ACTION PLAN

To contribute to the goal of preparing reflective practitioners, student teachers will write an Action Plan at the end of first, second, and third field
experience with input from their cooperating teacher and/or the University supervisor. The Action Plan synthesizes each field experiences
evaluation, links each field experience to the next, establishes goals for improvement, and forms an agenda for discussion between the student
teacher, the cooperating teacher and University supervisor at the beginning of the subsequent field experience. For First Field Experience only
(excluding Physical Education students), the Action Plan will be completed during the co-requisite Professional Seminar course.

Alessia Fasanella
Name ____________________________

260330491
Student Number ______________________

Secondary English
B.Ed. Program: _____________________
Field Experience: 1st

2nd

3rd

I have shown thorough to advanced development in the following Professional Competencies developed
during this field experience:
I have shown thorough to advanced development in all 12 competencies according to my field supervisor, my cooperating teacher, and myself. For competency 1, I established links between my students lives and the
curriculum through turning the classroom into a cultural base where the exploration of various hiking trips around the world better informed the creation of their own travel blogs. In regards to competency 2, I made sure to
always communicate clearly in the language of instruction, with ease, precision, efficiency, and accuracy . I also corrected student errors, in writing and in speaking, in a respectful, constructive manner. I always used
appropriate and respectful language when speaking with students and staff. I also communicated my ideas clearly and observed grammar and stylistic rules. I believe that if you want your students to abide by certain rules,
you need to first actively model those same rules. Most importantly, I always corrected my own mistakes (in front of the students) to model self-improvement. For competencies 3 and 4, I designed a variety of lessons and unit
plans that not only fulfilled the subject-specific and cross-curricular competencies found in the QEP, but also related to my students on a personal and social level, coupled with a plethora of different cooperative learning
situations that helped my students grow as collaborators. I believe that my positive reinforcement, warmth, and enthusiasm for the subject matter helped each of my students feel safe and capable of achieving success. In
regards to competency 5, I designed valuable assessment methods that tested my students' grasp of the subject matter, while ensuring to always gather proper background information before engaging in a learning activity,
and following up every assignment with self-reflection and feedback. Rubrics were always presented to the students in advance. I promoted students' learning and social development by introducing classroom routines and
establishing methods to effectively deal with inappropriate behaviours, outlined in competency 6. For competency 7, I worked diligently to adapt classroom material and social situations for students who struggled with autism,
dyslexia, and ADHD, while also consulting many peer-reviewed resources to further my understanding of their situations. As my host school supported a 1:1 laptop program, I seamlessly incorporated ICT into my classroom,
and used it to develop travel blog design, literary response writing, as well to provide a platform for communication, which falls under competency 8. I attended the "Meet The Teacher" event as well as "Parent/Teacher
Conferences", and cooperated with school staff, parents, partners in the community, and students in pursuing the educational objectives of the school (competency 9). Working in close proximity with my cooperating teacher, a
fellow student teacher, two other teachers, as well as a resource teacher, granted me a lot of insight throughout my field experience. Not only did I have a collaborative team with which to brainstorm lesson ideas, but I also
had the opportunity to engage in self-reflection with them, and discuss how to better support our students, which helped me develop competency 10. I engaged in professional development individually through the use of my
journal and feedback, and with others, by asking questions and asking for help when needed. I used resources from my "Classroom Practices" and "Third Professional Seminar" courses to improve upon my lessons,
classroom discipline, and evaluation methods (competency 11). Finally, with regards to competency 12, I demonstrated ethical and responsible professional behaviour in the performance of my duties. I believe that one of the
most important values to bring to a classroom setting as an educator is care. When you show your students that you care for not only their academic growth, but also for their wellbeing, you build respectful relationships.

I would like to improve my skills in the following Professional Competencies developed during this field
experience:
For the following professional field experience, I would like to continue developing my classroom management
skills. I believe that I do an excellent job of maintaining a kind, warm disposition, while being authoritative.
However, I want to effectively pacify inappropriate behaviour quickly and without drawing unnecessary attention
to the behaviour itself. I want to ensure that my instructions are being carried out by each student, and that the
noise level does not exceed a certain maximum, depending upon the activity. This can easily be done by
establishing certain guidelines with students at the onset, as well as treating each student with proper respect. I
also wish to continue providing engaging class material, and appropriate academic and social support for my
students, coupled with valuable assessment methods. If possible, I would also like to work on adapting lessons
for special needs students. My students deserve a teacher who is trying to continuously improve upon her
teaching methods, in order to offer them the best possible education, intellectually and emotionally.

I will make use of the following strategies for improvement:

To improve upon my classroom management skills, I will continue to implement proper use of body
language and eye contact to pacify misbehaviour quickly without having to raise my voice. I will
also ensure that my guidelines are clear, and that students are encouraged to ask questions to
provide clarification. I must ensure to establish my noise and disruption guidelines before the
students engage in problem solving, as well as implement my class rules. This will help students
understand what behaviours are acceptable in the classroom. I will get to know my students, in
order to understand where their interests lie, and how I can most effectively bring the course 'to life'
for them. Finally, I will always treat my students with respect in order to build a meaningful, long
lasting relationship with them.
__________________________________
Student teachers signature

December 3rd, 2016

____________________________________
Date

This completed Action Plan is to be discussed with your cooperating teacher and McGill supervisor at the start of your subsequent
field experience.