• Mrs. Grace Martin's Interim Teacher Certification: Knowledge, Skills, and Attributes (KSA's)
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Knowledge, Skills, and Attributes

As situations warrant, teachers who hold an Interim Professional Certificate are expected to demonstrate consistently that they understand:

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KSA #1 
Contextual variables affect teaching and learning. They know how to analyze many variables at one time, and how to respond by making reasoned decisions about their teaching practice and students’ learning.    
  • PS1 lesson plans that apply to different learning styles
  • PS2 lesson plans that apply to different learning styles
  • PS2 multimodal strategies for teaching Science 9 and Science 14
  • EdPsych for Exceptional Learners generation of strategies to address different learner needs
  • Mini-lesson plan on visualizing transverse and longitudinal waves for kinesthetic, read/write, visual, and auditory learners.
  • Education 4703 Assessment for Individualized Educational Programming, certification of Level B Assessment
  • PS3 student choice in project-based learning
  • PS3 consistent demonstration of visual, auditory, read/write, and kinesthetic learners for differentiated instructions
  • Reasoned decisions about effective instructional strategies, as demonstrated by professional inquiry project

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KSA #2
The structure of the Alberta education system. They know the different roles in the system, and how responsibilities and accountabilities are determined, communicated and enforced, including the expectations held of them under the Certification of Teachers Regulation, A.R. 261/90 as amended and their school authority’s teacher’s evaluation policy.

  • My working knowledge of the education system comes from using it throughout my practicum experiences as a student teacher
  • I understand the different streams in Alberta high schools and what they mean for students
  • I understand my professional expectations and obligations

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KSA #3
The purposes of the Guide to Education and programs of study germane to the specialization or subject disciplines they are prepared to teach. They know how to use these documents to inform and direct their planning, instruction and assessment of student progress; and the subject discipline they teach, and know which strategies are appropriate to help different students.

  • Backward design of lesson plans using the Alberta Education program of studies as my resource
  • Differentiated strategies in professional inquiry project

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KSA #4
The subject disciplines they teach. They have completed a structured program of studies through which they acquired the knowledge, concepts, methodologies and assumptions in one or more areas of specialization or subject disciplines taught in Alberta schools.
  • My Bachelor of Science degree (received May 2014) majored in the Biological Sciences, but also was heavy in Physics and Calculus courses
  • My PS2 curriculum and instruction class involved an in-depth look into the science programs of study
  • The Alberta Education program of study has been a valuable resource 

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KSA #5
All students can learn, albeit at different rates and in different ways. They know how (including when and how to engage others) to identify students’ different learning styles and ways students learn. They understand the need to respond to differences by creating multiple paths to learning for individuals and groups of students, including students with special learning needs;

  • Differentiation has become a topic that is very close to my heart as I continue to become a teacher with a strong learner-centered philosophy
  • My lessons embed differentiation as much as possible, and do so more accurately when I am in practicum and know my students' needs
  • Read all IPPs and made anecdotal notes for each student

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KSA #6
The purposes of short, medium and long term range planning. They know how to translate curriculum and desired outcomes into reasoned, meaningful and incrementally progressive learning opportunities for students. They also understand the need to vary their plans to accommodate individuals and groups of students.

  • Lesson planning, unit planning, and term planning have developed through my undergraduate degree
  • The curricular outcomes are translated into attainable lesson outcomes in each of my lesson plans
  • Differentiation is an important part of lesson planning and assessment

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KSA #7
Students’ needs for physical, social, cultural and psychological security. They know how to engage students in creating effective classroom routines. They know how and when to apply a variety of management strategies that are in keeping with the situation, and that provide for minimal disruptions to students’ learning.

  • Every lesson keeps the students' needs in mind.
  • Constant positive language to encourage students and help them feel safe.
  • Adapted classroom management for grade 9s, 10s, and 11s, as well as for academic level

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KSA #8
The importance of respecting students’ human dignity. They know how to establish, with different students, professional relationships that are characterized by mutual respect, trust and harmony.

  • I have built relationships with all of my students, starting with introducing myself to individual students and learning their names on the first day
  • Relationships must be worked at to be maintained, including positive interactions for each disciplinary action

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KSA #9
There are many approaches to teaching and learning. They know a broad range of instructional strategies appropriate to their area of specialization and the subject discipline they teach, and know which strategies are appropriate to help different students achieve different outcomes.

  • My many approaches to lesson planning 

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KSA #10
The functions of traditional and electronic teaching/learning technologies. They know how to use and how to engage students in using these technologies to present and deliver content, communicate effectively with others, find and secure information, research, word process, manage information, and keep records.

  • ICT outcomes and technology integration
  • Project-based learning with computer research

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KSA #11
The purposes of student assessment. They know how to assess the range of learning objectives by selecting and developing a variety of classroom and large scale assessment techniques and instruments. They know how to analyse the results of classroom and large scale assessment instruments including provincial assessment instruments, and how to use the results for the ultimate benefit of students.

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KSA #12
The importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning. They know how to develop and implement strategies that create and enhance partnerships among teachers, parents and students.

  • The Remind application can keep parents in touch with their child's homework and notifications directly from the teacher
  • PS3 weekly phone calls home to the parent or guardian of every student in my class
  • Parent-teacher interviews in-person

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KSA #13
Student learning is enhanced through the use of home and community resources. They know how to identify resources relevant to teaching and learning objectives, and how to incorporate these resources into their teaching and students’ learning.

  • Using online resources in lesson plans
  • Having students use computer research for project-based-learning

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KSA #14
The importance of contributing, independently and collegially, to the quality of their school. They know the strategies whereby they can, independently and collegially, enhance and maintain the quality of their schools to the benefit of students, parents, community and colleagues.

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KSA #15
The importance of career-long learning. They know how to assess their own teaching and how to work with others responsible for supervising and evaluating teachers. They know how to use the findings of assessments, supervision and evaluations to select, develop and implement their own professional development activities.

  • Attending EUS (Education Undergraduate Society) professional development seminars

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KSA #16
The importance of guiding their actions with a personal, overall vision of the purpose of teaching. They are able to communicate their vision, including how it has changed as a result of new knowledge, understanding and experience.

  • My vision for science teaching
  • My teaching philosophy

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KSA #17
They are expected to achieve the Teaching Quality Standard.    
(Quality teaching occurs when the teacher’s ongoing analysis of the context, and the teacher’s decisions about which pedagogical knowledge and abilities to apply result in optimum learning by students. All teachers are expected to meet the Teaching Quality Standard throughout their careers. However, teaching practices will vary because each teaching situation is different and in constant change. Reasoned judgment must be used to determine whether the Teaching Quality Standard is being met in a given context.)