WorksheetsTQS Self Evaluation
Total questions: 70
Worksheet time: 35mins
Evidence sources used this round (check all that apply): Select all items listed as evidence sources for integrating students’ cultures and backgrounds.
Lesson and unit plans showing integration of students’ cultures and backgrounds
Parent communication records inviting participation or sharing of cultural expertise
Photos or artifacts of classroom displays, projects, or events reflecting diverse cultures
Feedback from parents or guardians about feeling welcomed and included
Team or colleague feedback describing culturally responsive practices
Invites First Nations, Métis and Inuit parents/guardians, Elders/knowledge keepers, cultural advisors and local community members into the school and classroom. Observable behaviours (check all that apply this round): Select all behaviours listed.
Connects with FNMI families and community members to invite participation in learning
Includes Elders/knowledge keepers or cultural advisors in lessons, ceremonies, or projects
Uses land acknowledgements or local FNMI context meaningfully (not as a token gesture)
Follows appropriate cultural protocols when inviting and hosting FNMI guests
Invites First Nations, Métis and Inuit parents/guardians, Elders/knowledge keepers, cultural advisors and local community members into the school and classroom. Evidence sources used this round (check all that apply): Select all items listed as evidence sources.
Emails or communications inviting FNMI parents/guardians or Elders into the classroom
Classroom schedules, plans, or calendars showing FNMI guest participation
Photos or artifacts from FNMI-led classroom or school activities
Feedback from FNMI students, families, or community members
Notes from collaboration with Indigenous support staff or liaisons
Collaborates with community service professionals, including mental health, social services, justice, health and law enforcement. Observable behaviours (check all that apply this round): Select all behaviours listed.
Consults with school-based or division support staff (e.g., counsellor, SLP, OT, psychologist) to support students
Attends or contributes to meetings with outside agencies (e.g., AHS, children’s services, probation, police liaison)
Implements agreed strategies or recommendations from professionals in the classroom
Communicates relevant school information to external partners while respecting confidentiality
Collaborates with community service professionals, including mental health, social services, justice, health and law enforcement. Evidence sources used this round (check all that apply): Select all items listed as evidence sources.
Meeting notes with community service professionals
Email or phone communication logs with external agencies
Classroom observation notes showing implementation of recommended strategies
IPPs or behaviour plans referencing collaboration with external professionals
Feedback from support staff about the teacher’s follow-through
Honours cultural diversity and promotes intercultural understanding. Observable behaviours (check all that apply this round): Select all behaviours listed.
Uses learning materials that represent diverse cultures, languages, and family structures
Addresses stereotypes or biased comments when they arise and uses them as teachable moments
Encourages students to share perspectives from their own backgrounds
Under 1F.4, which practice is described for fostering respect across differences?
Designs collaborative activities that build respect, empathy, and understanding across differences.
Emphasizes individual competition to rank students by performance.
Avoids discussions of differences to prevent conflict.
Removes group work to minimize student interaction.
Under 1F.5, which action ensures classroom displays and examples reflect the diversity of the school community?
Ensures classroom displays and examples reflect the diversity of the school community.
Limits displays to monochrome minimalist art with no student input.
Showcases only academic award certificates from top-performing students.
Uses only teacher-created posters with identical templates.
Evidence sources used this round (check all that apply): Which of the following are listed evidence sources?
Lesson plans and resources showing diverse representation.
Classroom observation notes describing respectful discussions around diversity.
Student products (projects, writing, presentations) demonstrating intercultural understanding.
Feedback from students and/or parents indicating that diversity is respected.
Team/colleague feedback on the teacher’s role in promoting inclusion.
1.2 ROUND 1 FVSD LOOK-FORS – GUIDING PROMPTS (Students): Which listed prompts indicate classroom routines and high expectations are in place? Select all that apply.
Class routines and expectations exist and are consistently reinforced.
Students are held to high standards for behaviour and work.
Teacher greets students at the door and uses names.
Teacher shows interest in students and knows their interests.
Student needs and disengagement are noticed and acknowledged.
1.2 ROUND 1 FVSD LOOK-FORS – GUIDING PROMPTS (Students): Which listed prompts focus on inclusive speaking opportunities and positive sharing? Select all that apply.
Class meetings/sharing circles are used so all students speak (compliments/thank-yous/apologies).
Structured opportunities exist for students to share about themselves and receive positive feedback (“bring back the positive”).
Daily timed drills replace discussion-based activities.
Silent study halls are the primary venue for peer interaction.
1.2 ROUND 1 FVSD LOOK-FORS – GUIDING PROMPTS (Students): Which listed prompts focus on teaching positive interaction and inclusion routines? Select all that apply.
Teacher explicitly teaches what positive interaction looks like; empathy and caring for others.
Inclusion routines are used to notice and draw in isolated students; systems for belonging exist.
Competitive seating charts are used to separate friend groups.
Students are discouraged from discussing feelings during class.
1.2 ROUND 1 FVSD LOOK-FORS – GUIDING PROMPTS (Parents/Guardians): Which items are listed communication and engagement practices? Select all that apply.
Frequent communication (newsletters, WhatsApp, phone calls, bus chats), including positives.
Student agenda is used daily (written in, checked by teacher, signed by parent).
Parent notes receive a timely response.
Parents are invited and welcomed into the classroom.
1.2 ROUND 1 FVSD LOOK-FORS – GUIDING PROMPTS (Staff): Which items are listed staff collaboration and participation practices? Select all that apply.
Works cooperatively and effectively with grade team.
Builds relationships with staff outside the grade team.
Interacts positively with all school staff.
Participates in staff activities.
Helps organize extra activities or supports others.
1.2 ROUND 1 FVSD LOOK-FORS – GUIDING PROMPTS (Community / Outside Professionals): Which items are listed community-engagement practices? Select all that apply.
Collaborates with MDT/connection team and other professionals.
Engages in community projects/outreach related to learning.
Connects with community members linked to curriculum (inviting in or seeking resources).
1.3 COMPETENCY 1 – FALL SUMMARY & RATING (Areas of strength for Fostering Effective Relationships): Which options are listed as potential areas of strength? Select all that apply.
Relationships with students
Communication with parents/guardians
Relationships and collaboration with staff
Partnerships with community / outside professionals
Culturally responsive and FNMI-inclusive practice
1.3 COMPETENCY 1 – FALL SUMMARY & RATING (Priority growth focus in this competency): Which options are listed as potential growth focuses? Select all that apply.
Deepening communication with parents/guardians
Increasing proactive relationship-building with students
Strengthening collaboration with staff / MDT
Increasing engagement with community / outside professionals
Strengthening culturally responsive and FNMI-inclusive practice
1.3 COMPETENCY 1 – FALL SUMMARY & RATING: Which of the following is listed as a fall rating option for Fostering Effective Relationships?
Not Meeting
Proficient
Distinguished
In Progress
1.3 COMPETENCY 1 – FALL SUMMARY & RATING: According to the listed fall rating options, which label indicates the highest level of performance?
Not Meeting
Limited
Meeting
Exceeding
According to the 3A observable behaviours for planning based on Alberta programs of study, which statement best shows alignment to Alberta Programs of Study outcomes?
Long-range and unit plans are clearly aligned to Alberta Programs of Study outcomes.
Daily lesson plans reference specific learner outcomes or “I can” statements.
Assessments are aligned to the outcomes identified in plans.
Plans show appropriate pacing across the term or year.
Within the 3A observable behaviours, which action specifically refers to daily lesson plans referencing specific learner outcomes or “I can” statements?
Long-range and unit plans are clearly aligned to Alberta Programs of Study outcomes.
Daily lesson plans reference specific learner outcomes or “I can” statements.
Assessments are aligned to the outcomes identified in plans.
Plans show appropriate pacing across the term or year.
Under 3A evidence sources used this round, which of the following apply? Select all that apply.
Year/long-range plans.
Unit plans and overviews.
Assessment plans or blueprints.
Digital planning platform (e.g., Google Docs, Classroom, etc.).
Tech integration plans (slides, learning platforms, apps used).
According to the 3B observable behaviours for using varied instructional strategies and appropriate digital technologies in planning, which statement shows intentional integration of digital tools to enhance learning (not just for entertainment)?
Plans include a variety of instructional strategies (mini-lessons, group work, inquiry, stations, etc.).
Plans intentionally integrate digital tools to enhance learning.
Plans show opportunities for student talk, practice, and application.
Unit and lesson plans list strategies and learning activities.
Under 3B evidence sources used this round, which of the following apply? Select all that apply.
Unit and lesson plans listing strategies and learning activities.
Tech integration plans (slides, learning platforms, apps used).
Sample student tasks showing use of different strategies.
Lesson/unit plans with adaptations/accommodations noted.
Within the 3C observable behaviours for supporting ongoing literacy and numeracy development across the curriculum, which statement includes explicit opportunities to practise numeracy skills (estimation, problem-solving, data, etc.)?
Plans include explicit opportunities for reading, writing, speaking, and vocabulary in subject-area learning.
Plans include explicit opportunities to practise numeracy skills (estimation, problem-solving, data, etc.).
Plans reflect the use of division literacy/numeracy frameworks or resources.
Unit/lesson plans with integrated numeracy tasks.
Under 3C evidence sources used this round, which of the following apply? Select all that apply.
Unit/lesson plans with integrated literacy tasks.
Unit/lesson plans with integrated numeracy tasks.
Literacy/numeracy groupings or intervention plans.
Use of division or provincial resource documents.
Small-group plans or rotation charts.
According to the 3D observable behaviours for considering local/provincial/global contexts and student variables, which statement indicates plans reference students’ prior knowledge and experiences?
Plans reference students’ prior knowledge and experiences.
Plans are adapted for English learners, students with IPPs, or other documented needs.
Content, examples, and tasks reflect local and global issues meaningful to students.
Notes on student profiles or learning inventories are used in planning.
Under 3D evidence sources used this round, which of the following apply? Select all that apply.
Lesson/unit plans with adaptations/accommodations noted.
IPP/IEP links within planning.
Notes on student profiles or learning inventories used in planning.
Small-group plans or rotation charts.
Within the 3E observable behaviours for differentiation and flexible grouping, which statement shows tiered tasks or choices to match different readiness levels?
Plans include tiered tasks or choices to match different readiness levels.
Plans show small group/centre work for targeted instruction.
Plans include scaffolds and extensions for students needing support or challenge.
Lesson plans showing differentiated tasks.
Under 3E evidence sources used this round, which of the following apply? Select all that apply.
Lesson plans showing differentiated tasks.
Small-group plans or rotation charts.
Intervention/enrichment plans.
Daily lesson plans.
What does item 3E.7 refer to? Select one.
Sample tasks showing multiple entry points or levels
Scripted tasks with a single uniform difficulty
Assessments limited to recall of facts only
Identical tasks designed for all learners
Round 1 Planning Look-Fors (check all that apply): Which items are listed as look-fors? Select all that apply.
Evidence of outcome-based unit and lesson plans
Unit plans show sequential development of skills and are developmentally appropriate
Long-range/year plans are in place
Frequent summative tests each week
Areas of strength in Planning (select all that apply): Which areas are included? Select all that apply.
Outcome alignment with Programs of Study
Long-range and unit planning
Variety of strategies and tech integration in planning
Literacy and numeracy integration
Differentiation and flexible grouping
Priority growth focus in Planning (select all that apply): Which priorities are listed? Select all that apply.
Clarifying outcome alignment
Strengthening long-range/unit planning
Increasing variety of strategies/tech use in plans
Deepening literacy/numeracy planning
Strengthening differentiation and flexible grouping
Fall rating for Planning (select one): Which rating categories are available? Select all that apply.
Not Meeting
Limited
Meeting
Exceeding
Outstanding
Under Demonstrating a Professional Body of Knowledge — Instructional Strategies, what is the 4A indicator? Select one.
Uses subject-area and pedagogical knowledge to select effective strategies
Uses standardized tests as the sole measure of learning
Prioritizes content coverage over student understanding
Assigns identical tasks without differentiation
4A Observable behaviours (check all that apply this round): Which behaviours are listed? Select all that apply.
Chooses strategies that match the content and skills being taught
Breaks learning into clear steps with modelling and guided practice
Anticipates common misconceptions and addresses them directly
Relies exclusively on unstructured discovery learning
Evidence sources used this round (check all that apply): 4A.4 Observation notes of explicit teaching and modelling; 4A.5 Lesson plans showing strategy choices; 4A.6 Student work demonstrating understanding after instruction. Select all that apply.
Observation notes of explicit teaching and modelling
Lesson plans showing strategy choices
Student work demonstrating understanding after instruction
4B. Uses understanding of students’ backgrounds, prior knowledge and experiences to adapt instruction. Observable behaviours (check all that apply this round): 4B.1 Activates prior knowledge before new learning; 4B.2 Adjusts explanations and examples based on student responses; 4B.3 Uses examples, analogies, or contexts that connect to students’ lives. Select all that apply.
Activates prior knowledge before new learning
Adjusts explanations and examples based on student responses
Uses examples, analogies, or contexts that connect to students’ lives
4B. Uses understanding of students’ backgrounds, prior knowledge and experiences to adapt instruction. Evidence sources used this round (check all that apply): 4B.4 Observation notes showing activation of prior knowledge and adaptation; 4B.5 Lesson plans with built-in adaptations; 4B.6 Student feedback or exit tickets indicating clarity of instruction. Select all that apply.
Observation notes showing activation of prior knowledge and adaptation
Lesson plans with built-in adaptations
Student feedback or exit tickets indicating clarity of instruction
4C. Uses strategies that actively engage students in learning (discussion, practice, problem solving, inquiry, etc.). Observable behaviours (check all that apply this round): 4C.1 Students regularly talk, write, practise, or solve problems during lessons; 4C.2 Uses turn-and-talks, group tasks, or hands-on activities; 4C.3 Includes checks for understanding and adjusts pace accordingly; 4C.4 Uses small-group instruction or stations as appropriate. Select all that apply.
Students regularly talk, write, practise, or solve problems during lessons
Uses turn-and-talks, group tasks, or hands-on activities
Includes checks for understanding and adjusts pace accordingly
Uses small-group instruction or stations as appropriate
4C. Uses strategies that actively engage students in learning. Evidence sources used this round (check all that apply): 4C.5 Observation notes showing high levels of active participation; 4C.6 Student work samples from active learning tasks; 4C.7 Assessment/checks for understanding used during lessons. Select all that apply.
Observation notes showing high levels of active participation
Student work samples from active learning tasks
Assessment/checks for understanding used during lessons
4D. Clearly communicates learning intentions and success criteria. Observable behaviours (check all that apply this round): 4D.1 Posts or states clear learning targets or “I can” statements; 4D.2 Explains what success looks like using examples, models, or rubrics; 4D.3 Refers back to the learning target during and at the end of the lesson. Select all that apply.
Posts or states clear learning targets or “I can” statements
Explains what success looks like using examples, models, or rubrics
Refers back to the learning target during and at the end of the lesson
4D. Clearly communicates learning intentions and success criteria. Evidence sources used this round (check all that apply): 4D.4 Observation notes of stated or posted learning targets; 4D.5 Lesson plans including learning intentions and success criteria; 4D.6 Student reflections or exit slips linked to the target. Select all that apply.
Observation notes of stated or posted learning targets
Lesson plans including learning intentions and success criteria
Student reflections or exit slips linked to the target
4.2 ROUND 1 INSTRUCTION LOOK-FORS (Check all that apply.): Teacher understands how students learn to read, write, and do math and can explain why they teach the way they do; Instruction engages students at their level; Transitions (entering, moving, shifting tasks) are explicitly taught; Regular small-group and hands-on learning. Select all that apply.
Teacher understands how students learn to read, write, and do math and can explain why they teach the way they do
Instruction engages students at their level
Transitions (entering, moving, shifting tasks) are explicitly taught
Regular small-group and hands-on learning
4.2 ROUND 1 INSTRUCTION LOOK-FORS (Check all that apply.): Lessons are broken into short increments (10–15 minutes); teacher recognizes waning attention; Uses mini-lessons (approx. 10 minutes of explicit teaching); Explicitly teaches “what does a learner look like?”; Instruction is varied according to individual needs. Select all that apply.
Lessons are broken into short increments (10–15 minutes); teacher recognizes waning attention
Uses mini-lessons (approx. 10 minutes of explicit teaching)
Explicitly teaches “what does a learner look like?”
Instruction is varied according to individual needs
4.3 COMPETENCY 4 (INSTRUCTIONAL STRATEGIES) – FALL SUMMARY & RATING. Areas of strength in Instruction (select all that apply): Clarity of explanations and modelling; Activation of prior knowledge and adaptation; Active engagement and participation; Use of small-group/hand-on learning; Clear learning intentions and success criteria. Select all that apply.
Clarity of explanations and modelling
Activation of prior knowledge and adaptation
Active engagement and participation
Use of small-group/hand-on learning
Clear learning intentions and success criteria
4.3 COMPETENCY 4 (INSTRUCTIONAL STRATEGIES) – FALL SUMMARY & RATING. Priority growth focus in Instruction (select all that apply): Increasing clarity of modelling/explanations; Stronger adaptation to diverse learners; Increasing active engagement and participation; More consistent small-group/hand-on learning; Clearer communication of learning intentions/success criteria. Select all that apply.
Increasing clarity of modelling/explanations
Stronger adaptation to diverse learners
Increasing active engagement and participation
More consistent small-group/hand-on learning
Clearer communication of learning intentions/success criteria
From the listed performance levels Not Meeting, Limited, Meeting, Exceeding, which level represents the highest performance.
Not Meeting
Limited
Meeting
Exceeding
According to 6A Fosters equality and respects rights under the Alberta Human Rights Act and Charter, which observable behaviours align with this indicator this round. Select all that apply.
Treats all students fairly regardless of background or identity.
Intervenes when discriminatory language or behaviour occurs.
Uses language and examples that are inclusive and non-discriminatory.
For 6A Fosters equality and respects rights under the Alberta Human Rights Act and Charter, which evidence sources may be used this round. Select all that apply.
Observation notes showing inclusive language and fair treatment.
Behaviour/incident reports indicating appropriate response to discrimination.
Classroom norms or agreements promoting respect and equality.
Under 6B Uses appropriate universal and targeted strategies/supports to address strengths, challenges and areas for growth, which observable behaviours align with this indicator this round. Select all that apply.
Uses universal supports (visuals, routines, chunking, cues) for all students.
Provides targeted supports (small groups, accommodations, tools) based on need.
Collaborates with EAs and support staff to implement strategies.
For 6B Uses appropriate universal and targeted strategies/supports to address strengths, challenges and areas for growth, which evidence sources may be used this round. Select all that apply.
Lesson plans showing universal and targeted supports.
IPPs/behaviour plans implemented in class.
Observation notes of support strategies being used.
Under 6C Communicates a philosophy that every student can learn and be successful, which observable behaviours align with this indicator this round. Select all that apply.
Uses language that emphasizes growth and effort (growth mindset).
Encourages all students to participate and take academic risks.
Avoids negative labelling of students.
For 6C Communicates a philosophy that every student can learn and be successful, which evidence sources may be used this round. Select all that apply.
Observation notes capturing positive, growth-oriented language.
Student feedback describing feeling believed in by the teacher.
Team/colleague feedback on how the teacher talks about students.
Under 6D Is aware of and facilitates responses to students’ emotional and mental-health needs, which observable behaviours align with this indicator this round. Select all that apply.
Notices signs of emotional or mental-health distress.
Provides calm, supportive responses and de-escalation strategies.
Connects students with appropriate support (counsellor, admin, outside services).
For 6D Is aware of and facilitates responses to students’ emotional and mental-health needs, which evidence sources may be used this round. Select all that apply.
Observation notes of supportive responses and de-escalation.
Referral/communication logs with counsellor or support staff.
Notes from CRM/MDT or support meetings.
Under 6E Uses effective classroom management to promote positive, engaging learning environments, which observable behaviours align with this indicator this round. Select all that apply.
Classroom expectations are clearly taught, posted, and reinforced.
Routines for transitions and materials are efficient and predictable.
Students are mostly on-task; misbehaviour is addressed calmly and consistently.
For 6E Uses effective classroom management to promote positive, engaging learning environments, which evidence sources may be used this round. Select all that apply.
Classroom observation notes on routines and behaviour.
Behaviour records or logs showing consistent responses.
Seating plans, routines charts, or classroom visuals.
6F focuses on incorporating students’ personal and cultural strengths into teaching and learning and providing opportunities for student leadership. Which statement best matches this 6F indicator?
Teaching leverages students’ personal and cultural strengths and offers leadership opportunities
Instruction emphasizes standardized pacing and minimizes student choice
Curriculum delivery centers on teacher-led lecture with limited student roles
Planning prioritizes test preparation over cultural relevance and leadership
Observable behaviours (check all that apply this round): Under 6F, which practice is explicitly listed as an observable behaviour?
Inviting students to share interests, strengths, and cultural knowledge
Assigning extra homework without discussion of student interests
Rotating seating charts weekly regardless of student input
Using only teacher-selected examples with no student contribution
Observable behaviours (check all that apply this round): Which action aligns with 6F as an observable behaviour?
Providing roles or jobs for students, such as class helpers or group leaders
Eliminating student roles to reduce classroom transitions
Restricting group work to teacher-led demonstrations only
Assigning the same task to every student without roles
Observable behaviours (check all that apply this round): Which practice is identified under 6F?
Highlighting and using student strengths in classroom activities
Limiting student participation to ensure quiet classrooms
Standardizing all activities without regard to student strengths
Replacing collaborative tasks with silent individual work
Evidence sources used this round (check all that apply): Which evidence source is named under 6F?
Lesson plans showing student leadership roles
Anonymous student satisfaction surveys
Parent attendance logs for conferences
Classroom inventory checklists
Evidence sources used this round (check all that apply): Which source is explicitly listed for 6F?
Observation notes of students leading or sharing expertise
Gradebook averages by unit
Email threads with staff
Facility maintenance reports
Evidence sources used this round (check all that apply): Which item appears in the 6F evidence list?
Student projects or presentations highlighting strengths or culture
Standardized test score summaries only
Daily bell schedule printouts
Substitute teacher feedback forms
6.2 Round 1 Inclusion Look-Fors (Check all that apply.): Which statement is one of the look-fors?
Every child has opportunities to be successful through differentiation, focus, and supports
All students follow a single pacing guide with no differentiation
Success is measured only by summative tests without supports
Opportunities for success are limited to high-performing students
6.2 Round 1 Inclusion Look-Fors (Check all that apply.): For recognizing and supporting students’ strengths and learning challenges, which items are included? Select all that apply.
Tier 2 needs are identified and addressed
Students receive the help they need and move between tiers as appropriate
Movement between tiers is discouraged to maintain class consistency
Support is offered only after final grading is complete
6.2 Round 1 Inclusion Look-Fors (Check all that apply.): For effective classroom management that promotes a positive, engaging environment, which expectations are included? Select all that apply.
Students know what is expected
Students know what on-task behaviour looks like
Students are held accountable to the on-task standard
Students are exempt from expectations during group work
6.2 Round 1 Inclusion Look-Fors (Check all that apply.): Which statement is listed among the look-fors regarding student leadership and responsibility?
Opportunities exist for student leadership and responsibility, such as class jobs and roles
Student leadership is postponed until after all content is taught
Responsibilities are assigned only to teachers, not students
Leadership opportunities are reserved for a small subset of students
