Faculty of Education PROFESSIONAL SEMESTER TWO SUMMATIVE REPORT ‘Student Teacher: Schoot__4#-C_ Grades/Subjects Taught: fe 10-30 Teacher Assoctate: Dust Soa: University Consultant Past Rohnert Dates of Practicum: ——_____= Apel lo Instructions: + This is @ summative report ofthe student teacher's performance atthe end of the PSII practicum, based on expectations for that ‘stage of teacher development (=D 3600). * For each practicum outcome below, place a check mark in the appropriate tox to indicate the student teacher's level of Performance: either Not Meeting Expectations for the PSII level, Meeting Expectations, or Exceeding Expectations. (Most students il fall nto the Meeting Expectations category, unless there Is clear evidence for Not Meeting Expectations or Excosding Expectations.) For students within the Meeting Expectations catagory, please incicate level of performance, At the end of each section, please provide comments In reference to the relovant KSAs and practicum outcomes. THE STUDENT TEACHER: 1, PLANNING AND PREPARATION KSA81_Teachors make reesoned decisions about teaching and leaming based on thelr ongoing analysis of contextual verhble. KSA43 Teachers use the grograms of study tInform and drect penning instuelon and assesment KSA 48 Teachors plan for astucton, translating curicuum and eutcomes int meening leaning ects. KSA M9 Teachers use a bread range of nsuctona sitogion KSA #13 Teachers ientty and use relevant learning resourses, Pinning nd Propartion SRE ; 1. Demonsais knowledge ard siete sujet mat of ssone hung Hahor Subjed mao, we 7 ncorpeetes = vr faporopa Vesoucas and hatudonolassanennl Haiogae into lesson plans. x 3 Transat ering ous fo he Aba Progra of Sis Wis Tauvantand appropriate learning objectves for the lessons being taught. 4 7 Takes acount siden por leg orang reeds (ooking de FP Interests, and student varisbles such as age, gender, socio-economic status and A ‘ature beckons _Orgeizes content io apropfal conporeis and eauance or naan Z 6._ Plans appropateconint and cites ore Ue lated repersietson lars fol son aught, sing a wel eenod aaGure WICH Inoue leering objectves), an fducion ane cau, aba oso od Inowtons, ky qoston, acing stole eomng sates, Saree of ison eos 8. Prepares unit pian(s) in sutject major thet include rationale, overview, learning VY tulcomen, achnforay aivies, eed cose aah 8. Triegaes fometon and ommuricaton ecology io naiuaion Wr RBG TT _and other subjects, where appropriate. i 7B. Obtoins and orgenze equpment an ales arnaracin Comments: May 25, 200¢—Summative Assessment@ 2, INSTRUCTION KSA¥ Teachers demonstrate knowiedge ofthe content they teach. KSA¥5 Teachers Ident and respond foleamer diferences. KSA¥0 Teachers use a broad range of iaiructanalsmtagios, KSA‘#10 Toachers apply a veel of techrologies fo mee! students’ leaming needs. Communication Not Meeting expectmions Meeting Expectations Exceeding Expectations Uses clear, fuent, and gremmatioaly corect spoken and writen language. Uses vocabuiery appropriate to students’ age, backoround and intoresta, 1 2. '3.__Modulates hisher voice for audibly and expression. 4 {Demonstrates cultural sensitivity In communication and insrution, ‘Lesson lntroductlon 5, Eoteblahes set reviews prior leaming, Kentifes | ‘motivating attenton gettsre, provides overview, _sppropriat, 880n objectve(s) and expectations, uses nd relates the lesson to previous learning 28 General Lesson Development ‘8. Incorporates strategies for malvating students using relevant and interesting eubject matter and acti 7. Presents content in appropriately organized sequences for nsiucion. 8. Explains and proceeds in small tape at an appropriate pace to sult the activity and atudent response, '9,__Demonstrates subject matter competence during instruclon, 410. Organizes and recs learring for indviduale, emall groups, end whole classes. 11, Provides clear directions, instuctions, and explanation 12, Directs ofcient transtions between lessons and from one aciviy tothe nex 13. Uses & variety of instructional stratogios to address deared outoomes, subject matter, varied ering styles and Individual needs (including goale/objetves of student IPPs). 14. Uses a broad range ofinsruclonal strategies specie to subject mejor. 15, Uses appropriate materials and resources, 36. Demonstrates fexbity and adeptebiny Questioning and Biaovsslon 17. Aska cosry phrased, wellsequenced questions ata veriely of cogntve levels, 18._Provides appropriate “waltimme" afer posing questions, 19. Seeks caritcaion and elaboration of student responses, where appropriate. 20. Leads end directs student participation In class dlacussion effectively and datibutes queations ppropriatay. Focus on Student Learning 21, Circuletes in the classroom, intorvening when necessar understanding of activtyiconient. checking on Indvidual and group '22._ Recognizes and responds appropriately to Individual differences and group leaming needk 23. Reinforces student earring, building on previous leering, reviewing, and e-leaching Closure LARS RAKRRAISAS 24. Achieves closure fr lessons, consoldating eas or concepts though summaries, reviews, tiscussiona, and appcaton 25. Provides homewark when appropriate and explain assignments fly ‘Comments: May 25, 2006—Summative Assesement3. CLASSROOM LEADERSHIP AND MANAGEMENT KSAS7 Teschers crest and maintain ‘0c, cultral end ps KSA¥2Establshes relaonshipa wit ‘nvionment that are conducive to student leaming and understand student needs for physical, secur students that respect human dlgnty. (Classroom Leadership, Not Meeting Expectations Meeting Expectations 4. Assumes a leadership role in the dla showing confidence, poise, composure, and presence. 38sr00m, taking charge of classroom actives, 2. Creates and maintains an effective learning environment, seling high expectatione and standards for student leaning, attending to student variables such as age, gender, socio- ituraVinguistc background. ‘economic status and ‘3. Demonstrates intative, enthusiasm ‘models appropriate behaviours. ‘and a commitment tothe students and subject, 4. Establishes positive relationships an respect. ida classroom climate based on mutual rust and Classroom Management Cleary defines and reinforces classroom procedures end routines. ‘Monitors student behaviour and is aware of student behaviour at al mes, 8. 8._Cleaty communicates and reinforces expectations for appropriate student behaviour Z 8 Responds to inappropriate behavior SNAKE ‘brompty, fimnly, and consistently, using appropriate [Sn ne ens pane od res. ca a 4. ASSESSMENT Se eo Py ep ep ‘Assessment 5 i= et flog i aH EH a Eee 2. Checks frequent for understanding, 3._ Provides timely and effective feedback on learning fo students, “Modifies and adapts teaching based ‘ternative teaching strategies o rei ‘on assessment data and student IPPs (e.g, employe y leach where required). Analyzes and eveluates measurement data lo nesoes student looming. L & 6._Explal fo students how learning willbe measured. i RASA 7. Develops databases) and communicates result 1 maintains accurate records of student achievement (eg. grade sheats, isto students, parents and the school effectively), Comments: ‘May 25, 206—Summative AssessmentPROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES FAR, Teachere understand the legac, mora and bial tamenerk win which they wor KSA#16 Teachers engage in assessing the quaity of hal leaching SAG Teachers are ablofo communicate parzonal vision of ir own leaching, Professionallem fl 1._ Presents a professionel appearance and manner. 2, Fulfs professional obigetions (I, purctualy, routine adminiavalive dues). 3. Demonstrates maturity and professional judgment. 4. 1s knowledgeable about professional issues and demonstrates a commitment othe leaching profession. 6. Establishes professional elaonships wth the educationel community and wider community (where appropriate), Professional Growth 8. Accurately assesses and documents the effecivaness of lessons, Kentiies strengths and weaknesses, and "makes appropriate suggestions for improvements. 7. Uses the resutsof student assessment and feedback to Improve leaching prac and guide profesclonal ‘growth, 5._Responds appropriately to feedback from others by istening, ntrprating, and implementing suggestions, 8.__Develops and communicates a persona vision of teaching. 10. Develops ‘evidence of progress toward goals, ‘14. Carries out he roles and responsibllies ofa teacher according o the Alberta School Ae school and Gable Bolicles and other relevent lepsation, 12._ Applies the knowledge, skis and atiibuies for Interim ceriicaion appropriately Ethical Conduct 18. Respacts the dignity and rights of all persone without prejudice as to race, religious belief, colour. gender seeiet orientation, gender isenthy, physizal characteratic, isabilly, martal status, age, ancestry, nase cf origin, place of residence, socioeconomic background, o ingultio background, “4. Treats students with dignity and respect and Is considerate oftheir circumstances. 18: Does not divuige Information received in confidence or inthe course of professional duties about @ cludeat xcept as required by law or where to do's0 Is inthe best Interest ofthe student 16. Does not undermine the confidence of students in teachers or other student teachers. ‘17. Does not cticize the professional competence or professional reputation of teachers or other student lenchens Unless the crticlsm is communicated in eanfidencs to proper oftals aftr fst informing the Indiveioe ‘concemed ofthe ertcigm, 18. Acts in @ manner that maintains the honour and dignity ofthe profession ‘unless authorized to do 80. 18. Boss not speak On behalf ofthe Facuily of Education, the Univorsty of Lethbvidge, tne school ore proTeSuow AINS NSS ENAIN AIST Comments (Professional Attributes and Responsibilities ‘May 25, 2006—-Sunmative Assasement© Areas for further growth: ‘Overall comments (Strongest aspects of student's performance): Recommendation: wl O' Fail ©. Incomplete* iar dncomlete grade i recommended, ploase attach a signed document providing reasons and reconmencatlons for adatonal practicum experienc {iets The Teacher Assoctate le reaponsibe or completing ths document, in consultation with the Student Teacher and the Srveray paper A pron. Apal_1 20. 2S Lpo-./ “Zot Te ie ‘Unive Constr cr ind provide signed orentad signed origina report to Field Experiences, TH423, Facully of Education, the Universiy of Lethbridge, ‘and provide signed copies for the Student Teacher and forthe University Coneuitent, May 26, 2006—Summatve Assessment