Professional Documents
Culture Documents
Faculty of Education
Field Experiences
Spring 2015
Professional Semester III is a five-course equivalent integrated semester including half-time teaching and professional study in
curriculum design, leadership, advanced methods, and reflective practice. Intern Teachers are assigned full time to schools for the
semester during which they assume responsibility for approximately one-half of the teaching day. PS III professional study is
designed to complement and enhance the internship. The professional study components may occur on or off-campus and are
coordinated by the Faculty Mentors in collaboration with Intern Teachers and school personnel.
Education 4573
Intern Teacher
Meagan Fullerton-Lee
Grade Level(s)
Grade 5
School
Administrator
Greg Kostiuk
Teacher Mentor
Cindy Clewes
Faculty Mentor
Donna Mackay
focus for my students was reading to find information. When I arrived, this was an area where the
whole class needed to improve in general. As a result, many of the tasks we completed, particularly
in science and LA, relied on applying these skills. When I arrived in January midway through the
science unit, I began with a review worksheet to help them jog their memory from Christmas break.
During that time, we focused on underlining and highlighting words in the question that could give
us clues about where or how to find the answer. This review worksheet was completed with some
difficulty. However, I saw things began to improve during our newspapers unit. We focused not on
reading for information, but ensuring that we conveyed all information in full through writing
classified ads, business ads and newspaper articles. I think this was particularly helpful in assisting
the students to think about texts they read. In the novel study unit that came afterwards, and in
subsequent science review sheets, I noticed students highlighting, circling or underlining words in
the question to help them find answers. Before, I was frequently called on to assist students in
understanding the question and then in finding the answer; towards the end of March, I received
considerably fewer questions about how to understand the questions or complete the assignment. It
was nice to see such growth in my students.
One area where I will continue to improve is in finding attention grabbing materials and
resources for introductions. A great way I harnessed my students desire to regularly share was in
calling on personal examples to help them relate to material we were discussing. This often made for
effective ways to introduce or close a lesson.
Class Leadership and Management
During my internship, one thing I struggled with was managing my students tendency to
chat frequently while I was teaching, during silent exercises, in lineups and more. It was frustrating!
Usually, my students were talking and making connections to the material we were learning about,
and while I was happy to see this happening, the trouble was that it was difficult to harness in a way
that would allow class and learning to continue without dampening their natural tendency to be
curious and explore. Together, my mentor and I came up with an incentive system to help teach
them self awareness and management skills. We talked with our class about the kinds of behaviours
we wanted them to improve on. At the beginning of most periods or learning activities, we would
outline the sorts of behaviours we wanted to see. At the end of each period, we would assess with
the class how we felt things had gone. Based on that quick assessment, we gave them either a check
mark or an X for their behavior. If they could meet a certain number of checkmarks for the periods
we taught them that week, they would receive one free period with their choice of a guided art
activity or outdoor play. My mentor and I noticed that while this was effective for a few weeks,
student investment in the system slowly began to dwindle. Since a positive reinforce had not been
successful, my mentor and I tried a negative reinforcement approach. We revoked privileges such as
working in the hall or working with partners until students could prove in their class work that they
could conduct themselves properly. Classroom management continues to be an area where I
research frequently to improve.
My Professional Inquiry Project related to building relationships with students. With some
students, this took a matter of days; with others, it took several months. I feel that, in many ways, I
was successful in building positive and trusting relationships with students. On some occasions, I
received handmade gifts from students. On others, I felt I had a strong relationship with my
students because they invited me to share in their activities (I spent one Friday afternoon in the
soccer field with some of my grade 5 boys!). Students often responded well to instruction, especially
as I became clearer in developing my management strategies and expectations. I believe that when I
leave in April, both my students and I will be sad to see the end of my practicum.
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Assessment
During this semester, I attended several professional development sessions on assessment,
and spent considerable time researching assessment tracking on my own time. I took a lot from each
session, but the key learnings which helped keep me organized, accountable and confident in my
record keeping were to label grade book sheets based on the reporting outcomes for each subject on
the report card, and to track that each outcome has several assessments for learning before there is
an assessment of learning. In retrospect, this seems like common sense, but it took attending these
sessions to change how I approached assessment. Thankfully, this information came to me early on
in my practicum, so I was quite prepared when report card time came.
My assessment practice, I believe, was very reflexive. Based on the information I collected
about my students learning, I consistently changed my planning to reflect their needs. An important
part in this process was the time I could take, particularly in math, to privately conference with
students regularly. Each week, we had a computer period where students practiced designated skills
with online/computer games in the lab. I used that time to sit down with students one-on-one to
watch them go through a math question or two. During this time, we would talk about thought
processes and motivations for the choices they made in their problem solving, and (if needed) take
the time to correct errors in process.
Professional Skills and Attributes
In addition to attending things like the staff professional development days and the Spiritual
Development day, I also attended several other conferences and professional development seminars.
Another teacher intern at OLA, Johannah Wirzba, and I attended the University of Calgary
Education Students Association Annual Symposium on February 4, 2015, and the WestCAST
conference at the University of Saskatchewan on February 19-20, 2015. At these conferences, we
presented on a topic closely related to our Professional Inquiry Projects titled Joyful, Gracious,
Connected: Building Classroom Community. Additionally, I attended the three-part series offered by the
SAPDC for beginning teachers. The session topics were on Classroom Management, Assessment
and Parent-Teacher Relations, and Engaging Students. I left each session with new strategies to
implement in my class right away. From the classroom management session, some strategies I
implemented immediately were to turn my focus to acknowledging positive behavior, documenting
serious incidents with students, and not repeating my directions. From the assessment session, I
learned the new gradebook strategy I described above, sharing rubrics with parents (on the class
website), and regularly reviewing my gradebook to see where assessment is at. From the Engaging
Students session, I walked away with a large selection of strategies to engage students for a few
minutes or over a few periods.
Overall, my experience at OLA was positive. I gained confidence in my ability to fulfill the
duties and responsibilities of my practice. I had the chance to explore a lot of different strategies for
instruction, management and community building. I made connections with some fantastic,
knowledgeable and supportive educators who share similar passions with me. PS III was the place
where I absolutely and concretely defined my teaching philosophy. I will be leaving this practicum
knowing without a doubt that I am in the right profession.
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Mentor Teacher Signature
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I have read the complete Final Report and certify that the assigned grade is PASS.
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