Faculty of Edueaton PROFESSIONAL SEMESTER ONE FORMATIVE ASSESSMENT FORM. secontoniw Michael Keakash — see: Childen ofS raserstjct Tousne GS “Teacher Ageocat: rarer Conutn Cry Malad ones Nov /S 2b = De 1/0 Tnatructions «The purpose of his form to provide the studort teacher wih epecie feedback dng he PS! Pracieun (0 3600) “The tazher assoc shou eames form at regular Interval dung the race (2g every weak o avery her wee. ‘The stor teacher ears the coleted fm Hts fecads isn suoredto the Held Experience Offce {To cocumor the student eachers gow over the racieum, pace a chackmark, of Wek J, week 2 ec, he speoprite [aceite checkbox Please also provi some writen comments on SronghePofssioral Lear Achieves at Suggeston/eas for Growth on pag & othe form, sits ot necessary fo place 3 checkmark nex 1 {o.cgncentste ante 3-8oat avant and a THE STUDENT TEACHER: 1. PLANNING AND PREPARATION (KSAS #1, 8,6, 8, 19) Planning and Preperation Soper 1. Demonsatesinowedge ard sasin to subject maar of Be san T 2 Inearpoaios a vari of appropiate resources, ad natvtona and assesment 1 raisin lason rng, v "3 "ranaaeslearing odsomes fom he Abara Program of Suties ino eleven ad Vv v _pprapie learn jet forthe lessons ben ugh “Takes ino account students priorleernng, faring neds, erst, ad backgrounds '5 Organizes content nko appropiate componenis and sequence ferme ucion. & 7 Plans relevant content and aces suftcent forthe ine alte w Prepares iesfon lor a lessons taught, us a wel defined sire which Ini letra atecovl) an troduction ad lure, deals procedures and Instustons, key questo, caching seateges ard Shue actin, ar aserement of lesson obecves. 'EIrtepatesintomatn and carenunatonstechrlogyinto watcton where v approrate ‘3 Obtains and egariaas equi ad male er newucon. 2. INSTRUCTION (KSAS #4, 5,910) _ ‘Communication 7 : ql i ul Hy ofy dE [7 Vows der. et ad grail cove sk an wir gue. evetea fst eee eee erase eee 3 3. Modulates isher vie for aubsty and exereason. “Lesson Introduction “Estas set: reviews pio ieanig, dvi lesson ebjecvel) and expexatons Ni ‘Gos motvating alton gtr, proves an cvervau, anaes telson eevouslaaming as apprise oy 25,2005—FormatAasesse‘Ganerl Lesson Development '._earportes steps or motivating suders using reevantandineresing subject imate and ative, “6 Explains and proceeds n small slaps alan appropriate pace o sth Soy and stint esponse 7. Demonstrates sujec mae competence dung nebacion 8. Opanizes and ects iaring for indvituals, al ups, and whole Cnees 8. Provides Gear drecsong,stroctons and expenatons 10" Dre cet arate ewe eso and om ona Ne Srp 1 Uies a varity faunal ratgis fo address desred outcomes, subject mater, varie Tea tyes ad inal needs. 12 _Usesappropat matrils and resources 13._Domonsttestexbiy ard acaptbity. “Questioning and Discussion 14. Aik clearly vase, wl- sequenced quesSons ata vty of cognitive vel 18. Povies approprato ‘ware afr posing questions. 16 Shek clanfeston and eaboratin of stent reponse, wher apron 17. Lass and eats student pancpaton in dass dscussen elecvely and disbules (lesbons approntitly. Fat n Staten eoring 18. Creulatos in the dassroom, tearing wen necessary, checking enindidal and ‘goup understanding of achiyfootant 78 Reognies and responds apponitly Wo Indl dferencss and woup lerang 20._Feinores sider earig, bang on previo larg, evewng. and owacting Closure NSIS 21. Achives cosureforlessons corset ideas of corcapis rough urna, 22 Powdes homework when appropiate ord explains asagnmars ly '3. CLASSROOM LEADERSHIP AND MANAGEMENT (SAs #7, 6) ‘Classroom Leadership "1 Rssunos a eadrsip ra he castcom. aking charge of catraam aces ‘rowing conidence, pos, composure and resets. Greats and maitains an efectvelaringenvrenrari sang High expectations and ‘Sanda for student lesrang ‘3 Damonsate ntisive, enthuse and crmimentta the sues and wie, model appropriate behaviours. “”Entatishes postive relatonetipe anda dateraam cents based on msualat and ‘Classroom Wanagement ‘Gary defines and reifores castonm procedures and rouines Exontaone expectations Excesing ALISESISTS ‘Giearyconmicates and renfoces epocatons for apprepate ude haviour Monors student behaviour andis aware of student behaviour at al ies. ‘Responds fo naperpriatebahavio promptly. fy, and conse. using aprons lomtey and igh lel responses flows Show Saspin poles and proce.4. ASSESSMENT (KSA #11) ‘Assessment ot etng Exputtons xceeing “Assesses student earring ung varity of apropate astasementtecwiques and ‘nan isovtos anon: ior, romance be | Provides imely and elcve fesiback on ering sudo ‘3 Medes and adapsesching based on assessment dala eg, says aloralve teaching datepe 1 etach where reed). 4. Explains o students bow learing willbe assessed, wT 5 Matti acute eens of tien progress = 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (KSAs #2, 15,18) Professionalism Accept Present 8 profesional appearance and manner Fol professonalcbigatons(.,puncualiy, ovine aanieaabve Ga) Demnists anintretn and commiment othe esting profess, '3_Demonstates matury and professional judgmert 4 5 Eslalahes profesional elaorships wih the shoal earmuny sysfs) Professional Growth “6 Acaraiiy assesses ard docirnts the aflecvanass of essons dering sverghs and weakness and ‘making eporopatesuggeshons for improvements 7 Uses heres of stent aseeament ard fenaback to prove leaching BaGIobs ADS ple peel row 1_ Responds apropiaey oenehack fom aber ying, epeing, ad mle sgpestons 18. Devsops and conmuncates a personal vison of teaching 10 Demeonstates wlingess to tke intred sks to bent sda earing 17, Develop and presers a profesional polo andor gow lan nclung goal, eidce of prone Toward bal. reecions on fo ae fate goa cs isis{ N18 Fihieal Conduct "2. Respect the any and igs al parsons waht precieast0rae, eos beet, cow, poder, ‘Sonu eietaton, gender erty. phyac charac, dsabity, mara sak, ape ances, pace ot ‘rg, ple of econ, socostanamic baargcund ngs background XN 73 Trets students wth ony andrespect ands cnederate of tet crourtances ‘cop a roqued by aw "whore od cole te beat ret oe sudo. "oes not undemin the cordance of sunt in sachers oe ludent each 78. Does not tz the professorel competence or professional repation of eacers aha dude eachors unis he oc seammanatesin onsen ope fae tong ea incemed of he cba 77 Aats ina manner that martarthe anos’ ard diy ofthe polation TB. Does not speak on Beha ofthe Fnuy of Eduction the Uiversty of abrp, the echodl. rthe protssion Unless suonzed to 3 2, SS ey 25,206-—Fermabe AssertFEEDBACK ON PROFESSIONAL GROWTH ‘Sent Protesonl Laing Achiaved: Strons classroom presence, Well prepared lesson Pleas Suggestions! Aros for Growth Timing - ending lessons with enough time + include @ proper closure and reduce Wushins’ te Finish, Assessment - proviele studeuts with mediBel assessment 4 shradesies. ey 25,206-Femmabe hasan