valibrdige F 9 Faculty of Education PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT student Teacher “Tiye) Taws bor senoor Nicholas Sheratn GradosiSubjects Taught: =) ~ Martin ® 2110 Teacher Associate: Dect honey ick&so University Consuttant Jari Mattrateall = Dec lle Jois Instructions: + 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 teacher's level of : ether Not Meeting Expectations forthe PSI level, Meeting Expectations, or Exceeding Expectations. (Most students ‘il 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 nat be applicable to your particular educational situation, If you wish to indicate this, please put N/A in the middle ofthe rating scale. + Atthe end of each section of the form, please provide comments in reference to the relevant KSAs and practicum outcomes. | 1. PLANNING AND PREPARATION KSA#1 Teachers make reasoned decisions about teaching and leaming based on their ongoing analysis of contextual veriabes. KSA 3. Teachers use the programs of siudy to infarm and dret planning instruction end assessment KSA%5 Teachers plan forinstructon, transiatng curiculum and outcomes ino meaningful leaning activites. KSA39__ Teachers use a broad range of instructional strategies. KSA#13 Teachers identify and use relevant leaming resources. Exceeding Expectations: Planning and Preparation 1. Demonstrates knowledge and skils in the subject matter ofthe lesson. Tv 2. Incorporaes a variety of appropriate resources and instructional and assessment : strategies into lesson planning. v Translates learning outcomes from the Alberta Program of Studies into relevant and appropriate learning objectives for the lessons being taught. iv “Takes into account students’ prior learning, learning needs, interests, and backgrounds. tT ‘Organizes content into appropriate components and sequences for insrucon. (WZ lane relevant content and activities sufficient for the te allotted. t ‘Prepares lesson plans forall lessons taught, using a well-defined structure which includes leaming objective(s), an introduction and closure, detailed procedures and instructions, key questions, teaching strategies and student activiies, and assessment of, Iv lesson objectives. ' Integrates information and communications technology into Instruction where wl appropriate. | ‘8. _Obains and organizes equipment and materials for instruction. Comments: Tin is well prepared For > lessons. He learned quickly to doulole check. that everyting works before hanel | He Ss and achvites ready as well as nect always has work Full \es50n plans. May 25, 2008—Surnmative Assessment2. INSTRUCTION KSA #4 Teachers demonstrat knowledge ofthe content they teach, KSA #5 Teachers identiy and respond fo leamer differences. KSA 89. Teachers use a broad range of insiructiona strategies. KSA #10 Teachers apply a variety of technologies to meet students’ leaming needs. il ogi la 3 3 Hl) ap Communication icc 2 q “Uses dear, fluent, and grammatically correct spoken and writen language. wv 2, _Uses vocabulary appropriate to students’ age, background and interes. wv '3__ Modulates hisher voice for aubiity and expression. we “Lesson Introduction “4, Establishes set reviews prior leaming, entiies lesson objectve(s) and expectations, ] Uses motivating attention getters, provides an overview, and relates the lesson to Mi previous learning 2s appropriate I General Lesson Development ] ‘5. Incorporates strategies for motivaling sludents using relevant and interesting subject a; matter and actives. . Explains and proceeds in smal steps at an appropriate pace to sult the activity and student response. vo 7._Demonsirates subject matter competence dufing instruction. All 38. Organizes and directs learing for indviduas, small groups, and whole asses. vi Provides dear directions, instructions and explanations. Vv 10. Descent ransitons between lessons and fom ane activi fo the next ung ey 1. Uses a variety of instructional strategies to address desired outcomes, subject mater, / varied leaming styles and individual needs. v 12, Uses appropriate materials and resources. v. 13. Demonstrates flexibility and adaptabily ‘Questioning and Discussion “4, Asks clearly phrased, well sequenced questions al a variety of cognitive levels. w 415, Provides appropriate ‘wait-ime" after posing questions. v. "6. Seeks carfication and elaboration of student responses, where appropriate. v 77. Leads and directs student participation in class discussion effecvely and distributes We questions appropriately Focus on Student Learning 78, Circulate in the classroom, intervening when necessary, checking on individual and {10up understanding of acivitylcontent. 19, Remgnizs nd responds eppreptly individual dlererces and up waring nee 20. Reinforces student leaming, building on previous earning, reviewing, and re-teaching, Closure 21. ties closure Toren ssn, consadaing cancels rough sures, raw a 22, Provides homework when appropriate and explains assignments fully. The shu Tove having Tim in their dlessr Comments: | Seer: from the start ses iney resp ected hin! and were feady fo learn. He mecle learning Fur ciact any 25, 2008—Suranatie aE Eder ent for them. An area to > end str and experiance 19 would be not gieng RS mein instruct once ond to ensure understanding of directions be3, CLASSROOM LEADERSHIP AND MANAGEMENT KSA#7 Teachers create and maintain envionments thet are conducive (0 sludent learning and understand student needs fr physical, ~ ‘social, cultural and psychological security. KSAM@ — Establshes rlatonships with students thet respect human dignity. Hl od ola i] it ul Chasis Lance 25 f /4 1. Assumes a leadership role in the classroom, taking charge of classroom activities, | A ‘ome sien ee oan re eae ae BE anton woh oes 7 cramer ties See ie ae ooeaN Pe ei ec xe 7, cree oe | 4. Establishes positive relationships and a classroom climate based on mutual trust and rt / respect. v a '6.__ Clearly defines and reinforces classroom procedures and routines. ro 6. Clearly communicates and reinforces expecatons for appropriate sudort behaviour wa | See aan men orca 8. Responds to inappropriate behavior promptly, firmly, and consistently, using Rasanes ero bees oot ny. doers eae (|| 0/ me 4 Comments: \ MaKe eee cery to be In charee in someone else's classroom! Make Sure fo Make Thee KnSw you're in contrel aod that y iu call] them on their behaviour, Don} give an inch! Also, dat forget to snare successes with ther foo! 4, ASSESSMENT KSA#11. Teachers gather end use Inermation about tudes’ leaing needs and progress and assess he range of j ‘Assessment ‘Not Meeting Expectations: Meeting Expectations 7. Assesses student leaming using a variety of appropriate assessment techniques and instruments (¢.g., observations, conversations, questioning, performance-based and waitten assessment). 2. Provides timely and efecive feedback on leaning to students, 3. Modifies and adapts teaching based on assessment data (¢.g.. uses alternative Vv teaching strategies to re-teach where required). “Explains to students how leeming wil be assessed. 5. Maintains accurate records of student progress. | Comments: Great job with assessment! Remember thet great, quick way to check 19 cant too and are a ‘May 25, 2006—Summative Assessment5, PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES. KSA #2__ Teachers understand the lgisated, moral and ethical framework within which tey work KSA #15 Teachers engage n assessing the quali oftheir teaching. KSA #16 Teachers are able fo communicate a personal vision of the own teaching. Unacceptable ‘Accoptablo Professionalism Presents professional appearance and manner VA Fulfis profesional obigatons (., punciualiy, rowine administrative dies). Derreatates atu ad profesional judgment Demonsvtesanirteretin and a commitment othe Teaching profession Establehes professionel faionshipe wih te school commun wo Professional Growth ‘6. Accurately assesses and documents the effectiveness of lessons, identifes strengths and weaknesses and ‘makes appropriate suggestions for improvements, Uses ihe eb of student asscssrient and feedback to improve teaching practices and guide professional 2 grow $ 3, Responds aperopriaioly to feedback rom others by leering, irierpreting, and implementing suggestions v 9. Develops and communicates a personal vision of teaching. 10. Demonstrates willingness to take “informed risks" to benefit student learning. . 11. Develops and presents a professional portfolio end/or growth plan including goals, evidence of progress BY toward goals, refietions on growth, end future goals. Ethical Conduct 12. Respects the dignity and rights ofall persons without prejudice as to race, religious belts, colour, gender, Zi sexual orientation, gender identy, chysical characteristics, disabilty, marital etatus, age, ancestry, place of V atigin, place of residence, socioeconomic background or linguistic background. 73._Treats students with dignity and respect and is considerate oftheir Groumstances. 7 14. Does not divuige information about a student received in confidence or inthe course of professional duties we cexcapt as required by law or where todo so is in the best interest of the student. 45. Does not undermine the confidence of students in teachers or other student teachers. ua 16. Does not cifcize the professional competence or professional reputation of teachers or other student wz teachers unless the crtism is communicated in confidence to proper officials after fist informing the individual concemed ofthe criticism. 77. Acts in a manner that maintaine the honour end dignity ofthe profesaion va “8. Does not speak on behalf ofthe Faculy of Education, the University of Lethbridge, the school, or the YW profession unless authorized to do 50. | + ee Oia A along well with other staff in tre rmed al) supervision duhes, attencieci a belpec c ue abuileho boara and AVE inFermane) schol dance pident> very professionally May 25, 2006—Summative Assessment‘SUMMARY: Areas for further growth: ysSrear) Me ment — being a consistent presence ech “name At being equally prepared for a yanageme ime sa cS ancl SAVING Your Overall comments (Strongest aspects of student's performance): Great joo Tim! It was wonder Fal te ha classroom! The students enjoyed cind respec Yn in front of the and ¢ 4 You ave decicatecl and dloout Your students. Goocl luck and all the ve teaching carce You in our fecal you class ict cea You seem confident well orgeaniz Fait a leng and fulfill Recommendation: OPass Q Fail Q Incomplete” “If an Incomplete grade Is recommended, please attach a signed document providing reasons and recommendations {for additional practicum experience. Note: The Teacher Associate is respor the University Cor le for completing this document, in consultation with the Student Teacher and s Teacher Prather Eyck 2 December 1§ 20157 ate Please submit the completed original signed report 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. May 25,2006—Summative Assessment