Faculty of Education ‘Summative Practicum Assessment | “ig asessnntisrende oasis Associate Teachers in raking jdgrentsabol devon stated loa of eacnng Brofciency. Assootate Teachers should approach this assessment based on resconable eapectatione tar Teacher Candidate at this particular point in horhis 8 ea Dip Ed, year ‘candidate who is stil Progressing Toward Expectations‘ inthe winter and Sumer 2 praclicum components must be assisted wih a formal Supporting @ Candidate in Diffculy process to ty and achleve a rnumu overeating of Mec Expectation’, Please see page 10 ofthe Practicum Handbook forthe Supporing @ Gandhian Dateuls noses Please ensure both Associate Teacher and Teacher Candidate sign page 2 of the assessment. Candidate Name: Cara Watson ‘Schoo!: Baridge Secondary Schoo! Associate Teacher, Stephen Gambicourt Grisub; 9.42 ESL(BICID) Board: Limestone District School Board Date Completed: 09/03/2017 Days Absent: 0 Overall Rating: Exceeds Expectations ‘Summative Assessment Dates: October 31-November 18, 2016 (15 days) C1 February 13-March 10, 2017 (19 days) May 1-28, 2017 (19 days) Other I= Professionalism 4. Initiative & dependability eee |__Erfecively assumes epproprate degree of responsibilty fr the classroom : ‘Takes initiative to contribute to students’ leaming in many ways 2, Diseretion & professional judgement Uses appropriate professional judgement and discretion in relation to interactions with Exceeds Expectatons | students Exceeds Expectations Demonstrates sound judgement in dealing with parents, peers and colleagues | 3. Response to mentorship Exceeds Expectations Invites and incorporates Associate Teacher feedback to improve teaching practices ‘roo0ts Expectations Uses self-reflection and assessment information fo inform next steps forthe candidate's cececaae, | ng practice eee eacane | Demonstrates progress towards achieving teaching and learning goals. Comments, next steps: Cara has worked exceeding well to develop lessons and activities to capture student interest and engagment. She has developed formative and summative assessments to stacked classes, while being conscience of the curriculum expectations ofthe different levels, Excoede Expectationsll Supporting a Community of Learners. 1. Promoting a safe and trusting learning community ‘Demonstrates skil and consistency in using routines and monitoring classroom ‘behaviours in order to maintain a safe and supportive classroom ervronmnent for all students 2, Promoting student independence Structures activites so that students learn to identilythoir strengths and weaknesses, ‘eect Expoeiatons make decisions about next steps, and monitor their progress towards expectalions Excoods Expactations ‘Comments, next steps : Cara has demonstrated an ability to develop a strong routine for day to day lessons. As well as sifferentiated instructions for a complet learning cycle. She collects and reviews student work on a regular bass, and uses her ‘assessment ofthat work to design lessons that will support greater student learning. Il Planning and Preparing 1. Use of curriculum documents Creates learning activites using the appropriate curriculum expectations In ways thet Exceeds Expectations provide engaging learning forall students | Demonstrates sound knowledge of appropriate subject matter Meets Expectations 2. Sequencing of steps in a lesson or unit Creates developmentally appropriate lessons in ways that connect students’ prior Exceeds Expectations knowledge to appropriate next steps and new leaming Pians for appropriate student involvement and follow-up activities Excoods Expeciatione 3. Differentiation Designs learning and assessment activities that are deliberately differentiated based on Meets Expectations students’ needs Demonstrates understanding of use of appropriate accommodations and modifications for senscsioerate individual students ‘& Resources - | Gathers from others or creates appropriate resources to support the intended teaching, Enceods Expectations learning and assessment Uses a range of resources to support the development of information iteracy skills Exezeds Expectations ‘Comments, next steps : Cara did an excellent jb at identifying the challenges of the students learing English asa second language. Using student formative work Cara was able Le develop follow up lessons to support the students. Cara effectively chunked the learning cycle to allow students to focus on speciic expectations. Taking advantage of small group discussion, and small group work will help Cara to use the fn cass learning tiem more effectively. | would also like to see Cara use isolated ‘consoldation time within an instructional riodIV- Lesson Presentation 1. Instructional strategies ‘Adapts and modifies teaching and learning actvilies based on student responses | Uses a wide variety of appropriate teaching strategies based on students’ interests and Exceeds Expectations needs, as well as current research on effective leaching practices | 2. Lesson management | Uses a variety of effective strategies for managing materials, ime and learning activities ects Expecstons fo meet needs ofall eamers 3. Awareness of classroom dynamics =, Works to engage students both in the learning and with each other | Moots Expecsions 4. Appropriate and effective use of language | Expresses ideas, directions and options clearly | Mode!s a standard for oral and written work Exceeds Expectations Exceeds Expectations 6. Engaging all learners | Uses effective questioning Masts Expectnions Effectively uses strategies such as walt time and checking for understanding to engage all |__students in tearing esis Expscatons | developed her questioning sils, and wat time. These skills ae critical when working with ESt students LV. Assessment | Comments, next steps : Cara uses approperiate volume, tone, and pace for the audience she is speaking to She worked hard to [7 Assessment for learning Effectively uses appropriate assessment strategies and recording devices 0 collect and record information on how student learning is progressing coeds Expectations Helps students to use this information for next steps esis Expectations 2. Assessment as learning Creates opportunities for student self-assessment to help students to identify their |__ learning needs Mocis Expactatons Helps students to create appropriate, short-term curricular, personal or learning Skil ‘goals Makes judgements about achievement in fir transparent and equitable ways [Exconds Expectations Exoneds Expectations “3. Assessment of learning Constructs and uses a variety of assessment strategies and recording devioes that are lignes with instruction and yield an accurate and adequate picture of achievement [Sxcoods Expectations ‘Makes judgements about achievement in fair, transparent and equitable ways Excoous Expocatons ‘Comments, next stops: Care had an opprotunity to develop @ summative task for each of the ESL sections in the two periods. She ‘was sestive to the different abilities ane the different curriculum expectations. The summative tasks were authenitc and engaging. Unfortunately due to time canstaints Cara was not able todo any assisted marking wth the associate teacher. Associate Teacher Signature; 1 Ena Teacher Candidate signature: Ch vettacin) ——~ Please incate an Overall Rating at the top of page 1‘Comments: Distributon: Origina: Teacher Ganchdate Copies Practicum Office, Associate Teacher FaculyLiison Practicum Office Faculty of Education Duncan McArthur Hall ‘Queen's University Kingston, ON K7M 6R7 613-533-6202 FAX: 613-533-6596