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.

Name Maria Provias Student Number 260692072

B.Ed. Program: Kindergarten and Elementary Field Experience: 1st 2nd 3rd

I have shown thorough to advanced development in the following Professional Competencies developed
during this field experience:

Keeping in mind that the First Field Experience is mostly observational with very little opportunity to further
develop and improve on my teaching skills, I believe that I was able to attaint an acceptable level of mastery
in Competencies 1, 2, 9, and 11. It is untestable that complete mastery of all the competencies will come with
time and I am confident that I will be able to improve on all of the professional competencies as I move along
in my Field Experiences.

With that being said, I achieved a thorough comprehension in the twelfth professional competency, to
demonstrate ethical and responsible behavior in the performance of her duties. I would support the children
by circulating the classroom and helping the students by answering their questions, providing further
clarification or explanations on a given activity, and I would approach students who seemed to be frustrated
or struggling. I would ask the child if they were okay or if they needed help. For example, two of the students
in my Cooperating Teachers (CT) class were newly immigrated from Greece. They were able to speak
English but required further guidance in Greek. Luckily the CT was Greek and was able to assist them;
however, I speak Greek as well and was able to assist them when the CT was with another student. It was
important for me to be able to assist these two students in their mother tongue. This shows that I was able to
provide students with appropriate attention and support. In addition, I treated each student equally and
fairly as any teacher should. During my first field experience, I was mostly in grade 5/6 math classes
therefore I would assist the students as they completed the assigned questions in their workbooks. I assisted
one child at a time or I would pair them off to help students who were struggling with the same question. I
may have spent more time with one child than another given the amount of help they required; however, as
mentioned above I cared for all the students equally and wanted all of them to succeed. This directly links to
the feature, manages his/her class in a democratic way in competency 12.

Note that even though I have only listed one competency in this section, I was able to touch upon and work
on competencies 1, 2, 9, and 11 in my field experience. However, I feel that there is room for further
improvement as I advance in my field experiences.
 I would like to improve my skills in the following Professional Competencies developed during this field
experience:

- I would like to improve on Competency One: To act as a professional inheritor, critic, interpreter of
knowledge or culture when teaching students.

- I would really like to improve on the second professional competency. This competency asks for an
advanced and completed development in both grammar and oral skills. My oral skills are alright but they can
use improvement and my skills in grammar definitely need to be looked over and practiced.

- The ninth professional competency does need to be touch upon as well. Considering the field experience
only lasted for three weeks, it is clear that I could not fully be part of the school community or engage with
the parents as I would have liked to.

- The eleventh professional competency could definitely be improved upon. I was able to ask the teachers and
the principle any questions that may have come up and I take note of their responses; however, I would like
to look further into my notes and the reasoning behind certain answers I was given.

I will make use of the following strategies for improvement:

In order to improve in all the competencies I plan on keeping in touch with my field experience group to
discuss put final week in our cooperating teachers classrooms. Each student was assigned a different grade
meaning everyones field experience was different. By getting another perspective I would be able to get a
better understand of elementary level teaching as a whole. I plan on speaking to professors and any other
connections developed in order to improve on my skills. In addition, I plan one practicing my grammar as
well as my verbal/oral skills every chance I get.

McGill provides multiple resources to assist pre-service teachers. One being speaking with my professors.
Most if not all of the teachers in the Faculty of Education have experience teaching. They express that they
are open to discuss and questions or concerns we may have.

Maria Provias December 17, 2016

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