i1e 2ang/ 0a#(ha "illiam( 2ay/ La$#a Nega# / Te##i 0a#chan / 3o i Hogan/ Shannon Booth/ 4man a Peacy/ Lana 4llen/ 0onty Smith/ Gina 5o$ng/ 2e..ie 3ohn(on/ 3an Higgin(&

4lignment with BVHS G$i ing P#inci%le(: 4 (en(e o* comm$nity among(t (ta** an (t$ ent( i( intentionally *o(te#e an %$#%o(e*$lly %#otecte & 4lignment with 6VS 35P: Goal 7ne: Lea#ne#( ha-e thei# in i-i $al nee ( met& 21(t Cent$#y Com%etencie(: Comm$nicato#/ 8nno-ato#/ Calla.o#ato# 2e(i#e 7$tcome( - What do we want to achieve? What will it look like when we get to where we want to be? We want the students to feel connected and have a sense of belonging in our school culture. Students will feel connected to their peer group and an adult(s) in the building. Lea#ning Plan S$%%o#t( 9 6e(o$#ce( : What do we need to achieve this?: "e nee %lanning time $#ing PL ay( "e nee *inancial ($%%o#t to *$n o$# acti-itie(& Setting the 2i#ection *o# the Plan: 4ction Ste%(;St#ategie( : How will 8 achie-e my goal+(,< How will we get the#e< (Some suggested strategies for PL are as follows: job-related reading, book clubs, The P#oo* : will we mea($#e o$# ($cce((<: Indicators - ow will ! know ! have achieved m" goal(s#? & Evidence - What data or information will

worksho$s, conferences, in-services, safet" courses, seminars, webinars, guest s$eakers, mentoring and being mentored or an" other related activit" which suits the goal and focus# Identify target groups. Start small groups Start linking small groups to the larger school community Evaluation

hel$ me to reflect on the achievement of m" goal? (%ualitative&%uantitative 'nal"sis&Process (valuation# ost a student reflection

2ate 4ct$ali=ing the Plan +the li-ing %a#t o* the oc$ment,! What WE DO over the course of the year to make plan viable 0>;2013 6e*lection 9 4naly(i( " ow is this im$acting student wellness? ow is this im$acting student achievement? What changes have been noted? !s the goal being achieved? What have we learned? What revisions and adjustments do we need to make? )ther *uestions regarding the strategies and the $roof indicators and evidence information above+ Please $rovide an" %ualitative and %uantitative data information where $ossible+

Goal 2: P#o*e((ional Goal +e&g& e%a#tment/ Co*P/ c$##ic$la#/ etc&,: ,reate a method for students to e-$lore the elective com$onents of the choral music curriculum b" e-$loring their $ersonal interests and utili.ing their creative skills to $resent the final $roduct+ Pe#(on+(, in-ol-e : BVHS Choi#/ 0i(( Booth

4lignment with BVHS G$i ing P#inci%le(: -Student directed learning will create increased engagement and relevance to the learning $rocess -(ffective instruction em$lo"s as man" strategies as $ossible to facilitate the individual learning st"les of students/ e-$loration of a broad and diverse range of educational activities+ Guiding ssessment !rinciples: -'ssessment $ractices are trans$arent and consistent -'ssessment $ractices give students a variet" of o$$ortunities to learn and develo$ through ongoing feedback 4lignment with 6VS 35P: 0his goal aligns well with 12S 34P goal no 5: Learners are self-directed, innovative, ecologicall" intelligent and entre$reneurial+ 0he fle-ibilit" for students to design their own elective to$ic s$eaks to )utcome 6: ensuring learners become self-directed and take $ersonal ownershi$ of their learning+ 's the elective will s$eak to their own interest, it is m" goal that their level of engagement and inde$endence will increase+ #.$ no. # Pe#centage o* teache#(/ %a#ent( an (t$ ent( who *eel (t$ ent( ha-e (t#ong (en(e o* owne#(hi% *o# thei# lea#ning #.# no # Pe#centage o* (ta** an %a#ent( who ag#ee that (t$ ent( a#e c#itical/ c#eati-e an com%le? thin1e#( 21(t Cent$#y Com%etencie(: Engaged "hinker: #ritical "hinking and !roblem $olving -Students will develo$ a critical thinking *uestion in order to guide the to$ic of their choice/ this will direct their research+ Engaged "hinker: #reativity and Innovation %!n giving students the o$$ortunit" to develo$ their own to$ic as well as method of $resenting their final $roduct, the allowance for their $ersonal creativit" and self directed innovation is targeted+ Entrepreneurial $pirit: &ifelong &earning' $elf%Direction and !ersonal (anagement -0he majorit" of the assignment will be designed b" the student+ 0he" will need to set $ersonal milestones and develo$ a number of ste$s that must be taken in order to com$lete the final $roduct+ -!n e-$loring a to$ic of their choice, the s$ark for intrinsic motivation should be ignited in order to $romote further life-long learning+ 2e(i#e 7$tcome( - What do we want to achieve? What will it look like when we get to where we want to be? Increased intrinsic motivation and engagement of students in musical concepts When achieved% students will have developed a product that encompasses a guiding critical thinking &uestion to present information on a topic of their choice Lea#ning Plan S$%%o#t( 9 6e(o$#ce( : What do we need to achieve this?:

'Student feedback '(lberta rogram of Studies ')niversity *onsultant+*ohorts 'E,emplars for students '-uiding &uestions+structure for product '.ubric '(ssignment assessment Setting the 2i#ection *o# the Plan: 4ction Ste%(;St#ategie( : How will 8 achie-e my goal+(,< How will we get the#e< (Some suggested strategies for PL are as follows: job-related reading, book clubs, worksho$s, conferences, in-services, safet" courses, seminars, webinars, guest s$eakers, mentoring and being mentored or an" other related activit" which suits the goal and focus# /ob'related reading! how to infuse this method of differentiated instruction into the music classroom. 0eing mentored! )niversity *onsultant% 1eaching 2entor at 034S Seminar! .un a seminar with my )niversity cohorts regarding this method of differentiated instruction in the music classroom. The P#oo* : how will we mea($#e o$# ($cce((<: Indicators - ow will ! know ! have achieved m" goal(s#? & Evidence - What data or information will hel$ me to reflect on the achievement of m" goal? (%ualitative&%uantitative 'nal"sis&Process (valuation# (s the product of the goal is primarily seen through the work of the students% the ma5ority of my goal6s assessment will be &ualitative. as student intrinsic motivation increased in the curriculum? Students will complete an assessment of the assignment with &uestions guiding it6s success. (What did you like7 What didn6t you like7 What was the most difficult step in the process7 Etc.)

2ate 4ct$ali=ing the Plan +the li-ing %a#t o* the oc$ment,! What WE DO over the course of the year to make plan viable 0>;2013 C#eate; i(t#i.$te a((ignment 0>;2013 'o#mati-e a((e((ment o* c#itical @$e(tion to%ic 10;2013 Secon #a*t;#e-i(ion o* c#itical thin1ing @$e(tion 9 #o$gh %#o $ct com%lete 11;2013 P#o $ct com%lete;(t$ ent a((e((ment o* %#o $ct 6e*lection 9 4naly(i( " ow is this im$acting student wellness? ow is this im$acting student achievement? What changes have been noted? !s the goal being achieved? What have we learned? What revisions and adjustments do we need to make? )ther *uestions regarding the strategies and the $roof indicators and evidence information above+ Please $rovide an" %ualitative and %uantitative data information where $ossible+