Faculty of Education PROFESSIONAL SEMESTER TWO SUMMATIVE REPORT sunt Teacher_Cavy Na Hnoe _sehoot_Celtobe Conbua High Subzol Grades/Subjects Taught: Ge ='2 — Consbrrchon Tecunslogmes ‘Teacher Associate; Dow's Mu ide, university Consultant_Legnav} Sproule Dates of Practicum: _faawin Q_~ Apes 24, 2018 Instructions: +"This is a eurmmative report ofthe student teachers performance atthe end of tho PSII practicum, based on expectations for that ‘stage of teacher development (ED 3600). ee ate acme ee + For each practicum outcome below, place a check mark in the appropriate box lo indicate the student teacher's level of perfomance: ether Not Meeting Expectations forthe Ps level Weetng Expectations. or Exceeding Expecatons. (Most sudents ‘ifn the Meoting Expecatons category, unless there is lear eudence fo Not teeling Expeclaons or Exceeding Expectations) For suents vin the Mesting Expectations category, please inal lw ef portormance. + Althe end of exch secon, pleats provide comments nreference fhe relevant KSAs and precum autcomes. 4, PLANNING AND PREPARATION KSA#1 —Teachors make reasoned decisions about teaching and ieaming based on thei ongoing analysis of contextual variables. KSA3 Teachers use the programs of sludy a form and direct planning inarucion and assosoment KSA46 Teachers plan forinsfucton. Wansloling curculum and ouicomes io mecringa een activites. KSA#9 Teachers use « brosd range of insiructonal strategies. Teachers idenity and use relevant learning resources. Meeting Expectations. Exceeding Expectations. oe SS re = = ,Demonstiates knowiedge an skis in ihe subject matter of lessons including hisher sibject major. : 7. neorporates a varely of appropriale resources and insvudlonalVassessmentslratepies 7 into lesson plans. 3. Translates learning outcomes from the Abert Program of Studies into relevant and 7 ies appropriate learning objectives forthe lessons being taught [Takes into acoount students’ prior learning. learning needs (ncivding student IPPs), | inferests, and student variables such as age, gender, socio-economic status and culturaltinguistic background. ECrganizos cntentntoapproplte components and sequence for inaiton 6. Pans appropale content and actives forthe te ated " ae =| 17. Prepares lesson plans for all lessons taught, using a well-defined structure which Prepace coming oblecve(s), an nroduation and closure, dtalad procedes ond y sr aeene ey queslone, aching strategies, leoring aciles, and astoserent of lesson objectives. 2 ° a | | 3 Prepares uni plan() in subject major that include rationale, overview, learning zp crepes teacningearing alvles, and assess7ent plan. 7. ‘ptegrates information and comriunicalions technology inte instruction in subject mejor 7 and other subjects, whee epnrevit " _ 70. Oblains and organizes equipment and malariae forinstuation. Z ‘Comments: ‘May 25, 2008—Summative Assessrnant. INSTRUCTION KSA #4 Teachers demonstrate knowisdg ofthe content they teach. KSAS Teachers idenily and respond fo oemeraiferences. KSA #9 Teachers use a broad range of instructions! strtagies. KSA #10 Toochers apply vanely of techncogles fo meel students leaning needs. Not Meeting Expectations ‘Use cler, ert, and grammatical cael spoten ard won angvope ‘Uses vocabulary appropriate lo students’ age, background end interests 1 2 ‘3. Moduiotes hither voics for aueibiity ond expression 4 Demonsrats curl sensitviy in communication and nsirucion ‘5 Esiblshos sa: reviews prior lesning,entfes lesson cijecivels) and xprtalons, aes ‘motvatng atenton gets, roves oveviow, and late th eson fo revous loaning ncrperales ates or movatng eerie un lear and nerstng sect mar and activities. von i Presents content in appropriately organized sequences for instruction. '@. Explains and proceeds in small sleps at an appropriate pace to ull he actly and student response. 8, Demonstrates subject matter competence during insiructon. 70. Organizes and directs leaming for individuals, smal groupe, and whole lasses. “11, Provides clear directions, instructions, and explanations. 72. Directs efficient transitions between lessons and fors one ec fo the next. 73. Uses a varlely of instructional svaiegies fo address desired outcomes, subject matter, varied learning styles and individual needs (including goaisiobjectves of student IPPs) 14, Uses a broad range of insirucional strategies specific to subject major ys | 15. Uses epproprite materials and estuces 16. Demonstraies Roxby and adapts. “77, Asks cleary phrased, wel-sequenced questions a avaiey of cogive evel. 78, Provides appropriate “waits” ater posing questions, ise 79. ‘Seeks clarification and elaboralion of student responses, where appropriate. 20. Leads and directs student pariipation in class discussion elfecively and aistibutes questions _approprately. iis on Student earings Fs Zi.” Grculaes in the classroom, intervening when necessary, checking on individual and group understanding of actiiyicontent ZB. Recognizes end responds appropraely to individual differences and group leaning needs. _Reores student earring bulking n previous er. ee ‘and re-teaching. gare A Aehteren dosue for osons,consoicalng es o concn CUph unmares, reviews, discussions, and eppications. KIN ZB. Provides homework when appropriate and explains assignments (uly.| ens Zé. je ssROOM LEADERSHIP AND MANAGEMENT (KSA#S Eslabiishes relationships with studons that respect human dignity ‘#7 Teachers create and maintain an en environments thet are conducive lo student leaning and understand student needs for physical, Exceeding Expectations ‘Assumes a leadership role in the classroom, taking charge of classroom actvilles, showing confidence, poise, composure, and presence. 2. Creates and maintains an effective learning environment, sett iv i |, seling high expectations and standards for student learning, altending to student variables such as age, gender, socio- economic status and culturaifinguistc background, 3. Demonstrates iniiative, enthusiasm and a commitment to the students and subject, models appropriate behaviours. “A. Establishes positive relationships and a classroom ciate based on mutual trust and respect. Glassroom Manage as 5, Clearly defines and reinforces classroom procedures and routines. NANIRIN %. Clearly communicates and reinforces expectations for appropriate student behaviour. | NIN 7. Monitors student behaviour and is aware of student behaviour at all times, Responds to Inappropriate behavioe promptly, nly, and consisiely. wing approprate ‘bur key and higher level responses: follows school discipline potcles and procedures. ‘Comments: 4, ASSESSMENT KSAAH1 Tesco gainer and ws formation abou sladns lasing eed and propass and esos he ong” of BA objectives. i i as | Assesses sluden foaming using @ variety of appropiate assessment techniques and eee (og. obsorvatons, conferences, questioning, checking dally work Pivformance based and wien assessment, quizzes tess) 2. Checks frequently for understanding. 3. Provides timely and effocive feedback on learning to students =. Moaiies and adopts teaching based on assessment data and sludent IPPs (2.¢., employs diterative teaching straagies to re-teach where required). E Analyzes and evaluates measurement data to assess student learning. NS ANS | Explains to sludents how leaming will be measured. 7, Develops and maintains accurale records of sludent achievement (e.g. grade sheots, Gatabases) and communicates results lo students, parents and the school effectively). Comments: May 25, 006—Summative Astessmant5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES Ksagis —TRRGRerS understnd ine lgsted, moral end etic kamework win which tay work Tsachrsengog in aasostng joan, KSA#16 —_Teachors ow eho commune paca hero oun acing. 4._ Presents a professional appearance and manner. 2. _Fulfls professional obligations (ce., punctualily, routine administrative dulles). 3._Demonstrates maturity and professional judgment. 4. 18 knowledgeable about professional issues and demonstrates a commitment tothe teaching profession. 5. Establishes professional relationships with the educational community and wider communiy (where sppropriate N Professional Growip 6. Accurately assesses and documents the effectiveness of lessons, identifes strengths and weaknesses, and makes appropriate suggestions for improvements, 7. Uses the resuils of student assessment and feedback to improve leaching practices and guide professional growth 6 Responds appropriate toeedback fom es by Ttoig, rpg, and iplanering Nagesions 9. Develops and communicates a personal vision of teaching. 10. Develops a professional portfolio and/or growth plan including goals, evidence of progress toward goals, feflections on growth, and fulure goals. 11. Carries out the roles and responsibililes ofa teacher according tothe Alberta School Adi, school and aistich policies and other relevant legislation, NINAIN NNT: 3terim certification appropriately. 12. Applies the knowledge, skills and aitibutes forint nical Cangluat 4 aE 43, Respects the dignity and rights of all persons without prejudice as to race, religious bel, colour, gender, sexual orientation, gender identity, physical characteristics, disabitty, marilal status, age, ancestry, place of origin, place of residence, socioeconomic background, oF linguistic background. 14. Treats students with dignity and respect and is considerate of their circumstances, 15. Does not divulge information received in confidence or in the course of professional duties about a student except as required by law or where to do s0 isin the best interest of the student. WS 16. Does not undermine the confidence of students in teachers or other student teachers. 17. Does not criticize the professional competence or professional reputation of teachers or other student teachers unless the eriicism is communicated in confidence to proper officals aftr frst informing the individual ‘concerned of the criticism. 18, Acts in a manner that maintains the honour and dignity of the profession. i unless authorized to do so. 19. Does not speak on behalf of he Facully of Education, the University of Lethbridge, the school, or the profession Comments (Professional Attributes and Responsi May 25, 2006—Summative Assessment‘areas for further growth: — «MUI Level Modules Irqanitelgn Overall comments (Strongest aspects of student's performance): * Comlen¥ Knowledge ° vee | (¢0) © Clussromn Momage went © Content De lr © Sh Reloshowe “y incomplete ind recommendations for additior mn of Pass _ 0. Fall 5 lete grade is recommended, please attach a signed document providing reasons a1 Practicum experience. [Note: The Teacher Associate is responsibie for completing this document, In consultation with the Student Teacher and the eens oc foow AY,206 Aas 24 , Zots 248. Aol sp eas Please submit the completed signed original report to Field Experiences, TH423, Faculty of Education, the University of Lethbr and provide signed copies for the Student Teacher and for the University Consuitant.