thbriel Faculty of Education PROFESSIONAL SEMESTER ONE FORMATIVE ASSESSMENT FORM suto rector Lina [Villard save Kod Deer Lobe Srhrof Gracesisuojects Taugnt:__ Teactorastocie: Tracy Matters University Consuitant | Yn Dalby pate: Ao), 27.) 2015 Instructions’ + The purpose ofthis form is to provide the student teacher with specific feedback during the PSI Practicum (ED 3600). +The teacner associate should complete this form at regular intervals during the practicum (e.g., every week or every other week). +The student teacher retains the completed form for hisfher records; itis not suomitted to the Fleld Experience Office. + To document the student teacher's growth over the practicum, place a checkmark, or week 1, week 2, ec. in the appropriate Placa in the checkbox. Please also provide some written comments cn Strengihs/Professional Learning Achioved and ‘Sugnestions/Areas for Growth on page 4 of the form, + Itis not necessary to place a checkmark next to each outcome every time the form is completed—teacher associates may wish 10 concentrate on the 3-6 most relevant and significant strengths and areas for growth, depending on the situation, THE STUDENT TEACHER: 1. PLANNING AND PREPARATION (KSAs #1, 3,6, 9, 13) i 28 3 Von |p j i i 5 4. Demonstrates knowedge and sls in the subject mater ofthe lesson Zz 2. _Inaorporates« veroly of epproprite resources, and instructional and azsesament strategies into lesson panning. Ea 3. Translates learning outcomes from the Alberta Program of Studies ilo relevant and appropriate learning objectives for the lessons being taught. we “Takes Into account students’ prior eaming, earning needs, interests, and backgrounds Z Organizes content into appropriate components and sequences for instucton. T= 6. Plans relevant content and activities sufficient for the time allotted. = 7. Prepares lesson plans forallessons taught, using a wel defined structure which ] includes teaming objective(s), an introduction and closure, detailed procedures and instructions, key questions, teaching strategies and student activities, and assessment of lesson objectives. a 8. Iniegrates information and commurications technology into instruction where [~ appropriate. §.__Obtains and organizes equipment and materials for instruction. ae 2. INSTRUCTION (KSAS #4, 5, 9, 10 ee ef ee : Hl oR LH ae i i 23 a “g 1. _ Uses clear, vent, and grammaticaly correct spoken and wtlen language Z 72.__Uses vocabulary appropiate to studens’ age, bactgrourd and interests. 7 3.__Modulates his/her voice for audibility and expression. a a ae eee aes 7 4. Eslablishos set: reviews prior learning, identifies lesson objecve(s) and expectations, Uses mativaling allenion-getters, provides an overview, and relate the lesson fo 4 previous leaming as appropriate, May 25, 2006—Fomative Assessment‘5. Incorporates strategies for motivating students using relevant and interesting subject P matter and activities. & 6. _ Explains and proceeds in small steps at an appropriate pace to suit the activity and e student response. 7.__ Demonstrates subject matter competence during instruction. 2 8. Ciganizes and directs learning for individuals, small groups, and whole classes. “ ©. _ Provides clear directions, instructions and explanations. = 10. Drecisetsentvanstfons between lessons and om one acviyf the meet dung _ 11. Uses a varely of instructional svategies to eddiess desired outcomes, subject matter, e Varied learning siyles and incividual needs 12__Uses appropriate materials and resources. vz 13. Demonstrates flexibility and adaptability. _ v | Questioning and Discussion Leena eee 14. Asks clearly phrased, well sequenced questions ai a variety of ogntive levels. w 15._ Provides appropriate ‘wait-time" after posing questions. L7 16. Seeks darfication and elaboration of student responses, where appropriate. 2 17. Leads and directs student particpation in class discussion effectively and cistibutoe questions TOT 18. os in the classroom, intervening when necessary, checking on individual and z group understanding of activiy/content. 18.” Recognzes an responas appropriately to naiwavalaerences and group fearing needs z 20. Reinforces student leaming, ; bulking: ‘on previous weaning: reviewing, and re-teaching. ae Closure a af TRE we 7. ‘Retioves closure er lencnn, conmshctig ines &concaple fosugh worries, 7 reviews, etc 22. Provides homework when appropriate and explains assignments fully. r 3. CLASSROOM LEADERSHIP AND MANAGEMENT (KSAs #7. 8)_ F : 2§ i i He 3 B itb Ay ears « esoerip hh Ste Cassy ebay Seago Gero sare, = Sate nina aed oes Sea eee Z Grete and ale wi efocive nai ewhcrment touing NGheipeaaon and > senses te mudertioenie 3. Demonstates athe, ennusias and @conient toe sideas and ee, 5 Tone aan ola re 4. Establishes positive relationships and a classroom climate based on mutual trust and low-key and higher level responses; follows schoo! discipline policies and procedures. 5.__Clealy defines and reinforces classroom procedures and routines. 6. Clearly communicates and reinforces expestalions for appropriate student behaviour, 2 7. Monitors student behaviour and is aware of student beniaviour at all umes. ‘8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate 7 May 25, 2006—Fomative Assessment4. ASSESSMENT (KSA #11) ze ef ei Hon lil 5 fg 5 as 1. Assesses student learning using @ variety of appropriate assessment techniques and instruments (03., observations, conversatons, questioning, performance-based and wo wirtion assessments). Provides timely and effective feedback on leaming io students Z ‘Maaiies and adapts teaching based on assessment data (eg, employs allemative e teaching strategies to reteach where requ). 4 Explains to students how learning wil be assessed z 5._ Maintains accurate records of student progress z Unacceptable Acceptable 1._Presents a professional appearance and manner. vu 2. Fuffs professional obligations (i.e., punctualily, routine administrative duties) © 3._Demonstrates maturity and professional judgment. # 4. Demonstrates an interest in and a commitment to the teaching profession. ¥ 8._Estabishes professional relationships with the schoo! communi w 6. Accurately assessos and documents the effectiveness of lessons, identifying strengths and weaknesses and making appropriate suggestions for mprovements. ee 7. Uses the results of student assessment and feedback to improve teaching practices and guide professional = growth, '8._ Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. o '9.__ Develops and communicates a personal vision of teaching, ¥ 10. Demonstrates willingness to take “informed risks” to benefit student learning v 11. Develops and presents a professional portfolio andlor growth plan including goals, evidence of progress toward goals, reflections on growth, and future goals, 12, Respects the dignty and rights of all persons without prejudice as to race, religous bellefs, colour, gender, ‘soxual orientation, gender identity, physical characteristics, disabiliy, marital status, age, ancestry, place of origin, place of residence, sociseconomic background or linguistic background, 13, Treats students with dignity and respect and is considerate of thelr circumstances, - 14. Does not divuige information received in confidence or in the course of professional duties about a student except as requiled by law or where to do so is in the best interest of the student 7 15. Does not undermine the confidence of students in teachers or other student teachers. ¢ 16. Does not criticize the professional competence or professional reputation of teachers or other student teachers. unless the criticism is communicated in confidence to proper officials after first informing the individual ¥ concemed of the criticism, 17._Acts ina manner that maintains the honour and dignity of the profession. v 18. Does not speak on behaif of the Faculty of Education, the University of Lethbridgo, the school, or the profession y unless authorized fo do so. May 25, 2008—Formative Assessment4 FEEDBACK ON PROFESSIONAL GROWTH ‘Strongthe! Professional Learning Achieved: 7 Groat relahmstip WIL Studeds Was olwelopet Guuclel, rm plaruusny anc propasins, af bcos N7 worllagness to Sit anc Compare OSSIB MUS ND ¥a0ew0s pudback J & propessnonal Moser ‘Suggestions/ Areas for Growth: D Condinat WSYERZ or Classroom manasenut. NP What weil) thongs book Like Wher oe ore ui the room alone ? Ce how wl pw Manoge “our tne, disraphns , aberes,...) how does what gu know abou Students Lecumnd, Styles afpoet how you Foack (28 how olo pu urcorperatt offemhahor to grur Leeson plans to be Letter pryparec) clout be afrord to At Stodert ousussimne tolcee Hou We ancty olreeho Exmutimes pu Can Pear Husgs fron them or Hey Mate V«plaue Hing AA & Wty thot malas move Suen to others NT Ketp cows what gou'ce clog, Yu are off to a wWoerderbub Start and Leconuns nove san nox commen npident and knowledgeable |