8 UNIVERSITY OF CALGARY WERKLUND SCHOOL OF EDUCATION UNDERGRADUATE PROGRAMS IN EDUCATION EDUC 465: FIELD EXPERIENCE IL PARTNER TEACHER MIDTERM ASSESSMENT INDIVIDUAL/GROUP LEARNING IN CLASSROOMS Student's Name: Nectasha Loader IDE: 10124164 Date: Apes! BY, 2016 NOTE: This is not a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential employers, however potential employers may ask for this assessment from the student directly. ESTABLISHING PEDAGOGICAL RELATIONSHIPS | Above Satisfactory | Satisfitory sto develop professional relationships with students, noting their WA Unsatisfactory diverse needs in order to plan appropriate lessons inorder to meet those needs, Begins to examine appropriate classroom management skills that fetain the dignity of all students UNDERSTANDING OF CURRICULUM/DISCIPLINE | AboveSatisuctory | Satisfactory Unsatisfactory Begins fo develop appropriate lesson plans that attend to the particular Wi needs of diverse leamers. Demonstrates emergent apsledge of relevant ouriulun Jogumenis and resoures._ Qt 7 PREPARING TO TEACH Taner LUmaneon Demonsiraes ar emergent abiiy to plan collaboratively andor individually. _ w Demonstrates ai merge! eacher pisos Tough Tecon on Far ‘onl Teun o examin and TE paps designed oaths : : assessment sualegen Kchast ecbateg % J BECOMING A PROFESSIONAL TARaie Spabtaciony | Selatacony Tn [UMA Demonstrates the ability to work collaboratively and collectively in cultion ihe Pann Teche, x uv Demonstrates an understanding of the Professional Code of Conduct and inmplements it accordingly GOALS TO WORK ON IN THE NEXT TWO WEEKS her do ne engage there that chest wet fe porhete ethere amoter uiey bo Meet yore ‘ : = tt bins aloo4t te rect class/ee. Partner Teacher's Name:_A/icofa_WilSn— Lr Printed Ls Student Teacher’s Name: Natasha Loader Doron Irom Signature Field Instructor’s Name:S UNIVERSITY OF CALGARY WERKLUND SCHOOL OF EDUCATION UNDERGRADUATE PROGRAMS IN EDUCATION r EDUC 465: FIELD EXPERIENCE I ° t PARTNER TEACHER NARRATIVE ASSESSMENT avi nee INDIVIDUAL/GROUP LEARNING IN CLASSROOMS Student Teacher: Natasha Loader ID#: 10124169 Schook: Centennial High Partner Teacher: cola Wilson Field Instructor: Jennifer Markides NOTE: This is not a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential employers, however potential employers may ask for this assessment from the student directly. The purpose af this four-week field experience is to focus on the complex dimensions of individual/group learning in classooms. The student's learning portfolio and her/his participation inthe field placement should provide evidence ofan emerging ability to act thoughtfully in the classroom and within the school community, and a preliminary understanding of learners and of the enactment of curriculum and pedagogical relationships within the classroom environment. The narrative assessment should address the student teacher’s grow in their iia! ability t0 plan for, implement and assess learning. I should also comment on the student teacher's growth in relation to the relevant KSAs, including, the Student's ovin goal seting and personal/professional assessment throughout field experience. The following report onthe students work should be organized in relation to the questions: Where is the work particularly strong? What could the student do to further her/his professional {growth and development? You may also want wo consider the elements assessed as part ofthe midterm assessment Natasha Loader has found continued success in developing her identity as a teacher during her placement at Centennial. She was responsible for the lesson plan and delivery of a self-developed unit in relation to Shakespeare's “A Midsummer Night’s Dream” focusing on a wide range of examples, discussion and questions. Her ability to utilize various multi-media texts and visual examples provided a clear and enjoyable understanding for the 10-1s under her guidance. Lesson plans focused on various understandings of the texts provided and included multiple levels of assessment. Perhaps one of Natasha's greatest accomplishments during her weeks at Centennial was the open and honest discussion she engaged the students in. Her kind patience and pleasant demeanor in combination with her positive attitude encouraged a quiet group of students to become engaged and animated in her teachings. ‘Natasha has also focused much of her time on the complex task of assessing students. In combination with her lesson planning, she developed and tested various methods of delivery. She has also been involved in the development and understanding of rubrics and assessment methods. She has grasped a clear understanding that one method of assessment does not work for each and every student. There is proof that Natasha is developing a deeper understanding and questioning the standard practices of assessment used in the classroom and extending beyond to the Alberta Diploma Exams. Faimess, student identity, IPPs, and student environmental concerns are all issues that Natasha has begun to question in her assessment practices. She is a confident marker, but at the same time, is compassionate to student situation, She is concerned with the life of a student beyond these walls and takes a keen interest in how the environmental/social/economical background of the student affects their learning in the classroom. I am extremely proud of Natasha’s assessment development and inquisitive nature towards “fair” student assessment. Perhaps one of the most amazing aspects of Natasha’s time at Centennial is her self-realization of who she is asa teacher. In discussion with Natasha, this comes from being submerged in the actual participation of teaching, of testing out the teaching waters, to discover one’s reaction to circumstance in the classroom based on a teacher's own nature and individuality. Natasha surprised me in not only her confidence, but her ability to be patient and understanding, to allow for flexibility when necessary and to be strong in the feelingthat teaching must not be, should not be, rigid in its nature. Her willingness to grasp on to those ‘teachable ‘moments’, which may take her off course but engage the students in un-planned/un-scripted teachings. is one of the most pleasurable experiences to watch her accomplish. She does not shy away from the challenges a typical teaching day may include, that are often beyond one's own control, such as fire alarms, announcements etc. but which often affect the management of classroom time and delivery. One of Natasha's challenges was that of time management. This can only be truly learned and experienced by the process of ‘doing’. It is difficult to assess the pace and time necessary for the delivery and processing ofa lesson when one has never had the opportunity to experience the full teaching practice. Natasha did very ‘well in facing such challenges. She understood that it is necessary to always have a back-up plan, constantly questioning what to do next should the process be too slow or too quick in the delivery. On sueh topic, Natasha also was very well aware of the challenges of modern technology in the classroom and although it is an incredible asset to one’s teachings, it can also hinder the deliverance of a full lesson. Our power outage during Natasha’s visit was a prime example. Natasha was quick to adapt to challenges and resourceful in changing the delivery of a lesson when she felt it should be. Working with Natasha has been an incredible opportunity. Her inquisitive nature is an asset to her work as a lifelong learner. She is also patient and adaptable to change, willing to take on any challenge direoted towards her. She works as an equal amongst our staff and was easily accepted into our current ‘staf environment at Centennial, Other staff members respected Natasha’s opinions and teaching practices. She is aa team player and will be an incredible asset to any future staff. I eagerly await the time when Natasha has her ‘own’ classroom, where she can learn, develop, engage and participate in the learning process. Natasha is already an incredible teacher and the students reflect her ability and successes in the senior high classroom environment, lam proud of her accomplishments and wish her the utmost success I am positive she will find. Nha Wi le nS fh y signature [Vika Wow vat_Qpal doh 201 b Student Teacher's Signature [Jom fro Date Api) 2044, ADI b oat, 20 Recommendation to the Office of Undergraduate Programs: Credit. Non-Credit “ e Partner Teacher’ ‘Was this assessment reviewed with the student? Yes_) No ‘+ Please remember to also sign and date any additional pages and attach to «Please ensure the student signs the Narrative Assessment. ‘© Please provide the original Narrative Assessment to the student teacher and keep a copy for your own records. «The student teacher is required to submit a copy of this Narrative Assessment to their Field Experience Instructor, as per the instructions of the Field Experience Instructor, in order to receive their final grade. form.