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    10 views4 pages

    Psii Summative Evaluation

    Uploaded by

    api-264604180

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    © All Rights Reserved
    Download as PDF or read online from Scribd
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    vette Student Teacher Stephanie Gokarn__ senoot CGradasiSubjecte Taught; Social 20, Socal, Socal Teacher Assock Feely of ps PROFEssionAl semesTen Two necimeett LA Eocucnr FoR Magrath High Schoo! University Consultant: Pamela Adams ___Dates:_2015_j_Apl__y_22 Damicnisowen panseamee LIK (CL tyonb. Tnstructions: 4, PLANNING ANI THE STUDENT TEACHER: ID PREPARATION (KSAs #1, 3, 6,9, 13) + The purpose of this form isto provide the student teacher with specific feedback during the PSII Practicum (ED 3600), ‘The teacher associate should complete tis form at regular intervals during the practicum (2... every ather wes), + The student teacher retains the completed form for hisiher records; tis not submitted to the Fld Experience Ofc. + To document the student teacher's growth over the practicum, place a checkmark, or weok 7, week 2, et. inthe appropriate place in the checkbox. Please also provide sore writon comments on page 4 ofthe form. “itis not necessary to place a checkmark nex i each outcome every tie the form is complated - you may wish o concentrete ‘on the 3:5 most colevant and significant stenglhs and areas for grow, depending on the situation, # gs fs a 3 iu i : Fy i Demoratetes moved 7 aera esr . ee en errr rr 5 ppt ow shsaree ore one Fak man Toke io eau sludent pr earing, ering nests (ocing ROGen IPP), Tieton un ae vate sue asp, gomr socom aes a ; uafigucte eects 5. Organizes content ino appropriate components and sequences for instucton vit) Fens appropiate cnet ard acti rh ra ed y 7. Prepares lesson plans ral lston laugh, sing a welded aro wich Indes tam abpne cs uth an done acalespeendree rd instructions, key questions, teaching strategies, learning activities, and assessment of #7 won oat : 3. Prepares ni influ or at mele atonal, oni, e Cutz, angering cos, od akesanert pea See ener me reer eres eo 10, Obtains and organizes equipment and materials for instruction. v g of 2 3 a 3 i i : B [4g 1. Uses clear, fuent, and grammatical correct spoken and witfen language. v 2._Uewsvczilr appropiate o stude age, becgourd andes, ¥ Modula ser vis aut nd oprcson. wr a iy May 25, 2006—-Formatve Assessment Lebson introductiod Ege Ian SOE '5, Establishes sot reviews prior learning, dents lesson objectve(s) and expectations, ses motivating altention-geters, provides overview, and reales the lesson to previous learning a8 appropriate. | ea nadon Deveioaient a Ge vs oi ‘6. Incorporates strategies for motivating students using relevant and interesting subject matter and activities. 7, Presents content in appropriately organized sequences for instruction Explains and proceeds in emall siops al an appropriate pace to sul the activ and sludent response, 9._Demonsirates subject mailer competence during instruction. 10. Organizes and directs learning for individuals, smell groups, and whole classes, 11 Provides lear directions, instructions, and explanations. 12. Directs efficient transtions belween lessons and from one actly to te nat. AIS) 18. Uses a variety of instructional strategies to address desired outcomes, subject matter, ‘varied leaming styles and individual needs (including goalslobjectves of sludent IPPs). 14. Usos a broad rango of insiructonal strategies spect te subject maior. 15. Uses appropriate materials and resouroes, 46. Demonstrates fexbiMly and adaptability. [i nig a i ‘7._Asks clearly phrased, wel-sequenced questions ata variety of cognitive levels. 16. Provides appropriate ‘waitime” after posing questions. "19. Seeks clarification and elaboration of student responses, whore appropriate, 20. Leads and directs student paricpation in lass discussion offecively and cltibules i lata. 4 SBS |e ieee ee 21. Cireuaies inthe classroom, intervening when necessary, checking on indvidual and _group understanding of activiylconlent 22. Recognizes and responds appropriaely to individual diferences and group learning needs, 23. Reinforces student learning, balding on previous learning, reviewing, and reteaching. [RIED sea EC EC TR 24, Achieves closure for lessons, consolidating ideas or concepts through summaries, ‘views, discussions, and applications. 26. Provides homework when appropriate and explains asslgnmonts uly, Nee 3, CLASSROOM LEADERSHIP AND MANAGEMENT (KSAs #7, 8) Meeting Expectations Exceeding Expectations Not Meeting Expectations ‘Assumes a leadership rol in the Cassroom, taking charge of classroom activites, ‘showing coafidence, poise, composure, and presence. 4 2 Creates end mainiains an effecve learning environment, sating high expectations and slandatds for siudentiearing, altending lo tudent variables such as age, gender, eacio- ‘economic satus, and cultualfinguste background. Demonstrates inlfatve, enthusiasm, and a caramitment to the students and subjed, ‘models appropriate behaviours. < “4 Establishes positive relaionships and a classroom climate based on mulual Wust and respect. 4 May 25, 2008-Fermalive Assessmart ‘Classroom Manageriont sea z ‘Gleerly defines and reinforces classroom procedures and routes. Clearly communicates and reinfoross expectations for appropriate student behaviour. ‘Monitors student behaviour and is aware of student behaviour at all mes. ‘Responds to inappropriate behavior prompt, firmly, and consistently, using appropriate v low-key and higher level responses; flows schoo! discipline policies and procedures 4, ASSESSMENT (KSA #11) Meeting Expectations Exceeding Expectations ‘Assesses student learning using a variety of appropriate assessment lechniques and Instruments (0.., observations, conferences, questioning, checking daily work, performance-based and wilten assessments, uizz0s, tts), <] < ‘Checks frequently for understanding Provides timely and effective feedback on learning to students, ¥ Modifies and adapis teaching based on assessment data and student IPPs (eg. employs _altenative teaching strategies to re-toach where required). 4 ‘Analyzes and evaluates measurement data to assess student learning v Explains fo students how learning wil be measured. IS Develops and maintains accurate records of sludent achievement (ag. grada sheets, atabases) and communicates results to students, parent, and the school effectively) ‘5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (KSAs #2, 16, 16) Unacceptable ‘Acceptable Presents a professional appearance and manner, Fulfis professional obligations (Le., punctually, routine administrative dues), Demonstrates maturity and professional judgment. bd 1s knowledgeable about professional isues and demonstrates @ commitment lo the teaching profession, Esiabishes professional retalonships withthe educational community and wider community (where appropriate). Pipfossional Growth ‘Accurately assesses and documents the effecveness of lessons, dentifes suengths and wesknasses, and ‘makes appropriate suggestions fr improvements, 7. Uses the resuls of student assessment and feedback to improve teacting pracioes and guide professionel row. a ‘Responds appropriately to feadback from other by Iotoning, interoreting and implemeniing suggestions 3. Develops and communicates personal vision of teaching. 10, Develops a professional portiofolgrowih plan Including goals, evidence of progress toward goals, releclions on ‘growth, and future goal. 1 Garres out the roles and responsblies of a teacher according tothe Alberta School Acl, school and district policies and other relevant lgisllion. 2 ‘Applies the knowledge, skis and atibutos for fnlerim oarifction appropriataly SIS 1S AIS

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