Hub Part A Part B Part C

📋 Part A: Reflect and Align

Artefacts aligned with Teaching Quality Standard (TQS) competencies.

Fostering Effective Relationships

Artefact: TP Conference Notes

Rationale/Context

These notes document my interactions during parent-teacher conferences, specifically how I navigated sensitive discussions regarding medical diagnoses and social conflicts.

TQS Reflection

This artefact demonstrates my commitment to acting consistently with fairness, respect and integrity when navigating complex family dynamics. By documenting specific concerns for individual students, I ensured that I was demonstrating empathy and a genuine caring for others beyond just academics. The notes show that I am honouring cultural diversity and promoting intercultural understanding by keeping these sensitive conversations confidential and solution-focused. Applying Brookfield’s (2017) autobiographical lens, I recognize that “Our own experiences as learners provide important clues to the kinds of classroom dynamics that hinder or further the ability to learn” (p. 6). My own experience tells me that trust is the foundation of any classroom; these notes prove I am actively building that trust by partnering with parents rather than just reporting grades.
TP_CONFERENCE_REPORT_2025.txtSECURE ACCESS
TQS
COMPLIANT
RECORD

Parent-Teacher Conference Observations - Fall 2025

School: Eugene Coste School
Dates: November 27–28, 2025
Participants: Lead Teacher (M. Plomp), Student Teacher

Thursday, November 27, 2025

Session 1: Student A (Grade 4)

  • Parent Discussion: Parent was unaware of the extent of Spanish usage in class.
  • Literacy Goals: Review summary book reading techniques; Focus on utilizing sentence starters.
  • Writing: Prioritize completing creative writing assignments; Encouraged to incorporate more figurative language.
  • Behavioral Observations: Highly social and occasionally distracting to peers; Displays strong interest in Science and Economics.
  • Accommodations: Uses a "wiggle tool" for focus; interested in using Scratch for assignments.

4:30 PM: Student B (Grade 4)

  • Academic Status: Average performance in Spanish dialogue; struggling slightly with Math (specifically decimals).
  • Literacy: Strong silent reading comprehension; however, requires support with verbal pronunciation.
  • Interests: Enjoys Art and reading.

4:45 PM: Student C (Grade 4)

  • Academic Status: No concerns in Math; minor issues noted in writing.
  • Observations: Parents noted the student has been squinting in class.
  • Interests: Enjoys Hip-hop and was proud to share their "Jube Journal."

5:00 PM: Student D (Grade 5)

  • Social/Emotional: Reserved; does not socialize extensively with peers.
  • Academic Status: Strong in Math.
  • Writing Goals: Needs further development in fiction writing.
  • Interests: Highly engaged in robotics/coding and physical movement.

5:15 PM: Student E (Grade 5)

  • Support Needs: Slow task completion; may require IPP/formal accommodations.
  • Parent Feedback: Exploring medical assessments for stuttering and task initiation.
  • Teacher Observations: Eager to contribute and respond in Spanish.
  • Context: Parents inquired about the dynamics of the Grade 4/5 split class.

5:30 PM: Student F (Grade 5)

  • Academic Status: Performing well in Math (decimals) and Spanish.
  • Writing Goals: Needs to incorporate more descriptive details.
  • Parent Concerns: Parent noted concerns regarding paragraph structure, event recall, and handwriting (left-handed).
  • Key Strength: Demonstrates strong self-correction skills and advocates for help when needed.

5:45 PM: Student G (Grade 4)

  • Academic Status: Currently performing below grade level in several areas.
  • Math: Struggling with regrouping in subtraction.
  • Writing: Utilizing voice-to-text to assist with idea generation.
  • Support: Requires one-on-one teacher support for task completion (e.g., "Mi lugar favorito").

6:00 PM: Student H (Grade 5)

  • Academic Status: Strong performance (Creative Writing: 4).
  • Social/Emotional: Helpful student with a positive peer group.
  • Observations: Parent mentioned previous use of Khan Academy and interest in "Touring Tumble."

7:00 PM: Student I (Grade 4)

  • Academic Status: Currently performing below grade level across core subjects.

Friday, November 28, 2025

8:00 AM: Student J

  • Concerns: Significant dislike for CPC; parent expressed concerns regarding the split-grade classroom and Math support.

8:30 AM: Student K

  • Academic Status: Enjoys decimals; seeking specific ELA goals.
  • Social/Emotional: Reported peer conflict during recess; parents are providing guidance on conflict resolution.
  • Leadership: Candidate for a school kindness award ("Thea Award").
  • Logistics: Starting school patrols next week; reports morning fatigue.

8:45 AM: Student L

  • Academic Status: Strong in Math and STEM activities.
  • Support Needs: Significant issues with task initiation and resistance to trying new things.
  • Writing: Open to trying voice-to-text.
  • Context: Parents considering alternative school settings (English-only).

9:30 AM: Student M

  • Academic Status: Struggling with Math; currently has external tutoring.
  • Support Needs: Frequently second-guesses work and rushes through tasks.
  • Behavioral: Easily distracted by peers.
  • Classroom Focus: Class-wide editing and convention process scheduled for January.

10:15 AM: Student N

  • Academic Status: Minor issues with addition in Math; otherwise performing well.
  • Strengths: Good at advocating for help; interested in teaching as a career.

10:30 AM: Student O

  • Social/Emotional: Helpful in the classroom.
  • Writing Goals: Needs to utilize more adjectives and descriptive language.
  • Support Needs: Distracted by multi-stage directions; parents are pursuing an educational assessment.

11:00 AM: Student P

  • Academic Status: Math is progressing well; prefers worksheet-based tasks.
  • Support Needs: Parents concerned about attention and work avoidance.
  • Strengths: Avid reader.

11:15 AM: Student Q

  • Support Needs: Requires significant support for task initiation and completion.
  • Medical/IPP: Pending ADHD diagnosis for IPP implementation; parents currently exploring non-medication strategies.
  • Anxiety: Noted as a factor for school absences.
  • Teacher Strategy: Reducing workload volume to prevent overwhelming the student.

11:30 AM: Student R

  • Academic Status: Strong in Math; no concerns in Literacy.
  • Social/Emotional: Highly social and chatty; provides good insights in Social Studies.
  • Peer Support: Enjoys helping others but needs to be taught how to prompt peers rather than providing answers.

11:30 AM: Student S

  • Academic Status: Good Spanish skills; minor calculation errors in Math.
  • Writing Goals: Missed items on checklists; needs more descriptive language.
  • Support: Moving to laptop usage for writing.
  • Social/Emotional: Making positive friendship choices this year.

12:00 PM: Student T

  • Academic Status: Writing is expressive but requires grammar support.
  • Interests: Strong interest in Science, Science Fiction, and "X-Men."
  • Spanish: Putting in significant effort.

12:15 PM: Student U

  • Academic Status: Strong performance (Creative Writing: 4); well-organized.
  • Strengths: Excellent oral Spanish skills; motivated by "bonus" challenges.
  • Behavioral: Noted some peer distractions at their current table.

Post-Conference Note: Student V (Grade 4)

  • Academic Status: Reading below grade level; phonetic writer.
  • Support Needs: Working on multiplication and descriptive language in Spanish.
  • Social/Emotional: Has a solid friend group but avoids specific peer conflicts.
  • Next Steps: Starting assessment for a potential learning disability.

Student Teacher Reflections & Action Items

  • Engagement Strategy: Students showed high engagement with STEM, Math, and Economics. Consider further gamification or hands-on activities to maintain this interest.
  • Curriculum Focus: Provide explicit instruction on typing skills; Focus on multi-digit multiplication and area models (00x0, 000x0).
  • Professional Conduct: Ensure personal devices/messages are not visible during instructional time or conferences.
  • Parent Communication: When discussing peer conflicts (e.g., Student S), maintain a neutral, solution-oriented tone to avoid creating defensiveness among parents.

Engaging in Career-Long Learning

Artefact: PLC Minutes

Rationale/Context

Detailed minutes from Professional Learning Community meetings focused on literacy interventions and data analysis.

TQS Reflection

This document provides evidence of my dedication to collaborating with other teachers to build personal and collective professional capacities and expertise. Instead of working in isolation, I am collaborating with other teachers to analyze student writing samples and develop Tier 2 interventions. As Brookfield (2017) notes, “Inviting colleagues to watch what we do or engaging in critical conversations with them helps us to notice aspects of our practice that are usually hidden from us” (p. 6). The notes show me seeking, critically reviewing and applying educational research to improve practice—specifically looking at “voice-to-text” strategies for students with motivation barriers. This collective inquiry allows me to move from general observation to targeted action, ensuring my professional growth directly impacts student success. It serves as proof that I am maintaining an awareness of emerging technologies to enhance knowledge and inform practice within a community of practice.
PLC_MINUTES_NOV_2025.logINTERNAL ONLY
TQS
COMPLIANT
RECORD

Professional Learning Community (PLC) Minutes - Fall 2025

Friday November 7 - CRM

1. School Development Plan presented to school council
- What are the observations of this data? What patterns do you see? Is there anything that surprises you?
- What next steps do you thing we should take based on this data and you current teaching and learning practice?
- What questions do you have about our SDP?

PLC second term was writing (last year) - they are overachieving. Markers were consistent. There were good writers, they had lower expectations - sentence starters, vocabulary. We able to achieve a 2 with all the support. Without support probably not (sentence starters, graphic organizers). Higher achievers in math in the first.

Friday Nov. 7, 2025: Collaborative Response Model (Literacy)

  • To build a toolbox; seen as professional learning; network of support.
  • Everyone should walk away with a commitment.
  • Strategies from solutions (refrain from talking about behavior).
  • Possible support or ideas (tier 2).

Student W (G3)

  • Write about yourself prompt.
  • Concern: Period middle line, upper case/lower case. Period inside sentence. Can only do one prompt at a time.
  • Strategies: Chunking, one-on-one, copies from board for spelling, small whiteboard for scribing, graphic organizers, sentence frames, word bank.
  • Commitment: Picture writing (with vocabulary), sentence starters, word bank, avoid scribing.

Student X (G3)

  • Not motivated to write, don't know what a sentence is. He adds pictures to his writing, she makes him label them.
  • All had sentence starters, I do - we do - you do for sentences. Can articulate well but writing is bad.
  • Strategies: Try speech to text.

Student Y (G3)

  • ELA student, working on descriptive writing about the senses. Wrote examples but when using the examples, can't write it.
  • Need to give him sentence starters but he does not use it. Suspects lack vocabulary, keeps repeating.
  • Brainstorm ideas with the whole group (anchor charts).

Student Z

  • Zero motivation. Trial voice-to-text.
  • Include names of his friends; reading his story to the class.
  • Magic cards.

Student AA

  • No capitalized, no period.
  • Strategies: Conventions, Dictionary.

Student AB (g4)

  • Verbally can produce and good speller. His work in writing is hard. Not motivated; unfinished tasks.
  • Reads a lot.
  • Commitment: Provide an authentic audience for writing (family, peers, community) to increase motivation and sense of purpose.

Student AC

  • Avoider; motivation is the problem; no spacing.

PLC - Nov. 14

  • Tennis residency Nov 24 - gym schedule next week.
  • Partner-teacher conferences: 15 minutes slots (Nov 27-28). Progress from September. Script includes English, Math and Spanish evidence.
  • Powerschool access for parents.

Spanish Immersion Week (Nov 17-27)

Proyecto interdisciplinario. Contribucion de su heritage. Week 1: Discover and Learn (ORAL). Week 2: Create and share.

As a teacher you collect a body of evidence (1-4 Proficiency Scale).

PLC Math 2025-26

Goal: Spanish mathematical discourse through intentional design.

  • Examine analyze data; set goals; develop strategies; act-examine; adjust.
  • Strategies: Order and compare, decimales. Front loading vocabulary (tier 3 words). Prompt students: "Inténtalo en español".
  • Sentence Starters: "Yo usé la estrategia de...", "Primero..., después..., finally...", "Comparé y observé que...".

Friday, Dec 5: Assessment & Reporting

  • Report cards available Feb 24. Purpose: improve student learning.
  • Triangulation evidence of learning: write, do, say.
  • Comment Guidelines: Align with proficiency scale; avoid jargon and pronouns (use names); areas of strength and growth.
  • Each comment should include: learning outcome, proficiency descriptor, evidence of learning, strength and goal oriented.

Final Action Items

  • Focusing on descriptive language.
  • Simple vs fragment... and compound sentences and math the table (Andy) - next week.

Demonstrating a Professional Body of Knowledge

Artefact: Circuit Exploration Photo

Rationale/Context

A photograph of a student Snap Circuit project demonstrating application of electricity concepts through hands-on inquiry.

TQS Reflection

This artifact illustrates my capacity to utilize a current and comprehensive repertoire of effective planning, instruction, and assessment practices to meet the learning needs of every student. By facilitating this hands-on inquiry, I incorporate a range of instructional strategies, including the appropriate use(s) of digital technology, according to the context, content, desired outcomes and the learning needs of students. Brookfield (2017) notes that “Theoretical and research literature can provide unexpected and illuminating interpretations of familiar as well as newly complex situations” (p. 7). However, while this project showcases strong summative evidence, I recognize that it lacks the continuous formative feedback loops necessary for adaptive instruction—a shortcoming I am actively addressing in my Part C Action Plan.
IMG_SC_0392.jpgVISUAL EVIDENCE
TQS
COMPLIANT
RECORD
Circuit Exploration
TYPE: FIELD_INQUIRY_EVIDENCE
SUBJECT: SCIENCE 5 - ELECTRICITY
REMARK: Hands-on alarm circuit construction.

Establishing Inclusive Learning Environments

Artefact: “Our Goals” Growth Tree

Rationale/Context

A bulletin board display where every student contributed a leaf with a personal growth goal, pinned to a communal tree.

TQS Reflection

This “Growth Tree” is central to my strategy for employing classroom management strategies that promote positive, engaging learning environments grounded in community rather than compliance. It visually asserts that every student is welcomed, cared for, respected and safe within our shared space. By publicly validating individual goals, I am incorporating students’ personal and cultural strengths into teaching and learning. Utilizing the lens of Students’ Eyes (Brookfield, 2017), I aim to “clarify our assumptions and decide when they make sense and when they need to be changed or discarded” (p. 6) about what makes a classroom feel inclusive. This artifact reflects my belief that inclusion isn’t just about physical access, but about ensuring every learner sees themselves represented and valued in the classroom environment.
COMMUNITY_ASSET_4.jpgINCLUSIVE DESIGN
TQS
COMPLIANT
RECORD
Growth Tree
TYPE: CLASSROOM_CULTURE_ARTEFACT
PURPOSE: Goal setting & representation.
LOCATION: Main classroom whiteboard.

Applying Foundational Knowledge about First Nations, Métis and Inuit

Artefact: “Buffalo’s Journey” Illustration

Rationale/Context

A digital illustration mapping a buffalo migration route, used to teach about land displacement and historical geography.

TQS Reflection

This evidence highlights my ability to develop and apply foundational knowledge about First Nations, Métis and Inuit. By moving beyond a textbook and using a visual narrative of the buffalo’s displacement, I am using the programs of study to foster knowledge and understanding of, and respect for, Indigenous histories, cultures, languages, and contemporary contexts. This aligns with Brookfield’s (2017) view that critical reflection uncovers power structures (p. 8). I am supporting the learning experiences of all students by using resources that accurately reflect and demonstrate the strength and diversity of Indigenous peoples, while understanding the historical, social, economic, and political implications of treaties, legislation and agreements, and residential schools and their legacy.
ARTEFACT_MAP_FNMI.pngPEDAGOGICAL RESOURCE
TQS
COMPLIANT
RECORD
Buffalo's Journey
TYPE: VISUAL_PEDAGOGY_MAP
CONTENT: Land displacement history.
SOURCE: Digital Illustration (Redacted).

Adhering to Legal Frameworks and Policies

Artefact: Submitted LT1

Rationale/Context

A group analysis of a professional conduct case regarding teacher resignation and contract law.

TQS Reflection

This case study analysis demonstrates my commitment to maintaining an awareness of, and responding in accordance with, requirements authorized under the School Act and other relevant legislation. By evaluating contractual obligations, I align my professional decisions with policies and procedures established by the school authority. Brookfield (2017) notes that societal forces always intrude into the classroom (p. 8); thus, I recognize that the professional practice of a teacher is bound by standards of conduct expected of a caring, knowledgeable and reasonable adult entrusted with the custody, care or education of students.
LEARNING_TASK_1_FINAL.docCONFIDENTIAL
TQS
COMPLIANT
RECORD

EDUC 525 - Learning Task 1 – Part 1

Prepared by: Lucas Johnson, Amanda Wong, Jenna Turner
Case Name: 1. iii. A Contract is a Contract
Case Link: ATA - Pitfalls and Precautions A contract is a contract

Fact-finding

a. What are the key facts highlighted in this case?

  • The teacher gave less than 30 days notice before resigning from her position.
  • The teacher accepted a teaching job in another province with an overlapping start date with their contract.
  • There was no mutual release: new employer refused to delay start date and Alberta employer declined to grant mutual consent for early termination of the contract.
  • There was a violation of the School Act, as stated, teachers must give 30 days notice to resign unless they are mutually released from their contract.
  • ATA Professional Conduct Committee found the teacher guilty of unprofessional conduct and was reprimanded and fined $200.
  • If the fine is not paid, it would result in ineligibility for ATA Membership.
  • Teachers must be mindful of statutory requirements and contractual obligations when resigning, as employers are expected to do the same.

b. What do we know about the situation, and what don’t we know?

What we know:

  • The specific actions of the teacher.
  • The requirements of the School Act.
  • The lack of flexibility from both employers.
  • The disciplinary outcome ($200 fine).

What we don’t know:

  • We do not know the reasoning behind the teacher’s decision to move to a different province.
  • It is not said if the teacher fully understood her contractual obligations in regards to the 30 days notice.
  • Did the teacher attempt to get out of her contract with the principal mutually before being rejected.
  • We do not know if the previous school was able to fill the vacancy caused by the sudden departure by the teacher.
  • We don't know why the teacher wanted to leave the current school. If there was a problem or issue at the school that was not mentioned. Or if the conditions of the new school are more appealing than the current school.
  • We don't know which province the teacher was moving to.
  • We don't know what section of the Code of Professional Conduct they used to find the teacher guilty of unprofessional conduct and gave the teacher a fine but didn't share what article they used.

c. Who are the key stakeholders and what are their concerns?

  • The teacher: Career advancement and/or personal opportunity in another province; Conflict between professional obligations and the demands of the new employer; Unaware of the legal ramifications of resigning without enough notice; Facing disciplinary consequences and reputational damages.
  • Alberta Employer: Disruption to students and school due to sudden vacancy in position; Upholding integrity of contracts and making sure staff follow legal processes; Being consistent and fair in employment practices.
  • New Employer: Filling their own teacher vacancies within a specific time frame; Prioritizing their needs over interprovincial professional norms; Unwilling to adjust start dates to respect the teachers contract.
  • Alberta Teachers Association (ATA): Enforcing the code of professional conduct; Ensuring teachers understand and adhere to legal and ethical obligations; Preserving the reputation and credibility of the profession; Being consistent with consequences to maintain professional standards.
  • Students and School Community in Alberta: Departure of teacher may cause disruption in learning and disorganization; Stability and continuity is reduced in the class; Delay in securing a qualified replacement.

Associated Laws, Policies, and Mandates

a. Which laws, policies or mandates are implicated in this case? (include the specific policies or sections)

  • School Act (now known as Education Act): Part 7, Division 2: Article 216 Termination by teacher. 216(1) A teacher may terminate (1) a contract of employment with a board, or (2) a designation of the teacher made pursuant to section 202, 203 or 204 by giving the board 30 days’ written notice of the teacher’s intention to terminate that contract or designation.
  • Code of Professional Conduct: Professional Conduct Requirements: The article did not specify which section of the Code of Professional Conduct was violated.
  • Canadian Charter of Rights and Freedoms: Section 6.2. Rights to move and gain livelihood. (2) Every citizen of Canada and every person who has the status of a permanent resident of Canada has the right: a) to move to and take up residence in any province; and b) to pursue the gaining of a livelihood in any province.

Ethical Framework

a. What are the ethical tensions in this case?

  • Teachers contractual obligations and teachers desire for new opportunity.
  • Alberta Employer was acting out of Ethical Profession holding the teacher accountable for contract.
  • New employer would not be flexible and push back the start date to adhere teacher existing contract.

b. Which ethical frameworks (care, justice, critique, profession, or community) are implicated?

  • Profession Framework- The old employer upheld the standards expected of teachers and with that the laws surrounding the contractual terms of employment with the first school board.
  • Critique: One could apply a critique framework to examine the rigidity of the 30-day notice period in a dynamic job market. Does the rule sufficiently balance employer needs with teacher mobility? Could there be more flexible or standardized inter-provincial agreements? The case highlights a potential systemic issue where individual teachers might be caught between two inflexible systems.
  • Community - Both employers were acting in the best interests of their school and community by making sure they have a teacher in their school.

Consequences

a. What are the consequences of this case to each of the stakeholders?

  • The teacher: Formal finding of unprofessional conduct and reprimand; The teacher may not be able to return to the previous school board due to this incident; Reputation: The ruling could affect the trust that the public has in her as a teacher and in the teaching profession.
  • Alberta Employer: The Alberta Employer would have needed to fill the vacancy left by the teacher immediately. The teacher or teachers filling in the role would have had to re-start building relationships with the students and assess for how much the change of teachers has disrupted the flow of learning in this classroom.
  • New Employer: The new employer may gain a reputation for their inflexibility; Successfully hired the teacher, but potentially at the cost of a disregard for prior contractual obligations.
  • Alberta Teachers’ Association (ATA): Reinforced the importance of due diligence for teachers regarding their contracts.
  • Students and school community: Student learning would have been disrupted and there may have been a lot of confusion about the proceedings of how the transition from the old teacher to the new teacher would affect the school community.

b. Given the facts of the case, which preventative measures can be put in place to prevent this case from happening in the future?

  • Clear teaching of the contractual obligations in teacher schools.
  • Initiate discussions with the current employer as soon as possible if considering a new role, even before accepting an offer, to explore options for mutual release.
  • Make a policy where teacher contracts must be upheld across Canada and not just in a province to omit rigidity of start dates.
  • Call the ATA and ask for guidance.

Reflections and Current Practice

a. Can you find a current or similar event that implicates the same ethical dilemma as this case?

An article we found from the US explains that there are more stories of teachers breaching their contracts the same way the Alberta teacher did and ending up with large fines. These unspecified and unverified teachers gave notice, though unclear how long before their departure, and were fined with some states enforcing more severe “punishments” such as a suspension or revoking the contractee’s teaching license. Teachers Are Being Fined, Suspended for Quitting Before End of the School Year – The 74

b. If you were the teacher in this case, how would you have wanted to be treated?

  • With empathy and understanding, acknowledging that the decision to resign was made under a stressful and time sensitive situation.
  • Recognize the personal and professional challenges involved in relocation to a new province.
  • With fairness, be given the opportunity to explain the circumstances and intent behind the early resignation.
  • Encourage both employers to work collaboratively to find a reasonable solution, such as negotiating a mutually agreeable start date.

c. What would be your role as a certified teacher in Alberta in solving this dilemma?

  • Our role as certified teachers would be to consult the ATA and follow the contract of employment as well as the rules for termination set by the Education Act.

Questions for group discussion

  1. Given that this case highlights systemic issues (interprovincial employment coordination, employer inflexibility, and rigid contract enforcement), what preventative measures would be most effective? Should there be standardized interprovincial agreements for teacher contracts? How can the profession better support teachers navigating complex employment transitions while maintaining professional standards? What role should professional associations play in mediating between competing employer demands?
  2. Consider the teacher's situation where the ethic of profession (upholding contracts and legal requirements) directly conflicted with the ethic of critique (questioning inflexible systems) and personal Charter rights. Should professional bodies like the ATA develop more nuanced approaches to cases where systemic inflexibility contributes to ethical violations? What role should empathy and context play in professional conduct decisions?
  3. The teacher faced a $200 fine, reprimand, and potential loss of ATA membership, while both employers maintained their rigid positions without consequence. Does this outcome appropriately balance accountability with fairness? Should consequences also extend to employers who demonstrate inflexibility that contributes to professional conduct violations? How might different consequences better serve the profession and prevent similar situations?

📚 References

  • Alberta Education. (2023). Teaching quality standard. Government of Alberta.
  • Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
  • Timperley, H. S. (2011). Realizing the power of professional learning. Open University Press.