usted Faculty of Education PROFESSIONAL SEMESTER ONE FORMATIVE ASSESSMENT FORM Reet tome Michael Kester. ‘senootClaildcen ef St Mactan i Shelly Sacmpats cutersuncs Tat GS "SEBEL. — Teter asote Unter Contant ave: Now = Dec lSV\lo Instructions: +a purpote of is form ito provise the stant oscnr wth specifi feedback dng the PS Preccum (2500) ‘he esther associate should complete i fom at regular intervals crn fo prcecu (9. very Weck o every she woe). ‘he student toch retain he comoletd form for Nahe ocod ks nt everest Fed Experience Oe ‘Ta cecurat te sort teachers gout Over he practicum, paca 2 checkmark or waak 1, week, nthe appro [ioe inthe cnectox Please also prove some writen comments on Sronphwtsossonaloemin Acioved and Seageatos/aras for Growth on page & of tho form, ‘isnot necessary to save a checkmatk nes aac outcome every tne the fas comsleedteachor associ may wish {ocanventte ene 8. most felevant and signifteantsvengi and areas for ron depending on the suaton ‘THE STUDENT TEACHER: {PLANNING AND PREPARATION (KSAS #1, 3, 6,9, 13) Planning and Preparation ppt ctor Demons nowiedge ad skis inthe subject mato he lesson I incorporate avr of aproprateresowres, and inuctonel nd asesemart ‘Sate int lason poring, 3.” ieraateslearing utores om the Abota Program of Stues ho raven and sppoprete eaing abjecives ore lessons beng taht "Takes ito account student por leaming, arin neots, sets and backgrounds. 5. Organi content ni aproprstecongonens end sequences for arucion 7. y Plans levant content and ettossisient forthe tre soto, Prepares lston pans foal esos aught, using a walt dened studi wich Incides earn obec) antitosuctos and dose, dead procedures and Insrtene bay sueeione, caching sata ad sige! setien, and sosesament of lesson ebjecvas. {3 Ineraes infomation and conmunenonsbehnsogy io nabusion whe spprorat ‘Obici and orerzes easpment nd mati for inroton 2. INSTRUCTION (KSAS #4. 5.6, 10) Communication Seu b-Hes <] i i “L__Uses car, Rue ard gratia corel spoken ans won ngage 72._Usesvossbuary appropri fo todo age, background and nee, z 5. Modules hisher vie fr udbiy and expresso, [Lesson introduction i stbishas sa revions aor ering, Kons lseon abjerivele) and exeecatons ‘kes motvateg atorion jets, proves an oor, and ols the ston previous tary propa ny 25,2008-Farmsbn Aceon‘8 Incapraos eratgis for mobvatig tedons using relevent and meresing suboct mater and actives | "& Estas and proceeds in mal sap aon appropiate pace oath ey and v Sent response | [7 Denonsates eutjet mati conpetence dug nsructon L ‘8 Organize and det ering forinviéal, sal groups, ad wise ass. 7 25 clear recon, nstucions and explanations. 10, Directs ffciet wansons betwen lessons an rom one actly tothe x ing fessor Th Uses a vot of indructonal atgis lo adios dirs otcones,wbjoa mater, varied toring sles and india heeds. 72_Uses appropri mstorals and rescues t 18._Demorstats fx and adetsiy SIN 14. Asks cary prasod wl-soquenced quesion ta varity of cove loves L 15. Provides appropri "watts ter posing questions. ‘18 Seeks clarfeaton and elaboration of dent responses, where appropae 17. Lead and diets stent parcipaton n lass discussion elecvely and istibules I ‘ueston: prope. fics a Gaston, ang wn noma, het on bl nd ” Ssipuncomansns amo IESE 78. Recognizes and espondsacproplel to idl Giferences and group Warning ma ead KISS} RReinforees sivdent leering, building on previous leering, reviewing andre teaching ‘Achieves closure forlsson6 consoling eas or concepts tough summaries, reves, Provides nomavork when apropfate and elaine assignments ah 3. CLASSROOM LEADERSHIP AND MANAGEMENT (KSAS#7, 8) Nor testing Expectations esting expectant exceeding expectations 1. Assumes leadership len the classroom. aking charge of cssroom actives, ‘honing cantdorce, pls, compore, and rreeahes. "2 Creses and mamas an efeive leamingenvtonment sting igh expectation and v7 Sanda for student eamng, 3. Demonssies tat, enbusiaan anda commie obs sludens and subect, v modal approprate bahar, | Establishes poe relationships anda Gassoom climate based on mutual rust and respect. SN '5._ Clearly defines a ens classroom proedixes and ovine. v (6. Cleary commricals and renee expectations or aopropfae sudet behavau. ot 7. Nontors ston boavour aris amare of siden behaviour at ties L¥ —_ —| 18. Responds neperoprta behavior aroma. fei, and consistnty us appropsio lovee and phe lovl sponse, obows Scalp ples andprooures. lL Ney 25,201—Fomatve Asasnent4. ASSESSMENT (KSA 11) Assessment | oa i { eB OA} 1 Aasete sort mang ung ey of appropiate een Migs T | eines sonal anvetons tena patorane bed | + |_ Sixorsnsonna t Pros tay an faire edocs oon det 1 Zo] 3.” Neda rd aps ching asd on esses dig enaosalarabe | |" teaching strategies to re-teach where required). « “Bol sues ov learn wie assed Lo 5. Mainsins accurate records of student progres. ¥ 5 PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (KSAs #215. 16) Professional ; i Presents a proessloal appesrance and manner. ‘oa rotectons on growth, and fotze goals. 2. Ful professional obigaon (puna, ou aia di 7 [3 Demonstrates mtr and professional vt 2 {Demons an net in ar commento fe ebeing ross 7 5 _Esabanes rlssioa ratonaip wi te achool oman — - 7 | Professional Growin ] Aczuteasssees nd docomenstheatstveoss of kesng entjng tens andwosineesosard |) | ‘raking eppropise sogesione or rroveners. 7 Uses ne ests of student assessment nd feedbacks rove lacing radios and gle professor a gon Jeli) Responds appropri ene eon ars by lala, peg, = {Develops and monte partons vison often z “0. Dsnensrates wages stake nad oben aden aang Z 1. Devalors and poses a professal porto andar row an ndutra ops, elon foros Ovid e Fie! Conduct "2, Respects he cgnty and rights of al persons wiht peje st race, elgous bali calcu, onder, ‘Sonu onenaton, gander Wott, physeacharactrstes, aly, marl sits, ae, ancety, place ru, pos ofreidce, sasootanomie Background or gust bskarune. x 7 Treats sues wih dint and respect and is considera ofr Grcurstancos. "4 Dose net aie formation essved in concen arin the cours of rofessenal ‘xcept as requed by lwo wher to do sols inte bates fhe ser 18. Doos not undemin the confidence of sets in oachrs rather ston eachors 18 Does no eric the per ionel competon or aofessionalrepain of enor. lh hn io ‘elses te eitiem commis i condanca to proper ein ert noming eal ancora ofthe orem 17. Aets ina manner tat maintains the honour and gn ef he profession 18. Das speak neha fe Fast of Edun, he Urey of ABT, en. oi SN ay 25.2008-Fomave Assessment AALS I sisFEEDBACK ON PROFESSIONAL GROWTH ‘Strengths! Professional Leeming Achieved: ‘Menae has strong strom presence which he has proven not ont tthe stants, bl ther staf as wel, He works hd to Dian engging lesan thal wi pode opal aang opportunist he sunt tearing ves ‘Suggestions! Areas fr Grown: {Growth wil como wih moro experience for Michael, He's ys prepare fr his ston and he sedaplabl, which makes hime ‘ory 2a to work wih Koop taking pictures of leston seas and now projects you coe across. These can anays be adap to lessons toughin the ‘aur. ay 25,2008 Poser