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    rs , University To be competed MID-WAY through practicum, \ of Windsor Fatt OQ, wi TEACHER CANDIDATE: Rene Cora (Last Name) (First Name) assOCIATE TEACHER: _Vera Grulse__ scHoo.:_ Talbot Trail 1; Grade 3 € GRADE(S) and/or SUBJEC HOARD: Genter Esex County DSB @) Winsor Essex CDSB ©) St Chie CDSB (Lambton Kent DSB) Other: LEGEND EXEMPLARY ) EXEMTPCARY (cle aching hls in plying thems aproprt content nd meiodlgy tomes eames nnd Ane ses sys ven goo peach independently modi) teaching practice, Consistent explores nd extends understanding of profesional fede spony, inluing respecting confidential information about sons [PROFICIENT (P) PROFICIENT (Pisin apbng apron content nd metodo to met etme ees Reques minima asian in reponding lity to apply reflective thought successfully n a variety of teaching situations. Displays solid i suggestion for improvement. Demonstrates a 1 Sun oteonal growth and responsibliy, including respecting confMdental information about sont ADEQUATE (A) ADEQUATE (A) sanding of escig sls, Contest and methodology sled ar ener appropri andor adem ees Displays deat orden in esponding (0 sggestions for improvement. Linitedmodiiaionsnteacingpactce re implemen a eet Regu asc understanding of professional growth and responsibilty, wich may include respecting confit information bout students [DOES NOT MEET EXPECTATIONS (D) DOS NOT oy understanding of acting skis, Content and methodology ae general nporprate andor nade fo mets are Displays unsaiico ponse to suggestions fr improvement but ha difculyin reflecting on practic and implementing modiitions ean uderanding of the nec fr professional growth and profesional esponsibiliy, heres minimal evidence in practice | aan include respecting confidential information about students } gS EXEMPLARY: P= PROFICIENT: A= ADEQUATE : D=DOESNOT MEET EXPECTATIONS PERSONAL AND PROFESSIONAL FACTORS E P - D wa The teacher candidate {Models professional and appropriate conduct a a o c a 7Cooperates with members of the school community o e 6 ° 5. Dresses profesionally and appropriate S 2 o [1s punctual and peepared for school o c C [5 Completes assigned asks sasfatoil o G 6 5. [Responds positively to constructive fesback e c 3 S 7 Practices independence and initive i 3 C Cc Actively patiipaes in the lie” of the school c S o 3 ‘Comments: comm a of professional and thoughtful behaviour in the classroom. She is patient and kind with her student, showing ca prepared, ready for the multitude of tasks and responsibit Sttude. Se cares abot what she does and so comes tothe classroom ata. et aera on Sh show nieve by hg trough her werk and consulting to make sue ahe son rack and doing ihe eres cher tants, Discusions about teaching svatgies,leaming needs and next steps are frequent ‘CONIMITTMENT TO STUDENTS AND STUDENT LEARNING = o 2 D [a The teacher candidate 1._ Shows awareness of how children develop and learn = c oS c c 7 Tacoprates svarenese of ow soco-cltualdirenes impact student learning into lessons a c § 2 &. £ e Demonstrates a positive por with students ° a c £ {Encourages ace sien partition nthe Teaming OES c C ae Promotes respectful pupil interactions in the school oO cS — £ F Comments: Cora's breadth of experience in working with children shows in her teaching practice. She und her instruction fo include a variety of teaching strategies. Her students lear by doing, through roteatng on ier womk Students oten to “Tonk, Par share” in order to talk about how they understand conceps. Cora underwent how deveoprntal ferences aft chiren at young ages. Cora ays calm wh he "fuudents, yet she i fm when she needs to c/Mentor Teacher's Formative Report, p.2, TEAGHER, CANDID ATE Siiaat De aaaaame, Associa pais : TENCE : — camila ube ater Competence "] eae ae : A nn aie Koowleige of cucu content : ai : Ei = for lees a rear zo : i c o Comments soy oan curiam expectations with Nelson planning and resources. She ses eo leaming goals nd slororg hw al oneness ms Dutra aon en ieoe Sees ore coma a eoeer ot wa errs oe oe ni ean eee Ba sears ear oe ean at fo tn Seco State aaa see eet Tacs Key gestions n lesson planning process © ¢ = S C Comments: ccora spends time ceecing on her lessons and planning to ensure she is serving the needs of her students, Her instructional plans are ‘Sgnning to elec a knowledge of curriculum expectations and she is beginning to make connections to long range plans. Lessons are pisuned well and include curiculum expectations, specific expectations, resources, safety considerations, introductory activities, Jevclopmental sategies and Concluding activites. She also includes evaluation, modifications, extensions and a follow-up activity. leading questions are used which prompt students to develop a deeper understanding of subject material. Her introduction to our Plant tnt nuded oral sharing of what students know and what they want to know, as well as an informative and entertaining internet video | fon How a Seed Becomes a Plant. Students also really enjoyed acting out the lifecycle ofa plant! © Lesson Execution E P x D aa The teacher candidate: TL Presents material an ascurave and Theaningful manner fo Nudes 6 o o a _Sequenees aming experineesTopicaly c o ° a [sea variety of sieges to motivate stents 5 c 5 c i. Eectivey engages students nthe learing poss o iS S C ‘Demonsraies flenblity and a lesson delivery a eS zs Desc niledniagiiaie ene 2 = a c & Tangles eso wansions efesinehy C = 5 c vides effeive feedback and individual anton Co = C o o [Utes area ston ih ay in ering - ° c ° o sponds appropriately wo audens questions pe Cia ae ‘Comments orate thinks about how to best teach concepts and skils in an age appropriate and meaningful manner. She alvays begins Net Sons wn fsa scen ase fa re vagus Poouseee o nit sions ew ig sean ae | planned wh logical development of concepts m mind using whole group, shared, partner and then independent practice to reinforce and Sean sams aes ae a ee te ea tues "gens ou counters order od achons or sels. Ca eviews concep as needed and gves students elvan, | Gast ent tr itp’ is Sess onder ee aces ne svoe feu che ne a thames down’. She ask sudens i they have questions, 1 check ei understanding. mative Report,p-3. TEACHER CANDIDATE: Payne __Coa_ iesMentor Teacher's For Associate ao E P as D a ee a a = or inToing PHASE > a wal communica 3 2 : Se eT ares by orga vay ot 5 = a : . Cora is enthusiastic abo Students atfertve an at eomes across inher speaking voice. She changes her one and expression which keeps scat her spoken word o sult he age oer students. Cora often votes the stents 1a por leaning more meaning. They were taught a fun chanisong about how pants nit teaching and erested. She ca tenn order | 1 Sshrelana money pogroms tame ns te Sere = Laaraing Favironment, Classroom Management and E - < — Values the individuality of al Fearers ‘and responds in an inviting a a a 2 ; ca oa we and fun manner and therefore excites her students. She nds ways o motwate students 9 imaginat ie eo to the answers onthe whe board. She is alvays organized and prepared and is 19. Students respond well to Cor's prompts for aftenton. She uses a variety of 2 movements verbal prompts for eyes to be on her and vocal expression fet student fateges such as counting to eal wth of task students who need cues to refocus ‘tendon, Cora searing 1 OVERALL ASSESSMENT: Treas of Strength Cora shows a igh commitment fo teaching, resulting in highly Srszgng and age appropriate lessons Students are motivated by engegng ant oon

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