Lattbridge University of Lethbridge, Faculty of Education & PROFESSIONAL SEMESTER ONE Summative Report Student Teach Emma Young School: Nicholas Sheran Community School Grade/Subjects Taught: | kindergarten Teacher Associate: | Laurie Chinn University Consultant: |Doug Checkley Dates of Practicum: |November 14 - December 15, 2016 Instructions : — ae + This is a summative report of the student teacher's performance at that stage of teacher development. For each practicum outcome below indicate the student teachers level of performance: either Not Meeting Expectations for the PSI evel, Meeting Expectations, or Exceeding Expectations. (Most students will 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 not be applicable to your particular educational situation. Leave the space blank Atthe end of each section of the form, please provide comments in reference to the relevant KSAs and practicum outcomes. _ end of the PSI practicum, based on expectations for 4. PLANNING AND PREPARATION KSA #1 Teachers make reasoned decisions about teaching and learning based on their ongoing analysis of contextual variables. KSA #3 Teachers uso the programs of study to inform and direct planning instruction and assessment KSA #6 Teachers plan for mstruction, translating curiculum and outcomes info meaningful learning activites. KSA #9 Teachers use a broad range of instructional strategies. KSA #13. Teachers identify and use relevant learning resources. £8 5 |e HE b o|EE 5. Organizes content into appropriate components and sequences for instruction. v 6. Plans relevant content and activities sufficient for the time allotted. v 7. Prepares lesson plans for all lessons taught, using a well-defined structure which | instructions, key questions, teaching strategies and student activities, and assessment Emma was prepared for her lessons. She was quick to get started on planning so that she was able to get feedback on her lessons and ideas. Emma used the technology of a Smart Board and iPad in several of her lessons. She took into account the students prior learning, and was more confident to organize the sequences of her instructions as she gained experience University of Lethbridge: P.S. | Summative Report (May 25. 2006) 12. INSTRUCTION KSA #4 Teachers demonstrate knowledge of the cantent they teach, KSA #5. Teachers identify and respond to earner aifferences, KSA #9 Teachers use a broad range of instructional siategies KSA-#10 Teachers apply varely of tachnologies fo meet students’ leaming needs. Communication Not Meeting Expectations Expectations Meeting Exceeding Expectations 1. Uses clear, fluent, and grammatically correct spoken and writen language. | 2. Uses vocabulary appropriate to students’ age, background and interest, [3 Modulates hisiher voice for audibility and expression. Lesson Introduction ‘4. Establishes set: reviews prior learning, identifies lesson objective(@) and expectations, uses motivating attention-getters, provides an overview, and relates the lesson to _previous learning 28 appropriate General Lesson Development '5. Incorporates strategies for motivating students using relevant and interesting subject matter and activities. 5. Explains and proceeds in small steps at an appropriate pace to sul the activily and |_-__ student response. | 7. Demonstrates subject matter competence during instruction. 8. Organizes and directs learning for individuals, small groups, and whole classes. 98. Provides clear directions, instructions and explanations. 70. Directs efficient transitions between lescone and from one activi o the next daring lessons 77. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied learning styles and individual needs. 12. Uses appropriate materials and resources. | 19. Demonstrates flexbility and adaptabilty, Questioning and Discussion 14, Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. < 415. Provides appropriate ‘waitime” after posing questions 16. Seeks clarification and elaboration of student responses, where appropriate. 17, Leads and directs student pariicipation in class discussion effectively and distibutes ‘questions appropriate) Focus on Student Learning 18. Circulates in the classroom, intervening when necessary, checking on individual and |___group understanding of activityicontent. [18 Recognizes and responds appropriately to individual differences and group learning needs. 20. Reinforces student learning, building on previous learning, reviewing, and re-teaching, Ciesure [21 Achieves closure for each lesson, consolidating concepts through summaries, (reviews, ete Lt 22. Provides homework when appropriate and explains assignments fully. v COMMENTS: ‘The students always found Emma approachable. She has a soft yet frm manner when speaking with students. Emma speaks oo 8._Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. v 9. Develops and communicates a personal vision of teaching. v 10. Demonstrates willingness to take “informed risks” to benefit student learning. v Ti. Develops and prsons a prtesional poate andor growth pan ireiSng goa, STEERS OT OT 5 fouatd goals etecans ev grow and hur goat eal Conauct 12" Respects Ugniy and Tis Tal parson wot proj a1 ce, gus DT, COT GeO serua onenaon gender ony phyla characters, cacy, moral usage ancacry, pace 7 i Bao! es baree, souae oc tae eang s eemtereeaa 13. Treats students with dignity and respect and is considerate of their circumstances. v 77 Does ra cae rat aboutadudeeecvdin ones onthe xu seoT RUBRTORT HTS FF el ss oad y xv ctaa aso ease ase ato 418. Does not undermine the confidence of students in teachers or other student teachers. Lilt] 16. Does not oc ie proessional compels ar prfestnarepaton of feachars Oe STeA teachers unless the criticism is communicated in confidence to proper officials after first informing the v isa coneomedofteenican a | 17, Actin a manner tat maintains he honour and nyo he profeaton Z TB. Doss ot speak on behalf of he Foul af Education. the Uva of CSUBASp, a FEO, OS profession unless authorized to do so. v ‘COMMENTS: Emma always conducts herself in a professional manner and has learned how useful self-reflecting on her lessons can be. One of her biggest strengths is how she takes feedback from her lessons and implements new ways to improve even the same day University of Lethbridge: P.S. ! Summative Report (May 25, 2006)SUMMARY Areas for further growth: 4. Pacing 2, Sequencing 3, Closures Overall comments (Strongest aspects of student's performancs Emma was a wonderful practicum student. Her confidence grew throughout the practicum and the students were quick to ‘accept her and appreciated her gentle warm smile each day. Emma taught small group lessons as well as whole class lessons. Her flexibility and spontaneity made it a pleasure to team teach with. She conducted science experiments, gym, art, printing ‘and phonic lessons. The students loved her ideas. Emma learned the importance of providing clear instructions and was always able to give feedback regularly to the students. During her lessons, Emma moved around the room while instructing 10 monitor student progress. She learned both the Jolly Phonics program and Handwriting Without Tears so that she was able to conduct her lessons using consistent vocabulary for our kindergarten classroom, We will miss Emma in our kindergarten class. She has developed a strong sense of teaching skills and is well on her way as student teacher. She partook infield trips, staff meetings, school assemblies and spent hours prepping bulletin boards. Both the students and | are going to miss you! Good luck in the future and come back to visit anytime! RECOMMENDATION lv] PASS [| Fan. [-_] weomptete “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. Meum Dee 8° cots 1) Spr Sacer Teaarar Bate Veo. (3, Zo le Signature’ Teacher Associate Date Dee. (3%, cal ¢ ‘Signature. University Consultant Date 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) 5