EDU 407: Individual Differences Personal IEP Assignment

INDIVIDUAL EDUCATION PLAN Canadian District Schoolboard, Anywhere, Canada School Year: B.Ed. year Placement: Regular program Teacher(s): Dr. Haigh, Dr. Radford, Dr. Bures, Dr. Gulliver, Dr. Kamanos, Dr. St-Cyr School: Bishops University Date of IEP: October 9, 2012 Reason for IEP: Class assignment Current Instructional levels Current skills achieved Placement Knowledge of different historical language teaching Regular methods, language lesson planning and classroom program management, cooperative learning, multi-level tasks, language curriculum design, materials, and task-based and project-oriented language learning Knowledge of effective teaching concepts, skills Regular and tactics program

Name: Amlie Bouffard Address: N/A Home Phone: N/A Date of Birth: N/A Gender: N/A

Subject Mark Methods in Average Teaching a Second Language (Fall 2012) Effective Above Teaching average Method (Winter 2012) StudentAbove Knowledge of principles of effective unit planning Centered average and effective integration of evaluation Evaluation (Winter 2012) Professional Above Planning effective lessons for Secondary 3 and 5 Practice average Enriched ESL classes, effectively modifying a Practicum (based on classroom management plan for Enriched students (Winter feedback) in a private school context, and using reflective 2012) practice Health characteristics/issues: Wears glasses or contacts Outside agencies involved: N/A Personalized equipment used: N/A Current assessment data Dates Source Results/recommendations N/A N/A N/A

Regular program

Regular program

Areas of strength Competency #1: To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students. Area of strength: Amlie uses the basic benchmarks of her discipline to create relevant and culturally open learning activities for her students. She also always adopts a critical stance towards her discipline, the culture of her classroom, and her own cultural practices and role. Competency #12: To demonstrate ethical and responsible professional behaviour in the performance of his or her duties. Area of strength: Amlie manages her class in a democratic and non-discriminatory way, provides students with support, and respects principles of confidentiality. She bases her decisions on the curriculum, the appropriate legal framework, and the major schools of thought.

Areas of need Competency #2: To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. Area of need: While Amlie has mastered English, the language of instruction of her teachable, she needs to familiarize herself with the professional vocabulary and conventions of French, the language of communication in the schools where she teaches. Competency #6: To plan, organize and supervise a class in such a way as to promote students learning and social development. Area of need: Amlie needs to acquire knowledge and experience in managing classrooms in new contexts. Competency #9: To cooperate with school staff, parents, partners in the community and students in pursuing the educational objectives of the school. Area of need: Amlie needs to seek and be given more opportunities to collaborate and coordinate her actions at a wholeschool level. Goals

Long term goals To express herself in French with the ease, precision, efficiency and accuracy expected by society of a teaching professional To be able to manage classrooms effectively in a variety of environments To participate actively in the life of school by situating her role in relation to other internal or external resource persons, becoming personally involved in school projects, and taking the necessary steps to build trusting relationships with parents

Curriculum goals and learning objectives (based in competencies) to be achieved (short term goals):

Competency #2: To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various contexts related to teaching. Feature: Communicates ideas concisely using precise vocabulary and correct syntax. Goal: Name and describe all the twelve teacher competencies, broad areas of learning, cross-curricular competencies, and three ESL competencies using accurate language drawn from the French version of the QEP (Programme de Formation de lcole Qubcoise).

Competency #6: To plan, organize and supervise a class in such a way as to promote students learning and social development. Features: Develops and implements an efficient system for running regular classroom activities; Develops strategies for preventing inappropriate behaviour and dealing effectively with it when it occurs. Goal: Plan, implement and revise a classroom management plan targeted for her 4th-year internship students, in partnership with her associate teacher, and with the following sections: procedures, rules and consequences, a hierarchy of classroom management strategies, and an ancillary program.

Competency #9: To cooperate with school staff, parents, partners in the community and students in pursuing the educational objectives of the school. Goal: During the course of her 4th-year internship, participate actively in a school project outside of her classroom once, and use two different means for communicating with parents at least once each. Ongoing requirements for learning Instructional accommodations: Assist Amlie in determining the amount of time that assignments should take to complete Break long-term assignments into increments. Provide interim due dates and help with time management and monitoring of project time lines Assessment accommodations: Offer choices in assignments Environmental accommodations: Allow usage of ear plugs Allow drinks and snacks in the classroom Allow usage of fidgets, stretching and walking around during afternoon classes Provincial assessment accommodations (if applicable): N/A Behaviour/Motivation: Encourage Amlie to keep a journal to write down successes and reflect critically on her work

Modifications: N/A Services: N/A Dates and criteria for review Criteria for evaluating progress Date for review December 14, Amlie can name and 2012 describe six of the twelve teacher competencies, two broad areas of learning, three cross-curricular competencies and all three ESL competencies using accurate language drawn from the PFEQ Amlie has written a classroom management plan targeted for her 4th-year internship students with all sections mentioned above Amlie has a list of two possible projects she can participate in outside of her classroom during her 4th-year internship, and a list of three different means her 4th-yearinternship associate teacher uses to communicate with parents November 9, Amlie completed two-third 2012 of the workload for her assignments at least two days before the due date, for at least half of her assignments Amlie has written a minimum of two journal entries per week April 26, 2013 Amlie has met her first short-term goal (Competency #2) Amlie can explain two ways in which her classroom management plan for her 4th-

Component Short-term goals

By whom Amlie

Ongoing requirements for learning

Amlie and her professors

Long-term goals

Amlie

year internship was effective, and two ways in which it was not. She can describe three revisions she has made or will make to her plan for the same context and for a different context Amlie has met her third short-term goal (Competency #9) and can name two further ways in which she could have been involved more actively in the life of her 4th-year internship school

IEP developed by (list team): Amlie Bouffard Date IEP prepared: October 9, 2012 Parent(s) Name(s): N/A Signatures: Amlie Bouffard