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    15 views8 pages

    Apt Evaluation

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    Elementary EDFX 425 / 426 Faculty of Edueation University of Alberta Advanced Professional Term Field Experience Final Evaluation 2007-2008 Student's Name: Lindsay Gustafson Dates of Field Experience: February 11 ~ April 18, 2008, ID Number: 1152450 School: Brookside School Cour DFX 425/426 (9 weeks) ‘School Telephone Number: 434-0464 University Facilitator: Elaine Harsymi Subject(s) and/or Grade level(s): Grade ‘Mentor Teacher(s) (Cheryl Pengelly FFor this field experience, vis recommended thatthe Student Teacher receive a grade of Credit [X] Fail (] Apvb 17, 200% operat 2 Date Signature Af Mentor Teather Signatures indictes thatthe University Factor and Student Teacher have received and read the evaluation repo. Huw i k yu Signature of University Falittor ure of hadepy Teacher Distribution: Student Teachers: This evaluation form is an off your personal academic record. ‘The final evaluation is considered abe algal document and care shouldbe taken to ensure high profesional qual prodaced document. It should he retained as part of Originators) should give the Student Teacher the original signed copy and one signed copy willbe returned by the University Facilitator to Field Experiences following the completion of the field experience. Mesto Tech) ple nia each age oration _ C04 Deseription of the school and context of teaching Brookside school has 330 students from Kindergarten to grade 6 and is expanding to meet the Cc demographic nceds of the surrounding community. Students attending Brookside school come ftom ‘the neighbourhood as well as being bused to the school from two catchment area communities, The Language Arts program is based on the Balanced Literacy model. The School's Instructional Focus “Writing” and the Alberta Schoo! Initiative “Differentiation” are incorporated across the curriculum, French as a Second Language is provided to students in grade 4 to 6. A Montessori preschool and out of school care program are located in the schoo, In this grade two classroom there are 23 children; 14 girls and 9 boys. The majority of the children are at grade level. Two students need extra help completing work. In addition tothe classroom teacher, a ‘music specialist and curriculum coordinator teach the children. Lindsay has been teaching the grade two children science, social studies, physical education, health, math, ar, guided reading (o two ‘groups of children), making words, writing, and computers. “The purpose of tis Field Experience Final Evaluation document eto provide evidence and communicate infomation ‘egutng Stadt Teacher performance bed onthe Koowlede, Skil and Abies (KSA) for Interim Cetin (Comments refet strengths and areas for growth in each exlegory. eparation, Planning and Organization By the end of the fifth week of her practicum, Lindsay submitted comprehensive, organized, detailed, and practical unit plans for social studies and health. As well, she submitted thorough, elaborate professional development plan of four pnals- expan classroom management skills, expand on ‘ teaching technology skills to students, maintain a balance between work and her personal life, and ‘understand students strengths and needs to individualize support for them - which she refered to, acknowledged, followed, and implemented throughout her practicum, During her nine week practicum she planned and taught (using the Alberta Education Program of | ‘Studies) te following grade 2 units: Math -money and counting by 2, 5, and 10; Social Studies - investigating the economic eharactristics (natural resources and goods and services) of Acadian, Prairie, and Inuit communities in Canada (outcome 2.1.4); science ~ Boats and Buoyancy; Health ~ Body Image and Volunteerism; Art ~ Drawing and Painting; Gym —Fitness and Stick Skills, Writing — Word Choice; Making Words Word analysis; and Guided Reading with two groups of students. Lindsay showed tremendous growth in planning lessons. Daily, she submits exemplary lesson plans that include the three main pars ofa lesson — opening, body and closure and clearly takes into consideration, on the teacher level, the euriculum objectives, materials, resources, and time line requited to carry out her lesson, On the student level, she was clearly able to eneaurage a high-level of active participation, appropriate level of skill development according to both the Program of Studies and the student's individual level of ability, development of cooperation skills, and appropriate level of ‘writen work. Also, Lindsay successfully aranged the physical environment to promote instruction and always considered the location when displaying materials and providing demonstrations. ‘Where pre-existing lesson resoures(e,Eamonton Public Schools Math to the Max and Seisnes Lesson Planning Units; Alberta Social Studies Grade 2 Many Voices by Person Publishing, Physical Esiucation for Children: Daily Lesson Plans for Elementary Schools; and 6+ Traits Writing Ki) were Menor Teer) ewe na ex ue fen 4p available Lindsay superbly adapted and modified those lessons to inerease the participation and ‘cooperative learning and differentiate the various learning levels within the class. I the school did not have pre-existing lesson resources she brainstormed with her mentor teacher and other staff and peers, ‘sed her training from university, as wel as researched for resources in the University library, the Alberta Education website, and other intemet sites to modify and create her own outstanding leseon plans forthe curriculum skills to be taught. When given the opportunity to rearrange the seating plan ofthe classroom, Lindsay used a great deal ‘of thought as to wich students would work cooperatively together. Lindsay has an excellent ‘understanding ofthe importance of the precise combination of grouping students together to promote earning as well as ensure harmony and cooperation among the groupings. Lindsay's expectations ate very clear and relevant. She developed an excellent knowledge ofall the subject matters taught and if she didn’t understand the subject matter she would take the initiative to ‘ask for clarification and then plan a lesson at the level tha the children would understand. Lindsay acquires, becomes familiar with, and matches appropriate resources tothe different cursiculum objectives. ‘She uses appropriate materials and games to enhance and motivate the student’ learning. Lindsay continues to show originality and initiative in preparing materials and planning for use in the

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