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    14 views10 pages

    Gough Rachael - Psii Final Report

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    api-296545006

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    © All Rights Reserved
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    of 10
    ati Faculty of Education x PROFESSIONAL SEMESTER TWO SUMMATIVE REPORT Student Teacher: Rachael Gough University Consultant: Jon LeGrandour School Madicino Hat High Schoo! Teacher Associate: Evo King Hunter Grades/Subjecte Taught: Art 9 (Woks 1-6) Art 10 Weeks 4-6) Datos of Practleum: March’ 7 —Apr'22, 2018 Tnstructions * This fsa summative repor ofthe student teacher's performance at the end of the PSII practicum, based on expectations for that stage of toachor development (ED 3600), + For each precicum outcome below, place a check mark inthe appropriate box to inccate the student teachers level of Performance: either Not Meeting Expectations fr the PSII lavel, Meeting Expectations, or Exceeding Expectations, (Most students willl into the Meeting Expectatone category, unless thre Is lear evidenco for Not Heating Expectations or Execeding Expociations,) For students within the Meeting Expectations category, ploaso indicate lovel of performance. ‘At the end of each section, please provide comments in referanco to the relevant KSAs and practicum outcomes. ‘THE STUDENT TEACHER 1. PLANNING AND PREPARATION KSA #1 Teachers mako reasoned decisions about taaching and loaning based on Welr angalng analysls of contextual variables, KSA #3 Teachors uso the programs of stud to infarm and aret planning Instruction and assessment KSA #6 Teachers plan for insticton, tansfaing cucu and outcomes into mearngful fearing acts, KSA #9 Teachors uso a broad range of nstuctonalsiratagies KSA #18 Teachore Idontly and use relevant laaming rescurces. ‘Not Meeting Expectations Meeting Exceeding Expectations: 1. Demonstrates knowledge and skils in the subject matter of lossone Including his/her subject major. v + Continue to stay currant wth FO opportunites in your content special 2, Incorporates a variety of appropriate resources and instrucional/assessmentavategies ; into lesson plans. + Continue to choose developmentally appropriate tutorais in ideal duration, ‘8. Translates learning outcomes from the Alberta Program of Studies into relevant and iv appropriate learning objectives for the lessons being taught. + Consult with content collsague to clanly subjective interpretations; enrich SLOs as needed to develop 21" century competencies, 4. Takes into account students’ prior learning, learning needs (including student IPPs), v Interests, and student variables such as age, gender, socio-economic status and ‘culturalinguistic background, ‘+ Tako part in/prepare and maintain supportive program plans for students with 1 special needs, May 25, 2008—Summalive Assessment ‘6. Organizes content into appropiate components and sequences for instruction. + Continue to reduce assumptions and prepare conservatively for group baselines ‘and mixed-abiity leamers. . Plans appropriate content and activites for the time allotted. ‘+ Continue to say what you want o sae in a given amount of tie, at the beginning, ‘middio, and ond of class. 7, Prepares lesson plana for al ossons taught, using a well-defined structure which includes learning objective(s), an introduction and closure, detallod procedures and instructions, Key questions, teaching strategies, learning activities, and assessment of lesson objectives. + Continve to establish routine for lesson planning and instructional delivery: start thoroughly focused and finish deeply reflectiva. '. Prepares unit plane) in subject major that include rationale, overview, learning outcomes, teachingllearning activities, and assessment plan. © Continue to prepare unit plans in advance; use plan as working document o reflect ‘on sequenca and pacing of projects and activites. ®, Integrates information and communications technology Into instruction in subject mejor ‘and other subjects, where appropriate, ‘© Continue to implemant variad teaching technologies; explore specif learning technologies to improve student engagement and accommodate student needs. "70. Obtains and organizes equipment and materials for Instruction, + Moasure up, determine quantity, and cost out required materials to reduce overhead and waste. ‘Comments: As noted above. 2. INSTRUCTION KSA #4. Teachors demonstrate knowledge ofthe content hoy tach, KSA #5 Teachore ently and respond to leaner atfronces. KSA #9 Teachors use a broad range of instructional strategies. KSA #10 Teachors apoly a varlaty of technclogies lo meat students leaming needs. 4. Uses clear, fluent, and gremmatically correct spoken and waitten language. ‘+ Slow your mind and nerves down, to slow your voice down, especialy for ELL ‘students and those with non-audtory preferred learning styles. Not Meeting Meeting Expectations Exceeding 2, Uses vocabulary appropriate to studonts’ age, background and interests. ‘+ Continua to engage in formal and informal conversations at the appropriate time, in the appropriate contoxt ‘3, Modulates hishher voice for audibilty and expression. © Continue to use gym voice and required tone signaling expectations for student irection/bohavior. “4. Demonstrates cultural senstvty in communication and instruction. + Establish baseline language lovel with ELL studonts to make necessary adjustments to teaching, seating plan, assessment considerations. May 25, 2006—Summative Assessment 8. Establishes set reviews prior leaming, identifies lesson objective(s) and expectations, Uses motivating attention gettore, provides overiow, and relates the lesson to previous loamning as appropriate, + Continuo to focus on developing the opening “hook” ofthe lesson in novel ways (an ‘extension of prior lesson, or in keeping with stxfonis" expressed interests, or real- word application, or parsanal conngction) ‘matter and activities. + _Tiy the ARCS Model of Motivation (Keller) to guide your planning choices. 7. Presents content in appropriately organized sequences for Instruction, ‘+ Saquonce and pace content based on phases of ski acquisition and developmental appropriateness of students’ needs, ‘8. Explains and proceeds in emal steps at an appropriate pace to sult he activ and student response. + Proceed with mindtul majority, not handful maja of responders; keep track of thoca students not responding, for whatever reason. ‘8. Demonstrates subjact mattor competonce during instruction, ‘+ Continuo to create exemplars and share your ovn portfolio of wark as an artist 10, Organizes and directs learning for individuals, small groups, and whole classes, + Continue to provide whole group and 1-1 assistance; create opportuniies to promote eer assistance by providing small group instruction as wel, 11. Provides clear directions instructions, and explanations, + _ Slow down, repeat directions, have students paraphrase understanding; x#3 rule 12, Directs eificient transitions between lessons and from ona activly to the next ‘+ Continue to focus on seamless sogways fo enhance instrctional flow. 19, Uses a varity of instructional strategies to address desired outcomes, eubject matter, varied learning styles and individual needs (including goals/objectives of student IPPs), ‘+ Continue to structure your CL activities for improved engagement and accountabilly; provite choice in actviies/projeets and diverse seating plans to accommodate ‘mixed-abiliy leamers. 14, Uses a broad range of instructional strategies specific to subject major, Continue to use individual, partner, group, and whole class carousel activites. 16. Uses appropriate materials and resources, ‘+ Continue to make or borrow equivmont as need for inviguing projects. 10. Demonstrates foxbiMy and adopta + Continue to reflect daly by using lesson plan as a working docurnont and having coleagues/admhisration obsarve and conferonce your lessons ona week), bk woeky or monthly basis throughout PS2. [ubetianlia a a 17, Asks cloarly phased, wol-sequenced questions at a vaily of cognitive lvels ‘+ Bo mindiul in balance of open versus closed lines of questloning; and test the higher cognitive ovels of Blooms Taxonomy. 1B. Provides appropriate “wait-tima™ alter posing questions, + __ Pay attention to verbal responses and non-verbal cues before proceeding. May 25, 2008—-Summative Assessment 19, Seeks clariieation and elaboration of student responses, where appropriate. + Try random selection strategies (labeled popsicle sticks, vitual spinners/solectors) to engage more student responses. CCitculates In the classroom, intervening wien necessary, checking on individual and group understanding of acivity/content. © Continue to circulate the room with your elipboard and jot down formative notes. ai, ‘+ Show appreciation lor student response and understanding of perspoctive (oven lf v incorrect); engage othor studonts in “Phone a Friand’to help classmate arrive at right answer. 20. Leads and directs student participation in class discussion effectively and distributes ‘questions appropriately, - 22. Recognizes and responds appropriately to individual aferences and group learning nnoeds. {ind alfemative ways of extinguishing misconceptions, recurring mistakes in student’ ‘work (or lack thereof, Sometimes, its not whether or nol you gat through the whole Tess, but that you mastered the target components ofthe lesson. , consolidating ideas or concepts through summaries, reviews, discussions, and applications, 1+ Avoid ‘dead air” closures using tho 1234 Rule; verbailze 1-2 key items of your teaching intentions, coupled with 3-4 “ah-ha” loarning moments statod by tho students. ‘+ Continue to get to know your students (whole group vibe, inalvidval personaities) to v ‘maximize opportunties to maximize chances for assistance and improve quaity of work, 23. Reinforces student learning, bullding on previous learning, reviewing, and re-teaching, + Know when to stop, drop and roll: put cut learning firse/hazards as soon as possible; v 25. Provides homework when appropriate and explains assignments fully. + Continue to give appropriate lass time to complete work, encourage use of tutorial periods, and state homework expectations given reasonable access fo materials and assistance as needed. ‘Comments: As noted above. 3, CLASSROOM LEADERSHIP AND MANAGEMENT KSA #7 Teachers create and malntan environments that are conducive to student eaming and understand st ‘octal, cultural and psychological secur. KSA 8 Establishes relaionships with students that respect human aig. tudont naeds for physical, asc ba it ‘Not Meeting ns, Meeting Exceeding Expectati ‘Assumes a leadership ole Inthe clssroom, taking charge of claesroom active, showing confidence, poise, composure, and presence. ‘+ Continue to support students, colleagues, and schoo! in acivies/areas that you can reasonably take on without compromising your balance and priorities. May 25, 2006-—Sunmalve Assessment ‘2. Creates and maintains an effective leaming environment, setting high expectations and standards for student learning, attending to student variables such as age, gender, soclo- ‘economic status and cultyralinguistic background. ‘+ Set high expectations for yourseltin terms of espoused values and observable actions thal consistently model for students, a standard of excellence with roach, 8. Demonstrates initiative, enthusiasm and a commitment tothe studanis and subject, ‘models appropriate behaviours. + Continue to show enthusiasm for subject matter; must focus on bahaviors that students must davelop to be successful versus appeasing teacher comfort level 44. Establishes positive relationships and a classroom climate based on mutual ust and respect. + Be the teacher that students’ need, first. Role of mothe, big sister, older fend should be used mindtuly with appropriate boundaries for respect, suppor, and contidentaity, . Clearly defines and reinforces classroom procedures and routines, + Must find effective and elticient ways to manage and move the classroom forward on ‘a dally basis. Wie it down in your lesson plarvon the board; allocate roles to ‘responsible students to run errands as needed: set timers; designate students/groups to.be weekly helpers in class; say/show what you want to see/what’s acceptable, what is not. Find your own pre-game, para-game, and post-game routina. ‘6. Clearly communicates and reinforces expectations for appropriate sludent behaviour, + Say what you want fo 800, and show them what you want fo soe; use student observabies and samples when availablo/appropriate 7. Monitors student behaviour and s aware of student behaviour at all times, + Continue to crculato the room frequently throughout the period; find vantage poins in {the room conelucive to ful environmontal scanning. When warking 1-4 with a student, pause your undivided attention every 5-10 Mississippi's to assess remaining students’ on-task behavior and count hands-up for help. '8. Responds to inappropriate behavior promply, tinny, and coneistontly, using appropriate low-key and higher level responses; follows schoo! discipline policies and procedures. + Must adhoro to, enforce, and follow-up with school poicss/classroom rules (ike cell phones, seating plans, permission to leave class/school, insubordination/exctusions), consistantly. Comments: As noted above. 4. ASSESSMENT KSA ‘811 Teachers gather and use information about studens' learning needs and progress and assees th range of learning objectives. Not Meeting Expectations jeeting Expectations Exceeding Expectations: 1, Assesses student leaming using a varlaty of appropriate assessment techniques and Instruments (¢.9., observations, conferences, questioning, checking daily work porformance-based and written assessments, quizzes, tests). May 25, 2008—Summative Assossment > Book #-1 time with al slodents at soma point on a weekiy-bi-weskiy, monthly basis for a comprohensive waathar check on engagement and achievement measures that aren't always measurable. 2. Checks frequenily for understanding. + Continue to circulate the room lor individual, group, and whole class understanding con intial and remedial tasks. ‘3, Provides Umoly and effective feedback on learning to students, + Establish routine for thorough, orderly, punctual assignment completion and reasonable turn-around time for marking, student feedback, and lesson pplanning/adustments. “4, Modifies and adapts teaching based on assessment data and student IPPs (e.g, employs alternative teaching strategies to re-teach where required). ‘+ Use formative assessment fo adjust in the moment teaching strategies, and ‘summative assessment fo evaluate end of term leaming outcomes; itis an iterative process of planning, adjusting, evaluating, and reflecting. '&. Analyzes and evaluates measurement data to assess student fearing. © Look for trends, culiors, distribution of scores, measures of central tendency, to analyze whole group and individual achievement, growths, and gaps, 6. Explains to students how learning willbe measured. + Use standarclzed rubric as much as possible, wih PATIDIP/Dept criteria for written ‘components; havo students highligh/star target arcas for devolopmentpertormance {in formative tasks and summative products of learning. Develops and maintains accurate records of student achievement (e.g. grade sheets, databases) and communicates results to students, parents and the school effectively). + Continuo to keop legible fed notes of formative assessment, and score sheets of ‘summative assessment that accurately reflact and fuly ascioss the numbers and narratives for digital reporting requiromon Comments: As noted above, 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA #2 Teachers understand the logslted, moral and ehicalramowork within which thoy work KSA#I5 Teachers engaga In assessing tho quay of thot teaching. KSA#16 Teachers are abla o communicate a personal vision of thelr own teaching, Presents a professional appearance and manner. ‘+ Continue to follow cross code as per schoo! climate and classroom requirements Fullis professional obligations (1e., punctuality, routine administrative duties). + Build a weekly and delly routine for yourself in forms of classroom and administrative duties; identiy ‘optimal working spaces and tines to get the mostbest work done, Acceptable

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