: Evhot tons] Faculty of Education PROFESSIONAL SEMESTER ONE FCRMATIVE ASSESSHENT FORIA Stuer Toso. soot ris radeesutjects Tousre dS PE Teacher Associate: 15. University Consutane. tLerow: 01S) 27 Tractors +The purpose of i fm st rove the student teacher wi spect fedack cringe PSI Paci (ED 350) + he lancer assciat sou compte hi fom at regular intervie cng me scene a + Phe uden teacher rete Me completed fr x hhher recast snot mimes Ge Hic ae jFageoumen ne stcen tsacner's grower over te practcum, paces checkmark ot week J, week's ache poropte ‘Basen tne cecibox Please sho proce se writen commonts on SvenginPecossonl Coons wees aoe ‘Sdageuon/Aras fr Growth on pepe 4 ete orn Lecorcentate on he 3.5 most relevant and significant seengis and oaas fr gow, dapesdig ke sete ver weok a ver ther wee), istt.gabnneetsar to plc a checkmark nesta wich cutome evry ina he lam’ conpead—nacer associate ray wish includes lesming objectve(), an inroaucon and closure, Seta roseeure THE STUDENT TEACHER: 41, PLANNING AND PREPARATION (KSAS#1,3,6,9, 1) Fleaing and Presson a ~ Hy oi | Es 1. _Damorstaisknowedbe and ssn he stot mater a beso 4 2 “Reapers avr of appro resource, attr und abSSSaTSH Siegen ene Sonny. o 3 Treralslening outcomes fom he Abeta Progam of Sud no love aad . | seer eam beeen rte esas Cons nos 4 4 Totes it aeeunt urs pr leer. ang neds, ie and Bag 2 5. Orns comet ino apport conponeris and seuences Heston ° Pan elvan contert ard acts suet orhe ne ates = 7. epaes essen pans oa ston ugh ung awol-detnd duce Wich Ecpecont esting exprttions lnsrctons ey quests, eaching Sbalgis and sine ecvs, ane sean of | lesson sbcivas ‘negra infomation and conmaniealonseehoalogy bo nseocion where Sopra, st Obi and aries equip and halo br nacion 2! —] 2. INSTRUCTION (KSAS #4. 5,9, 10) ‘Communication Expectaons 1.__Uses dear, Rent ad grammslclycaect spoken and wien nua Uses vorabubyefproprate to tudo 98, belground andrews 3. Modulates ister vole for auably and expression. ‘Lessan hroduction| ‘Establishes set reviews prior eaming, aniites lesson dbjecivelsyand ipedatons ‘ses motvaing staiton-gters provides a overview, ates th lason to previous leary as appropriate fot i lala!(ener Lesson Dovelesmort Sincaporats eteis fr walang scents vig elvant nd teresting subject tltsand seit "&Expsinsanaprocesds area Toa he acy and aden responce TL Demonstrates abe ate’ conpettes ding insVucton. Z organies and dees leing fr ndivauas, sat goupe and whole dlseep 2. Provides clear ceaions.nsrveons and extensions. ( "0" Diets ficient ransilns Between lessons and om oe ativy othe next og Ti Uses a varity of raacona sralogieso eddres csr cleo ‘ated suming sys a nakvdul needs Teeter, 73. Demorsalesfxoty and adeptbiy. ‘Gusstoning wna Baceaslo 4 haka ery past, wel-eequenced quosins vary of cogriv ves TE Provee appopiie waite’ aferpoangawesions. 5") spends ES Gian and elboratin of suet responses wets PBrOPr=ts "7 Leads nd dros start prteaton mi dass dscsson efecvey and asibutes ‘estons appropately. Fasan on Student Learing 7a Grzabies rth cassroor lervning when nectar, checking on advl and ‘youn understanding of etic 7 Racagrzes and sponds eppropratly fo ai/aual aerances ane grup eamng| eed a” Remeron Har earaa, bling on previous aring, evewing, a rewacTing Closure = z Ti. Actioves aosur br essons, conaaaing eas or coneepsEvough suman, ‘evown ote Provides homewak when appropiate and explo astnmeris ay “3. CLASSROOM LEADERSHIP AND MANAGEMENT (KSAs 7. 8) ‘lnssroom Leadership exprctatlone Encoding esperar fame a eadeip on he caste taking charge of Caseroom ate ‘honing contcencn, pose, composure, and presence. Creates and mairsns an flv esringeneerment, aig Wah egeciaons and Siandare for suai earn 3 Daronaralen ive, ennusau adm camimaer toe saris and wale ‘nodal ppropras Behave, @-”Estabianes poste reatonstps and a caneeom cial respect, Giazsroom Wanagenant Gnarly Genes and reinforees Sassoon procedures and routes ‘Gay comuniates ad renoreesexpecatons or apropnie sud behav, 7 Monto sent behavior ods aware of student behaviour ta ne Tesponds i nspxopste behav pry, Semi, and constant, vsng epproprale Pee i ne vel response falows senoo opine poles ane procedures.4. ASSESSMENT (KSA #11) ‘Astasement Espacio expectation, expect ‘Assesses ddan amin og a vagy of appropriate attesment echiques and ‘struments. coseratars, conersatons, questing, peorratc bated and a| wren assent) Proves ty ane efectve feedback on iearing to mde a 3 Mies and adapts leaching based on assessment daa (eg, employs alainve teaching Satie to reoach wher recured 2 Expine io sudan Row leaning wilbe assessed leur Wise 5 Maniains accurate records of student ropes 5. PROFESSIONAL ATTRIGUTES AND RESPONSIBILITIES (KSAS #2, 15,16) ‘Profesionalam ‘Unscepane rents a prcessonal appearance and mane. Fuils professional obigatons(.., puncuaty ovine aintatve due). Demensrates maturiy and prtessonl jueprert Demonsvatesanirerest in and a cormament othe wacing poestion, Esiablshos professional relatonstipe wh te schoo coremunty. bh Professional Growth “Acurlely assesses and cocuments the eflocveressoflessons, ntfying sents ond weaknesses and ‘making appropriate suggestions or morovemenis, he esl of sent assessment and feedback lo Hnprove leaching fadcns Grd pide proesalonal grows Responds aprepralehy feedback fom otter by lanng ierreg, and ilamaning spears Develops and cormunicates a personal vin of aching Oe: Demensvates wiles o take “formed risks to bevel student arg. Develops and pesenis a prolessional portale andor gow plan ncuding goss, evidence of progress foward goal fobactons on gow end hue gous (ies! Conduct 72 "Respecis he cgnty ard rps of af persons witout prelude as ace, religous beets, cour, gender, ‘Sexual olen, gender aersy physical caracostes, satay, marta sas age, ances. pace of ‘ign lee of eines, socom Backend or input bacgroun, 7 “Treats students wih dial and respec andi consferai of ek ercumsianese ‘Does not ug norman recevad in conkence or ie course of pressions] dues abou a Boserd ‘xcept requ by aor where todo onthe est meres fhe eden 5 1%. ‘Doesnt ete ie preessoral competence or professional repuation of eacars oF her ident acho Unias he crtetsm is communiatd In contconce to proper offs ste rt nfeming eral concemed of he cm Wr ‘isn a manner hal mains the horeu and Gigi ot he preesson. ‘Dees net speak on beta ofthe Faculty of Eduction, te University of Laiibrape, fa sehooL othe wroteon gested Yo, ay 25, 2008—Fomatve seteStrongthal Profeelons Leaming Ach JT@0k charge Gr he char, A ; > ne fers gudnroar Veporction # f PT Pang? Poors ther #8 moos fn d0 al, Ero, yw) hy don! Pea ta tack ae et ham a) Dowla take thonga e- Distomurr rj Cow pened fol Fon ge lee Re li ay 25 2008—Fomate Asessmart