Latte University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER THREE Formative Assessment [nme Teor a ee Schoo Sew Mewiel Sue Pree oe GradovSubjects Taught: | AQ nner Gaereal |__| Teacher Mentor University Mentor DateTime of Observation: | WoL, 7) TE | atminstator a Instructions: + The purpose of this form isto provide the intern teacher with feedback during the PSII internship. + The mentor should complete this form at least three times during the practicum, + The intem retains the completed form to include in his/her PSII| Report it's not submitted to the Field Experience Office. + Select the level of performance for outcomes being assessed. Please also provide some written comments after each ‘section and on the final page of the form, + Itis not necessary to assess each outcome everytime the form is completed - you may wish to concentrate on the most | televant and significant strengths and areas for growth, depending on the situation, 1, PLANNING AND PREPARATION (KsAc #1,3,6,9 and 12) Exceeding Expectations Planning and Preparation 1, Demonstrates knowledge and skils in the subject matter of the lesson inelading his/her subject major. 7 Incorporates a variety of appropriate resources and insirucional/assessment T strategies into lesson plans and unit plans. t 3. Translates leaning outcomes from the Alberta Program of Studies ini elevantand | [— | ‘appropriate leaming objectives for the lessons end units being taught. Takes into account students’ prior learning, leaming needs (including student PPS), | interests, and student variables such as age, gender, soclo-economie status and cuiturallingulstc background. '5,_ Organizes content into appropriate components and sequences for instruction. [ yj | XXX | px] A PAR A |S] |[6._ Plans appropriate content and activities forthe time alloted, 7. Prepares iesson plans for all lessons taught, using a welldefined svucture which includes learning objectve(s), an introduction and closure, detailed procedures and instructions, key questions, teaching strategies and learning activities, and assessment of lesson objectives. “ ‘Prepares unit plan(s) in subject major (Student Learning Guides for CTS) that include rationale, overview, learning outcomes, teaching/learning activites, and ‘assessment plan - ‘8. Integrates information and communications technology into instruction in Subject ‘major and other subjects, where appropriate _ 70. Prepares long-term plan(s) for the subjects taught - semester plans (elementary) or | — course outlines (secondary). a [ts Oui sa cyorc une nas TRS Coesiby planwray is oxcepshicial iQ) Sp ran tank i sec i ty Peapod 1dr learn ochithes ct pose feat rablenpe rar ay motives ned Cee tacit a ore University of Lethbridge: P.S. Ill Formative Assessment (ay 23, 2006) 1 x] R| ala2. INSTRUCTION («sas #4, 5, 92nd 10) 25 5 2s gs) oes G8 ee HY 38 ‘Communication 2a = ry [1 Uses clear. fluent, and grammatically cortest spoken and witen nguage. LIK [kx 2, Uses vocabulary appropriate to students’ age, background and interests, IX |X 3. Modulates his ner voice for audiblity and expression, P<] RAR | 5 | bl 4. Demonstrates cultural sensitivity in communication and instruction, [ ‘Lesson Introduetion L 5. Esisbishes set ean a SEjRANEIS) and expectations, uses Troivating alfention eters, provides an overyswSane reites the lasson fo f a5 aBTOETS- General Lesson Development t corporates stateges fr motvaling studonis using rlovant and neresingsubjact | T mattor and activities 7. Presents content in appropriately organized sequences far instruction, ' Explains and proceeds msl seps stan aporopiate pace fo sul the avy and studen response. 8, Demonstrates subject mater competence dung insrucon [ 10. Organizes and directs learning for individuals, small groups, and whole classes. “1, Provides clear drectons, instructions and explanations, [ |12, Directs efficient transitions between lessons and from one activity tothe next. 78 Uses a varely of instructional strategies to address desired outcomes, subject matter, varied learning styles and incividval needs (including goals/objectives of student IPPs) 14, Uses a broad rang of instructional strategies specific to subject major, 15. Uses appropriate materials and resources. Cie ARR 16, Demonstrates flexibility and adaptability. ‘Questioning and Discussion 17. Asks clearly phrased, well-sequanced questions at a variety of cognitive levels. 18 Prove grate “wakne ater pebng ssDons. 19, Seeks dafcSTSTARS dbo of sludonesperso, whee epproptal 720. Leads and direcis student paricipalion in dass discussion effecively and distbutes ‘questions appropratel Focus on Student Learning 21. Circulates in the classroom, intervening when necessary, checking on individual and ‘group understanding of activty/content, 22, Recognizes and responds appropriately fo individual diferences and Group learning needs, "23. Reinoroes student tearing, bulding on previous leaming, reviewing, and reaching, 1 Closure T 1 24, Achieves closure for eaoh lesson, consolidating eas or concepls trough Sumimanes rm reviews. discussions. and applications. 2B. Provides homework when appropriate and explains asgnmenis aly [ | ¢ comments: our are v0 Oxnore OF *Eyahbng thay atinke"by ungue entevests presentations | ost weal west ComeechsG, to ‘aot {envoud- a cept! | \ ink pie arene ne Gece Rioerathorser many c.ckvily haved fessem malee $y widenkal | feamicg all you” Sluctents! ef) ><)3. CLASSROOM LEADERSHIP AND MANAGEMENT (ksAs #7 anc ¢) ing Expectations, lExceeding expe | Classroom Leadership ". Assumes a loadorship rol in the classroom, laking charge of classroom activites, showing confidence. poise, composure. and presence, 2, Creates and maintains an effective learning environmen, sating high expacialions and Rik stancards fr student learning, 10 sent variables such as age, gence, [ I S0c0-¢2006 3. Demonstrates intiaive, enthusiasm and a commitment to iDstudonis and subject i modes we Denavious - 7 Esiablshes postive elatonships and a classroom ciate based on muival rust and respect. Ke [Glassroom Management | 5. Clearly defines and reinforces classroom procadures and routines. [ | 6. Clearly communicates and reinforces expectations for appropriate student oehaviour. | ‘% Monitors student behaviour and is aware of student behaviour at alltimes. '. Responds to inappropriate behavior prompty, frmiy, and consistently, using T ‘appropriate low-key and higher level responses; follows school discipine policies and procedures. coumenrs: (fou paasense 1S 50 aes aR tae es ae He shoxos iS (we x embrat our ot ine Vionmendt ho She on oe me | LafeaM) ay excite ot Onn 4, ASSESSMENT ((kSAs #11) = ea ecient Assessment 1, Assesses student learning using a variely of appropriate assessment fechniques and instruments (2.., observations, conversations, questioning, checking daly work, performance-based and writien assessment, quizzes. tests), 2. Checks frequently for understanding, x x KK Rl Not Mecting Expectations Meeting Expectations Exe Expectations [x] A] 3, Provides timely and effective feedback on learning to students, 4. Ilediies and adapis teaching based on assesement data and student IPPs (e.g. employs alternative teaching strategies to re-teach where required). 55 Analyzes and evaluates measurement data to assess student learning, 6. Explains to stucents how learning will be measured | 7. Davelops and maintains accurate records of student achievement — (9. grade sheets, databases) and communicates results to stucents, parents, anc the school effective! garetts Seay A ae a oe: Seamont On os ne needs ave meat peu : Sula hein Eo Connect So many dower ack hescan/ Univers of een P81 Fomatve Assessment ay 23,206 LSC, stucterk |, All5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (KSAs #2, 15 enc 10) Professionalism —— |L1_ PrgSemiS a professional appearance and manner. Z \ CWO 2. Fulflls professional obligations (ie., punctuality, routine administrative duties). Wee 3. Demonstraigs Maturity and profesional judgment 4_lkrowegeabe sbOu professional sues God demonstrate a conmimenite ihe washing pofesan, 5. Establishes professional relationships with the eaucational community ane wider community (where coven Professional Growth { 6 neers es8es68AF0 JOSTENS ra ooneno IOS, eres Segre Sad WORRIES 7d malas spprepaae suncsion or mporerens Uses the oss of sent ss osoant anc ecdbocko TO Tacing Paces ae pTeTaNaT = an | 8._ Responds appropriately to feedback irom others by listening, interpreting, and implementing suggestons, PRP] acceptabie '8._ Develops and communicates a personal vision of teaching, 10. Develops a professional portfolio andlor growth pian including goals, evidence of progress toward goals, ‘eflections on growth, and future goals. Ti. Carries out the roles and responsibllties ofa teacher according to the Alberla School Ack school and district policies and other relevant legislation, 12. Applies the knowledge, skils anc attributes for interim certification appropriately. | Ethical Conduct 78, Respects the dignily and rights ofall parsons without prejudice as fo race, religious belie’s, colour, gender, | — | sexual orientation, gender identity, physical characteristics, cisabilty, marl status, age, ancestry place of ‘origin, piace of residence, socio-economic background or linguistic background, | | 14, Treats students with dignity and respect and is considerate of their circumstances, 75. Does not divaige information received in confidence or in the course of provessional dues about a student except as required by law or where to do s0 is in the best interest ofthe student 18. Does not undermine the confidence of students in teachers or other student teachers. 7. Doss not enticize the professional competence or professional reputation of teachers or cther student teachers unless the ericism is communicated in confidence to proper officials after frst informing the individual concemed of tne criticism. 18, Acts ina manner that maintains the honour and dignity of the profession. 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. ‘Clay bre “Q" gj Saneto 0: wuiery besser sik ( Kea lly werk araaid! lexan at cabal osha WHisiasmn. students rads hou) ws ai ese. ent vader het (ene WA oo eybhadaam fo leawnie | Yor are setts a hase “hfe long leant" besscs 2! Noa -edlus ee L suck avcat henals | 4 University of Lethbridge: P.S. 1 Ft Al AA] > 1 A A ative Assessment (May 29, 2000) 4FEEDBACK ON PROFESSIONAL GROWTH 7 Exce ee Poon a Units | beessons => i cine hy rach lessen — mth saws ves > Hi crecdh V< plana nares “ rofladhional a Zak oe sorters Connecticl io ek We va alee rere sh ctenkess, - Classroom as Ste 7 Cxekhustadnn jwe of Teoh ED me 7 Nar istruckanl shakes jncorpAotech used tea a | taheh > Q ofessional [0 & presence as ann se > Seu akeha af yout Shier Secu. Suggestions/Areas for Growth: — hock afer Gosidy = (fe ofl Ca \ University of Lethbridge: P.S. lll Formative Assessment (May 23, 2006)