eth 1 Faculty of Education PROFESSIONAL SEMESTER TWO SUMMATIVE REPORT student Teashor: Onnor Bers __ senoot: Wu xno Se lSe"wign Schoo Gradesisubjects ought. Sererte 1, Cannio —____ Teacher Associate: University Consuttant: Kysn0 Bohreck Dates of Practicum: - Tnetructions: * This is a summative report of the student teacher's performance at the end of the PSII practicum, based on expectations for that stage of teacher development (ED 3600). + For each practicum outcome below, place a check mark in the appropriate box to indicate the student teacher's level of performance: elther Not Meeting Expectations for the PSI level, Mesting Expectations, or Exceeding Expectations. (Most students ‘il fall into the Meeting Expectations category, unless there is clear evidence for Not Mocting Expectations or Exceeding For students within the Meeting Expectations category, please indicate level of performancs.. ‘each section, please provide comments in referonca to the relevant KSAs and practicum outcomes. THE STUDENT TEACHER: 1. PLANNING AND PREPARATION KSA #1 Teachers make roasoned decisions about teaching and leaning based on their ongoing analysis of contextual variables. KSA #9 Teachers use the programs of study to Infor and direct planning Instruction and assessment. KSA #6 Teachers plan fr instruction, tansiating curriculum and outcomes into moaninglul learning activites. KSA#9 Teachers use a broad range of instructional strategie. KSA #13. Teachers identity and use relevant eamng resources. i es Bs 3 1. Domonstrates knowedgo and sll Inthe subject mate of sons Including hisfher subject major. aati Tnoorporatos a vary of appropiate resources and intruonaVassesement eratogios I into lesson plans. - @ Translates leaning ouicomes trom the Alberta Program of Suds Ino relevant and appropriate learning objectives for the lessons being taught. | ‘Takes into account students’ prior learning, learning needs (including student IPPs), interests, and student variables such as age, gender, socio-economic status and Culturalfinguiso background ._ Organizes content nto appropiate components and sequences for nstucton. = 6. Plans appropiate content and actives forthe tne aoe. os 7, Prepares lesson pans fora essone taught, using a wol-dafined ecture which includes learning objective(s), an introduction and closure, detailed procedures and | instuctions, Key questions, teaching salogies, learning aclvies, and assessment of Jesson objectives. 3. Profares unt plan() in subject major that include ralonale, overview, earning ‘outcomes, teachingflearning activities, and assessment plan. 4 @._Integrates information and communications technology int ston i subject major and other subjects, where appropriate. al 70. Obtans and organizes equipment and materials for instruction. sok ‘Comments: i Planni gadiin murcin baker, Timi LUSSMS, hoo Mpmued ux Sah ns mnisSg, ro casuae. ngeb ae May 26, 2008—Summative Assessment2. INSTRUCTION KSA#4 Teachers demonsbate knowledge ofthe content they teach. KSA 45 Teachers idenily and respond io learner dferences. KSA #9 Teachers use a broad range of instructional statogios. KSA #10 Teachers apply a variely of technologies to meet students" learning neads. 8. Incorpor and actives. i oe zi 3 i i 1. Uses clear, fluent, and grammatically corect spoken and writen language. os 2.___Uses vocabulary appropriate to sludenis’ age, background and interes. Mls aera fr ebay ad empreon, s _Donarstte ex erin conmuricaion and rain = Presents content in appropriately organized sequences for inetuction. Explains and proceeds in small stops at an appropriate pace to sul the actvily and student respon ‘9. _Demonstratos subject matter competence during Instruction, 10._ Organizes an directs leaming for individuals, emall groups, and whole classes. 111, Provides clear directions, insirucions, and explanations, 12. Directs efficient transitions between lessons and from one activity to the next. 79. Uses a variety of instructional strategies fo address desired outcomes, subject matter, varied leaining styles and indivicual needs (Including goals/ebjecives of student IPP. 14_Uses a broad range of Instructional strategies specific to subject major. 15. Uses appropriate materials and resources. RIGS ENAIIS RIS ‘Demonstrates flexibility and adaptability, 17._ Asks clearly phrased, well-sequenced questions ata varoly of cognitive levels. 16. Provides appropriate ‘waitime” alter posing questions. 79. Seoks clanfication and elaboration of student responses, where appropriate, 20, Leads and direcis siudant participation in class dscussion effectively and disvibules questions 21. Circulates in the classroom, intervening when necessary, checking on inclvidual and group Understanding of ctiviylcontent. appropriately 22, Recognizes and responds appropriately to individual dferences and group learning r —| 23, Reinforces student learning, building on previous learning, reviewing, and re-teaching. 24. Achieves closure for lessons, consolidating ideas or concepts through summaries, rovews, sscussions, and applcatons. 25._Provids homework when appropriate and explains assignments fly, ; . a ‘Comments: ‘ . to. K i Och Voremtsuruy good. Nes BON establishing sekond Ochigong ‘May 25, 2006—Summative Assessment3. CLASSROOM LEADERSHIP AND MANAGEMENT KSA #7 Teachers create and maintain envionments that aro conduoive(o student leaming and understand student needs for physical, ‘social, cual and psychological secur. KSA 48 Estabishes relationships win students that respect human dignity. Not me Meeting Exceeding Expectations: 4. Assumes a leadorship role Inthe classroom, taking charge of classroom activities, showing confidence, poise, composure, and presence, al 2. Creates and maintains an effective learning environmont, setting high expectations and » standards for student learning, attending to student variables such as age, gender, socio- | ‘economie status and culturaVlinguistic background. 3. Demonstrates initiative, enthusiasm and a commitment o the students and subject, ‘models appropriate behaviours. ‘4. Establishes positive relationships and a classroom climate based on mutual trust and ees resp '5. Clearly defines and reinforces classroom procedures and routines. a 6. = Clearly communicates and reinforces expectations for appropriate student behaviour. = 7. Monitors student behaviour and is aware of student behaviour at all times. — '&. Responds to inappropriate behavior prompt, firmly, and consistently, using appropriate low-key and higher level responses; foliows schoo! discipline policies and procedures. — \ Comments: Tmannrr 100 Good Prrsave_ond COMPCELAR, oUt LACKS In classroony menos APsds. nes MULE EHEC aA*L high Schoo’ even buk NES CLA AHA \Niog High lever. i 4- ASSESSMENT KSA.#11 Teachers gather and use infomation about students" leaming needs and progress and assess the range of leaming objectives. I Meoting Expectations Expectations Not Meeting Expectations 1. Assesses student learning using a variety of appropriate assessment techniques and + instruments (@.., observations, conferences, questioning, checking dally work performance-based and written assessments, quizzes, tests). a 2. Checks frequently for understanding. 3. Provides timely and effective feedback on leaming to students “4. "Modifies and adapis teaching based on assessment data and student IPPs (@.g., employs allemative teaching strategies to re-teach where required). | 3. Analyzes and evaluates measurement data to assess student learning = 6. Explains to students how teaming willbe measured, e 7, Develops and maintains accurat rocords of student achievement (.g. grade shoots, et databases) and communicates results to students, parents and the school efecvely) ‘Comment TONKA No Been muck beerak adaphi Lizeas ond sts ,buk dees notdothad farony assignmnts. This cts beiumpaved upun, May 25, 2006—Summative Assesemant5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA #2 Teachers understand the lepslated, moral and ethical framework widin which fey work. KSA MIS Teachers engage in assessing the quay of thar teaching. KSA #16 Teachors are able to communica a porsoral vision of heir own toaching. unless authorized to do so, i i 5 Prosonte a professional appoaranco and manner. a 2, Fullis professional obligations (.e., punctualy, routine administrative duties). = '3,_Demonstratos maturity and professional judgment. S 4, Is knowledgeable about professional issues and demonstrates a commitment tothe teaching profession. | 5. Establishes professional relationships with the educational community and wider community (where appropriate. — 6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses, and "makes appropriate suggestions for improvements. “ 7. Uses the results of student assessment and feedback to improve teaching practices and guide professional growth. Ke '&. Responds appropriately to feedback irom others by fetoing, interpreting, and implementing suggostions - '8._Develops and communicates a personal vision of teaching. — 10. Dovelops professional portfolio andor growth plan including goals, evidones of progress toward-goals, 1 toflections on growth, and future goals. Dod dE : 11 Cartes out the roles and respohstties of a teacher according fo he Alberta School Act, sopool and deyiet |, | om palcios and othor rolovant legislation, 7 - : 12. Apples the knowledge, ckils and attibutos for interim cerication appropriately. — 18. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender, sexual orientation, gender identity, physical characoristcs,dsablty, marta status, age, ancestry, place of e ‘tigi, place of residence, socioeconomic background, or linguistic background. 14, Treats students with dignity and respect and is considerate oftheir circumstances, = 15. Doss not cvlge information recelved in confidence or inthe course of professional duties about a student ‘0xcopt as required by law oF where to do So Is in tho best interest ofthe student. a 16. Does not undermine the confidence of students in teachers or olher student teachers 2 17. Does not criisze the professional competence or professional reputation of teachers or other student teachers Unless the cilcsm is communicated in confidence to proper officials after fist informing the individual - concerned ofthe erticiem. 18. Acts in a manner that maintains the honour and dignity ofthe profession. 2 18. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the schoo) o the profession i Comments (Professional Attributes and Responsibilities): May 26, 2008--SummativerAssessmentSUMMARY: Areas for further growth: FAASSMOM, RON Og KeStOUolishing so Ord CloSUnets "Bong expechalianse Overall comments (Strongest aspects of student's performance): Tonner olovicusiy bras his s} COOK STEER. HE introduced On miAOOUE WEEE Fhoartne Sei ee Ts, \rjoyed , NE Cones, Choushis job ond tne Studlnts, With MOAR Voork on Lishang EXPRENENS ond CIASSroOm Monagemank, Tannen will a2 a good keacha, "Ifan Incomplete grade Is recommended, please altach a signed document providing reasons and recommendations for addtional practicum experience. [Note: The Teacher Associate is responsible for completing this decument, In consultation with the Student Teacher and the Univeraty Consultant) Se Apr 240018. ‘StudGh{ Toaster Date —Gpilgas, 205 Please submit the completed signed original roport to Fiold Experionces, TH423, Faculty of Education, the University of Lethbridge, ‘and provide signed copies for the Student Teacher and for tho University Consultant. Taversty Conautont May 25, 2006—Summative Assessment