Faculty of Education x PROFESSIONAL SEMESTER TWO SUMMATIVE REPORT Amy siff _senoo:_Stivhing _ Schoo| Grades/Subjects Taught:__7 /Social Stud P/4 Boys PE. Teacher Associate: Geyee.Copniders /Josh S4ue Unworaty Consuitant, Pa Adon ates of Practioum: tre 9 Ji Apeil tv /i5 Instructions: + This is @ summative report ofthe student teachers performance al the end of the PSII practicum, based on expectations for thet stage of leacher development (ED 3800) + For each practicum outcome below, place @ check mark in the appropriate box to indicate the student teachers level of Performance: elther Not Meeting Expectations for the PSII level, Meeting Expectations, or Exceeding Expectations, (Most students will fal into the Meeting Expectations category, unless there is clear evidence for Not Meeling Expectations or Exceeding Expectations.) For students within the Meeting Expectations category, please indicate level of performance. “At the end of each section, please provide comments in reference to the relevant KSAs and praclicum outcomes, ‘THE STUDENT TEACHER: 4. PLANNING AND PREPARATION KSA #1 Teachers mate reasoned decisions about teaching and leaming bazed on theirongoing analy of canlextual variables KSA #9 Teachers use the programs of study o inform and direct planning insraton and assessment. KSA 8 Teachers plan forinsivation, translating curriculum and outcomes ino meaningful leaning acti KSA #9 Teachers uso abroad range of nsinuctonal siratogios. KSAI3 Teachers dently and use relevant leering resources. Tonk 1. Demonstrates knowledge and skils in the subject matter of lessons Including his/her subject major. Not Meeting Expectations Meeting Expectations: Exceeding Expectations 2. Incorporates e variety of appropriate resources and instrucionaVassessmont strategies: Into lesson plans. | 3. Translates learning outcomes from he Alberta Program of Studies into relevant and appropriate learning objectives for the lessons being taught. 4. Takes info account students’ prior leaming, learning needs (including student IPPs), interests, and student variables such as age, gender, socio-economic status and culluraltinguistic background. Organizes ontnt into approntao campanara and sequences for ialualon 8. Plans appropriate content and activities forthe time allotted, 7. Prepares lesson plans forall lessons taught, using a well-definod structure which includes learning objective(s) an introduction and closure, detailed procedures and instructions, key questions, teaching strategies, learning aclviies, and assessment of lesson objectives. '8, Prepares unit plan(s) in subject major that includ rationale, overview, learning outcomes, teachingfeaming activites, and assessment plan. ‘8. Inlegrates information and communications technology into instruction in eubject major and other subjects, where appropriate. 40. Obtains and organizes equipment and materials for instruction, if comnery ty tet prpaoel ant A shaonl as Hat She wes enatng here and Aey ctlimt +e de « Tarte! Shekgnn “urlh Aw sheds. An geen of tmprwemesd Contd Nay 28 2008-summatveAsatement Pe pln ore ifftcanhate js Harner . al ph. She Joorel fe apprrtunifir te use AffvuatINSTRUCTION KSA ‘4 Teachore demonstrate knowledge ofthe content they leach. KSA #5 Teachers idenify and respond fo leamer iforences. KANO Teachers uso a broad enge of hstructonel strategies. KSA#10 Teachers apply 2 verity of technologies fo meet sludents"leaming needs, : vet] of | ee i yg Wb 1. Uses clea, fluent, and grammatically correct spoken and writen language, 2.__Uses vocabulary appropriate to students’ age, background and interes. '3__ Modulates hither voice for auaibilly and expression, i SO 2) us EEE has, pes '5. Establishes set reviews prior learning idonies lesson objectve(s) and expectations, uses motivating allenton getters, provides everview, and relates the lesson a previous learning as appropriate. 6. Incorporates strategies for motivating students using relevant and interesting subject matter and activities 7_ Presents content in appropriately organized sequences for instruction ‘8 Explains and proceeds in small steps at an appropriate pace to uit the activity and student response, '8.__Demonstralas subject matter competence during iniruaton 10, Organizes and directs leaming for indivldvale, small groups, and whole classes, “i, Provides clear directions, insructions, and explanations. 12._ Directs efficient vansitone bolween lessons and from one activity tothe next 18, Uses a variety of instructional stratogios to address desired culcamos, subject matter, vetied learning styles and individual needs (icluding goals/objectves of student IPPs), 14. Uses a broad range of instructional sralogias specific to subject mejor. 15. Uses appropriate materials and resources 76, Demonstrates fexiblly and adapiabily Cen 17._ Asks clearly phrased, wol-soquonced questions ato variety of cognitive levels EE 18. Provides appropriate “wail timo” afer posing questions. 49. Seeks dartfcation and elaboration of sludent responses, where appropiate 20. Leads and directs sludent participation in class discussion effectively and distributes questions. appropriately ‘Cieulates in tho classroom, intervening when necessary, checking on individual and group understanding of acthitylcontent. SN 722,_Recognizes and responds appropriately to individual diferences and group leaning needs 23. Reinforces student fearing, bulding on previous learning, reviewing, and re-eaching. ‘Achioves closure for lessons, consolidating ideas or concopts through summaries, reviews, lscussions, and applications. 25._ Provides homework when appropriate and explain assignments fully Wet J ik Cormatanty. with her chines. May 25, 2005—Surnmatwo Assessment Comments: As Am Pals hy *rackw* vate © belt Fhel she wil Qe a wh3. CLASSROOM LEADERSHIP AND MANAGEMENT KSA 87 Teachers create and maintain environments that are conducive 1 student learning and understand student needs fr physical social, cultura and psychological curity. SAB Eslablshes relationships wih students that respect human aga ao ge g ef 2 Pe: 32 1. Assumes a leadership role in the cisssroom, taking charge of classroom activites, showing confidence, polse, composure, and presence, IN 2, Creates and maintains an effective learning environment, setting high expectations and standards for student earning, altending to student variables such as age, gender, socio- economic status and culluralfinguistic background. 3. Demonstrates inflative, enthusiasm and a commitment to the students and subject, models appropriate behaviours ie 4. Eslablishes positive relationships and a classroom cimaie based on mutual rust and Clearly defines and reinforces classroom procedures and routines. Clearly communicates and reinforces expectations for appropriate student behaviour. 6 7. Monitors student behaviour and Is aware of student behaviour at all tives, @ ‘Responds to inappropriate behavior promptly, firmly. and consistently, using appropriate lows Schoo! discipline policies and procedures. low-key and higher lovel respons. Z Y) Comments: Atta of improunent peuted hue. Ary trols Yo she ong ae og on OM fhe chip, tae wt sede be wrt hd he a bihity ots f. fetta, (90k $0 addlvess stv. Ht we did sce inpetnent, 4. ASSESSMENT bekeniws force ly, this iy an alla KSA #11 Teachers gather and use information about students’ learning needs and progress and assess the range ofleaming objectives. Not Meeting Expectations | Exceeding Expectations Meeting xpectations 4, Assesses sludent learning using a variety of appropriate assessment techniques and instruments (¢.9,, observations, conferences, questioning, checking dally work performance-based and witlen assessments, quizzes, tests). NI: 2.__ Checks frequently for understanding. '3._ Provides tmaly and effective feedback on learning to students “4. Modifies and adapts teaching based on assessment dala and student IPPs (e.g., employs. alternative teaching strategies to re-leach where required), ‘Analyzes and evaluates measurement data to assess student loarning. Explains to studonts how learning will be measured. Develops and maintains accurate rocords of student achiovoment (e.g. grado sheets, databases) and communicates resuils to students, parents and the school effectively). iv. v A Comments: [set Lo Provik “reel” He Pbk fe May 25, 2008--Summative Ascessmont drdudl in thir Sethe. gia vaily of Assert.4 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSAw2_—_Toachors understand ho legsatd, mora and etic! famewesk hin which they Wer KSAMIS Teachers ongege h assessing the qualyof he teaching KSA¥#16 Teachers aro able fo communteate ¢peronal son of iron teaching. ale 3 g/2 ie £2 4, Presents a professionel appearance and mannor. vw 2. _Fuifis professional obigations (Le., punctuality, routine administrative duties). 3. Demonstrates maturity and professional judgment, wv 4._ Is knowledgeable about professional seues and demnatates e commitment the leaching profession. v 5. Eslablshes professionel relationships with he educations community and wider community (where WE anproprite) Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses, eh tmakes appropriate suggestions for improvements 7 Uses the resuils of student assessment and feedback lo improve leaching pracices and guide professional V growth. Responds appropriately to feedback om others by Nisening, interpreting, and implementing suggestions 8, Develops and communicates personal vision of leaching 10. Develops a professional portfolio andfor growth plan Including goals, evidence of progress toward goals, reflections on growth, and fuure goals. 17. Garfes out he roles and responsibiies ofa leacher according tothe Alberta School Act, school and ditt Vv policies and other relevant legsaton 12. Applies the kni kills and attributes for Interim certification appropriately. vw unless authorized to do so. 72, Respoats he gy and gh of at persone wihou prude ost rece, live bles, coor gender, sexual orientation, gonder identity, physical characteristics, disabiliy, marital status, age, ancestry, place of vA tr, place of esdance, socoetanomc beckround, or ings Cacigroun, T_Trets students wih dlniy and respect and is coneterat of ha ercustancos. 16. Does not sinig fomatonecowednconfdeno or no eau of profes Gua about a ado VY except a5 eure by aw ore to do 0 sn the beat meres of he tant 16. Does rot undermine to coradence of sider heachos or her ten toners 17. Doos nol ize te rofesdoral competence or poesinal ration oftschers cater den tochars V Uness the etclam'econmtatadmconidone to proper oe ar tet oming fhe naval anced of he else 7. Acts ina manner tat maintains the honour and dlgnty ofthe profession, z 7 18: Does ot speak on bhai Feu of vest, te Urey of Lage. re aes eve women |], Comments (Professional Attributes and Responsibiiles) Vey, gol hw Mey 25, 2008--Summative AssessmentSUMMARY: . te yer Areas for further growth: — Look 6 park a. Yow Clab(aer 7 - z i rt clases. Devlyp the “wikit aan Le iy prrblens I the bel Suckly Hay do ak cieolele. Wore on Proaeng, “cual tun” Bernt Pant Dedient strongest as 's performance): oe ee eT akg, (ashtet) Wad l59 gleeyS fllttucl with a varrehy af “echt. eee a L hs & prfaskd meate ar feat EHF poet fee Airy vor ay yt along with cad tab! all he shiledte tf (spor. |Recommendatio ___ i Pass __.@ Fa ___U _Incomplete* | Hf ‘fan incomplete grade Ie recommended, please allach a signed document providing T6a6ons and recommendations for @daional practicum experience. {Note: The Teachor Associate is responsible for completing this document, in consultation withthe Student Teacher and the University Consultant] [tanh Teach Please submit the completed signed original report to Field Experiences, TH423, Facully of Education, the Unlveraty of Lethbridge, ‘and provide signed copies for the Student Teacher and for the University Consultant, May 26, 2008—-Summativa Assessment