1 @ Faculty of Education PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT Student Teacher: Ms. Alyssa Brink School: Lakeview Elementary. Grades/Subjects Taught: Grade 3 ‘Teacher Aasoclate: Ms, Mchale Svoud Univeraty Consultant: Mr. Bien Walker, Dates of Practicum: November 6 December 10,2013, Instructions: * This is a summative report of the student teacher's performance at the end of the PSI practicum, based on expectations for that stage of teacher development. + For each practicum outcome below, place a check mark In the appropriate box to indicate the student teacher's level of performance: either Not Meeting Expectations forthe PS! level, Meeting Expectations, or Exceeding Expectations. (Most students \Wil fall into the Meeting Expectations category, unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the Meeting Expectations category, please indicate level of performance. + Some outcomes may not be applicable to your particular educational situation. If you wish to indicate this, please put NIA in the middle of the rating scale. + Atthe end of each section of the form, please provide comments in reference to the relevent KSAs and practicum outcomes. 1. PLANNING AND PREPARATION KSA#1 Teachers make reasoned decisions about teaching and learning based on thelr ongoing analysis of contextual variables. KSA#3 Teachers use the programs of study lo Inform and drt planning instruction and assessment. KSA #6 Toachers plan for Instruction, translating curiculum and outcomes ito meaningful learing activites. KSA49 Teachers use a broad range of nsructonal strategies. KSA¥13_ Teachers identity end use relevant leaning resources. Excooding Expectations Planning and Preparation 1. Demonstrates knowledge and skis in the subject matter ofthe lesson. x 2. Incorporates a variety of appropriate resources and instructional and assessment x stratagies into losson planning. i 3, Translates learning outcomes from the Alberta Program of Studies Into relevant and x ‘appropriate leaming objectives forthe lessons being taught. ‘4. Takes into account students’ prior leaming, learning needs, interests, and backgrounds. x 5.__Orgenizes content into appropriate components and sequences for instruction. x ‘6._ Plans relevant content and activities sufficient forthe time allotted. i x 7. Prepares lesson plans forall lessons taught, using a well-defined structure which Includes leaming objectve(s), an introduction and closure, detaled procedures and Instructions, key questions, teaching stratogls and student actives, and assessment of lesson objectives. 8. Integrates information and communications technology ito instruction where appropriate. x 9._ Obtains and organizes equipment and material Tor instruction. x Comments: Alyssa was consistently prepared for all lesson that needed to be taught. She was able to plan many lesson with integrated technology using the smart board and was very comfortable using and involving the students with this technology. ‘May 25, 2008—Summatve Assessment2. INSTRUCTION KSA#4 Teachars demonstrate knowledge ofthe content they teach. KSA #5 Teachers idently ed respond to learner dferences. KSA 9 Teachers use a broad range of instructional stratogies. [KSA #10. Teachers epply@ variety of technologies fo meet students’ leaning needs, Communication ‘Not Meeting Expectations Meoting Expectations Exceeding 4. _Uses clear, fluent, and grammatically correct spoken and writen language. 2._Uses vocabulary appropriate to students’ age, background and Interests, '3._ Modulates his/her voice for audibilty and expression. x Lesson introduction ‘4. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations, ‘uses motivating attention-getters, provides an overview, and relates the lesson to previous leaming as appropriate. General Lesson Development '5. Incorporates strategies for motivating students using relevant and interesting subject ‘matter and activities. ‘6. Explains and proceeds in small steps at an appropriate pace to sult the activity and student response. x 7. Demonstrates subject matter competence during instruction. (Organizes and directs leaming for individuals, small groups, and whole classes, '9._ Provides clear directions, instructions and explanations. 70. Directs efficient transitions betwoen lessons and from one activity to the next during lessons. 11. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied learning styles and individual needs, 42. Uses appropriate materials and resources. vere loe| >< » 13. Demonstrates flexibity and adaptability, (Questioning and Discussion 14. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels, 15, Provides appropriate “wall-ime" after posing questions. 16. Seeks clarification and elaboration of student responses, where appropriate. 17. Leads and directs student participation in class discussion effectively and distibutes ‘questions appropriately. Focus on Student Leaming 18. Circulates in the classroom, intervening when necessary, checking on individual and (group understanding of actvity/content. x x |x] [>< 19. Recognizes and responds appropriately to indlvidual differences and group learning needs, 20. Reinforces student ieaming, building on previous leaming, reviewing, and re-teaching, Closure) 21. Achieves closure for each lesson, consolidating concepts through summaries, reviews, etc, 22. Provides homework when appropriate and explains assignments fully. May 25, 2008—Summative AssassmantComments: ‘Alyssa has tried to work on her voice volume and modulation. She is naturally a quiet talker but has forced herself outside this comfort zone to draw more interest from her students. More work is needed in this area to maintain engagement from her students. Her voice tends to be quite flat and get lost. This caused students to lose interest. | would like to see Alyssa approach her lessons with more enthusiasm. ..do something to really add some “WOW" factor to what is being taught. Outcomes and content were provided but I would have liked to see her more assertive and branch out to make the lessons her own (examples of L/A, Social Studies and ‘Science come to mind). More ownership may help make it more exciting for her as well as her students. A Positive example of this would be her math lessons. She created centers with specific focus at each station. Kids were on-task, moving, moving about the room, getting their work done and having FUNI As a result, everyone was learning! Some of this comes with experience but now is the time to TRY lots of new teaching strategies. 3. CLASSROOM LEADERSHIP AND MANAGEMENT KSA #7 Teachers create and maintain environments tht are conduc to student leaming and understand student needs fr physical, social, cultural and psychological secur. KSA #8 Estabishes relationships with students thet respect human alga. 5 23 Bs 2 g ji Classroom Leadership 2 1, Assumes a leadership role in the classroom, taking charge of classroom activities, x T shoving confidence, pose, composure, and presenoe, 2. Creates and maintains an effective learning environment, setting high expectations x and standarde for tudor earning. 3. Demonstrates infave, entusiaam and a commitment io the siodonis and subject, x ‘models appropriato behaviours. “Establishes postive relationships and a classroom ciate based on mutual bus and x respec. Classroom Management 5._ Clearly defines and reinforces classroom procedures and rouines. x 6. Clearly communicates and reinforces expectations for appropriate student behaviour. x 7.__ Monitors student behaviour and is aware of student behaviour ata times. x 8. Responds to nepproprite behavior prompt, firmly, and consistent, using x appropri low-Key and Pighor lve responses; flows school csiline polis and procedure. ‘Comments: Alyssa demonstrated a lot of improvement in the area of class management. She leamed how to really zone in on the students; watching at all times as to who was engaged and who was off-task. She became comfortable with walting for everyone to settle in and show that they were ready to listen. When students became off-task, she was right on top of Correcting their behavior. Alyssa needs to remember to take more initiative, get up and be engaged with the students at all times. Just watch how they learn, talk to them and build those relationships. When | was teaching, a lot of time ‘was spent on her computer when | would have liked to see her working with students. She was able to observe two grade 1 and 2 grade 4 classrooms. Discussions were had about the different teeching styles that each teacher has. In future teaching experiences, | encourage Alyssa to observe others within the building as much as possible... ask to OBSERVE and EXPERIENCE as much as you can. So much can be gained from this very simple action. Every school ‘comes with decades of teaching experiences and advice. | highly recommend getting involved within the school as. much as you can. These connections are very valuable now and later on. ‘May 28, 2006—Summative Assessment® 4. ASSESSMENT KSA #11__Teachers gather and use normation about students’ learning needs and progress and assess the range of learning objectives. ‘Assessment I 1. Assesses student leaming using a variety of appropriate assessment techniques and T Instruments (0.g, observations, conversations, questioning, performance-based and x writton assessment), 2. Provides timely and effective feedback on leaming to students, x I 3. Modifies and adapts teaching based on assessment data (2.9., use allemalive ‘teaching strategies to re-teach where required). 4. Explains to students how learning will be assessed, x '5._ Maintains accurate records of student progress, Comments: Using the provided math checklists as well as anecdotal comments, Alyssa maintained very detailed records for the math lessons. Discussion were had about providing as much feedback to the students as possible. Also, involving parents and others who may be able to help that student ‘should they be having trouble with a certain skill. So much of elementary assessment is through observation and anecdotal comments. Alyssa and | talked about a variety of different assessment methods such as exit slips, 1 star-twish, rubrics, checklists, anecdotal comments as well as, ‘simple conversations with the student. She was able to look at tests results and other records that are kept in order to accurately document student progress. 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA#2 Teachers understand the leplslated, moral and ethical framework within which they work. KSA#15 Teachers engage in assessing the quay oftheir leeching. KSA#16 Teachers ae able fo communica a personal vislon of ther own teaching. Professionalism Unacceptable Presents a professional appearance and manner. Fuffis professional obligations (Le., punctuality, routine administrative duties). ‘Demonstrates maturity and professional judgment. ‘Demonstrates an interest in and a commitment to the teaching profession. Establishes professional relationships with the school community. *|*1%<1> 1%) pcceptable Professional Growth 6. Accurately assesses and documents the effectiveness of lessone, identifies strengths and weaknesses and ‘makes appropriate suggestions for improvements. x 7. Uses the results of student assessment and feedback to improve teaching practices and guide professional growth. x 8. _Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. 9.__Develops and communicates a personal vision of teaching. 10._ Demonstrates willingness to take “informed risks" to benefit student learning. 114._Develops and presents a professional portfolio and/or growth plan including goals, evidence of progress 3] ><) >< ‘May 25, 2006—-Summatve Assessment‘Toward goals, refledions on growih, and future goals. Ethical Conduct ©) 2 Rens apy an igh of ot prs vent des est eee Se ey anes ee aa ane aS ae ae oe ioe ae ae ee 13. Treats students with dignity and respect and is considerate oftheir circumstances. x 414. Does not dvuige information about a student received in confidence or In the course of professional duties ‘except as required by law or where to do so Is in the best interest ofthe student. 15. Does not undermine the confidence of students in teachers or other student teachers. x 16. Does not eitcize the professional competence or professional reputation of teachers or other student x teachers unless the criticism is communicated in confidence to proper officials after fist informing the individual concemed of the criticism. 17. Acts in a manner that maintains the honour and dignity of the profession. x 18. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the echool, or the x profession unless euthorized to do 0. Comments: Alyssa was extremely professional at all times. She is a kind and pleasant young lady. She was kind and engaging with all the kids. She is loved by this class and will be missed a lot. She was open to constructive criticism and worked hard to focus on areas that needed improvement. Alyssa approached this experience with a positive attitude. @ ‘SUMMARY: ‘Areas for further growth: + Volume of voice * Voice modulation * More enthusiasm (I believe she is but has a very quiet nature about herself that prevented me from seeing It all the time - needs to take more risks) '* Get more involved Overall comments (Strongest aspects of student's performance): ‘© Strong lesson plans-very detailed ‘© Intuitive really is able to see what is going on ‘© Open to suggestions- she worked on (and improved) in all areas that were addressed ®@ May 25, 2006—Summative Assassmant° Recommendation: Xo Pass o Fail ° Incomplete* “if an Incomplete grade is recommended, please attach a signed document providing reasons and recommendations. for additional practicum experience. Note: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and. the University Consultant, ) ya'Baua K Dec 9% ,201 3 Te oa DL beh, Sra ol Bae 4 2007 C ‘Cleacher Associate Date x S Sims LC wa tan hee. ZAOLZ University Consultant Date Please submit the completed original signed report to Fleld Experiences, Room E830, Faculty of Education, the University. of Lethbridge, and provide signed copies for the Student Teacher and for the University Consultant. May 25, 2006—Summatve Assessment