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COLLEGE OF EDUCATION INTERNSHIP MIDTERM ASSESSMENT FOR 402.15 Sean Mitchell Date: October 15, 2012 at Oskayak High School School Address: 919 Broadway Avenue School Phone: 659-7730 Co-operating Teacher(s): Erin Jones
Teaching grade(s) and areas: Science 9, Biology 20, Communications 20, Bioresource Management 20 CO-OPERATING TEACHER’S ASSESSMENT (Approximately one half page of prose) 1. The Contextual Description of the teacher, learner, subject matter and community: Oskayak High School is a cultural school where the purpose is to provide a safe, stable environment that enables students to experience academic success and personal healing. A long term goal is to provide our students with the tools and skills to relate to the world of technology, trades, entrepreneurship and higher learning. Students are able to learn about their own culture and celebrate through a variety of activities such as Powwow Dance, Drumming, Beading, Cree Language,sweat lodge ceremonies, seasonal feasts and round dances, and cultural camps. It used to be a small school community but has been growing steadily over the past few years. Sean is responsible for teaching science at several levels. His chosen method is through Problem-Based Learning and his role in this is as facilitator. Attendance is sometimes problematic at our school due to a variety of challenges which the students face including housing issues and difficulty securing daycare.
2. The Summary of Extended Practicum performance based on program goals: Sean contributes many strengths to the classroom. He creates authentic activities for students that are diversified to meet the needs of all learners. He has demonstrated a great deal of flexibility in both planning and assessment for learning as needed. In the short time he has been at the school he has been able to build strong relationships with students which aids significantly in classroom management. Sean is the coach of the boy’s volleyball team and has taken a leadership role in the recycling program which has helped to foster relationships outside the classroom. SUMMARY OF PROGRESS TOWARDS PROGRAM GOALS Please include your written comments, based on evidence and interpretations collected in the Professional Growth Portfolio and in documented observations over the term. (Approximately one half page per goal) The teacher candidate Sean Mitchell has achieved in the following areas:
1. Support broad areas of student growth by providing varied and constructive learning opportunities
Demonstrated proficiency and growth: • Sean always circulates among students to ensure that they understand the task and to facilitate their learning • Tasks set out for students are engaging and meaningful because the case studies are current. Students are given the opportunities to explore the topics within the curriculum without feeling as though there is one right answer. • Throughout the process, Sean has given students a variety of choices in how they will show what they know. This helps students to feel more comfortable sharing their knowledge because they can do it in a way that is comfortable for them. Future goals: • There are many challenges when utilizing group-based activities. Sean and I have discussed the need to do some activities that would complement the group activities but would be completely individual so that students would have an opportunity to showcase what they have learned.
2. Affirm dignity and respect for individuals (students, families, colleagues)
Demonstrated proficiency and growth: • Sean has excellent rapport with the students. It is evident that they feel comfortable with him and respect his guidelines.
Sean participates in daily smudge and prayer with the students. Assisted and participated in the Fall Feast and Pow-wow.
Future goals: • Student attendance can be a challenge here. Growth could occur in the area of communication with families as required. • Participating in a sweat before the end of internship would be another way to connect to the students and their culture.
3. Strive to support social justice and ecological responsibility
Demonstrated proficiency and growth: • Sean works to include all students in the learning process. Where possible he provides assistance for students. • Integrates current issues into curriculum. Students participated in the Great Canadian Shoreline Cleanup. Future goals: • Providing enrichment opportunities for students who are ahead or not as challenged as they could be.
4. Develop as a critical reflective practitioner who connects practical and theoretical knowledge
Demonstrated proficiency and growth: • Sean deals with student issues in a respectful manner. Students are spoken to one on one in a mutually respectful fashion. • Options are given to students as often as possible. Students feel like they have the opportunity to share their knowledge in a way which suits their learning style. Future goals: • Sean should utilize the expertise of our school Elder during the next phase of his internship.
5. Create a positive community in the classroom and school
Demonstrated proficiency and growth: • Sean always attends scheduled meetings and contributes to PLC meetings. • Students have a very comfortable relationship with Sean. They feel confident that their questions and comments will be received in a positive way.
Sean is the boy’s volleyball coach and in this way is able to build relationships with students outside of the classroom.
Future goals: • At Oskayak, students often have need for meetings with support staff regarding a variety of challenges. Sean could work towards connecting with support staff to discuss concerns he may have with particular students.
6. Build instructional competence and strong teacher identity
Demonstrated proficiency and growth: • Sean plans particular learning outcomes for his students which reflect the subject matter in the curriculum. • Through the use of Problem-Based Learning, Sean has been able to engage the students in science in authentic ways. • Technology is used efficiently and effectively throughout the learning process. Future goals: • Although Sean participates in ceremony and is respectful of the cultural activities, integration of First Nations, Inuit and Metis content is something he should strive to do more during the next phase of internship. • Our staff is working on providing more specific learning targets for students. The use of some of these assessment strategies would strengthen Sean’s assessment skills. TEACHER CANDIDATE’S SELF-ASSESSMENT Nearing the midway point of my internship program at Oskayak High School, I have identified numerous strengths in myself as a teacher. First, I have become aware of how adaptable and accommodating I can be. One major problem at my school that I am interning at is attendance. Some students have special circumstances in their lives that require them to miss classes. I have become adaptable with my lesson plans and accommodating with my time to ensure that these students are able to catch up and become successful with their schooling. A second strength or pro I have identified is that the students have become quite comfortable with me as their teacher. They are showing
great signs of trust and respect towards me as I take on the full time teacher role. Next, I believe that I am quite adept and persistent on creating a classroom where the students drive their own learning. I consider myself more of a facilitator for their learning than a leader for their learning. Another skill I have acquired from my internship at Oskayak thus far is incorporating technology into my pedagogy. Oskayak is a unique school in that it is significantly advanced in terms of access to technology and use of technology in the classroom. This has allowed me to develop myself as a teacher who incorporates technology into student learning to ensure engagement, collaboration, and interactive assignments. Interning at Oskayak has also given me the opportunity to become quite skilled and proficient with teaching Problem Based Learning. I have gained experience on how the process works and how beneficial it can be towards student success. Lastly, I have significantly improved my assessment skills. I have begun to see and experience the advantages of involving the students in their assessment. From co-creating rubrics to student self-assessment to discussing and identifying objectives/indicators with students before they begin their tasks, my assessment techniques are improving considerably.