TREN] Queen's University - Concurrent Teacher Education Experiences in Schools Year 1 - Progress Report (Ly Queen's - (Practicum Office, Facully of Education, 511 Union St, Queen's University, Kingston, ON, K7M 5R7) [F] Queen’s-Trent- (Concurrent Education Office, 1600 West Bank Dr, LEC N24, Trent Univ, Potrborough, ON, KE 788) DS day placement [7 10 day placement Progress Report - to be completed by Host Teachers (s) Please Print: Teacher Candidate's Name _MORGAW 5/3252 Host Teacher's Name DEAK PoritKay Grade 7/8 School _wWEeETMOnNT PS Board _KPRDS B Ciy PETERGoRCKEH Dates of Placement: OCT. 7 to. DECIB 2013 Excellgnt Good -—‘Saiotactory. Marginal Rapport with pupils 4 a By QO Participation in the classroom a a QO Q Initiative im ie Q Professional Attitude and Behaviour [Jf oO Oo iB) Commitment and responsibility wy i) oO oO Further Comments (4S. 51 2ER HAS ExPER ENCED A uGhp Gare PBA See ea E37AR US AA? PORT WITH TRE STQAEWTS THROUGH EFFECTIVE Te ESTAR St AAP POAT WHT TRE STUREVTS THROUGH EFFECTIVE sabe lenin ft 3 Tah cnr bs ALTE PART Cs 07 1DV AAD ish TATAE BERK Ile Td KAS SY weit) he Me iy CF Honda MOLAR HO oh i ths A Wey BRIGHT Fura me Cu chzeal 4 Host’s Signature). B Orica Date ec 2012 Candidate's Sonate 21a ar, Date _Deverriber 18, Ov i Nema sianghure indicates receipt of he report ie emer ee We wish to express our sincere thanks for your contribution to the professional growth and development of our Teacher Education Students. ‘Top copy-student, 2" copy- Queen's Practicum Office or Queen's-Trent Concurrent Education Office, bottom copy-Host Teacherg TREN’ Queen's University - Concurrent Teacher Education Experiences in Schools Year 2 - Progress Report queen's - (Practicum Otfice, Facuity of Education, 511 Union St, Queen's University, Kingston, ON, K7M 5R7) ‘Quoon's-Trent - (Concurrent Education Office, 1600 West Bank Dr., LEC N124, Trent Univ., Peterborough, ON, K9J 7B8) Progress Report - to be completed by Host Teachers (s) Please Print: Teacher Candidate’s Name {Y\xGan Sitzer Pu) vse Host Teacher's Name i ysay Dak (equivalent 15 day placement) Grade/Subject + Cormecy = School Jrpstslale Stoondary Cohen) Board Dimcge Con city _ Boone Bates of Placement:_arot 7 4ai4_ to a 92,2014, Excelent Good Salsfactory Marginal Rapport with pupils Participation in the classroom Quality of Observation Planning for instruction Delivery of instruction Classroom Management Initiative Professional Attitude and Behaviour Commitment and responsibility Awareness of Curriculum OSGSNS8NNR oococooooo oooooooooo ocoocoooooco Further Comments kali Dh inte soKinvcerky sho ssy leds? totwde the Blaingscon Hee plaoning ans\_scgqniyatcn ace ph 0 Sener ond she “cluyphides excell “eon set testy the wchelraly oh Selle cm eRe Nea “oak "in the clara ! Hosts Signature dQ 23009, 1s\ wee Date - dr vee Candidate's Signature Date Cec. 18 Jedoyy (This sionglGe incicates receipt ofthe report only) We wish to express our sincere thanks for your contribution to the professional growth and development of our Teacher Education Students. ‘Top copy-student, 2" copy- Queen's Practicum Office or Queen's-Trent Concurrent Education Office, bottom copy-Host Teachor1 on BREA ia Queen’s University - Concurrent Teacher Education Experiences in Schools Year 3 - Progress Report [J] aueen’s — (Practicum Office, Faculty of Education, 511 Union St., Queen's University, Kingston, ON, K7M SRT) Neue Progress Report - to be completed by Host Teachers (s) Please Print: ent - (Concurrent Education Office, 1600 West Bank Dr., LEC N124, Trent Unlv., Peterborough, ON, K9J 788) Teacher Candidate's Name (Vora Svizer st Put} us wa Host Teacher’s Name eu Corhett {equivalent 15 day placement) Grade/Subject 7] /.8 School ercints & 1 Board inate Pine Saco _ City Peter bomuah. Dates of Placement: Gepemner Btn to Oclobec Adin , 2015 Excelent «Good-—Sallsfactory Marginal Rapport with pupils x QO Q QO Participation in the classroom i, a Qa gq Planning yy, ia Q Q Implementation oY ag la} Qa Classroom management wo «to a Communication skills a Q O Q iniative vy a Q Professionalism : a Q Qo Implementation of Curriculum QO Ry Q a Attention to Special Needs a QO a Further Comments prs Host’s Signature are Dai, Jftin OPES ZDy Candidate's Signature_-277 shee. Date _Novernner “6, AO\S {This elgg eats reoop ote repo cn) We wish to express our sincere thanks for your contribution to the professional growth and development of our Teacher Education Students. ‘Top copy-student, 2% copy- Queen's Practicum Office or Queen’s-Trent Concurrent Education Office, bottom copy-Host Teacheringson Ontario KPA SRT Faculty of Education October Summative Practicum Assessment (PRAC 420/421) This assessment is intended to assist Associate Teachers in making judgments about demonstrated levels of teaching proficiency. Associate Teachers should base this assessment on reasonable expectations for a Teacher Candidate at this first formal teaching session in her/his B.Ed./Dip.Ed. year. Candidate Name: Morgan Sitzer School: Perth Road Public School Associate Teacher: Christina Aylesworth GriSub: 3/4 Board: Limestone District School Board Date Completed: Oct. 27, 2017 Days Absent: 0 Overall Rating Exceeds Expectations Assessment Dates: October 10-27, 2017 (14 days) | Professionalism 1. Initiative & dependability Exceeds Expectations 2, Discretion & professional judgment exceeds Expectations 3. Response to mentorship ‘Comments, next steps: Right from her frst day, Morgan has shown amazing initiative. She offers help before | ask, and is very ‘open to feedback | give her. l= Supporting a Community of Learners 4. Promoting a safe and trusting learning community Meets Expectations 2, Promoting student independence Meets Expectations ‘Comments, next steps; The students in our class have felt very comfortable with Morgan. She quickly learned their names and jumped right in to help. A noxt stop will be to find a balance when working with needy students. At times it is easy to got caught up with working with one student. Morgan has already recognized that this can be a problem and is working on some strategies to help this particular child become more independent.lil Planning and Preparing 4. Use of curriculum documents Excoods Expectations 2. Sequencing of steps in a lesson or unit Exceeds Expectations ‘Comments, next steps: Morgan is vory organized and thorough when planning her lessons. She chooses activities that are engaging and cover the content. She is also beginning to incorporate differentiation in her lessons and tasks. IV -Lesson Presentation 1. Instructional strategies Exceeds Expectations 2, Lesson management Excoads Expectations 3, Awareness of classroom dynamics Exceeds Expectations 4, Appropriate and effective use of language Exceeds Expectations 5. Engaging all learners | _erewedsEspetations ‘Comments, next steps:Morgan has already found a great rhythm for when she is teaching a lesson. She has naturally found a good balance between teaching her lesson by activating their prior knowledge and scaffolding with a fun and engaging experience that she leads, to allowing them time to think and work on the actual task. She also tries to bring everyone back together for a consolidation of their learning, which is a very important part of the process of learning. V - Assessment 1. Assessment for learning Progressing Toward Expectations 2. Assessment as learning Progressing Toward Expectatlons 3. Assessment of learning Progressing Towerd Expectations ‘Comments, next steps;Since we are stil early in our experience together, Morgan has not yet had a lot of, opportunity with assessment for, as, and of, learning. She is already very good at checking in with students and making sure they understand what they are supposed to be doing. With alittle direction, Morgan has co-croated a writing rubric that she will use to assess the writing that the students have completed. Ournext step, which | we have already begun, is to talk more about and plan for assessment. Associate Teacher Signature: ‘Ga A, latte Teacher Candidate Signature: _22- Ades a Please indicate an overall rating at theltop of page 1 The Teacher Candidate must keep the original copy of all summative assessments.See en Faculty of Education November Summative Practicum Assessment (PRAC 430/431) ‘This assessment is intended to assist Associate Teachers in making judgments about demonstrated levels of teaching proficiency. Associate Teachers should approach this assessment based on reasonable expectations for a Teacher Canc jate at this particular point in her/his B.Ed /Dip.Ed. year. Please ensure both Associate Teacher and Teacher Candidate sign page 3 of the assessment. Candidate Name: Morgan Sitzer School: Perth Road Public School Associate Teacher. Christina Aylesworth Gr/Sub; 3/4 Board: Limestone District Schoo! Board Date Completed: Nov.17/17 Overall Rating: Excoeds Expectations ‘Summative Assessment Dates: October 30-November 17, 2017 (16 days) 1— Professionalism Days Absent: 0 1. Initiative & dependability Effectively assumes appropriate degree of responsiblity for the classroom ‘Takes initiative to contribute to students’ learning in many ways 2. Discretion & professional judgement Uses appropriate professional judgement and discretion in relation to interactions with students Demonstrates sound judgement in dealing with parents, peers and colleagues Exceeds Expectations Exceeds Expectations Meets Expectations Meets Expectations 3. Response to mentorship Invites and incorporates Associate Teacher feedback to improve teaching practices Uses self-reflection and assessment information to inform next steps for the candidate's teaching practice Demonstrates progress towards achieving teaching and learning goals Exceeds Expectations Exceeds Expectations Exceeds Expectations ‘Comments, next steps: Morgan has exuded professionalism from day one. She demonstrated outstanding initiative in all aspects; she would see something that needed to be done and would just go and do it before | even had a chance to ask her. Page 1 of 4— Supporting a Community of Learners 1, Promoting a safe and trusting learning community Demonstrates skill and consistency in using routines and monitoring classroom behaviours in order to maintain a safe and supportive classroom environment for all students Excoads Expectations: 2. Promoting student independence ‘Structures activities so that students learn to identity their strengths and weaknesses, Exceeds Expectations make decisions about next steps, and monitor their progress towards expectations Comments, next steps : Morgan had a good feel for the students learning needs and worked hard to ensure everyone Understood what was expected and then monitored those who needed extra support. She encouraged students to ask questions when they needed to, but to also try things on their own, Ill — Planning and Preparing 1. Use of curriculum documents Creates leaming activities using the appropriate curriculum expectations in ways that Excoeds Expectations _ provide engaging learning for all students Demonstrates sound knowledge of appropriate subject matter Exoneds Expectations 2. Sequencing of steps in a lesson or unit Creates developmentally appropriate lessons in ways that connect students’ prior Exceeds Expoctatons knowledge to appropriate next steps and new learning Plans for appropriate student involvement and follow-up activities Exceeds Expectations 3. Differentiation Designs learning and assessment activities that are deliberately differentiated based on Exceeds Expectations students’ needs Demonstrates understanding of use of appropriate accommodations and modifications for individual students Cae ee 4. Resources Gathers from others or creates appropriate resources to support the intended teaching, Excoeds Expectations leaming and assessment Uses a range of resources to support the development of information literacy skils Exceeds Expectations ‘Comments, next steps : Morgan clearly developed her lessons by using the necessary documents and resources at her disposal. She naturally sequenced her lessons, ensuring that the students understood what the task was and gave them time to consolidate ‘and share their understanding. She always made sure to include the needs of the identified students in our class by following what ‘was in their IEP, but also understood that some other students just needed some extra scaffolding or support Page 2 of 4IV- Lesson Presentation 1. Instructional strategies Uses wide variety of appropriate teaching strategies based on students’ interests and Exceeds Expectations needs, as well as current research on effective teaching practices 2, Lesson management Uses 2 variety of effective strategies for managing materials, time and learning activities, Exceeds Expectations _to meet needs of all leamers 3. Awareness of classroom dynamics ‘Adapts and modifies teaching and leaming activities based on student responses Exceeds Expectations Works to engage students both in the learning and with each other Exceeds Expectations 4, Appropriate and effective use of language Expresses ideas, directions and options clearly Pee Models a standard for oral and written work Exceads Expectations: 5. Engaging all learners Uses effective questioning anne Effectively uses strategies such as wait time and checking for understanding to engage all aerate arenes students in learning ‘Comments, next steps : Morgan developed tasks that would engage all of the students, She created lessons that were fun, that | promoted collaboration, as well as had some peer evaluation and feedback. She was consistently aware of the dyanmics of our class and adjusted things as she needed to, depending on what the situation was (for example, she realized that particular students ‘worked better apart and would be sure to separate them before she started her lesson). [V- Assessment 1. Assessment for learning Effectively uses appropriate assessment strategies and recording devices to collect and Meets Expectations record _ information on how student learning is progressing Helps students to use this information for next steps Meets Expectations 2. Assessment as learning Creates opportunities for student self-assessment to help students to identity their Meets Expectations learning needs Helps students to create appropriate, short-term curricular, personal or learning skill goals Meets Expectations Makes judgements about achieverent in fair, transparent and equitable ways ‘Meets Expectations 3. Assessment of learning Constructs and uses a variety of assessment strategies and recording devices that are Meets Expectations aligned with instruction and yield an accurate and adequate picture of achievement Makes judgements about achievement in fair, transparent and equitable ways Meets Expectations ‘Comments, next steps: Morgan learned to use tools and resources to assess what the students already knew before starting something new. She then used that information to see what the students needs were and provided opportunities to fill any gaps that may have been discovered. She also worked with the students to co-create a rubric for a writing assignment that they were ‘working on so they would know what they needed to do in order to improve their writing. Teacher Candidate Signature: 22 ats lease indicate an Overall Rating atthe top of Aghe 1Adékional Comments can be made on page 4 The Teacher Candidate must keep the original copy of all summative assessments Page 3 of 4ments: | felt very fortunate to have Morgan as my teacher candidate this round. | was thoroughly ipressed with her initiative and work ethic. She was mature beyond her years and | can honestly say that I felt ike | had a teaching partner. | have no doubt that she will be a successful teacher; one that | would fee! honoured to work with again in the futuro. Page 4 of 4