thbridige University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER TWO Summative Report Student Teacher: Pana setoot | [ethbriclge Collegiate Loshtule Grade(Subjects Taught: Chenery 20 F Meth 9 Chemisty 20 * Teacher Associa Jennie len cent) waiesity Consutants| Boh) UM Lie | Dates of Practicum Monch © - Aprij 12, 20:7 Instructions: rset iss summative report ofthe student teachers performance at the end of the PSII practicum, based on expectations for that stage of teacher development (ED 3600) «For each practicum outcome below indicate the student teacher's level of performance: either Not Meeting Expectations for the Pelt level, Meeting Expectations, or Exceeding Expectations. (Most students wil fal into the Meeting Expectations sBegory, unlase there is clear evidence for Not Meeiing Expectations or Excoeding Expectations.) For students within the Meeting Expectations category. please indicate level of performance. «+ Some autcomes may not be applicable to your particular educational situation. Leave the space blank 1 Arne ond of each section of the form, please provide comments in reference to the relevant KSAS and practicum outcomes. 4. PLANNING AND PREPARATION Lea! Teachers make reasoned decisions about teaching and learning based on their ongoing analysis of contextual variables. KSA 8 Teachers use the programs of study o inform and direct planning instruction and assessment KSA#3. Teachers plan for nstruction, transiating curiculum and outcomes into meaningful leaming activites. KSA#9_ Teachers use 2 broad range of instructional strategies. KSA#I3. Teachers dently and use relevant learning rasources, | et g : gs 5 28 Hoon Planning and Preparation a5 25 ag #iDemovatates knowlodge and sls the subject malir of he lessonsineuaing | fisher subject major Bio wit Z Incorporates a varety of appropriate resources and insirucionaVassasariert Sle ein Sstratagies into lesson plans. ib ee ical 3 Tiaras eamng celcomas Tom tre Abeta Program ofSudesintorelvantana [= TT [fa] | |» appropriate teaming objocves forthe lessons being taught j I TERS ascount sludenis’ prior leaning, leaming needs (nding suderk PPS) — | — == interests, and student variables such as age, gender, socio-economic status and [ MAE Cuturalingustie Background. “ 5 organizes content into appropiate components and sequences for instruction. Hino oe ‘6, Plans appropriate content and activities for the time allotted. LIL MLL 7. Prapares lesson plans for all lessons taught, sing @walldeTined sirucure which riepges earning objecive(s), an invoducton and closure, detailed procedures and | | 7) | nstuctions, key questions, teaching strategies, leaming activities, and assessment of lesson objectives. @. Prepares unit planjs) in subject major fat include rationale, overview, learning ‘outcomes, teachingileamning actives, and assessment plan, Trintegrates information and communications technology into insiruction in subject major and other subjects, where appropriate | 70. Obtain and organizes equipment and materia fr nstructn. Clo De COMMENTS! Erna wis able te feach the atime lessond Ye Reo cliffereret Classes oo copie cf cveckd apart. She showed exeeiient re Plection ard Moeli hcochon “not onlyin her delivery ef the lr5son5, buct also in iclenh fying eu cul porte Adjustments te” student resources (notes, assignminds We Pe ee respecthat of cund resporsive tp indiyicludl stuckre neds asutiias te classes a5 a whole: Univers of Lethbridge: P.S Summative Report (oy 25, 2006) 1 ' : o c [ [2. INSTRUCTION [KSA #4 Teachers demonsrate hnowledge ofthe content they teach. KSA A Teachers ently and respond fo earner dfferencos. SA a9 Toachers use a brood range of structions! strategies ‘Koa #10 Teachers apply a varely of tchnologies fo meet students’ leaming needs Communication 4] Not Meeting Expectations Expectations Exceeding Expectations 774. Uses clear, fluent, and grammatically correct spoken and writen language, | Meeting 2, Uses vocabulary appropriate to students’ age, background and interests 14 a 3, Modulates hisiher voice for auaibiliy and expression, “4. Demonstrates cultural sensitivity in communication and instruction =I 4 Lesson Introduction 3. Establshes set: reviews prior learning, Identifies lesson objective(s) and expectations, ses motivating attention-getters, provides overview, and relates the lesson to previous learning as appropriate, General Lesson Development 6. Incorporates strategies for motivating students using relevant and interesting subject | matter and activities. 7. Presents content in appropriately organized sequences for instruction, 3. Explains and proceads in small sieps at an appropriate pace to sult the activity and student response. 2, Demonstrates subject matter competence during instruction +0, Organizes and directs learning fr individuals, small groups, and whole classes, Provides clear directions, instructions and explanations 1712. Directs efficient transitions between lessons and from one activity to the next. {a Uses a variely of instructional siratagies to address desired outcomes, subject matter, vated learning styles and individual needs (including student IPP goaisyobjectives). “4. Uses a broad range of instructional strategies specific to subject major. 45, Uses appropriate materials and resources, 16. Demonstrates flexibility and adaptabilty ‘Questioning and Discussion 17. Asks clearly phrased, wellsequenced questions at a variety of cognitive levels 18. Provides appropriate wait-ime" after posing questions. 19, Seeks claiication and elaboration of student responses, where appropriate. 20, Leads and Greats student pariipation in Glass discussion eflecively and distributes questions appropratel Focus on Student Learning Dt. Circulates in the classroom, intervening when necessary, checking on individual an ‘group understanding of actvity/content. 7a; Recsoriges and responds appropriately to mdividual dferences and group fearing neces 1 2a, Reinforces student learning, building on previous learning, reviewing, and re-teaching, “Closure 2a, Achieves closure for lessons, consoldaling ideas or concepis through summaries, reviews, discussions, and applications, 25, Provides homework when appropriate and explains assignments fully, LET Cf COMMENTS Erma showed Hemenctous qnicth in He arc vesticHor), Overall, she has. pecome Shere ainet purpose Gul. she 1S Worleing on he intricacies Of “hanérhons shucle University of Lethbridge: P.S. I! Summative Report (May 26,2006) questhans ancl cleainng vi fh3. CLASSROOM LEADERSHIP AND MANAGEMENT Teen’ | Teachors create and maintain environments tha are conducive o student leaming and undarstand student needs for physical, 29¢ia, cual and psychological secur. KSA #8. Establishes relaionshs with students that respect human dignity [Not Meeting Expectations Meeting Expectations Exceeding Expectations Classroom Leadership {_ Assumes a leadership role the Classroom, taking charge of classroom activities, showing confidence, polse, composure, and presence. Z Groates and maintains an effective learning environment, selling high expectations and Standards for student learning, attending to student variables such as age, gence Sotio-economic status and culturaVlinguistic background. 3 Demonstrates iniiaive, enthusiasm and a commitment tothe students and subject, models appropriate behaviours. Establishes positive relationships and a Glassroom climate based on mutual ust and respect, Classroom Management 5. Cleary detines and reinforces classroom procedures and routines. aia O i aln , ©, Clearly communicates and reinforces expectations for appropriate student behaviour, Ls 7. Monitors student behaviour and is aware of student behaviour at all times. Cit ae I {| | 8. Responds to napproprate behavior prompliy, fly, and consistently, using |" seat an ier repets: owe ‘school dscpine policies and | procedu : COMMENTS! Emr esteabligheA and maintained & Poshve and comfectable learning envictriment for all the Stuclents she taught She deve ipa good relahorships and demonstrat genuine care and concern for her Sticlents Her personel ty letds itself to teaching J 4, ASSESSMENT KSA #11 Teachers gather and use information about students learning needs and progress and assess the range of earring objectives Exceeding Expectations | Assessment y Assesses slident learning using a variely of appropriate assessment techniques and instruments (e.g, observations, conversations, questioning, checking daily work performance-based and written assessments, quizzes, tests). 2. Checks frequently for understanding '3, Provides timely and effective feedback on learning to students 7. dies and adapts teaching based on assessment data and student IPPs (e.g. employs alternative teaching strategies to re-teach where required} 3, Analyzes and evaluates measurement data to assess student leaming, 6. Explains to students how learning will be measured. 7-Beveiops and mainiains acturat records ofsuden! achievement (9. grade shoo ‘atabases) and communicates results o studens, parents and the school effectively. COMMENTS: Emma clemonshatA strength and geoel Lunclers tancling in this area. She is shill working on cheeking for wnolers ranch during insinuchen, but hag showed growth in Hho regarel T payve 2 confidence thet sie will be efectye at asscssin Student learning appropnadeiy, Fairly, and purposekutly as she has a good grasp on the relaforship zen curriculum and assessment. Uniorsty of Lethbridge: PS. 1! Summative Report (May 25, 2006) 35, PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES [KSA #2. Teachors undersard the legislated, moral and ethical framework within which they work. RSA #15 Teachers engage in assessing te qualty of ther teaching [RSA #16 Teachers are able (a communicate a personal vision of tir own teaching. Professionalism 1. Presents a professional appearance and manner. 2, Full professional obligations (i8., punctuality, routine administrative duties), 3. Demonstrates maturity and professional judgment. “Is knowledgeable about professional issues and demonstrates @ commitment to the teaching profession. Establishes professional relationships withthe educational communily and wider community (where appropriate). | Professional Growth 6 Accurately assesses and documents the effeciiveness of lessons, identifies stengihs and weaknesses and makes appropriate suggestions for improvements. e 7 Uses the tesulls of sludent assessment and feedback to improve teaching practices and guide professional growth, Responds appropriately to feedback from athers by listening, interpreting, and implementing suggestions. {Develops and communicates a personal vision of teaching, 70, Develops a professional portfolio andlor growin plan including goals, evidence of progress toward goals, reflections on growth, and future goals, Ti Carries out the roles and responsibiilies ofa teacher according to the Alberia School Act, school and cistret policies and other relovant legislation. 712. Applies the knowledge, skills and altrbutes for interim certification appropriately. Ethical Conduct — 43. Respecis the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender, Sexval orientation, gender identity, physical characteristics, disabliy, marital status, age, ancestry, place of brgin, place of residence, socioeconomic background or linguistic background. “14, Troats students with cignity and respect and is considerate of their circumstances. 15: Doss not divulge information received in Confidence or in the course of professional duties about a student ‘except as required by law of where to do 60 isin the best interest of the student. 76. Does not undermine the coafidence of students in teachers or other student teachers. 77, Does not calicize the professional competence or professional reputation of teachers or olher student 16. Acts in a manner that maintains the honour and dignity ofthe profession. teachers unless the criticism is communicated in confidence to proper officials after first informing the fe individual concerned ofthe criticism. [e& 78: Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the profession unless authorized to do so. ‘COMMENTS: Emma ids & consummate professional. E Rel honoree to hewe hacl the opportuni ty were with har University of Lethbrige: P.S. I Summative Repor (May 25, 2006)‘SUMMARY © areas for futher growth: Tam confelent that Emma will comiaue te ameliorece iastuchon area and her heunsitions, oe shatgies during ano closures. Ske has shoven gruth in this will centinue to do se overall commonts (Strongest aspects of student's performance): Emma's confidence cind presence in the classreom was her greatest arta of growth. By Hu encl of her yrachiuumM She hacl become & formiclable kacher and respecte colleague She demensherleal excellent collaborection skills andl develeped Professional relkhonships with other members of the scence and meth ceparimonts. Her retectons on her lessons were accureck, purposful and result tn mearung ful changes 10 the classroom. SRLS Caring, kind, consiclercti¢dand Fun, Finally, she is motivectea to improve learning expericnees for all of hor stuclents [ a RECOMMENDATION INCOMPLETE * PASS. “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 Wain the Student Teacher ang the University Consultant Port 12, 2017 U Sigfajure: Student Teacher Date eae Apel & 2614 Date pon alzem Ott Date ‘Signature: Teacher Associate ‘Signature: University Consultant 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 Lethonage: P.S. 11 Summative Report (May 25,2006)