Professional Documents
Culture Documents
ID Number:
1429734
Course (Select):
EDFX 325
School Telephone:
403-556-1003
Mentor Teacher(s):
Kris Dixon & Amy Christiansen
School District:
Chinooks Edge School Division
University Facilitator:
Enter University Facilitator Name
Distribution:
Students should retain a copy of the Final Evaluation form for their own record. Please note that potential employers
may ask for copy of this Final Evaluation.
A copy of this form will be emailed by the University Facilitator to the office of Undergraduate Student Services,
where it will be retained for a period of three years; no other copies will be retained by Mentor Teachers, University
Facilitators or employees of the University of Alberta without written permission of the Student Teacher.
The purpose of this Field Experience Final Evaluation document is to provide evidence and communicate information
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regarding Student Teacher performance based on the Knowledge, Skills and Attributes (KSAs) for Interim Certification.
Comments reflect strengths and areas for growth in each category.
School size
Special Programs
Special Needs Students in
class
Urban/Rural
Class size
Number of teachers
Ecole Deer Meadow School has approximately 450 students in grades 5 - 8. DMS is a rural school
located in Olds, Alberta.
Ms. Kary taught in a co-teaching, double class environment with 64 grade 8 students, 2 full time teachers
and one full-time educational assistant. This class has 9 students with individual programs, 3 of which
require assistive technology and more assistance.
The foundation of this classroom is in project based learning, collaboration and differentiation for all
students. It is a very dynamic environment!
Content knowledge
Lesson Plans
Suggested Topics
Organization
Time management
Diverse learning needs
Amanda used the outcomes form the Program of Studies when planning lessons for math. She
demonstrated strong understanding of the concepts, and used that to develop a clear plan for the series of
lessons covered. Her plans provided for differences in learning styles : SMART Board lessons, video,
using individual whiteboards, oral descriptions, mix of individual and group activities. She did find that
she expected students to move more quickly through the material than they did, but was able to adjust her
plan based on their needs.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to
learning for individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive
learning opportunities through short, medium and long range planning.
KSA I: Teachers know and use a broad range of instructional strategies.
KSA J: Teachers use both traditional and electronic technologies to meet students learning needs.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.
Suggested Topics
Not all need to be addressed.
Learning strategies
Instructional strategies
Student interest
Pacing
Sequencing/timing
Uses ICT
Cultural sensitivity
Flexibility
Differentiation of
instruction
Lesson/unit plans
Communication
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that
are characterized by mutual respect, trust and harmony.
KSA J: Teachers know how to use and how to engage students in using traditional and electronic technologies to present and
deliver content, communicate effectively with others.
KSA L: Teachers know how to develop and implement strategies that create and enhance teacher, parent, and student
partnerships.
Suggested Topics
Not all need to be addressed.
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Assessment Strategies
KSA K: Teachers gather information about their students learning needs and progress by using a variety of assessment
strategies.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and
learning.
Suggested Topics
Not all need to be addressed.
Appropriate questioning
Assessment variety
Formative/ Summative
Adapted assessment
Record keeping
Reporting
Timely feedback
Suggested Topics
Not all need to be addressed.
Class tone
Rapport with students
Student engagement
Routines
Conflict resolution
Leadership
Transitions
Amanda built great rapport with her grade 8 students. She began her practicum by asking each student to
write their name on a paper apple, she then had each student come up to her and present the apple along
with one thing they would like her to know about them. Ms. Kary then posted each name on a bulletin
board beside her desk, allowing her to learn the students names and personalities while observing them
in class. The students really respect how Amanda took the time to visit with each and every one of them
-- all 64! Amanda built some very deep relationships with a few special students, which shows a great
aptitude in her for working with this age group. She will be missed!
In class, Amanda maintained a tone of respect and expectation. She had some really fun learning
strategies to try with the class, and in return, she asked for quick transitions and good listening. This
is often a very difficult area for new teachers, but Amanda has started filling her toolbox with many
techniques for great classroom management.
Suggested Topics
Not all need to be addressed.
Students in this class had previously identified their personal learning styles and preferences. Ms Kary
designed activities and lessons that allowed students to learn using their preferred style, by providing
multiple presentation styles (SMART Board, oral, written on board, interactive journals, manipulatives,
group and individual activities).
Ms Kary also provided one-one instruction both during classtime, and at recess breaks, to students who
struggled with some of the concepts.
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Suggested Topics
Not all need to be addressed.
Work ethics
Initiative
Attitude
Commitment
Interpersonal skills
Energy
Collegiality
Team work
Appearance
Reflective
Amanda took her role as a teacher very seriously. She carried herself very professionally, and
appropriately. We enjoyed sharing with her our collaborative approach to teaching, and she participated
in that approach with us in our planning and instruction. She welcomed feedback, and always asked
questions about how she might improved a lesson, or reach more students. When in doubt about how to
handle situations, she asked for clarification. (ex. taking photos of students )
Suggested Topics
Not all need to be addressed.
Amanda showed a genuine desire to improve her lessons and delivery. She evaluated each lesson
thoughtfully, and put forth questions on how she might improve a lesson, or how to follow-up or continue
the next.
Other Comments:
I believe Amanda has a natural talent for teaching, from building meaningful relationships with her
students, to a natural understanding of how to sequence, pace and present concepts. Ms. Kary will be a very
organized and effective teacher, whom I would be very glad to have as my own childs teacher.
Amy Christiansen
As Amanda continues to gain classroom experience, it will only strengthen those skills she already
possesses innately. Her love for working with young people is very evident!
Kris Dixon
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