Self-Evaluation Narrative – Spring 2020

It’s that time of year again. Time to reflect on my year, the professional growth goals (PGP) I set for myself, and set new ones for the future. Reading last year’s reflection, I’m happy to see that I have accomplished many of my goals. As a self proclaimed life-long learner, it makes sense that some of those goals continue to be ones I have for myself this year too.

The ones I achieved?

Blogging with my students; blogging myself; create engaging opportunities for students to continue on their own documenting journeys.

The ones I still have?

Create authentic learning experiences in math (and I’ll add in all subject matter) that naturally reach students where they are and allow for growth at many levels.


It has been a year full of rollercoasters. With the two hats I wear, I feel it would be appropriate to reflect on each one separately. I’ll begin with grade 5 teacher. 

Last year was a challenging one for me, but definitely one of growth. Although my PGP last year focused on Personalized Learning, I still don’t feel it is something I have completely mastered. I try my best to honour student interests, provide choice, differentiate, and introduce students to tools and techniques that work for them as individuals. Grade 5 is an interesting year in terms of maturity and development. Last year, I introduced an activity, “Be the Quote” based off of  Miss 5th’s Keep The Quote. Every week, I posted a new quote and as a group, we would orally share what it meant and what it reminded us of.  With the group of students I had last year, I wanted a space where we could discuss feelings and behaviours openly. I adapted that activity this year to become a writing task each week, recognizing that some students had things to share they may not feel comfortable discussing out loud. What I love about this activity is that it exposes students to varying feelings that may be different than their own and allows them to begin thinking of examples beyond the classroom walls. It helps begin to anchor how their actions impact others, and the control they have over the outcomes in their life. 

The class novel we begin the school year with, Wonder by R.J. Palacio, contributes to this lesson as well. Students are encouraged to make connections with their own challenges in school, and ways they have felt different or insecure, to become more compassionate and inclusive classmates. There are many real-world initiatives and ways to contribute more to society that can be linked to this unit, and something I would like to focus on more next year. 

With every task I give, students are always aware of the assessment expectations, through outlines and rubrics. One new addition this year, based on a podcast from EB Academics, is that even before we begin reading a book or a task with multiple steps, I let students know what the very final project will be. That way, they can begin planning and collecting evidence and examples to make the final writing process easier. One student, who struggles specifically with written output, has shown tremendous improvement with getting his ideas out on paper after I made this very simple switch. 

I am proud of the commitment I make to bettering myself, and learning from others to offer my students the best education I can. It is through my own research for my class that I am also able to help my colleagues, and share those discoveries with them as well. Which brings me to my second hat – Teaching and Learning Coordinator. 

As I’ve written about before, last summer I completed my Principal’s Qualification course (although I have yet to submit my final project…but more about that soon). Early in my career, a seed was planted in my head by a former principal that I would do well in leadership. Ever since then, different administrators have echoed that sentiment, and I have continued to do things to try to further my path down that road. I have held more formal positions of leadership, but have also at times acted as an informal mentor to my colleagues. At this moment, when I think about my most ideal position, it would be exactly what I am doing right now…teaching and working with teachers to better their own practices. 

However, I don’t feel that the coordinator portion of my current position is as developed as I’d like it to be. I sometimes find it a challenging place to sit, where teachers aren’t “required” to meet with me, yet my job depends on it. I would never want anyone to feel forced to work with me. The opposite actually. I would hope that after spending time collaborating and brainstorming, teachers would see the value of the partnership and seek it out more often. And some have. But others, even when offered, do not always accept. There is no way that I would be the educator I am today without the support, guidance, collaboration and thought-partnering with my mentors and coaches. 

One part of my PGP this year was to live through the prototype protocol, in order to then support other teachers going through the process themselves. It’s amazing how my mindset has shifted, appreciating the feedback portion of the protocol more than I ever thought I would. I am so much more motivated to build and complete my blogging course for teachers, knowing that I am creating something they had a say in, something they believe will be beneficial to them, and something they will therefore, hopefully, use often. 

I mentioned earlier that I have not completed my Principal’s Course final project. Why? I had chosen to focus on documenting learning, specifically the value of blogging for teachers, administrators and students. I wanted to choose something that I was living and breathing in school, and something that would not end once my final project had been submitted. But that’s part of the problem! My documenting hasn’t stopped! I keep learning more, creating more, prototyping more, and adding more that I want to share as part of my final submission. I guess this is a good problem to have 🙂 Leading workshops for teachers and parents has been an added experience that will undoubtedly help me if/when my role continues to evolve further into leadership. Last night was the most recent of these sessions, where I helped our grade 3 parent cohort understand the school’s philosophy and expectation for our BYOD program. 

Over the last number of weeks I have been working closely with Gerry de Fazio, who has acted as a consultant for our school through NoTosh since February 2018. She has been a thought partner for me, a coach, and sometimes(often) that little nudge I needed to continue moving forward with my PGP. As her time with us comes to a close, I will transition into taking over that “nudging” role for our teachers. Through our time together, I have learned even more about playing a coaching/mentoring role. It’s about asking the right questions at the right time, NOT being the expert. It’s about listening. It’s about supporting. It’s about finding barriers and attempting to lift them…kind of like what it’s like being a teacher 🙂

I am somewhat nervous about taking on this new responsibility. But when I think back to what I said just a few paragraphs ago, that I want to work with more and more teachers, perhaps this additional clarification about what my role and responsibilities entail, my collaboration and coaching with teachers will organically increase. 

In a future with so many unknowns due to COVID-19, I am hopeful that amongst the tragedies will also be positive steps forward, particularly in education. With the personalization, flexibility, and the need to narrow in on specific skills during remote learning, I am eager to see how we will “go forward” to school and build these practices into our everyday instruction. 

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