PRACTICUM INTERIM REPORT 2014-2015 Email: practic2@uottawa.ca Please CC the PED2143 professor Fax: (613) 562-5444 uOttawa ‘Teacher Candidates must retain a signed copy for their records: Teacher Candidate: Univers of Ottawa Student Number: [rain Hotand frersasa [carne wiison ss locos, Placement Period University of Otawa Representa [Now 2014 [ue. caeke Associate Teacher: Grados) - Subject Area(s [orery! Daniel [Visual Ans 9-12 Number of days Ite Number of days absent: pb b Please Note: ‘This evaluaton shouls be based onthe developmental nature of learning to each, In fling out the repo please keep in mind the Teacher Canciate's stage of preparation in the program. Teacher Candidates coninua fo develop thar skis trough ebservation, guided practice and the consnuctive feedback and mantoring of Asoclte Teaches, la Teacher Cancidate receives any ratings of ‘Does Not Meet Expectations" the PED 2143 professor or the Practicum Coordinator must be contacted and a Leta of Concem may be colaberatvely generate, Under the comment secon’ within each competency the Associate Teacher is encouraged to add descriptions of the posites that eal stand out or the Teacher Cancidato andi o make suggestions in areas where tne Teacher date neews improvement. tease refer fo the rubric inthe Practicum Handbeok for a clearer description of each competency I Pease ensure that the Teachor Candidate signs andi given a copy ofthe report.‘A. PROFESSIONAL COMMITMENT COMPETENCY ‘As a developing teacher, the Teacher Candidate: 2rofessional Interactions: ‘Somonsirates professionalism in interactions. Demonstrates posive rapport wih students (Meets Reauirornenis Professional Relationships: Interacts respect wth members of schoo! community. Domonstratos an understansing ofthe Associate Teacher teacher candidate mentoring relationship Professional Responsibility Fulis responsibil ientifed by the Associste Teacher and the Univers Practoum Handbook (ec. dutes, reiorcing school ules, andlor other euriular actives) Moots requis guidelines (.g. submitting lesson plans, marking, returning ‘esources, attendance tracking) Demonstrates hat helehe is a“selstarter’ and acts on suggestions and guidance from Associate Teacher, (ects Reimers ‘comments: janine is exceeding expectations so far. She has taught Several classes at all levels. Displays Strong ils in classroom management, engaging students, planning and delivering curriculum ete, She hows considerable initiative and has been heavily involved in extra-curricular activites in addition to ir classroom responsibtis. he is very professional, responsible, and attentive and shows a keen interest and knowledge in the subject material and the student welfare,B. COMMUNICATION COMPETENCY AAS a developing teacher, the Teacher Candidate: ‘erbal Communication: Speaks clearly and understandably (e.9., pronunciation, moduation, volume, articulation), Uses correct aat conventions (e.g, mechanics ofthe English language as wel as subject spc terms and symbols), Non-Verbat Communication Uses efective and appropriate non-verbal communication (eg, eye contact, facial expressions, body language) Reads nonverbal communication and responds appropriately... scans class to deny students who are ot waged), Wirtten Communication Uses correct writen convantions (e.g, mechanics ofthe English language. as wal as subject speci erms and symbol). ies clearly and understandably (9. appropriate size and expt tot, legible txt, layout of board work, coverhea, multimedia). Listening and Responding: Uses appropriate walt im (eg. gives student appropriate time to process questions before responding) Uses probing and prompting techniques (eg. rephrases questions; provides cuts). Models eflocive Istening lis (e... demonsvales active listening demonstrates comprehension). ests Reguroreris ‘Comments: janine communicates very wall with the Sludenis In both group and individual interactions, She gages the students before beginning instruction and shows respect for students. She presents formation and instructions clearly, rewording as needed and ensuring students have understood©. KNOWLEDGE COMPETENCY AAs a developing teacher, the Teacher Candidate: lubjoct Knowledge: ‘Semenstraes fundamental knowledge of subject mater for teaching the assigned grade lave Provides clear explanations and demonstrates appropriate subject knowledoe and late skis ioe Requrements — fF Developmental Nature of Learners: Responds to quesions regarding lesson content ina knowledgeable and aporpriate manner [Bugs upon student responses to expand and extend the discussion and lesming Curriculum: DDemensralos an understanding ofthe contest in which the learning takes place (eg, the rationale ofthe lesson, how the escan fis int the overall unt o ong range pins) [Dematsrats growth in understanding the Onarie curreuium expectations specific to grade and subjects taught eis Ree o Comments janine has a song understanding and knowledge of the subject matler, curriculum expectations, 196 pedigogy. She plans and prepares well reviewing material beforehand as neededD. CLASSROOM MANAGEMENT COMPETENCY As a developing teacher, the Teacher Candidate: >ositive Learning Environment: Demorsraes a Mendy, pose, and professional manner. Promotes cass safety and wetness ‘Demonsrates a professional presence in the classroom that helps to ensure stent’ attention and respect Rots Reaurenerts 5 Managing Classroom Environment Demonstrates consistency in maintaining classroom routines and expectatins. ‘Uir26s aporopriate verbal and non-verbal classroom management ctnigues (09. cules throughout the ‘aes, makes eye-contac, ures pausse and proximity) WeoisRequremens SY Managing Behaviours Uses strategies for managing student behaviours in an appropriate manner. Takes proacve and preventive measures a8 naaced (e9., considers patent problem areas), Demonsvates sel-contal (2. avoids power srugoes, baling statements and sarcasm: uses appropiate voice volume). Collaborative Problem-Solving and Planning Demonstrates an understanding ofthe aed fr colaborative planning and adltional resources to assist and ‘manage stodens expecencing behavioural ficulties. (9, working with Agtociale Teacher, school af) janine has good control ofthe class and is quick to recognize potential chalonges and address them. She works well with myself and the other staff atthe school showing strong professionalismE. PLANNING AND IMPLEMENTATION COMPETENCY ‘As-a developing teacher, the Teacher Candida TRieseon alan temps ncliding appengist fara ta Ontariacurcm (e.. overland ‘specie expectation ) Provides in lesson plan suflent deta an timing for each par ofthe lesson. Uses appropriate resources to enhance lesson (eval, Ibvaryresources, tchnology internet Incorporates a variety of appropriate instructional strategies into lesson plan (0g. teacher rected, studont- centered, cooperative leaning, technology). {ieeis Requirements) Incorporates techniques for student engagement int plane. topic relevant ostudentsintrests, appropiate ‘questioning, student parcipaion, use of manipulatives, abs, hands-on actives), Incorporates opportunites fr consolidation (e.g. summarizes key componenis of lesson) and appleston (eg. flow-up atv, seatwork, homework) Rote Rosato Plans to gather evidence of stucent learning and next steps. (2... checking for understanding, summative and lor formative assessment foots Raguranonis Incorporates svatoges to address student needs. (.g. Students wih IEPs, students at risk, English Language corners) a Uses clear and effective instructional and questoning techniques that incorporate a range of thinking skis. [Meets Requirements) Demonstrates appropiate pacing and ning, Makes effective wansitons prior to and throughout the lesson (e.g. staring te lesson, coneucing the lesson, givng instruction, collecting and dstibuting materi)Empoysinstructonal strategies that engage all lamers. e.g, way one starts and ends thelsson, hands-on ‘2ctvites, technology. Aajsts lessons fo areumstances (e.g, ale to resume lesson after inbruption ‘Sdoressing student noes). Ensures consokdation of student learning and closure of lesson ‘Geet Reguramenia_—___] [Assessment - Student Learning: [Assesses student work fay, accurately and ina timely manner Encourages students to seek ways fo Improve responses when ging answer in clas, andl in assignments! tests, filets Requirements a ‘comments janine is wel prepared and presents lessons vory wal, presenting information using a variety of lechniques and approaches. She includes technology a8 needed. Janine has developed a student checklist, rubric, and test. She needs regularly wth me to review her Jlans and modifies material and plans as needed remaining open to feedback, incorporating it as heeded. ove i Comments janine is exceeding expectations on all competencies and this fact has been noted by myself and thers al the school already. She is on track to becoming an exceptional teacher and | have no soncerns about her progress 80 fer Signatur of Arsciat Teacher Dae ery Dane Signature of Teacher Candidate Date ( prneabousPRACTICUM FINAL REPORT 2014-2015 Email: practic2@uottawa.ca ‘mm Please CC the PED2143 professor Fax: (613) 562-5441 uOttawa Teacher Candidates must retain a signed copy for their records Teacher Candidate: University of Ottawa Student Number: janine Holland aTista Schoo! Name: Schoo! Board: arine Wison SS focuses Placoment Period: University of Ottawa Representative: Nov 20T4 fis. Cseke ‘Associate Teacher: {Grado(s)- Subject Area(s) Sheryl Daniel sual Ars 0-12 Number of days tate: "Number of days absont: Mako Up Days for Absences FINAL © pass EVALUATION gay Please Note: ‘This evaluation shoul be based on the developmental nature of leaning to each. in fiing ou the report please ‘keep in mind the Teacher Cendidte's stage of preparation inthe program. Teacher Candidates continue fo develop their shils through observation, guided practice and the constructive feedback and mentoring of Associate Teachers Ifa Teacher Candidate receives any ratings of ‘Does Not Meet Expectations’, the PED 2143 professor or the Practicum Coordinator must be contacted and a Letter of Concern may be collaboratively generated Under the ‘comment section’ within each competency the Assecate Teacher is encouraged to add descriptions of the postives that really stand out for he Teacher Candidate andlor to make suggestions in areas where the Teacher Candigate needs Improvement Pease refer tothe rubric inthe Practicum Handbook fora clearer description ofeach competency level Pease ensure thatthe Teacher Candidate signs and is given a copy ofthe report‘A. PROFESSIONAL COMMITMENT COMPETENCY ‘AS a developing teacher, the Teacher Candidate: Professional Relationships: Interacts respectuly with members of school community. Demensrates an understanding ofthe Associate Teacher teacher candidate mentoring relationship Fils responsibiiesidentifed by the Associa Teacher andthe University Practicum Handbook (9, duties, reinforcing school rues, andor other curieuar activites) Meets required guidelines (eg. submiting lesson plans, marking, reluming resources, attendance tracking) {esis Requrements_—— Initiative: Demonstrates that helshe isa 'sel-strter’ and acts on suggestions and guidance from Associate Teacher, | é| E i z janine was very professional inal her interactions withthe students, myself, and the schools ministration and staff. She was receptive and responsive in our collaborations and very nscientious in her work. nine was very diligent in ensuring her work met all expectations and regularly worked on xtra-curricular events as wellB. COMMUNICATION COMPETENCY ‘As a developing teacher, the Teacher Candidate: Verbal Communication: ‘Speaks ceatly and understandably (e.g, pronunciation, modulation, volume, articulation). Uses correct oral conventions (e.g, mechanics of the English language as well as subject spectic terms and symbo's). (esis Requirements Non-Verbal Communication: Uses effective and appropriate non-verbal communication (eg, ey@ contact, facial expressions, body language) Reads nonverbal communication and responds appropriately. (e.g, scans class to identify students who are not engaged), Writton Communicatios Uses corectwiten conventions (e9., mechanic ofthe English language, as wel as subject speci tems and symbos). Whites clearly and understandably (2... appropiate size and script text, legible text, layout of board work overnead, muted) HMecis Requrements—— stoning and Responding: Uses appropriate wait im (eg. gives student appropriate ime to process questions before responding. Uses probing and prompting techniques (e.g. rephrases questions, provides cues). Models effetve isteing skis (e.g, demonstrates actve listening; demonstrates comprehension). ‘Comments: janine had not rouble geting and holding the class's allention. She spoke clearly, had good pacing, phrased as needed, and ensured understanding [By questioning, scanning, and moving around the room, she regularly was able to assess student ymprehension and attentiveness, [Aut written and recorded work was neat, legible, and easy to follow and understand.¢. KNOWLEDGE COMPETENCY ‘As a developing teacher, the Teacher Candidate: Subject Knowledge: Demonstrates fundamental knowledge of subject mater for teaching the assigned grade level Provides clear expanatons and demonstrates appropriate subject knowedge and elated skis. Re o Developmental Nature of Learners: Responds to questions regarsing lesson content in a knowedgeabie and appropiate manner. Bulls upon student responses to expand and extend the dscussion and leaming. Curriculum: Demonsrates an understanding ofthe context in which the learning takes piace (e.g, the rationale ofthe lesson, how the lesan fis int the overall unto ong range plan). [Demonstrates gronth in underetancing the Onaro curaulum expectations specif to grade and subjects taught Comments: janine know the subject matter well and prepares well for any material that might be more novel he presents information using a variety of techniques encouraging students to share their jowledge and to seek help as needed Janine is very careful to folow sound pedigical strategies and used current assessment and uation techniques.D. CLASSROOM MANAGEMENT COMPETENCY ‘As a developing teacher, the Teacher Candidate: Positive Learning Environment: Demonstrates a rendly, postive, and professlonel manner. Promates class safely and wellness Demonstrates a professional pretence inthe classroom tnatneips fo ensure students’ atenton and respect fessRerenes Managing Classroom Environment: Demonstrates consistency in maintasning classroom routines and expectations, Utizes appropriate verbal and non-verbal clasgroom management techniques (@.9, crculates throughout the ass, makes eye-contat, uses pauses and proximity), Managing Behaviours: Uses strategies for managing student behaviours in an appropiate manner. Takes proactive and preventive ‘measures as needed (eg, considers potential problem areas). Demonstrates sel-contal (e.g, avolds power struggles, belting statements and sarcasm; uses appropriate voice volume}. Collaborative Problem-Solving and Planning: Demonstrates an understanding ofthe need for colaborative planing end addtional resources to asst and ‘manage students experiencing behavioural difeites. (e.g, working wih Associate Teacher, schol staf) Comments: janine fostered and modelled a very postive Classroom enviroment. She used a variety of niques to ensure good classroom management and had no trouble leading the class. She was uick to address any issues that arose and made sure to anticipate and prevent potentially negative tuations she was able to anticipate.E. PLANNING AND IMPLEMENTATION COMPETENCY ‘As a developing teacher, the Teacher Candidate: Development of Lesson Plans UisesTesson pian template including appropiate reference to Ontario curiculum. (2, overall and specife expectations ) Meets Requirements Provides in lesson plan sufcient deta and timing foreach pat ofthe lesson. Uses appropiate resources to enhance lesson (eg, visuals, ibranyresources, technology, interne), Incorporates a variety of appropriate instructional strategies into lesson plan (e.g, eacher-drected, student. ‘centred, cooperate leaming, technology) Incorporates techniques for student engagement into plan (2. ope relevantto students interests, appropiate ‘questioning, student partrpation use of manipuatves, las, hande-on actvites), Demonstrates sppropriate pacing and ting. Makes effective tranitons prior to and throughout the lesson (e.g, starting the lesson, conducting the lesson, giving insructon, cllecing and estibuting materials. |* Employsinsructional stategie that ngage allarers. (9, way one sats ad ens the lesson, hands-on cvs, technology) Adjusts lessens to ercurstances (6. able resume lesson ater eruption, ‘eressing student reeds) Ensues consoldation of stunt earing and closure of lesson Ce ‘Assessment - Student Learning: ‘Assesses student work ay, accurately and ina timely manner. Encourages students to seek ways to mprove responses when giving answers in lass andlor in assignments teats, Comment fiz prepares wal forher classes and uses a varely of effective teaching avategis fo ensure tudent understanding and success. She developed a test, rubrics, self-assessment checklists, and rovided students with sound support and descriptive feedback. Overall Comments: rmited to her profession and the success of her students. She exceeds expectations in her EE is well on her way fo becoming an effective, confident, and competent teacher. She is very alings with both the students and collegues. | am completely confident Janine with be an exceptional teacher and am very pleased that | was able ‘work with her this past month, Signature of Associate Teacher: Date: eryl Daniel ‘Signature of Teacher Candidate: : Date: oy