( ( shore University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER ONE sa Summative Report StudentTeacher, ‘Rachael. Gough ‘School: Bassano | Grade/subjects Taught: | 2/1 Teacher Associate: A University Gonsuttant: [Kh anatyrtrece. Dates of Practicum: | Joy /@ - Dec (4 / VS { instructions: | Tiss «summative report ofthe student teachers prormance athe end ofthe PSI practicum, based on expectations or that stago of teacher development. For each practicum outcome below indicate the student teacher's level of performance: ether Not Meeting Expectations for the PS! level, Meeting Expectations, or Excoeding Expectations. (Most students wl fll 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 indicato love of performance, + Some outcomes may not be applicable to your particular educational situation, Leave the space biank. + Atthe end of each section ofthe form, please provide comments in reference to the relavant KSAs and practicum outcomes. 41. PLANNING AND PREPARATION KSA #1 Teachors make reasoned decisions about leaching and loarning based on thelr ongoing analysis of contoxtual varios. KSA #3 Teachers use the programs of study to inform and diet planning instruction and assessment. KSA #6 Teachers plan for nsiruction, ransialing curriculum and outcomes into meaningful learning actives. KSA #9 Toachers use @ broad range of instructional strategies. KSA #13 Teachers idently and use relevant foarning resources. ui 3 Meeting Expectations (erpecttes Planning and Preparation 3 4. Demonstrates knowledge and skills in the subject matter of the lesson. TJ (LEE Z incorporates a varely of appropriate resources and insrucllonal and assessment J ‘sratagios into lesson planning. E 3. Translates learning outcomes from the Alberta Program of Studies Inlo relevant and | appropriate learning objectives for the lessons being taught. L “Takes into account students’ prior learning, learning needs, interests, and ~] backgrounds. LI 5. Organizes content into appropriate components and sequences for instruction, H 5 6. Plans relevant content and activities suficiont forthe time allotted, 7. Prepares iesson plans for all lessons taught, using a well-defined structure which f includes learning objective(s), an introduction and closure, dotallod procedures and holw instructions, key questions, teaching stralogios and student actives, and assessment iba cof lesson objectives. ‘Integrates information and communications technology lato lasivuction where OW appropriate. — 6. Onin and egies equipment and matras ornstton | COMMENTS cA ae Aligs Kaw hor Ln bed and mmatiratL Chak ite Aecke, Ske oe vis, welbiel Apathy om Coase he otaolet pod tarts, &9 dhe (am Carag 0m vs he Mok seg nonce Fo Le Cid Tee acer 0 sata University of Lethbrid 9: P.S. | Summative Report (May 25, 2006) 12, INSTRUCTION KSA #4. Toachars domonsrate knowiedg ofthe content hey leach KSA #5 Teachers identity and respond o leamer differences. KSA#9 Teachers use a broad range of instructional strategies. KSA 110 Teachers oppy 0 varelyoftchnalogies fo meet studons"leamng needs. 1. Uses clear, fluent, and grammatically correct spoken and written language. 2. Uses vocabulary appropriate to students’ age, background and interests. 3. Modulates his her voice for audbilty and expression. 4, Establishes sot: reviews pricr learning, identifies lesson objective(s) and expectations, uses motivating attention-getters, provides an overview, and relates the lesson to revious learning as appropriate. 5. Incorporates strategies for motivating students using relevant and interesting subject, matter and activiios. 6. Explains and proceeds in smal steps at an appropriate pace to sult the activity and student response. qq 7. Demonstrates subject matter competence during insteuction. 8. Organizes and directs learning for individuals, small groups, and whole classes. 9. Provides clear directions, instructions and explanations. 10, Directs efficient ansitons between lessons and from one activity to the next during lessons. TT. Uses a varely of instructional strategies to address desired culcomes, subject malter, varied learning styies and incividual needs. 12. Uses appropriate materials and resources. 13. Demonstrates flexibility and adaptability. ’ 14, Asks clearly phrased, woll-sequenced questions at a variety of cognitive levels. 15. Provides appropriate “walt-time" after posing questions. 416. Seeks clarficallon and elaboration of student responses, where appropriate, 77. Leads and directs student parlicipalon in dass lscussion effectively and dabutes uestions appropriate 18. Creates in the classroom, intervening when necessary, checking on individual and ‘group understanding of activityicontent.. ee KRDO Rca 79. Recognizés end responds appropriately to individual diferences and group feamning needs. 20. Reinforces student learning, building on previous learning, reviewing, and re-teaching, 21, Achieves closure for each lesson, consolidating concapls through summaries, reviews, etc. 22. Provides homework wien appropriate and oxplains assignments fully. oO COMMENTS: J, Ane cellent aT Comes ent i Kachaclades eid gs AMO Tete feviey pens & Sica 4 a a rds( ( 3. CLASSROOM LEADERSHIP AND MANAGEMENT KSA37_ Teachars create and matntain environments that are conducive to student loaming and understond student neods Tor physical, socal, cultural and psychological secur. KSA #8_Estabohos refationshps with students tat respect human dignly 17. Assumes a leadership role in the classroom, taking charge of classroom activites, showing confidence, poise, composure, and presence, 2 Creates and maintains an effecive learning environment, seling high expectations and standards for student learning. 3. Demonstrates initiative, enthusiasm and a commitment to the students and subject, Oo ‘models appropriate behaviours. ag 6. Clearly communicates and reinforces expectations for appropriate studont behaviour. 7. Monitors student behaviour and is aware of studont behaviour at al times. Nv '&, Responds to inappropriate behavior promplly, firmly, and consistenly, using ‘appropriate low-key and higher level responses; follows school discipine policies and procedures. Heneune Pasi Leces eee with Tats Ard tw wnbArcece ew efado aw. neey. deck eae rae Se ee ies eel 4.ASSESsMENT - dhir 5 Lrmalive assesscet 1% clas Uy summafing KSA #11 Teashors gahorand use formation abut sudensloring reeds and pregreN NICE mia ‘Assesses student learning using a varely of appropriate assessment techniques and instruments (e.g., observations, conversations, questioning, performance-based. and. = witon-assessmen) 2, Provides timely and effective feedback on learning to students. Nl 3. Modifies and adapis feaching based on assessment data (eg., uses alternative strategies to re-teach where required). bX 4. Explains to students how learning willbe assessed. '5. Maintains accurate records of student progress. A COMMENTS: a = QLe LHIT Awishes p+ Slo + and menitere pian } 30 Cred bey University of Lethbridge: P.S. | Summative Report (May 25, 2006) 3( ( PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA #2 Teachers understand the legisleted, moral and elhicalfamawork within which they work KSA #15 Teachers ongago mn assossing tho qually of thar eaching. KSA #16 Teachers aro able to communicate @ personal vison of ther own teaching. 1. Presents a professional appearance and manner. 2._Fulflls professional obligations (Le, punctuality, routine administrative duties). \] 3. Demonstrates maturity and professional judgment. 5] 4, Demonstrates an interest in and a commitment to the teaching profession, NM 5. Establishes professional relationships with the school community, 6. Accurately assesses and documents the effectiveness of lessons, (denies strengths and weaknesses and I ‘makes appropriate suggestions for improvements. 7. Uses the resulls of student assessment and feedback to Improve teaching praclioes and guide professional growth, 8._ Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. ZC ‘9, Develops and communicates a personal vision of teaching. 10. Demonstrates willingness to take “informed risks" to benefit student learning, 11, Develops and presonis a professional portfolio ancifor growth plan including Goals, evidence of progress toward goals, reflactions on growth and future goals. Ss) 12. 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 stalus, age, ancesty, place of origin, place of residence, socioeconomic background or linguistic background, 49, Treats students with dignity and respect and is considerate oftheir ceumstances. TE. Does not divulge information about a student recelved in confidence or in the course of professional duties except as required by law or where to do so is in the best intorest of the student, 18, Does not undermine the confidence of students in teachers or other student teachers, 6. Does not arlicize the professional competence or professional reputation of teachers or other student teachers unless the criticism is communicated in confidence to proper officals after fst informing the individual concerned of the criticism, OK 417. Acts in a manner that maintains the honour and dignity of the profession. N 18. Does not speak on behalf of the Facully of Education, the University of Leihbridge, the school, or the ie profession unless authorized to do so. COMMENTS: Li rhacl aletegs reagerited Co 9. Ce made YO Lryt0Ee! LUfecK eter ae boonmonted gre, ariel Goer a AX oA wpLim Coors ffechre, Mae and wate Ciper : Connection. “he L erg proffecrmm/ a 2) Leveled Ae am ere ge geoeg See, University of Lethbridge: P.S, 1 Summative Report (May 25, 2006)es | vectra: Conlerrere 10 arrodlidey amel cluidecéant, je, ackistets and maltenls Seid ovis ee studeits , pcueer leacerce on eee agene 4s uel prep, ve Coezer leceght and! 2 heel, Mee e e ee achal ¢, Mat jos dice Over commons Stange pect of studntspeomancsl: 5 yo, oF : a po wilh What ane hug and torte dt Hf ev Ke. Clacareemn, Ond co Mer, : ; Be elivis 2 pebee Ot GE Sof og 7 {Ra] pass (rau 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 responsible for completing this document, In consultation with the Student Teacher and the University Consultant, P22 Ce De lo 105 Se S. Dilt Liby Dec is fis- S ‘Signature: Teacher Associate Dee (S//s- bate ‘Signature: University Consultant 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. University of Lethbridge: P.S. | Summative Report (May 25, 2008)