Ueto Faculty of Education PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT ‘Student Teacher: Miss Lara Buchmann-Duck ‘School: St. Michae''s School (MH) Grades/Subjects Taught: Grade 5/6 combined-Social, Science, Teacher Associate: Mrs. Laura Hoffman P.E. , Language Arts, Computer, Math University Consultant: Mr, James Rempel Dates of Practicum: February — Apt 22, 2016 Tnstructions: * This is @ summative report ofthe student teacher's performance at the end of the PSI practicum, based on expectations for that stage of teacher development. + For each practicum outcome below, place a check mark in the appropriate box to indicate the student teachers level of performance: either Not Meeting Expectations for the PSI level, Meeting Expectations, or Exceeding Expectations. (Most students «wil 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 applicable to your particular educational situation. If you wish to indicate this, please put N/A in the middle ofthe rating scale. At the end of each section ofthe form, please provide comments in reference fo the relevant KSAs and practicum outcomes. 4. PLANNING AND PREPARATION KSA+#1 Teachers make reasoned decisions about teaching and leaning based on their ongoing analysis of contextual variables. KSA #3 Teachers use the programs of study fo inferm and direct planning instruction and assessment KSA:#6 Teachers plan for instruction, translating curtculum and outcomes info meaningful eaming activites KSA#9 Teachers use @ road range of instructional strategie. KSAW#19. Teachers identify and use relevant learing resources. Expectations Not Meeting Meeting Expectations Excooding Expoctations Demonstrates knowledge and skills in the subject matter ofthe lesson, < 2. Incorporates a variety of appropriate resources and instructional and assessment, strategies into lesson planning. 3. Translates learning outcomes from the Alberta Program of Studies info relevant and appropriate learning objectives for the lessons being taught. ‘Takes into account students’ prior learning, learning needs, interests, and backgrounds. sf sf s ‘Organizes content into appropriate components and sequences for instruction, S Plans relevant content and activites sufficient for the time allotted. Prepares lesson plans for all lessons taught, using @ well-defined structure which > Includes leaming objective(s), an introduction and closure, detailed procedures and instructions, key questions, teaching strategies and student activities, and assessment of, | lesson objectives. ‘8. Integrates information and communications technology into instruction where es appropriate. 9. Obtains and organizes equipment and materials for instruction, Comments: {tis very evident that Lara understands the components of an exemplary lesson plan and is able to apply this to her teaching. ‘Api 22, 2016—Summative Assessment2. INSTRUCTION KSA #4 Teachers demonstrate knowledge ofthe content they teach. KSA¥5 Teachers identify and respond ia learner diferences. KSA¥9 Teachers use 2 broad range of instructional sratogios. KSA#10 Teachers apply a variety of technologies fo meet students leaming needs. Not Meeting Expectations Meeting Expectations Exceeding Expectations 4. Uses clear, fuent, and grammatically correct spoken and written language. 2. Uses vocabulary appropriate to students’ age, background and interests. 3. Modulates hisier voice for audiblity and expression. 4. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations, ses motivating altention-getters, provides an overview, and relates the lesson to previous learning as appropriate. Incorporates strategies for motivating students using relevant and interesting subject matter and activites, 6. Explains and proceeds in small steps at an appropriate pace to sult the activity and student response, 7. Demonstrates subject matter competence during instruction. 8 Organizes and directs learning for individuals, small groups, and whole classes, 9. Provides clear directions, instructions and explanations. 10. Directs efficient transitions between lessons and from one activity to the newt during lessons. 11. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied leaming styles and individual needs. 12. Uses appropriate materials and resources. 14, Asks clearly phrased, wel-sequenced questions at a variety of cognitive levels. 13, Demonstrates flexibility and adaptability. e 15. Provides appropriate ‘wail-ime” after posing questions. 16. Seeks claifcation and elaboration of student responses, where appropriate. 17. Leads and directs student participation in class discussion effectively and distributes questions appropriately. 18. Circulates in the classroom, intervening when necessary, checking on in group understanding of activity/content. idual and 19. Recognizes and responds appropriately to individual differences and group leaming needs. 20. Reinforces student learning, building on previous learning, reviewing, and re-teaching. 21. Achieves closure for each lesson, consolidating concepts through summaries, reviews, atc, 22. Provides homework when appropriate and explains assignments fuly ‘April 22, 2016—Summative Assessment3 ‘Comments: Lara is very focused on student learning and would consistently circulate around the classroom to ensure that students were achieving her expectations. 3. CLASSROOM LEADERSHIP AND MANAGEMENT KSA #7 Teachers create and maintain environments that are conducive fo student leaming and understand student needs for physical, social, cultural and psyenologica!secunty, KSA#8 _ Estabtshes relaionshps with students that respect human dignity Expectations Mesting Expectations Exceeding Expectations: 1. Assumes a leadership role in the classroom, taking charge of classroom activities, T ] showing confidence, pose, composure, and presence. | 2. Creates and maintains an effective learning environment, setting high expectations % and standards for student learning. 3. Demonstrates iniative, enthusiasm and a commitment to the students and subject, ‘models appropriate behaviours. ‘4. Establishes positive relationships and a classroom climate based on mutual trust and | respect. 5. Clearly defines and reinforces classroom procedures and routines. “ 6. Clearly communicates and reinforces expectations for appropriate student behaviour. | 7 7. Monitors student behaviour and is aware of student behaviour at al times. v 8, Responds to inappropriate behavior promptly, firmly, and consistently, using v ‘appropriate low-key and higher level responses; follows school discipine policies and procedures. l Comments: Right from the start of Lara’s practicum and as the practicum progressed, it became evident that Lara is very consistent in her expectations of student behavior and carried out her lessons in an efficient and “lets get down to business’ like manner. 4, ASSESSMENT KSA WIT Teachers gather and use infomation abou stunts leaing needs and progress and assess the range of learning objectives. PE 28 Be HH] |i 26 a 45 1. Assesses student learning using a variety of appropriate assessment techniques and instuments (e.g, observations, conversations, questioning, performance-based end ¥ written assesement). 2. Provides timely and efecve feedback on learning o students a '3. Modifies and adapts teaching based on assessment dala (e.g., uses altemative Z teaching strategies to re-teach where required). 4. Explains to students how learing wil be assessed m ._ Maintains accurate records of student progress. e ‘April 22, 2016—Summative AssessmentComments: Lara would get specific directions as to what were my assessment practices in the classroom and would follow those appropriately so as to provide consistency for the students. The students understood the expectations for assessment and the how their mark was connected to their achievement. ‘April 22, 2016—Sumnmative Assessment5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA #2 Teachers understand the legislated, moral and ethical framework within which they work. KSA #15 Teachers engage in assessing the qualty of ne KSA #16 Teachors ae able to communicate a personal vision of ther own teaching, Unacceptable ‘Acceptable: 1. Presents a professional appearance and manner. “ 2. Fulfil professional obligations (‘e., punctuality, routine administrative duties) Z 3. Demonstrates maturity and professional judgment. ie 4. Demonstrates an interest in and a commitment to the teaching profession. Z ‘5. Establishes professional relationships with the school community. y 6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and ZB makes appropriate suggestions for improvements. 7. Uses the results of student assessment and feedback to improve teaching practices and guide professional is growth. '8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions i ‘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 and/or growth plan including goals, evidence of progress z toward goals, reflections on growth, and future goals, 412, Respects the dignity and rights ofall persons without prejudice as to race, religious beliefs, colour, gender, 5 ‘sexual orientation, gender identity, physical characteristics, disabilty, marital status, ago, ancestry, place of ‘origin, place of residence, socioeconomic background or inguistic background. 13. Treats students with dignity and respect and is considerate of their circumstances. a 14. Does not divulge information about a student received in confidence or in the course of professional duties ‘except as required by law or where to do so is in the best interest of the student. 16. Does not undermine the confidence of students in teachers or other student teachers, 16. Does not ertcize the professional competence or professional reputation of teachers or other student - teachers uniess the ofiticism is communicated in confidence to proper officals afer first informing the individual concemed of the criticism. 17, Acts in a manner that maintains the honour and dignity of the profession. 18. Does not speak on behalf of the Facully of Education, the University of Lethbridge, the school, or the profession unless authorized to do so. Comments: Lara's professional attributes are exemplary. She has a very strong work ethic and is an excellent role model. April 22, 2016 Summative Assessment‘SUMMARY: Areas for further growth: From my observations during this practicum, there are very few areas that I can comment on regarding further growth. So I will comment on areas where possibly Lara, as well as any seasoned teacher, can continue to grow. I would recommend that Lara continue writing down her thoughts on her teaching experiences to make her even more conscious of her many strengths in teaching, Because of her many strengths, she can be confident in experimenting with different methods and take risks to discover a variety of teaching practices, Lara's class management with the students was strong from the start, but improved in various ways including passing out papers and putting students in groups at the proper time. Although Lara easily meets the expectation in this area, it is good to keep in mind that each lesson can have its own unique challenges. Time and experience with children in the classroom setting will facilitate this goal. Overall comments (Strongest aspects of student's performance): Lara Buchmann-Duck relates very well to children, ‘They not only like her as a person, but view her as a teacher. Lara was very organized in her daily planning of classes as well as in her individual subject plans, She always knew what she was going to be teaching each day and would check with me well in advance. By Friday of each week, Lara was aware of her duties for the following week and prepared according. It was apparent in her lessons the following week that she knew exactly what ‘and how she was going to teach each subject. Lara was willing to tackle any class assignment and researched the required background information thoroughly. This was noted particularly in Science where Lara had to research all the parts of the airplane, Bernoull’s Principles and all Grade 6 concepts on Flight. Lara is an amazing Social Studies teacher, Students are engaged in class. Students easily understand the concepts as her delivery of information and choice of exercises to enhance student learning are grade level appropriate and appropriately challenging, Lara is a very quick study who learns from her experiences and quickly remedies anything that may impede learning in the classroom. When asked to present objectives more clearly at the start of the lesson, it was very evident in the next lesson. When asked to provide closure, Lara ended her lessons with a review of key concepts that related directly back to the objectives of the lesson, Lara's professional attributes are exceptional and bring integrity to the teaching profession, She is always punctual for work and her dress is very appropriate. Lara is viewed as a teacher by the staff and students at our school. Tt was a genuine pleasure to work with Lara Buchmann-Duck and the University of Lethbridge's programming this past term. My students and I are g Miss B. very much. ‘Apri 22, 2018—Summative AssessmentReconmendeton: oem Fal 9 compte “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 Conant. ‘i 1gthY nt 19, ADI = BELG, 20tb. tn Unérérsty Congyftant Please submit the completed original signed roport to Field Experiences, Room TH423, Faculty of Education, the University of Lethbridge, and provide signed copies for the Student Teacher and for the University Consultant. ‘April 22, 2016—Summative Assessment