S UNIVERSITY OF CALGARY WERKLUND SCHOOL OF EDUCATION UNDERGRADUATE PROGRAMS IN EDUCATION EDUC 465: FIELD EXPERIENCE It PARTNER TEACHER NARRATIVE ASSESSMENT. INDIVIDUAL/GROUP LEARNING IN CLASSROOMS Student Teacher: Wendy Smith DH: 10146066 School: Wildwood Partner Teacher: Bainbridge im Matulionis/Stacy Field Instructor: Bonnie Lee Shapiro NOTE: This ts not a teter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential employers, however potential employers may ask for this assessment from the student directly. ‘The purpose of this four-week field experience isto focus on the complex dimensions of individual/group learning in classrooms. The student's learning portfolio and her/his participation inthe field placement should provide evidence of an emerging ability to act thoughtully inthe classroom and within the school community, and a preliminary undersanding of lamers and ofthe enactment of curriculum and pedagogical relationships within the elasroom environment. The narrative assessment should address the student teacher's growth in their lial abtiy to plan for, implement and assess learning. It should also comment on the student teacher's growth in relation tothe relevant KSAS, including, the student's own goal setting and personalprofessional assessment throughout field experience. The following report on the students work should be organized in relation to the questions: Whereis the work particularly strong? What could the student do to further her/his professional {erowth and development? You may also want to consider the elements assessed as part of the midterm assessment ‘Wendy's time in our classroom has gone by quickly and both the students and the teachers will miss her. Wendy shows great intuition when working with students. She knows when to help, who to help and how to help. Wendy also demonstrates a natural ability in developing a positive rapport with students and the class. She shows continued growth in her classroom management skills and remains professional in all her interactions. ‘Wendy is able to plan and implement curriculum appropriate lessons, which allow for the suecess of all our diverse leamers. In science she used small groups that travelled through centers using passports to introduce life cycle, habitats and classification. All students were engaged and able to collaborate in their small group thus having success with the activity. She is able to develop and deliver a math lesson with the key components to a large group of higher-level thinkers. Wendy is very comfortable in the gym and enjoys teaching Physical Education. Wendy collaborates with her partner teachers when planning and sharing new ideas but also demonstrates a strong, sense of independence in this area. She works efficiently, is well prepared and welcomes feedback Overall, Wendy is an enthusiastic, confident and cooperative student teacher. She is able to be flexible and fit in to any situation that is thrown at her. Wendy takes initiative in the classroom and quickly realizes how she can help all students. She is a pleasure to work with, Partner Teacher's Signat y Lidioe 2 Dore Abate (Ss Student Teacher's Signature jg i Date Apr. QU/15 Recommendation othe Office of Undergraduate Programs: Gran) Now cre War hs aneement rvewed with bestadent? (Wes) No + Please remember to also sign and date any additional pages and attach to this form. + Please ensure the student signs the Narrative Assessment. * Please provide the original and one copy of the Narrative Assessment (o the student feacher. * The student teacher is required to submit the original to their Field Experience Instructor in order to receive their final grade, ‘The original will be returned to the student by the Field Experience Instructor.