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    15 views6 pages

    Ps II Final Report

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    api-269312882

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    © All Rights Reserved
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    Lalibridge ; Faculty of Education meee SEMESTER TWO SUMMATI Student Teacher._YOMO Grades/Subjects Taught: Teacher Associate: Wnts. Layers University Consultant: bates ofPracteum: hyn = AGA ZT” instructions: «This Is a summative report ofthe student teacher's performance al 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: either Not Meeting Expectations for the PSI level, Meeting Expectations, or Exceeding Expeclations, (Most students ‘Wil al into the Meeting Expectations category, unless there is clear evidence for Not Meeting Expectations or Exceeding Expactations.) For students within the Meeting Expectations category, please indicate level of performance. Atthe end of each section, please provide comments in reference to the relevant KSAs and practicum outcomes. THE STUDENT TEACHER: 4, PLANNING AND PREPARATION KSA#1 Teachers make reasoned decisions about teaching and learning based on teirangoing analysis of contextual varebes. [KSA 83. Teachers Use th programs of sludy fo inform end direct planning inucton and assessment KSAA8 Teachers pion forinsruction, transiting curiulum and outcomes Ifo meaningta learning acts. KSAA9_ Teachers use a broad range of insructona satoaies. Teachers idly and use relevant earning resources. Meeting Expectations Exceeding Expectations: Not Meeting Expectations 4. Demonstrates knowledge and sks in the subject matter of lessons Inclucing hisher subject major. 2. Incorporates a varely of appropriate resourGe6 and insirucionalassessment erategies| into lesson plans, '3, Translates learning outcomes from the Alberia Program of Studies ino relevant and appropriate learning objectives forthe 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 culturalfinguiste background. ._ Organizes content inte appropriate components and sequences for instruction. Pans appropriate content and activites forthe time alotted. 7. Prepares lesson plans for al lessons taught, using a wel-defined structure which includes fearing objecve(s), an invoducton and closure, detaled procedures and Instructions, key questions, teaching strategies, earning actives, and assessment of lesson objectives, gi ®. Prepares unit plan(s) In subject malor that include rationale, overview, fearing ccutcomes, leachinglleaming activites, and assessment plan. ©. Integrals information and communications technology into instruction in subject major and ther subjects, where appropriate. 0. Obains and organizes equipment and materials for instruction. I AN NUISSS NSIS OS ‘Comments: May 25, 2006-—Summative Assessmant 2. INSTRUCTION KSA #4. Teachere demonstrate knowtedge of the content they teach, KSA #5 Teachars dently and respond foleamar aferences, KSA 39. Tesohars uso a broad range of instructional svalegies. KSA 810 Teechors epplya vaely of technologies to mee! students’ learning needs. oe Not Meeting Expectations Excooding Expectations: ‘Uses vocabulary aperepriate fo students’ age, background and interest, 1 2 3. Modulates his/her voice for aualbilty and expression. 4 pus 5. Eslablishes set 10 motivating ationtion getters, provides overview, and re appropriate. 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 smal seps et an appropriate pace to sult the activity and student response, '3,__Demonstraies subject matter competence during instruction. 70. Orgenizes and directs foaming for individvals, small groups, and whole classes. “Provides clear directions Intructions, and explanetions, 72. Direcis efficient transitions between lessons and fiom one acfty tothe next 78. Uses a varsly of instructional strategies to adress desired outcomes, subject mater, varied leaming stylat and individual needs (including goals/objectves of student IPPs). 7,_Uses a broad range of instructional strategies specific to aubject major. 16. Uses appropriate materials and resources. 46, Demonstaies Henly and adaplabiiy ust ard Bisse “17. Asks cloarly phrased, wall-sequenced questions ata varely of cognitivo level. 76, Provides appropriate wat-time” alter posing questions 78,_ Seeks cltifcalion and elaboration of student responses, where eppropriate. 20, Leads end diecis student perticpalion in class discussion elfectively and distributes questions eppropriatly ia stn ‘21, Cizcultes inthe classroom, intervening when neces understanding of activiyicontent. "Z2._ Recognizes and responds appropriately individual diferences and group leaning needs. 723. Reinforces student learning, building on previous learning, viewing, and re-téaching. fee eonewee See eee closure for lessons, consolidating ideas or concepis through summaries, eviews, discussions, and applications. "25._ Provides homework when appropriate and explains assignments fully ‘Comments: May 26, 2006—Summatve Assessment 3, CLASSROOM LEADERSHIP AND MANAGEMENT KSA M7 Teachers creale and meintain environments that are conducive to student leaming and understand student needs for physica, social, cultural and psychological security. sane Eveblahesritarsngs wih students ht reseect human dni ae ee 2 : 2 : & 23 ze g ae i 3 ae é 5 é a “Assumes a leadership rosin the cassroom, taking charge of classroom activites, showing confidence, polse, composure, and presence. v 2, Greates and maintains an effective leaning environment, sing high expectations and standards for student leaming, attending to student variables such as age, gender, socto- Vv tconome status and culturalninguitc background. 3. Demonstrates iniatv, enfusiasm end a commitment tote students and subject, models appropriate beheviours v @_Eslabishes postive relations respec. ind a classroom climate based on mutual trust and v ‘5. Clearly defines and reinforces classroom procedures and routines. 6. Clearly communicates and reinforces expectations for appropriate student behaviour. 7._ Monitors sludent behaviour and is aware of student behaviour at all imes. 8 ‘Responds to Inappropriate behavior promptly, fly, and consistently, using appropriate V fow-key and higher level responses; follows schoo! discipline policies and procedures. Comments: 4, ASSESSMENT KSA#11 Teachers gather and use information about students’ learning noeds and progress and assess the range of earning objectives. Exceeding Expectations: Not Meeting Expectations Meoting Expectations: 3 ites "Assesses student leering using a varity of appropriate assessment techniques and instruments (e.g., observations, conferences, questioning, checking daily work v performance-based and written assessments, quizzes, tes). B._Checke frequently for understanding. Provides timely and effective feedback on learning to students. v Modifies and adapis teaching based on assessment deta and student IPPs (e.g. employs J allerative teaching strategies to reteach where required). 5,_ Analyzes and evaluates measurement data to assess student learning. Explains fo students how learning will be measured. Vv 7. Develops and maintains accurate records of student achievement (e.g. grade sheets, dalabases) and communicates results to students, parents and the schoo! effectivey). Comments: ‘May 25, 2008—Summalive Assessment 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES. KSA #2 Teachers understnd the legislated, more and ethical remework within which hey work KSASIS Teachers engage in aazossing te quality of ther leeching KSAWI6 Teachers arable fo communicate a personel vision oftheir own teaching, [ Proredsionarem ea Unacceptable Presents a professional appearance and manner. Fulfls professional obligations (Le., punctuality, routine administrative cuties). Demonstrates maturiy and professional judgment, Ts knowledgeable about professional Issues and demonsirates a commitment tothe teaching profession Eslablishes professional relationships with the educational community and wider community (where appropriate). SNA af accootae Fisfessiorol Growit = 6. Accurately assesses anc makes appropriate suagestions for improvements, 7 Tae ut ot ner ad et bine nr pe SdH RE a a

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