Due by Oxy do . SHERIDAN COLLEGE: EDUCATIONAL SUPPORT PROGRAM Sheridan FIELD PLACEMEN’ stusenrsnawe: Joy Gauthier PLACEMENT/ ScHOOL Nawe: C astlebr'dye Public Yeheol pare/ semester: Wintty 2017 coutece supervisor: Eliza beth scHoot supervisors): Janice Stokes FINAL EVALUATION Gian cola ‘The ES Program has a practical work experience component caled field placement. Placement experiences provide students with the ‘opportunity 0 apply thei learning from Colage courses ang enhance ther experiences. tn addition, it provides the College with a formal ‘evaluation of the students “on-theob” performance, The Sheridan ES credental then represents competencies which are both academic and practical Field placement in the Educational Support Program has three major goals: 1) to provide students with experiences typical othe role of an Educational Assistant in an educational setting. This can include a wide range of dutes focused on experience with pupils who have specal needs (preferably identified) which may be in the academic, ‘behavioural, personal care andlor ife sils areas, and at grade levels where EAs are typically employed — up to Grade 12, 2) to provide the richest possibie learning experience (more than simply an unpaid work experience; the placement, as a learning ‘experience, may be enriched by including the student in additional opportunites, projects, workshops, etc, which may not be typical tc the Educational Assistant’ role, But serve to enhance the students learning during the placement perio, 3) tolink Sheridan classroom learning to workplace experiences; several Sheridan courses have assignments which invite! require students to engage in learning atthe synthesis/ application level (all witin the context and boundaries of a student on placement), school personnel are not required tof responsible for providing students with extra assignments.ATTENTION SCHOOL PERSONNEL: Picase reviow this evaluation form al the beginning ofthe students placement. This evaluation can be Used as a guideline for monitoring and directing the student's activites and growth tiroughout the placement period, Please complete this evaluation befere the student's final placement day so you may have the opportunity of discussing your observations wih the student personally. The student is responsible for returning tis evaluation to the College Field Placement Officer, Students should be ‘on actual performance, not potential. Your ratings should clearly reflect where growth is possible or necessary, RATINGS ‘ot applicable to this setting, or no opportunity to observe. Unacceptable | + unacceptable performance: this may be as a result of what the student dd or failed to do: the | unacceptable performance must cease; missing skit / behaviour must be established Below Standard | « performance was below the required basic/ minimum standard for this performance outcome Satisfactory | + performance met the required basic / minimum standard, therefore some improvement or growth in this area is recommended | advisable Very Good | + performance met the required standard, and while improvement is always possible and may be desirable, improvement isnot urgently required. This isa solid, dependable Educational Assistant Exceptional | » performance exceeded required standard: student performed above average; a definite area of strengthA. PROFESSIONAL/ PERSONAL CHARACTERISTICS | Notapptcable,orne | Unacceptable; based | sporty to observe | ‘on what student dc, ("ai pat do | | Below Standard: | Satsacion: | Venr Goods Exceatonal, improvements | minimum stardars, | improvement may be | exceeded sano necateary ‘butimproverent’ | "deseabe, bu not | “above average: an ‘econmerded necessary es of srenath Setstecory very os Allendance and punctuality acceptable, arives on time, calls in when absent. LUnoceptale Sattacory Very Good Exceptonal | Exceptional ‘Accepts responsibilty and is reliable and dependable; requires litle supervision, Is accountable for own behavior, (vs. unrelable, avoids responstbilly or performs, irresponsibly, does not accept ownership for mistakes). very Good ‘Shows initiative, observes things to be done and does them, takes over when ‘appropiate, responds to situations in which the pupil requires attention; (vs. lemted abit to act without direction, inappropriately dependent upon others) Very Good ‘Sell-confident. believes in own abilties; (vs. lacks confidence in own abies, Places mits on own growth, does not try). Unaccertatie | Unacceptabic. | Unacoptaie Bolom Standard Saistcioy — | Satstacory | Satstactry Very Good Excoptonal “| Exceptional 1} Exceptional ‘Selt-aware, can identity own strengths and areas for improvement; contributes to field evaluation; (vs. éoes not recognize strengths or areas needing Improvement)