University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER ONE Summative Report [West Meadow Elementary tt Scho ‘Teacher Assoclat Dates of Practicum: | Nov. 3/14 - Dec. 9/2014 [Cory Hoftner ‘Shannon Mckee ‘Grade/Subjects Taught: | Grade Six- Math; Social; LA University Consultant: | Kurtis Hewson instructions: ~ irene an cummative report of the student teacher's performance at the end of the PSI practicum, based on expectations for that stage of teacher development. ; ident teacher's level of performance: either Not Meeting Expectations for « For each proctoum outcome below indicate he st Fe Sei tevar Mectng Expctatons, or Exceeding Expectations, (Mos stde category unless inet eee evidence for Not Meeting Expectations of Exco fteetng Expecatons catego please indicat evel porfrmance see actus may notte applicable lo your parca’ educational stuaton Leave the space Blank. Loree eo ecto ie frm, please provide comments In eforence lo the olovant KSAS and practicum outcomes nts wil fall into the Meeting Expectations: feding Expectations.) For students within the 4. PLANNING AND PREPARATION KSA #1 Teachers make reasoned decisions about teaching and learning based on their ongoing analysis of contextual variables. KSA #3. Teachers use the programs of study 0 inform and direct planning instruction and assessment. KSA #6 Teachers plan for instruction, translating curiculum and outcomes into meaningful learning activitis. KSA #9_ Teachers use a broad range of instructional strategies. KSA#19 Teachers onty and use relevant loaning resources. A g oe a3. 3 i & i Planning and Proparation 35 26 oo 1, Demonstrates knowledge and skills in the subject matter of the lesson. lv 2 incorporates a variely of appropriate resources and instructional and assessment ala slrategies into lesson planning Ole Oo ¥ 3-Transiates learning outcomes from the Alberia Program of Sludies ino relevant and TA appropriate learing objectives forthe lessons being (aught J Ooi! Takes into account students’ prior learning, eaming needs, interests, and ] backgrounds, ‘5. Organizes content into appropriate components and sequences for instruction. 6. Plans relevant content and activities sufficient for the time allotted. 7. Prepares lesson plans for all lessons taught, using a well-defined structure which includes learning objective(s), an introduction and closure, detailed procedures and instructions, key questions, teaching strategies and student activities, and assessment of lesson objectives. ®. Integrates information and communications technology into instruction where. appropriate. v 8, Obtains and organizes equipment and materials for instruction iv COMMENTS: Cory was always planned and well prepared for every lesson. Cory used a variety instructional m ar 1al methods and acti University of Lethbridge: P.S. | Summative Report (May 25, 2006)2. INSTRUCTION KSA #4 Teachers demonstrate knowledge ofthe content they teach, KSA.#5 Teachers Kdentfy and respond fo oamer diferences KSA 19 Teachers use a brood range of insinictionel strategrs. KSA.#10 Teachers apply 8 varety of technologies fo meet students leerning needs. \_. [1 Uses car tad analy cove spon dwn onguage | Not Meeting 2. Uses vocabulary appropnate to students’ age, background and interests. 3. Modulates his/her voice for audibilty and expression. ‘Lesson introduction 4. Establishes set: reviews prior learning, dentifes lesson objecive(s) and expectabons, uses motivating altention-geiters, provides an overview, and relates the lesson to previous leaming as appropriate ‘General Lesson Development ‘5. Incorporates strategies for molivating students using relevant and interesting subject matter and activities, 6. Explains and proceeds in small steps al an appropriate pace to suil the activity and student response, 7. Demonstrates subject matter competence during instruction, 8. Organizes and directs learning for individuals, small groups, and whole classes. 9. Provides clear directions, instructions and explanations. 10. Directs efficient transitions between lessons and from one activity to the next during lessons. TT. Uses a variety of instructional strategies lo address desired outcomes, subject matier, varied leaming styles and individual needs. 12. Uses appropriate materials and resources, 13. Demonstrates flexibility and adaptability ‘Questioning and Discussion 14, Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. 16. Provides appropriate “wait-time” after posing questions. 16. Seeks clarification and elaboration of student responses, where appropriate. TT. Leads and directs student parlicipation in class discussion effectively and distributes questions appropriately. Focus on Student Learning 18. Circulates in the classroom, intervening when necessary, checking on Individual and group understanding of activity/content 79, Recognizes and responds appropriately to individual differences and group learning needs. E 20. Reinforces student learring,bulding on previous warning, reviewing, andveweaching. | [1 Closure pannus - 21. Achieves closure for each lesson, consolidating concepis through summaries, mip 7 reviews, etc Ci |v 22. Provides homework when appropriate and explains assignments fully. J C pond hosel COMMENTS: Cory used his background in carpentry to provide real lfe connections to the geometry unit he instructed. Students readily grasped concepts and were confident in attempting the various activities assigned with a great degree of success. Cory’s use of the Smart Board provided students with many interactive opportunities. In Social Studies, the concepts and procedures of democratic elections were activity based which greatly enhanced student learning. University of Lethbridge: P.S. | Summative Report (May 25, 2006)3. CLASSROOM LEADERSHIP AND MANAGEMENT [KSAB7 Teachers create and maintain environments that are conducive (o student leaning and understand student needs @ {ex Physical socal, cultura and psychological securiy. KSA 19 _Estabiishes relationships wih students tat respect human dig : Hl: i [{ctassroom Leadership g i i 1. Assumes a leadership Tle nthe laser, Taking charge of Csroom aaivives, THI showing confidence, poise, composure, and presence. et % Creates and maintains an efecive leaming environment sting hgh expeditions and | [= Tol standards for student learning. Lo L- | LS % Demonsiraesiiatve, enthusiasm and a comment fo The Huds and subject iol models spprograto behaviours = {te 7 Estabishes postive relationships and a lassroom cimate Based on rata wast ard Ciela respect, [I pa | EW Classroom Managenont 5. Clearly defines and reinforces cassroom procedures and rovines DIL iv 6. Cleary communicates and reinforces expectations fo appropriate student behaviour. | [| ra 7. Mentors stusent behaviour and is aware of student behaviour at ales To {ie @: Responds io inappropriate bahavr prom, fmiy, and contol, sing Spproprate low ey and higher level rexponses folows school dcipine polis and | [—] fw procedures, " au ‘COMMENTS: Cory was aque, calm, fenly, and professional teacher. Cory immediatly established an envionment based on mutual respect. Students felt "safe" to ask for help or for further clarification when needed. Cory circulated the classroom when students ‘were doing individualigroup work providing immediate feedback. Feedback was always framed in a positive manner. 4. ASSESSMENT KSA #11 Teachers gather and use information about students" leaming needs and progress and assess the range of leaning objectives. 2 2 g ge 3 B3 i gy 3 Blk (Assessment 3 i 4. Assesses sldent learning wang @ vay of appropaleassesomant WeITiquGS Bd =j instruments e.,obtervaton. conversions. qvestoning.perlrmance-haved and | 7 written assessment), Wyk jeje 2. Provides timely and effective feedback on learning to students, 7 [ 7 3. Modifies and adapts teaching based on assessment dala (e.g., uses alternative rm =Tr teaching strategies to re-teach where required). —} Lo iv 4. Explains to students how learning will be assessed. C L j (v} 5. Maintains accurate records of student progress Olole tote ‘COMMENTS: Cory was adept at using various cognitive level questions as a form of assessment. Although not required in PS |, Cory wrote ‘and administered an effective Math assessment. a a University of Lethbridge: P.S. | Summative Report (May 25, 2006) 3F , PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (KSA#2_ Teachers understand the legislated, moral and ethical framework within which they work. KSA #18, Teachers engage in assessing the quality of ther teaching. " [KSA #16 Teachers are able to communicate a personal vision of their own teaching, 4. Demonstrates an interest in and a commitment to the teaching profession. fr : |, ; g 18 514 Professionalism 5 | 4 1. Presents a professional appearance and manner. | 1 2. Fulfills professional obligations (i.e., punctuality, routine administrative duties) ed La 3. Demonstrates maturity and professional judgment. {4 mn v 5. Establishes professional relationships with the school community Professional Growth. growth, 6. Accurately assesses and documents the effectiveness of lessons, identifies stengins and weaknesses and wa makes appropriate suggestions for improvements. = 7. Uses the results of student assessment and feedback to improve leaching practices and quide professional | [ 7] '&. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. 9. Develops and communicates a personal vision of teaching, 10. Demonstrates willingness to take “informed risks” to benefit student learning 71. Develops and presents a professional portfolio andlor growih plan including goals, evidence of progress toward goals, reflections on growth, and future goals. Ethical Conduct Te. Respecs the dignily and fights ofall persons wihoul prejudice 65 fo race, religious beliefs, colour, gender. ‘sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, place of origin, place of residence, socioeconomic background or linguistic background. 13. Treats students with dignity and respect and is considerate of their circumstances, 74, Does not divulge information abaul a siudent received in confidence or in the course of professional dulies except as required by law or where to do so is in the best interest of the student. 415. Does not undermine the confidence of students in teachers or other student teachers. 76. Does rot arilcize the professional competence or professional repulalion of teachers or other student teachers unless the crieism is communicated in confidence to proper officals after frst informing the individual concemed ofthe erticism 47. Acts in a manner that maintains the honour and dignity of the profession. 18, Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the sch profession unless authorized to do so. i oan tamasiere FSIS S) SISSY FS) IN ‘COMMENTS: Cory’s professionalism, growth, and conduct were exemplary.Overall comments (Strongest aspects of student's performanc G2rYS intatve to follow up from feedback or suggestions was excelent. Changes were evident in subsequent lessons, usually the next one. Cory actively sought out opinions or ideas and was always eager to learn. Cory's ability to apply real life connections was a valuable ski Cory's rapport with students was excellent. He always had time to help a student o isten to a student, even if it was his planning time, Cory went above and beyond PSI practicum expectations when he volunteered to be @ chaperon for the Grade Six Band Camp which involved 25 students on a two-night stay in Camp Caroline, AB. Two students (who have difficulty making good choices) had a very positive and successful experience due in large part to Cory’ interactions with them. twas a pleasure to have been Cory Hoffner's PSI teacher associate RECOMMENDATION [| rau CL] “If an Incomplete grade is recommended, please attach a signed document providing reasons and recommendations for additional practicum experience. INCOMPLETE * Note: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and the University Consultant. December 9, 2014 efoture: Student Teacher vas jature: jar Associate Date December 9, 2014 Date December 9, 2014 ‘Signature: University Consultant Date Please submit the completed original signed report to Field Experiences, Room TH423, Faculty of Education, the University of Lethbridge, and provide signed copies for the Student Teacher and for the University Consultant. University of Lethbridge: P.S. | Summative Report (May 25, 2006)