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University of Lethbridge, Faculty of Education


Summative Report
Julie Laplante chooli r,".i,rlG. S. Lakie Middle School

Art 6, Art 7 Color, Art 7 Drawing, Art 8 101, Art 8 Mixed Media
paC'tr'e Sloc' Tammy Casson University Gonsultant: I Janice Rahn
Date Practi'oum March/April2016

This is a summative report of the student teacher's performance at the end of the PSll practicum, based on expectations for
that stage ofteacher development (ED 3600).
For each practicum outcome below indicate the student teacher's level of performance: either Not Meeting Expectations for
the PSlf level, Meeting Expectations, or Exceeding Expectations. (Most students wilt fall 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. Leave the space blank.
At the end of each section of the form, please provide comments in reference to the relevant KSAs and practicum outcomes.


KSA #1 Teachers make reasoned declslons about teaching and learning based on their ongoing analysis of contextual variables.
KSA #3 Teachers use the programs of study to inform and direct planning instruction and assessmenf.
KSA #6 Teachers plan for instruction, translating curriculum and outcomes into meaninglul leaming activities.
KSA #9 Teachers use a broad range of instructional strategies.
KSA #13 Teachers identify and use relevant leaming resources.
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1. Demonstrates knowledge and skills in the subject matter of the lessons including
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2. lncorporates a variety of appropriate resources and instructional/assessment
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3. Translates learning outcomes from the Alberta Program of Studies into relevant and
approprlate learninq obiectives for the lessons beinq tauoht.
4. Takes into account students' prior learning, learning needs (including student lPPs),
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interests, and student variables such as age, gender, socio-economic status and
cultu ral/linq uistic backqround.
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5. Organizes content into appropriate components and sequences for instruction. L_i ti Li li 17
6. Plans appropriate content and activities for the time allotted. r: r:
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7. Prepares lesson plans for all lessons taught, using a well-defined structure which
includes learning objective(s), an introduction and closure, detalled procedures and

lesson obiectives.
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8. Prepares unit plan(s) in sub.ject major that include rationale, overview, learning
outcomes. teachinq/learnino activities. and assessment plan. t: r*l
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9. lntegrates informatlon and communications technology into instruction in subject major f**-:
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and other subiects. where aoorooriate. 1.. ... i

10. Obtains and organizes equipment and materials for instruction. r:

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Mrs. Laplante easily modifies and changes plans based upon contextual variables; like class size, time line, low attendance,
cultural diversities and for learning disabilities. She takes the program of studies into account when planning lessons and
assessment materials; projects developed from this are relevant and engaging to middle school level. Mrs. Laplante used her
own time to find resources and materials. She implements her lessons using a variety of instructional strategies: most common
strategies used were direct instruction, demonstrations to whole class and small groups, one on one work and peer evaluation.
University of Lethbridge: P.S. ll Summative Repoft (May 25,2006) 1
KSA #4 Teachers demonstrate knowledge of the content they teach.
KSA #5 Teachers identify and respond to learner differences.
KSA #9 Teachers use a broad range of instructional strategies.
KSA #10 Teachers apply a variety of technologies to meet students' learning needs.
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1. Uses clear, fluent, and grammatically correct spoken and written language t: L ti
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2. Uses vocabulary appropriate to students'age, background and interests. n r-: t*: V T
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3. Modulates hisiher voice for audibility and expression, li Il

4. Demonstrates cultural sensitivity in communication and instruction.
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5. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations,
uses motivating attention-getters, provides overview, and relates the lesson to r*i
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6. lncorporates strategies for motivating students using relevant and interesting subject
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7. Presents content in appropriately organized sequences for instruction. t_i ti Irt

L Explains and proceeds in small steps at an appropriate pace to suit the activity and
student response.
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9. Demonstrates subject matter competence during instruction. il
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10. Organizes and directs learning for individuals, small groups, and whole classes. t^-; m t_: [: m
11. Provides clear directions, instructions and explanations. t_:
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12. Directs efficient transitions between lessons and from one activity to the next. I
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'13. Uses a variety of instructional strategies to address desired outcomes, subject matter,
varied learnino stvles and individual needs (includino student IPP ooals/obiectives).
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14. Uses a broad range of instructional strategies specific to subject major, rI il il t7 n
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15. Uses appropriate materials and resources. LI t: t_i m
16. Demonstrates flexibility and adaptability. rf
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17. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. t: il

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18. Provides appropriate "wait-time" after posing questions, i-i t..-l ti [n r*:
19. Seeks clarification and elaboration of student responses, where appropriate. T*l
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20. Leads and directs student participation in class discussion effectively and distributes
ouestions aoorooriatelv.
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21. Circulates in the classroom, intervening when necessary, checking on individual and
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22. Recognizes and responds appropriately to individual differences and group learning
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23. Reinforces student learning, building on previous learning, reviewing, and re-teaching. tl r Ir r:
24. Achieves closure for lessons, consolidating ideas or concepts through summaries,
reviews, discussions, and applications. il t: r1

25. Provides homework when appropriate and explains assignments fully.

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Mrs. Laplante has great knowledge of her subject major. lf a concept arrives that she is unsure of she spencis time learning,
practicing and researching before teaching the unknown topic. She differentiates her instructional strategies very well.
University of Lethbridge: P.S. ll Summative ReporT (May 25, 2006) 2
KSA #7 Teachers create and maintain environments that are conducive to student learning and understand student needs
for physical, social, cultural and psychological security.
KSA #8 Estab/ishes relationships with students that respect human dignity.
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Classroom Leadership z-l,J,l i irljllJJ,.:
1. Assumes a leadership role in the classroom, taking charge of classroom activities,
showino confidence. ooise- comoosure. and oresence.
2. Creates and maintains an effective learning environment, setting high expectations and
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standards for student learning, attending to student variables such as age, gender,
socio-economic status and cultural/linquistic backqround.
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3. Demonstrates initiative, enthusiasm and a commitment to the students and subject,

models appropriate behaviours. t: il m r*:
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4. Establishes positive relationships and a classroom climate based on mutual trust and r-*-"1
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5. Clearly defines and reinforces classroom procedures and routines. tt V, tt

6. Clearly communicates and reinforces expectations for appropriate student behaviour. l-r i: t7 m t- l l,

7. Monitors student behaviour and is aware of student behaviour at all times. tt t:

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8. Responds to inappropriate behavior promptly, firmly, and consistently, using
appropriate low-key and higher level responses; follows school discipline policies and
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Mrs. Laplante has been working on this section throughout PSll and had improved along the way. She has become much better
at knowing where all of her students are at and developing positives relationships with them. I still think she can work on her
presence as a leader and on discipline actions.

KSA #11 Teachers gather and use information about students' learning needs and progress and assess the range of learning obyectives.

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1. Assesses student learning using a variety of appropriate assessment techniques and
instruments (e.9., observations, conversations, questioning, checking daily work
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oerformance-based and written assessments. ouizzes. tests)..
2. Checks frequently for understanding. ti
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3. Provides timely and effective feedback on learning to students. ltIJ V T] I

4. Modifies and adapts teaching based on assessment data and student lPPs
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5. Analyzes and evaluates measurement data to assess student learning. t: il 17 t-:
6. Explains to students how learhing will be measured
7. Develops and maintains accurate records of student achievement (e.9. grade sheets,
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databases) and communicates results to students. oarents and the school effectivelv).
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Mrs. Laplante has become better at organizing who she speaks with and as a result knows at what level all of her students are
at. She marks projects quickly and returns rubric in a timely fashion. Constant formative feedback happens. Students are aware
from day one of a project how they will be graded.

University of Lethbridge: P.S. ll Summative Repofi (May 25, 2006)

KSA #2 Teachers understand the legislated, moral and ethical framework within which they work
KSA #1 5 Teachers engage ln assessing the quality of their teaching.
KSA #16 Teachers are able to communicate a personal vision of their own teaching.
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1. Presents a professional appearance and manner. ll m
2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). It
3. Demonstrates maturity and professional judgment. tt I;I
4. ls knowledgeable about professional issues and demonstrates a commitment to the teaching profession. T:
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5. Establishes professional relationships with the educational community and wider community (where
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Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and
makes appropriate suqqestions for improvements.
Uses the results of student assessment and feedback to improve teaching practices and guide professional
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8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. li
9. Develops and communicates a personal vision of teaching. * m
10. Develops a professional portfolio and/orgrowth plan including goals, evidence of progress toward goals, r-:
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reflections on qrowth. and future qoals.
. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district

oolicies and other relevant leqislation. V

12. Applies the knowledge, skills and attributes for interim certification appropriately.
Eth'ichl cciidtict.
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13. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender,
sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, place of r*l m
orioin. olace of residence. socioeconomic backqround or linquistic backqround.
14. Treats students with dignity and respect and is considerate of their circumstances. t-,; L{:
1 5. Does not divulge information received in confidence or in the course of professional duties about a student
exceot as reouired bv law orwhere to do so is in the best interest of the student. il m
16. Does not undermine the confidence of students in teachers or other student teachers.
17. Does not criticize the professional competence or professional reputation of teachers or other student
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teachers unless the criticism is communicated in confidence to proper officials after first informing the
individual concerned of the criticism.
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18. Acts in a manner that maintains the honou r and dignity of the profession. ruI Vt

19. Doesnotspeakonbehalf oftheFacultyof Education,theUniversityof Lethbridge,theschool,orthe

profession unless authorized to do so. t: 17
Mrs. Laplante is already a professional and demonstrates her understanding of attributes and responsibilities within the teaching
profession. She is 100% ready for her internship and already acts and behaves like a teacher.

University of Lethbridge: P.S. ll Summative Repoi (May 25,2006)

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Areas for further growth:
Even though Mrs. Lapiante in 100% ready for her internship she can still work on her presence in the classroom. Her personality
is so kind and caring that I find she lacks disciplinary skills. Also, she had such great classes that there wasn't a need to work on
it regularly. I'd like to see her command the room by modulating her voice, making noises to get their attention, use repeat back
methods to make sure students are listening to her, circulating while lecturing and using proximity as a classroom management
technique. Mrs. Laplante needs to improve on demanding respect in the classroom. I would suggest that in her internship that
she venture out to see other teachers teach and to invite administration to come view some of her lessons.

Overall comments (Strongest aspects of student's performance):

Mrs. Laplante has succeeded with flying colors during her PSll. She is more than ready for her internship and I already know
she will be an excellent teacher. Mrs. Laplante's mature, responsible and positive personality created a great environment for
the students as well as for me. She dedicated herself to developing well-organized, detailed and exciting projects for this age
group. ln fact, her ability to organize and prepare materials prior to teaching the lesson is amazing and well thought out. Mrs.
Laplante also helped with developing a huge set design for our upcoming production; she spent two full days of her Easter
break helping me with this. This shows her commitment to her school and co-curricular activities. She is so adaptable and
flexible; very capable of changing plans on the fly and dealing with unforeseen interruptions within the busy school day. Mrs.
Laplante is fair to all students, develops positive relationships, teaches engaging lessons, modifies and adapts to different needs
and is able to teach full time days successfully. Any staff will be lucky to have her as an intern or as a teacher upon graduation.



*lf an lncomplete grade is recommended, please aftach 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.

{{i'utii , ^ta

University Consultant

Please submitthe completed orjginal signed repofr 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.

University of Lethbridge: P.S. ll Summative Repoft (May 25,2006)