1 Faculty of Education PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT Student Teacher: Amy Stif Schoot: Ecole St. Mary Schoo! Grades/Subjects Taught: Grads 6 ELA, PE, Health Teacher Associate: Solona Frizzloy University Consultant: Maan Biggine Dates of Practicum: November 3,2014-Decomiber 9, 2014 Tnatructions: i a 2 * This is a summative report of the student teacher's performance atthe end of the PSI practicum, based on expectations for that slage of teactr development. + For each practicum outcome below, place a check mark in the appropriate box to indicate the student teacher's level of performance: either Not Meeting Expeclations for the PS! level, Meoting Expectations, or Exceeding Expectations. (Most students ‘ill fall nto the Meeting Expectations category, unless there is clear evidence for Not Meating Expectations or Exceeding Expectations.) For students within the Meeting Expectations category, please indicate level of performance. + Some outcomes may not be applicable fo your particular educalional situation. f you wish to Indicate this, please put N/A in the mile of the rating soalo, + Al the end of each section ofthe form, please provide comments in roferonce tothe relevant KSAs and practicum outcomes. 4. PLANNING AND PREPARATION KSA+#1 Teachers mek reasoned decisions about leaching and leaning based on thelr ongoing analysis of contoxtval vaiablos. KSA#9 Teachers use the programs of study (o inform and direct planning instruction and assessment KSA#6 Toachors plan for suction, vanseting curculum ana outcomes into mening earning activites. KSA #9 Toachors use a broad range of instuctonalsalegis. KS4 #13 Toachors idontly and use relevent learning resources. g é g et ei gH oOlH a 2 ge a a “8 1._Demonstrates knowledge and skils in the eubject mater of tho lesson. ee) al 2. incorporates a varity ofapropriae resources end instructional end assossmont ae Stalgios ino tsoon penning i 3,” Tranlaios learning oucomes from he Abeta Program of tudes no relovant and appropriate leaming objectives forthe lessons being taught. i isea ( “E_Takes ini account students prior leaming, learing needs, erst, and backeround. es 5. Organizes contentinto appropriate components and sequences forinatucton. t 6. Plan relevant content and atv suleontfortho tin alloted. 7 The 7. Prepare lesson plans for al lesson aught, using awelldtined siruclure which ; Inchos looming obecvels), an rrocuston and closure, dete procedures and | instructions, key questions, teaching strategies and studont activities, and assessment of i 1 uw Insson objectives. integrates information and commnicalons technology rio mstucton whore 7 t appropriate, ie 3.” Obtains and organizes equipment and nates for insinicion eae © Comments: Amy put in the effort and took the time needed to prepare lessons in advance. Asa result, Amy was able to help students with the concepts that were being delivered. Amy was always very prepared for each lesson and always mastered the content of each and every lesson. Amy always took the time needed to prepare extra for the students who seemed to excel or those who needed extra help. “Mae wa, Artin o Inook ne & brine ackwrry, Amu’ aa Orr thG PALO Wis eecepnacr. Mer (ming May 25, Pee re Compolansive,May 25, 2000—Summative Assessment2, INSTRUCTION ‘KSA #4 Teachers demonstrate knowledge ofthe conlent they teach, SAWS Toachors identity and respond (oloamor derences. KSAW9 Teachers uss a broad range of instructional strategies. KSA#10 Teachers apply a varity of fachnolegis to meet students‘ learning needs. Not Meeting Expectations: Meeting Exceeding Expectations: {Uses clear, fuet, and grammaticaly correct spoken and wit language. 2.__Uses vocabulary appropriate to students’ ago, background and interests. - 3.__ Modulates hisihor voios for audibity and expression. a 4. Establishes set: reviews prior learning, identifies lesson objectve(s) and cor ses motivating attention-getters, provides an overview, and relates the lesson to previous lating as appropriate. '. Incorporates sirategios for motivaling students using relevant and interesting subject rmaltar and activities. 6. Explains and proceeds in small steps al an appropriate pace to sult the activity and student response. 7._Demonstrates subject matter competence during instruction, '8._Organizes and directs learning for individuals, small groups, and whole classes. ‘8._ Provides clear directions, instructions and explanations. 10. Directs efficient transitions between lessons and from one activity tothe next during lessons. 11. Uses a variety of instructional strategios to address desired outcomes, subject matter, varied learning styles and individual needs. 72._Uses appropriato materials and sources. 13. Demonstrates lexbily ard adaptabity. eee Ga a eee |. Asks clearly phrase, wol-sequenced quostons at a varity of cognitive levels. 16. Provides appropriot “wailtio” after posing questions. 16. Seoks clarification and elaboration of student responses, where appropriate, 17. Leads and directs student participation in class discussion effectively and distibutes A {questions appropriate rculaes inthe classroom, intervening when necessary, chocking on individual and group understanding of actvity/content. 1 19. Recognizes and responds appropriataly to Individual differences and group learning L needs. Reinforces student learing, bung on previous learning, ovewing, and each Rte + Achieves ‘closure for each lesson, consolidating concepts tough summaries, reviews, A 22. Provides homework when appropriate and explains assignments fully, May 25, 2006—Summative Assessment* Comments: Amy used many different techniques to deliver her lessons (example: smart 4 board, whiteboard, computer, group activity, engaged student learning practices). Amy has an exceptional al 3, CLASSROOM LEADERSHIP AND MANAGEMENT ity in determining the nature of each class. She used this ability to alter each class to best suit and encourage the learning environment. KSAT Teachers ereate and maintain environments tat are conducive fo student learning and understand student needs for physica, social, cuitral and psychoiogica security. KSA #8 Establishes relationships wih students tat respect human dignity Expectations Meeting Expectations Exceeding Expectations 1. Assume a leadership rolo in tho classroom, taking chargo of ciasoroom activites, showing confidence, poise, composure, and presence, (Creates and maintains an effective learning environment, setting high expectations nd standards for student learning. 3. Demonstrates intiatve, enthusiasm and a commitment to tho studenis and subjact, ‘models appropriate behaviours. 4. Establishes positive relationships and a classroom climate based on mutual trust and _fespent 5. Cloarly defines and reinforces classroom procedures and routines. Clearly communicates and reinforces expectations for appropriate studont behaviour. & 77. Monitors student behaviour and Is aware of student behaviour at all times, 8 Responds to inappropriate behavior prompty,femly, and consistently, using ‘appropriate low-key and higher level responses; follows school discipline policies and procedures. * Comments: Amy was able to adapt the appropriate language for the specific level she was teaching. Non-verbally, Amy exceeded expectations. Her non-verbal presence helped many of her lessons to run smoothly (gestures, expression, eye contact, movement). Amy always administered rules consistently and fairly. She handled classroom routines with ease and was able to create and maintain a positive learning environment. May 25, 2006—Summatve Assossment4, ASSESSMENT KSA HIT Teachers gather and use informeton about studerts' arnirg needs and progress and assess the range of earning objectives. Exceeding Expectations : es and instruments (0.g., observations, conversations, questioning, performance-based and Vv vwlten assessment). 2._ Provides tmaly and effective feedback on leaming to students, ‘Modifies and adapts teaching based on assessment data (0.9., uses alternative teaching strategies to re-teach where required). 4. Explains to students how ieaming willbe assessed. ‘Maintaing accurate records of student progress. ‘© Comments: Amy has a great ability in determining the adequacy of leamers' prior knowledge and skills. Amy used a number of informal techniques in assessing the evaluation of the student, from one on one questioning to observations and conversations. May 25, 2008—Summative AssessmentC 5, PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA#2_—_Teachars understand te legislated, moral and ethical ramework win which they work KSA#15 Toachors engogo n assessing ihe quay of har toaching. KSA#16 Teachers ao abl 1 communicate a personal vision of fei own teaching = = Profes See oe Unacceptable Acceptable 11. Presents a professional appearance and manner. 2._Fuifils professional obligations (.e., punctuaily, rovline administrative duties). '3._Damonstrates maturity and professional judgment. 4. Demonstrates an interest in and a commitment to the teaching profession, AVS 5. Ee 6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknasses and ‘makes appropriate suggestions for improvements. 7. Uses the results of student assessment and feedback to improve teaching practices and guide professional growth. '8._Rosponds appropriately to feedback from others by listening, interpreting, and implementing suggestions. \\ 9._Develops and communicates a personal vision of teaching. 10, Demonstrates wilingnoss to take “informad risks" to beneft student learning. 1. Develops and presents a professional portfolio andor grow plan including goals, avidonce of progress: toward goal, reflects on gro, an ture goa 12, Respects the cignity and rights ofa persons without prejudice as to race, raliglous bolts, colour, gander, ‘sexual orientation, gender identi, physical characterises, dsabilly, martalstaus, age, ancesty,placo of origin, place of residence, socioeconomic background or Inguistic background. 13._Treals students with dignity and respect and is considerate of their circumstances. 14, Does not divulge Information about a student received in confidence or inthe course of professional duties, oxcapt as required by law or whore to do so isin tho best interest ofthe student. 15. Does not undermine the confidence of students in teachers or olher student teachers, 16. Does not eilicize the professional competence or professional reputation of teachers or other student teachers unless the criticism Is communicated in confidence to proper offciats after frst informing the individual concerned of the cricism, SAN SEs 47. Acts in a manner that maintains the henour and dignity ofthe profassion. 18, Does not speak on behalf ofthe Facully of Education, the University of Letibridge, the school, or the profession unless authorized to do so. ‘Comments: Amy walked into this round already aware of the teacher's role and the responsibilities of the teacher. She always demonstrated preparedness and assumed responsibility with ease. She continued to evaluate her performance, learning from each and every lesson improving on her strengths and evaluating her weaknesses. May 25, 2006—Sunmative AssessmentSUMMARY: Areas for further growth: Itwill be wonderful when Amy has the opportunity to move past the informal assessing to more formal types of assessment, as she will be very strong in this area. Overall comments (Strongest aspects of student's performance): From day one, Amy took the initiative to make sure she was involved in any extra curricular activities. She volunteered her time to help where she could and helped weekly with the Leadership Club. For Amy, the student always came first. The students very much appreciated all the help that was provided, Amy is on the way to becoming an exceptional educator. Réconitiendation 2S wae ESCs inésinpletee 2 “If an Incomplete grade is recommended, please attach a signed document providing reasons and recommendations. for additional practicum experience. Note: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and the University Consultant. AYO stteffe Aecember 5 20k ‘Bludent Teacher Date date Dale M0. an eae = Sm O12 ca tay 8o Uniraiy nt Dale May 25, 2008Summatve Assessment