PQP Part II (Assignments)

 All components of this course are required to be successfully completed in order to receive a grade of ‘Pass’. The components are:

Discussion Forums and Synchronous Discussions

Assignment 1: Building Allyship Assignment: Module 2.3

Assignment 2: Co-Constructing a School Vision Assignment: Module 3.1

Assignment 3: Data Analysis Assignment: Module 4.2

Assignment 4: Professional Learning Task Assignment: Module 5.1

Assignment 5: Program Learning Goals Self-Assessment

Practicum Presentation

The components and how they will be assessed are described in further detail below.

1.      Discussion Forums and Synchronous Discussions

The modules of this course will each feature several discussions, both synchronous and asynchronous. Participation in these discussions will be assessed as a whole at the end of the course using a co-constructed rubric of class norms. While these will vary from session to session, this template (Appendix 7.1) can serve as an example for participants to consider.

2.      Assignment 1: Building Allyship

This assignment involves developing a plan to operationalize building allyship in order to foster anti-racist education. The plan will incorporate elements of Khalifa’s guide to critical self-reflection, as well as Equity and Inclusive Education in Ontario Schools. The action plan will also make connections to both the school improvement plan and bullying intervention plan. (See Appendix 7.2.)

3.      Assignment 2: Co-Constructing a School Vision

For this assignment, candidates will design an initial staff meeting exercise to build a collaborative school vision together. They will explain how they can ensure their vision will align with board and provincial priorities, and how they will communicate the vision to parents and community stakeholders. (See Appendix 7.3.)

4.      Assignment 3: Data Analysis

In this assignment, candidates will use “Street Data” to determine student achievement and identify strengths and areas for growth in their school. They will then create one SMART goal related to literacy or numeracy for their school. They will also reflect on how Street Data refines or informs the picture presented by satellite data. (See Appendix 7.4.) Either assignment 3 or 4 (or both) must be done collaboratively.

5.      Assignment 4: Professional Learning Task

Candidates will design a professional learning task to address the SMART goal they created earlier in the course. They will include resources, questions and activities, as well as success criteria. They will make connections within the learning task to promoting equity and shifting mindsets. (See Appendix 7.5.) Either assignment 3 or 4 (or both) must be done collaboratively.

6.      Assignment 5: Program Learning Goals Self-Assessment

Candidates will review the learning goals for the PQP program (as described in the 2021 PQP Guideline from OCT). They will complete a self-assessment table as they proceed through the course, reflecting on how they have addressed each of the learning goals. (See rubric in Appendix 7.7.)

7.      Practicum Presentation

Each candidate will create a presentation for their classmates on their practicum topic. The presentation can be synchronous in nature (Zoom Session). Each candidate will then facilitate discussion around their practicum presentation and ideas. Candidates will also respond with feedback to the presentation of at least two of their colleagues, and the final rubric (Appendix 7.6) for the practicum presentation will also include this feedback task.

The presentation should reflect the candidate’s current progress on their practicum. Candidates submitted their proposal at the end of PQP Part 1. They may have taken steps since then towards implementing their practicum, or their ideas may have evolved since their proposal was submitted. They must make sure to articulate this in their presentation.