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Practicum Office
Faculty of Education

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Tele: 613-533-6202 FAX: 613-5336596

Faculty of Education
Summative Practicum Assessment
This assessment is intended to assist Associate Teachers in making judgments about demonstrated levels of teaching

proficiency. Associate Teachers should approach this assessment based on reasonable expectations for a
Teacher Candidate at this particular point in her/his B.Ed./Dip.Ed. year.
A candldate who is still 'Progressing Toward Expectations' in the winter and Summer 2 practicum components must be
assisted with a formal Candidate in Difficulty process to try and achieve an overall rating of 'Meets Expectations'. Please
see page '10 of the Practicum Handbook for the Candidate in Difficulty process.
Please ensure both Associate Teacher and Teacher Candidate sign page 3 of the assessmenf.
Candidate Name: Lauren Fenato

School: La Salle Secondary School

Associate Teacher: Stephanie Kellar

Gr/Sub: Grade 9 Academic Geography

Board: Limestone District School Board

Date Completed: March 10th,

2016

Days Absent:

Overall Rating: Exceeds Expectations

Summative Assessment Dates:


November 2-20,2015 (15 days)
May 2-27,2016 (19

l-

days)

February 16-March 11,2016 (19 days)

Other

Professionalism

1. lnitiative & dependability


Effectively assumes appropriate degree of responsibility for the classroom

Takes initiative to contribute to students' learning in many ways


2. Discretion & professional judgement
Uses appropriate professionaljudgement and discretion in relation to interactions with
students
Demonstrates sound judgement in dealing with parents, peers and colleagues
3. Response to mentorship
lnvites and incorporates Associate Teacher feedback to improve teaching practices
Uses self-reflection and assessment information to inform next steps for the candidate's

teaching practice
Demonstrates progress towards achieving teaching and learning goals

Exceeds Expectations
Exceeds Expectations

Exceeds Expectations

Exceeds Expectations
Exceeds Expectations

Exceeds Expectations
Exceeds Expectations

Comments, next steps:

Lauren was very well planned right from the start of her practicum at La Salle. She met with me on the second day of her placement after we worked out
curriculum expectations to cover and she had her whole three weeks organized. She was able to be flexible and adjust her lessons as the weeks
progressed. ln teaching a double prep, she was able to deliver her lesson period two and make adjustments where needed for period three. Lauren
invited feedback on a regular basis in order to improve her teaching practices. She would often make notes in her lesson plan to remind herself the ,next
time she taught that concept to make the changes.

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ll- Supporting a Gommunity of Learners


1. Promoting a safe and trusting learning community
Demonstrates skill and consistency in using routines and monitoring classroom
behaviours in order to maintain a safe and supportive classroom environment for all
students
2. Promoting student independence
Structures activities so that students learn to identify their strengths and weaknesses,
make decisions about next steps, and monitor their prooress towards expectations

Comments, next steps

Meets Expectations

Exc,eeds Expectations

Lauren was very effective in monitoring classroom behaviours and helped to rearrange our class seating plan to address some behaviour issues. She
addressed student behaviours that interrupted the teaching and learning context by working on her wait time to gain the classes attention. Lauren
developed a great rapport with both staff and students which I believe promotes a very trusting learning community. ln combination with delivering the
curriculum content, Lauren always gave her students helpful hints about time management and successful test taking skills. She provided numerous
formative tasks which gave the students the proper feedback tor them to monitor their progress.

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- Planning and Preparing

1. Use of curriculum documents


Creates learning activities using the appropriate curriculum expectations in ways that
provide engaging learning for all students
Demonstrates sound knowledge of appropriate subject matter
2. Sequencing of steps in a lesson or unit
Creates developmentally appropriate lessons in ways that connect students' prior
knowledge to appropriate next steps and new learning
Plans for appropriate student involvement and follow-up activities
3. Differentiation
Designs learning and assessment activities that are deliberately differentiated based on
students' needs
Demonstrates understanding of use of appropriate accommodations and modifications for
individual students

4. Resources
Gathers from others or creates appropriate resources to support the intended teaching,

Exceeds Expectations

Exceeds Expectations

Exceeds Expectations

Exceeds Expectations

Exceeds Expectations

Meets Expectations

Exceeds Expectations

learning and assessment


Uses a range of resources to support the development of information literacy skills

Comments, next steps

Meets Expectations

Lauren was always conscious of integrating as many overall and specific curriculum expectations into her lesson plans. She started each lesson with a
clear goal for the lesson by displaying success criteria and learning goals. She really focused on the big ideas and was able to create great class
discussions with presenting the class with some critical thinking questions. There was always a clear sequence to lessons and extension activities where
students could broaden their understanding. Lauren used differentiation in the delivery of her lessons. For example, Power-point presentations, videos
with a worksheet (KWL chart), place-mat activities, photo images for landform regions, risk management building structures, forming models, ArcGlS and
much more. This really helped to keep the students engaged and allowed the visual and tactile learners to become involved. Lauren used a variety of
resources to put each lesson together in order to support the intended teaching, learning and assessment of her students.

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lV- Lesson Presentation


1. lnstructional strategies
Uses a wide variety of appropriate teaching strategies based on students' interests and
needs, as well as current research on effective teachinq practices
2. Lesson management
Uses a variety of effective strategies for managing materials, time and learning activities
to meet needs of all learners
3. Awareness of classroom dynamics
Adapts and modifies teaching and learning activities based on student responses

Works to engage students both in the learning and with each other
4. Appropriate and effective use of language
Expresses ideas, directions and options clearly

Meets Expectations

Exceeds Expectations
Exceeds Expectations

Exceeds Expectations

Models a standard for oral and written work

Exceeds Expectations

5. Engaging all learners


Uses effective questioning

Meets Expectations

Effectively uses strategies such as wait time and checking for understanding to engage all

students in learning

Comments, next steps

Exceeds Expectations

Meets Expectations

Lauren used effective instructional strategies throughout the duration of her placement. Before each lesson she would activate the classes prior
knowledge by having the students help her create a word web on the topic. Lauren created many formative pieces of assessment to help the students
prepare for their summative unit test. For the most part, these were handed back in a timely fashion which gave students feedback and next steps.

V- Assessment
1. Assessment

for learning

Effectively uses appropriate assessment strategies and recording devices to collect and
record information on how student learninq is proqressinq
Helps students to use this information for next steps

Exceeds Expectations

Exceeds Expectations

2. Assessment as learning
Creates opportunities for student self-assessment to help students to identify their
learninq needs
Helps students to create appropriate, short-term curricular, personal or learning skill
qoals
Makes judgements about achievement in fair, transparent and equitable ways
3. Assessment of learning
Constructs and uses a variety of assessment strategies and recording devices that are
aligned with instruction and yield an accurate and adequate picture of achievement
Makes judgements about achievement in fair, transparent and equitable ways

Meets Expectations

Exceeds Expectations
Exceeds Expectations

Exceeds Expectations

Exceeds Expectations

Comments, next steps:


Lauren kept track of homework and other formative work on a daily basis or when necessary. I was able to use the data collected to complete early
reports making sound judgments on the student's learning skills and work habits. She also prepared a unit test for the first time in her Geography
placement.. After looking at examples of tests used in the past, she was able to draw up a draft test. She did a great job of spreading the topics out so
students would be evaluated equally throughout.
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Associate Teacher Signature:

Teacher Candidate
(indicates receipt of the assessment only)

Please indicate an Overall Rating at the top of page


Additional Comments can be made on page 4.

,MwW

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Comments:

Lauren Fenato is off to a great start in her teaching profession. She has a clear understanding of unit planning and used backwards
design to develop both summative and formative assessments. She is a very organized and competent individual who showed her
passion for Geography in her daily lessons. She was able to integrate all of the places she has traveled to, and lived in, throughout the
world which added interest and a personal connection to her lessons. Her communication skills with both myself and our students was
fantastic. She developed a great rapport with many of the students which became very evident on the last day as she received many
compliments and many students were sad to hear it was her last day.
Lauren was very independent but always looked for direction and critique of her lessons. She seemed to also value the feedback of
her students and made necessary changes along the way which showed she was very critically reflective and flexible. She is going to
continue to work on developing more eye contact but it was interesting to learn that this was more of a cultural shift for her as she grew
up learning that eye contact was a disrespectful trait in her culture. Ms. Fenato has accepted a teaching position in lndonesia starting
in July and I have no doubt that she will be a huge contributor to the learning community there as she was here at La Salle Secondary
and lntermediate School. Best of luck in all of your future endeavours Ms. Fenateo, it was a pleasure working with you!
Sincerely,

Steohanie Kellar

Distribution: Original: Teacher Candidate Copies Practicum Office, Associate Teacher, Faculty Liaison

Practicum Office
Faculty of Education
Duncan McArthur Hall
Queen's University

Kingston, ON K7M 5R7


613-s33-6202

F AX= 613-533-6596

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