Effective goal setting in the classroom involves making meaningful connections between literature, writing, and universal themes that resonate with students' lives. By linking narratives and characters’ journeys to students’ personal experiences, I create opportunities for authentic discussions that encourage deep reflection. Thought-provoking questions—such as “How does this character’s struggle mirror real-life challenges?” or “What can we learn from their transformation?”—foster engagement and critical thinking. Clear communication through dynamic lectures and active speaking helps guide these conversations, ensuring students feel heard and challenged. As I refine my ability to lead discussions, pose insightful questions, and facilitate connections, I grow as a teacher, continuously improving my ability to create a learning environment that is both intellectually stimulating and personally meaningful.

1) PSIII Professional Goals

1. Fostering a Discussion-Based Classroom:
   My goal is to create a sustainable, dialogue-driven English classroom where students engage in meaningful discussion, brainstorming, and debate to develop critical thinking and deeper understanding.

2. Supporting an Inclusive Learning Environment:
   I aim to provide a supportive and inclusive space that meets students where they are, addressing individual needs to encourage engagement, confidence, and academic growth.

Further details about my PSIII professional learning goals—including my inquiry question, TQS connections, strategies, and timeline—can be found through the linked document.

PSII Goal Achievement:

1. Goal 1: Designing Engaging, Meaningful Lessons
   I achieved my goal of creating lessons that encouraged students to critically analyze literature through real-world issues and universal themes. In ELA 10, students connected personal experiences to the Hero’s Journey, deepening their understanding beyond traditional narratives. In LA 9, students explored topics like mental health, prejudice, and friendship through journaling and discussion, fostering emotional and intellectual connections. In ELA 20-2, the film Forrest Gump helped students analyze universal themes such as destiny, love, and loss, linking them to their own lives.

2. Goal 2: Leading Thoughtful Discussions
   I partially met my goal of leading full-class discussions with authentic questions. Recognizing that many students felt anxious about speaking publicly, I adapted my approach to prioritize student comfort and inclusion. Instead of full-class dialogues, I used written reflections, desk talks, and small-group discussions, allowing students to engage meaningfully in safer settings. This experience reinforced the importance of knowing my students and creating a supportive environment for participation.

3. Goal 3: Enhancing Teaching Presence and Communication
   I successfully strengthened my teaching presence through clear communication, purposeful eye contact, and confident delivery. These strategies improved student engagement and understanding, ensuring all learners felt seen and included. I also demonstrated professionalism in my communication with staff and students throughout the school. Evidence of this growth is reflected in my formative and summative assessments.

3) PSI Professional Goals

My professional growth goals focus on three key areas: technology integration, incorporating Indigenous perspectives, and effective lesson planning.

1. Technology Integration:
   I aim to enhance student engagement by effectively integrating technology into my lessons. This supports TQS #2 (Career-Long Learning) and TQS #3 (Professional Body of Knowledge) as I explore new digital tools and instructional methods. In PS1, I used Chromebooks, slides, videos, and Kahoot, but in PS2 I plan to expand my use of technology to create more interactive, student-centered learning experiences.

2. Integrating Indigenous Perspectives:
   Fostering inclusivity through authentic integration of Indigenous perspectives aligns with TQS #1 (Fostering Effective Relationships) and TQS #5 (Applying Foundational Knowledge about FNMI). I will continue to build my understanding through resources, PD sessions, and mentorship. During PS1, I successfully incorporated a lesson on medicine wheels, supported by students’ cultural knowledge, and will continue to develop this strength in PS2.

3. Effective Lesson Planning:
   Strong lesson design ensures engagement and alignment with learning objectives, connecting again to TQS #3. I will refine my planning by applying lessons in class, reflecting on outcomes, and seeking feedback from mentors. My goal is to create efficient, engaging, and purposeful lesson plans that support student success.