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EDU 428 and 429 Evaluation Form -- Internship Practicum January 6 – April 11, 2014 Student( bkreuger@ubishops.ca . ) 4. Ensure your written comments are similar to your verbal comments made during the post conference. 5. On the fourth evaluation, along with commenting on that specific observation, please write overall comments about the practic e teaching, check off whether the practice teaching was overall satisfactory or unsatisfactory , sign the form, and email of fax it to the Practice Teaching Office. Electronic signatures are acceptable. 6. The schedule for the first, second, third and fourth evaluation is as fo llows: 1 evaluation: by January 2 4 / 2 evaluation: by February 1 4 / 3 evaluation: by March 1 4 / 4 evaluation: by April 4 Notice of Concern If you are concerned about the student teacher’s practice teaching as of the first eval uation, please contact the Practice Teaching Office. A Notice of Concern form will be completed with notes on specific support the student teacher will receive. Delaying the use of this form will shorten the amount of time the student teacher has to put in to effect the suggestions from the associate teacher, supervisor and Director of Practice Teaching. An electronic form can be completed and submitted directly to the Director of Practice Teaching. Teacher Training Professional Competencies – Emphasis for 4 year students When Items to Evaluate Competencies In the Pre or Post Conference  Long term planning  Learning intentions (Lesson objectives)  Lesson plan coherence  Learning activities preparation  Evaluation plan 3: Develops teaching/learning situations appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. 5: Evaluates student progress in learning the subject content and mastering the related competencies. 7: Adapts his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps . 8: Integrates information and communications technologies (ICT) in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes. In Observation of the Teacher In Action  Presence  Monitoring individual students  Questioning  Evaluation for learning  Class procedures (managing behaviour)  Rapport/respect 2: Communicates clearly in the language of instruction both orally and in writing, using correct grammar. 4: Pilots teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study. 5: Evaluates student progress in learning the subject content and mastering the related competencies. 6: Plans, organizes, and supervises a class in such a way as to promote students’ learning and social development.  Language — oral use/written evidence In the Post or Pre Conference  Disciplinary and cultural knowledge  Professional interactions/Ethical stance  Reflective practice 1: Acts as a professional inheritor, critic and interpreter of knowledge or culture when teaching stud ents. 9: Cooperates with school staff, parents, partners in the community and students in pursuing the educational objectives of the s chool. 10: Cooperates with members of the teaching team in carrying out tasks involving the development and evaluation of the competencies targeted in the programs of study, taking into account the students concerned. 11: Engages in professional development individually and with others. 12: Demonstrates ethical and responsible professional behaviour in the performance of his or her duties. 1 11/04/2014 " id="pdf-obj-0-2" src="pdf-obj-0-2.jpg">
 

EDU 428 and 429 Evaluation Form

--

Internship Practicum

January 6 April 11, 2014

   

Student name:

School:

   

Evaluated by:

Associate Teacher

Supervisor

       

Name:

     

How to use this form?

             

The following guidelines apply to supervisors, associate teachers, and student teachers.

  • 1. This form is designed to be filled in electronically.

  • 2. Please carry out four evaluations. At the end of each evaluation, write overall comments about the period of evaluation.

  • 3. Save a copy of the evaluation on your computer, send one PDF copy to the student teacher and one PDF copy to the Practice Tea ching Office, Bishop’s University ( bkreuger@ubishops.ca.)

  • 4. Ensure your written comments are similar to your verbal comments made during the post conference.

  • 5. On the fourth evaluation, along with commenting on that specific observation, please write overall comments about the practic e teaching, check off whether the practice teaching was overall satisfactory or unsatisfactory , sign the form, and email of fax it to the Practice Teaching Office. Electronic signatures are acceptable.

  • 6. The schedule for the first, second, third and fourth evaluation is as fo llows: 1 st evaluation: by January 2 4 th / 2 nd evaluation: by February 1 4 th

/ 3 rd evaluation: by March 1 4 th

/

4 th evaluation: by April 4 th

Notice of Concern

If you are concerned about the student teacher’s practice teaching as of the first eval uation, please contact the Practice Teaching Office. A Notice of Concern form will be completed with notes on specific support the student teacher will receive. Delaying the use of this form will shorten the amount of time the student teacher has to put in to effect the suggestions from the associate teacher, supervisor and Director of Practice Teaching. An electronic form can be completed and submitted directly to the Director of Practice Teaching.

Teacher Training Professional Competencies Emphasis for 4 th year students

When

Items to Evaluate

Competencies

In the Pre or Post Conference

Long term planning Learning intentions (Lesson objectives) Lesson plan coherence Learning activities preparation Evaluation plan

3: Develops teaching/learning situations appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. 5: Evaluates student progress in learning the subject content and mastering the related competencies. 7: Adapts his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps . 8: Integrates information and communications technologies (ICT) in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes.

 

In Observation of the Teacher In Action

Presence Monitoring individual students Questioning Evaluation for learning Class procedures (managing behaviour) Rapport/respect

2: Communicates clearly in the language of instruction both orally and in writing, using correct grammar. 4: Pilots teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study. 5: Evaluates student progress in learning the subject content and mastering the related competencies. 6: Plans, organizes, and supervises a class in such a way as to promote students’ learning and social development.

 

Languageoral use/written evidence

 

In the Post or Pre Conference

Disciplinary and cultural knowledge Professional interactions/Ethical stance Reflective practice

1: Acts as a professional inheritor, critic and interpreter of knowledge or culture when teaching stud ents. 9: Cooperates with school staff, parents, partners in the community and students in pursuing the educational objectives of the s chool. 10: Cooperates with members of the teaching team in carrying out tasks involving the development and evaluation of the competencies targeted in the programs of study, taking into account the students concerned. 11: Engages in professional development individually and with others. 12: Demonstrates ethical and responsible professional behaviour in the performance of his or her duties.

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1st Observation: January 6-25

2nd Observation: January 27-February 14

3rd Observation: February 17-March 14

4 th Observation: March 17-April4

Teaching Load

Subjects: English

Subjects: English

Subjects:

Social Studies

Subjects:

 

Cycle/level: 1

Cycle/level:

1

Cycle/level:

1

Cycle/level:

# students:

PRE-CONFERENCE: Please situate the student along the continuum and comment on the student’s strengths and areas where adjustments are needed.

Descriptor
Descriptor

Plans logically sequenced lessons, in knowledge & skill building increments, that are linked to a competency.

States what will be learned, how it will be learned and what will be assessed.

Selects diverse instructional a pproaches, taking into account and adapting to the needs and special interests of the specific group.

Connects activities logically to the learning intention. The timing, equipment, and materials management support the effective execution of the l esson.

Links assessment and evaluation plans to the lesson objectives and indicates the process for giving formative feedback and, where pertinent, gathering data for reporting

First pre-conference

x Major Adjustment Expectations Exceeds Needed
x
Major Adjustment
Expectations
Exceeds
Needed
x
x
x
x
x
x
x
x

Second pre-conference

x Major Adjustment Expectations Exceeds Needed
x
Major Adjustment
Expectations
Exceeds
Needed
x
x
x
x
x
x
x
x

Third pre-conference

x Major Adjustment Expectations Exceeds Needed
x
Major Adjustment
Expectations
Exceeds
Needed
x
x
x
x
x
x
x
x

Fourth pre-conference

x Major Adjustment Expectations Exceeds Needed
x
Major Adjustment
Expectations
Exceeds
Needed
x
x
x
x
x
x
x
x

Comments:

First pre-conference

Second pre-conference

Third pre-conference

Fourth pre-conference

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During our first pre-conference, Erin very

Erin continues to be able to clearly explain the intentions for her lessons. She is quickly

Erin is very good with explaining and

Erin continues to excel.

clearly explained her intentions for the lessons

becoming comfortable taking the student’s

to unfold. She was able to explain the short term and long term goals and worked out the necessary modifications that woul d be needed to assure student success due to the Modified program the students are following.

needs and varying abilities into consideration when planning her lessons. She is able to readily identify her learning goals and expected outcomes with ease.

linking her objectives with her planned activities.

It is evident when talking with Erin in her pre-conferences that she is thinking about things and planning knowing what her desired outcomes are.

The fact that she has come to really know her students so thoroughly has helped guide her in her choice of learning activities and learning experiences so that she can lead the students successfully towards the desired learning outcome.

OBSERVATION OF THE STUDENT TEACHER IN ACTION: Please situate the student along the continuum and comment on the student’s str engths and areas where adjustments are needed.

Descriptor
Descriptor

Shows confidence, poise and enthusiasm throughout the lesson, when getting the students’ attention and in sustaining their e ngagement during different activities.

Sets up the learning, carefully observes and circulates around the class in order to monitor student learning, and involves students in identifying their learning through effective lesson closure.

Facilitates focused student learning by asking effe ctive open and closed questions.

Uses informal methods to quickly detect student difficulties (questioning, analysis of student answers, observation and feedback, and so on).

Employs effective classroom procedures allowing students to int eract well on learning tasks. Is able to anticipate and deal with unexpected behaviour.

Interacts with students showing obvious rapport and respect.

Uses accurate and engaging oral and written communication in the language of instruction.

First observation
First observation
x Major Adjustment Expectations Exceeds Needed
x
Major Adjustment
Expectations
Exceeds
Needed
x
x
x
x
x
x
x
x
x
x
x
x

Second observation

x Major Adjustment Expectations Exceeds Needed
x
Major Adjustment
Expectations
Exceeds
Needed
x
x
x
x
x
x
x
x
x
x
x
x
Third observation
Third observation
x Major Adjustment Expectations Exceeds Needed
x
Major Adjustment
Expectations
Exceeds
Needed
x
x
x
x
x
x
x
x
x
x
x
x

Fourth observation

x Major Adjustment Expectations Exceeds Needed
x
Major Adjustment
Expectations
Exceeds
Needed
x
x
x
x
x
x
x
x
x
x
x
x

Comments:

First observation

Second observation

Third observation

Fourth observation

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During the first observation Erin taught a mini lesson to help prepare the students for a project. Her instructions were varied and clear. She verified student understanding

During the second observation, Erin was reading the selection of a novel with the students. She paused at appropriate times to verify and question the comprehension of

Erin brings a great amount of enthusiasm to her lessons. Her bubbly nature comes through her lessons.

Erin has become more consistent with following through with students and feels much more at ease when she is faced with placing consequences for students and their choice of

with questions and by circulating. It would do Erin well to circulate even during her teaching to help use proximity to keep her easily distracted students on task.

her students. At one point she spoke to one young man who was not following along. This was the second warning. Erin needs to

Erin is using a variety of strategies to help monitor student progress in a positive manner. She circulates much more

behaviour. This was a long process for Erin, but she has demonstrated that she can do it consistently and thorugh discussions it is evident that she realizes the importance of accountability

be willing to follow through with the

consistently through the class and her

with regards to a student’s choice of behaviour.

consequences she sets out for her students. It is evident through each moment of the class that Ms Flynn has the respect of her students and that she is able to get this because they feel the respect from her.

positive reinforcement has helped several students be willing to take a chance and push themselves in their writing. This is due to the way Erin helps to create a positive working environment for her students where they do not fear taking the risk of making errors.

Well done Erin!!!

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POST-CONFERENCE: Please situate the student along the continuum and comment on the student’s strengths and areas where adjustments are needed.

Descriptor
Descriptor

Demonstrates thorough and detailed knowledge and understanding of the discipline and its cultural context.

Interacts appropri ately with members of the school community.

Explains the relevance of teaching decisions and identifies appropriate adjustments.

First post-conference

x Major Adjustment Expectations Exceeds Needed
x
Major Adjustment
Expectations
Exceeds
Needed
x
x
x
x

Second post-conference

x Major Adjustment Expectations Exceeds Needed
x
Major Adjustment
Expectations
Exceeds
Needed
x
x
x
x

Third post-conference

x Major Adjustment Expectations Exceeds Needed
x
Major Adjustment
Expectations
Exceeds
Needed
x
x
x
x

Fourth post-conference

x Major Adjustment Expectations Exceeds Needed
x
Major Adjustment
Expectations
Exceeds
Needed
x
x
x
x

Comments:

First post-conference

Second post-conference

Third post-conference

Fourth post-conference

Ms Flynn is becoming comfortable with the courses she is teaching including their modified nature.

 

It is encouraging to see a pre-service teacher be at ease with changing a lesson mid-stream taking notice of the needs and the

It has been a pleasure to work with Erin. Her ability to self reflect will serve her well in the future. It will allow her to adjust as needed to the changes each day will bring in a classroom.

Erin appears very at ease with the Galt community including her colleagues in the

Due to limited time, the post conference for this observation did not happen. General discussion ensued in the following days.

preparedness of the students in the moment.

Erin is a positive addition to a staffroom. She should feel confident in her abilities. A balance

staffroom.

of pride in one’s work and humililty in one’s

abilities is a valuable set of qualities to posess as

a young teacher heading into an experienced staff in a new school.

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First Evaluation. Status of Competency Development: Please situate the student on the continuum below and comment on the student’s strengths and areas where adjustments are needed.

Does not yet meet practicum’s

expectations at this time

Meets practicum’s

expectations at this time

Exceeds practicum’s expectations at this time

x
x

Comments: Ms Flynn’s ability to connect with her students was apparent very early on. With the few students who are hesitant to trust, she is working very hard to get to know them and earn Their respect.

First Evaluation . Status of Competency Developme nt: Please situate the student on the continuum belowion . Status of Competency Devel opment: Pl ease situate the student on the continuum below and comment on the student’s strengths and areas where adjustments are needed . Does not yet meet practicum’s Meets practicum’s Exceeds practicum’s expectations at this time expectations at this time expectations at this time x Comments: Erin continues to blossom in the classroom. Her students are resp onding very well and a routine has been well established. Signature: Date: Februar 17 2014 Third Evaluation . Status of Competency Development: Please situate the student on the continuu m below and comment on the student’s strengths and areas where adjustments are needed . Does not yet meet practicum’s expectations at this time Meets practicum’s expectations at this time Exceeds practicum’s expectations at this time x Comments: Erin continues to excel. She is able to meet the needs of her students and pull them forward with their academic endeavours because of the relationships she helps facilitate. Her students know she cares and in turn they strive to meet her expectations. She should continue to use this to gradually pull even more out this group of previously very reluctant learners. Signature: Date: February 25, 2014 6 11/04/2014 " id="pdf-obj-5-26" src="pdf-obj-5-26.jpg">

Signature:

Date:

January 23, 2014

Second Evaluation. Status of Competency Development: Pl ease situate the student on the continuum below and comment on the student’s strengths and areas where adjustments are needed .

Does not yet meet practicum’s

Meets practicum’s

Exceeds practicum’s

expectations at this time

expectations at this time

expectations at this time

x
x

Comments: Erin continues to blossom in the classroom. Her students are resp onding very well and a routine has been well established.

Signature:

Date:

Februar

17 2014

Third Evaluation. Status of Competency Development: Please situate the student on the continuu m below and comment on the student’s strengths and areas where adjustments are needed .

Does not yet meet practicum’s

expectations at this time

Meets practicum’s

expectations at this time

Exceeds practicum’s

expectations at this time

x
x

Comments: Erin continues to excel. She is able to meet the needs of her students and pull them forward with their academic endeavours because of the relationships she helps facilitate. Her students know she cares and in turn they strive to meet her expectations. She should continue to use this to gradually pull even more out this group of previously very reluctant learners.

Signature:

First Evaluation . Status of Competency Developme nt: Please situate the student on the continuum belowion . Status of Competency Devel opment: Pl ease situate the student on the continuum below and comment on the student’s strengths and areas where adjustments are needed . Does not yet meet practicum’s Meets practicum’s Exceeds practicum’s expectations at this time expectations at this time expectations at this time x Comments: Erin continues to blossom in the classroom. Her students are resp onding very well and a routine has been well established. Signature: Date: Februar 17 2014 Third Evaluation . Status of Competency Development: Please situate the student on the continuu m below and comment on the student’s strengths and areas where adjustments are needed . Does not yet meet practicum’s expectations at this time Meets practicum’s expectations at this time Exceeds practicum’s expectations at this time x Comments: Erin continues to excel. She is able to meet the needs of her students and pull them forward with their academic endeavours because of the relationships she helps facilitate. Her students know she cares and in turn they strive to meet her expectations. She should continue to use this to gradually pull even more out this group of previously very reluctant learners. Signature: Date: February 25, 2014 6 11/04/2014 " id="pdf-obj-5-93" src="pdf-obj-5-93.jpg">

Date: February 25, 2014

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Fourth Evaluation. Status of Competency Development: Please situate the student on the continuum below an d comment on the student’s strengths and areas where adjustments are needed.

Does not yet meet practicum’s

expectations at this time

Meets practicum’s

expectations at this time

Exceeds practicum’s

expectations at this time

x Comments: Signature: Date:
x
Comments:
Signature:
Date:

Summary Comments

Erin entered this practicum with a lot of uncertainty with regards to the content and the clientel. She was given a lot of freedom early on wi th the two remedial/modified classes and she soared! She was able to build positive working relationships with these students tha t helped facilitate an eagerness to complete work. Previously hesitant writers were writing because of her efforts, previously hesitant workers were meeting deadlines because of her recognition of their needs and how to get them successfully from the beginning of an assignment to the end. I commend Erin for taking this very independent practicum on without hesitation. She has been a pleasure to work with.

Based on my observations I recommend that the Practice Teaching be considered x successful+ unsuccessful Date:
Based on my observations I recommend that the Practice Teaching be considered
x
successful+
unsuccessful
Date:
April 7, 2014
Signature:
4
th year Outcome Statement
The graduating teachers recognize teaching as an intellectual pursuit and a social responsibility; demonstrate the qualities of responsible and autonomous practitioners who show a capacity for ongoing critical
reflection, potential for leadership, and commitment to the transformative power of education.
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