ae Lethbridge fi ‘ Faculty of Education a PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT Student Teacher VIGO AVIA senoot Pa Late Grades/Subjects Taught: “> Teacher Associate: | V1 (Soi University Conesitant: J eae | Yai bs Dates of Practicum: _\ VO. 1 Zc instructions: + This isa summative repor ofthe student teachers performance a the end of the PSI practicum, based on expectations for that siage of teacher development. *For each practcum outcome below, place a check mark in the appropriate box to indicato the student teacher's level of performance: either Not Meeting Expectations for the PSI level, Meeting Expectations, or Exceeding Expectations. (Most students Will fal into the Meeting Expectations category, unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the Meeting Expectations category, please indicate level of performance. + Some outcomes may not be appicable to your particular educational situation. If you wish to indicate ths, please put N/A in the. middle of the rating scale ~At the end of each section of the form. please provide comments in reference to the relevant KSAs and practicumn outcomes, 1. PLANNING AND PREPARATION KSA‘#! Teachers maka reasoned decisions about eaching and teaming besed on ther ongoing analysis of contextual variables. KSA #3 Teachers use the programs of study fo inform and direct planning instnicton and assestment KSA #6 Teachers plan for nstucton, translating curiculum and outcomes into meaningful leaming activites. KSA'#2 Teachers use a broad range of insiructonal strategies. KSA/#13 Teachers identiy and use relevant learning resources, ‘ 5 22 zt : i a i Planning and Preparation 7 = E 1. Demonstrates knowiedge and skils in the subject matter of the lesson, v 2. Incorporates a variety of appropriate resources and instructional and assessment a strategies into lesson planning, 3. Transiates leaming outcomes from the Alberta Program of Studies into relevant and | appropriate learning objectives for the lessons being taught, 4._Takes into account students’ prior learning, learning needs, interests, and backgrounds. 5._Orgarizes content inio appropriate components and sequences for instruction, v 6. 7. Plans relevant content and activites sufficient forthe time allotted. Z Prepares lesson plans forall lessons taught, using a weldefined siructure which inctides leaming objective(s), an introduction and ciosure, detaied procedures and J instructions. key questions, teaching strategies and student activities, and assessment of lesson objectives. 8. _ Integrates information and communications technology into instruction where appropriate. 9.__Obtains and organizes equipment and materials for instruction. Comments: fry tf PUASHS Hhrt “ove guicl May 25, 2006—Summative Assessment 12. INSTRUCTION KSA #4 Teachers cemonstrate knowledge ofthe content they teach. KSA #5 Teachers idenity and respond io learner artererces KSA #9 Teachers use a broad range of inetuctional sratogies KSA #10 Teachers aoply a varety of technologies to meet studerts'leaming needs. Communication Expectations Meeting Expectations Exceeding Expectations 4._Uses clear, fluent, and grammatically correct spoken and written language. 2._Uses vocabulary appropriate fo students’ age, background and interests, 3._ Modulates his er voice for aualbiity and expression, Lesson introduction ; 4. Establishes set: reviews prorleaming, identifies lesson objective(e) and expectations, uses motivating attention-getters, provides an overview, and relates the lesson to |___previcus learning as appropriate, General Lesson Development a eer 5. Incorporates strategies for motivating students using relevant and interesting subject varied learning styles and individual needs. matter and activities, « ©. Explains and proceeds in smal steps al an appropriate pace to sul the activly and | student response, e Demonstrates subject matter competence dung instruction. [ 8._Organzes and directs learning for individuals, small groups, and whole classes Le 9. Provides clear directions, instructons and exelanations, 2 10. Directs efficient transitions between lessons and from one activity to the next during vo lessons. 11. Uses a variety of instructional strategies to address desired outcomes, subject matter, 12._Uses appropriate matoriale and resources. 49. Demonstrates flexbiliy and adaptability, Questioning and Discussion 14._Asks clearly phrased. well-sequenced questions at a variety of cognitive levels. 15. Provides appropriate ‘wait time” after posing questions. 16._Seeks clarification and elaboration of student responses, where appropriate, 17. Leads and directs student participation in class discussion effectively and distibutes questions appropriatey, : Focus on Student Learning 2 4 She IRA DS ae 18. Circalales in the classroom, intervening when necessary, checking on individual and v group understanding of actvtyicontent 19. Recognizes and responds appropriately to individual diflerences and group learning - needs, 20. Reinforces student learning, bulding on previous learning, revewing, and re-leaching. Closure ened ae 21. Achieves closure for each lesson, consolidating concepts through summaries, reviews, etc. 22. Provides homework when appropriate and explaine assignments fully. Comments: tart May 25, 2006—Summatve Assessment3 3. CLASSROOM LEADERSHIP AND MANAGEMENT KSA 47 Teachers ceae and mantan environmerts that are conducive to student leaming and understand student needs for ahysical. s2cia, cultural and psychological secur. KSA #8 Establishes relationships with students tht respect human dignity. Meeting Expectations ‘Nor Meeting Expectations Classroom Leadership Exceeding Expectations 1. Assumes a leadership role in the classroom, taking charge of classroom acivites, ] showing confidence, pose, composure, and presence. 2. Creates and maintains an effect leaming environment, seiting high expediatons | and standarde for student leaming. bh 3.” Demonstrates initiate, enihusiasm and a commitment to the students and subjec, | ‘models appropriate behaviours. 4. Establishes positive relationships and a classroom climate based on mutual rust and respect. Classroom Management z ieee Easel lene Clearty defines and reinforces classroom procedures and routines. Monitors student behaviour and is aware of student behaviour at all imes. 5. 8.__Clearly communicates and reinforces expectations for appropriate student behaviour 7 e Responds to inappropriate behavior promplly, firmly, and consistently, using appropriate low-key and higher level responses; follows school discipline policies and. Procedures. Comments: E x Ath ~ bem wherk Lena ashe! 4.ASSESSMENT = / : KSA#I! Teachers gatter and use ifomaton abut student’ fearing need and progress and assess the range of mnngobocives Not Mooting Expectations. Meeting Expectations Exceeding Expectations 1. Assesses student learning using a variety of appropriate assessment techniques and instruments (e.g. observations, conversations, quostoning, performance-based and written assessment) Provides timely and effective feedback on learring to students, Modifies and adepts teaching based on assessment data (e.g, uses alternative teaching strategies to ro-toach where required). 4. Explains to students how learning willbe assessed. Mainiains accurate records of student progress. Comments: 6 meick ty, , May 25, 2006—Summative Assessment <5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA #2 Teachers understend the legislated, moral and ethical framework within which they work KSA#15 Teachers ongage n essessing te quaity of ther tesching. KSA#15 Teachers are able to communicate 9 personal vision of tet own leaching. Unacceptable Acceptable Presents a professional appearance and manner. Fuutfils professional obligations (\e., punctuality, routine administrative duties). e Demonstrates matunty and professional judgment. Demonstrates an interest in and a commitment to the teaching profession E Establishes professional relationships with the echool community. Professional Growth 2 ©. Accurately assesses and documents the effectiveness of lessons, dentifes strengths and weaknesses and makes appropriate suggestions for improvements, 7. Uses the results of student assessment and feedback jo improve teaching praciices and guide professional gromth, 5. _ Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. v 9. Develops and communicates 2 personal vision of teaching 2 10. Demonstrates willingness to take “informed risks" to beneft student learning 11 Develops and presents a professional portiolio and/or growth plan including goals, evidence of progress toward goals, reflections on growth, and future goals. Ethical Conduct E Re oar ee eae | 12. Respects the dignity and rights ofall persons without prejudice as to race, religious beliefs, colour, gender, sexual orientation, gender identity, physical charactersics, disability, marital status, age, ancestry, place of crigin, place of residence, socioeconomic background oF linguistic background, 13. Treats students with dignity and respect and is considerate of their circumstances. ¥ 14. Does not divulge information about a student received in confidence or in the course of professional dutios v except as required by law or where to do s0 is in the best interest of the student. 15. Does not undermine the confidence of students in teachers or other student teachers. e 16. Does not criticize the protessional competence or professional reputation of teachers or oiher student teachers unless the criticism is communicated in confidence to proper officials after fist informing the ¥ individual concemed of the criticism, 17. Acts in a manner that maintains the honour and dignity of the profession. 2 18. Does not speak on behalf of the Faculty of Education, the University of Letibrdge, the school, or the profession unless authorized to do so. - Comments: / May 25, 2006—Summative Assessment‘SUMMARY: Areas for further growth: Comun 3 dK PAGAZ, Aratien Overall comments (Strongest aspects of student’s performance): Wy SPIASRZ ODO. Ma paradtim. ME PDQ £2 ont Hoh STUN MP e : “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. ba sire Mibllosigh Cecemby JO ~, Student Teacher Date oom Pheorbor 16. 2% —— +6535 = ANG 0 nea oie Te ‘ University Consultant Date E VU Please submit the completed original signed report to Field Ex} perionces, Room TH423, Faculty of Education, the University of Lethbridge, and provide signed copies for the S: tudent Teacher and for the University Consultant. May 25, 2006—Summative Assessment