Associate/Mentor Teacher's Summative Report ‘To be completed at the end of the practicum. Consecutive: FALL/WINTER: Concurrent: SPRING @ Cee University ‘4 of Windsor Cora TEACHER CANDIDATE: oO — ee ASSOCIATE TEACHER: Vere\Culss ae eee scooi: Talbot Trail GRADS) ont ee GOBIECT OES 5 HOARD: Greater Essex County DSB (©) Windsor Rese COSY EET (©) Lambton Kent DSB (C) Other, “LEGEND EXENLARTIB eng sl noite moxie con an toe ome ame! me Ally es Depts en sec on npr met aching practic, Conan xls an oedema of ofa I i, nein respecting confident information bout dens PROFICIENT FRO and eign 2 improvement Demons lying appropriate content and methodology to mect lamer’ needs, Requires minimal assistance ia respon Seer splity to apply telecive thought successfully in a variety of teaching situations. Displays solid os oer ne i exes ef nan So eases sO 1 skills, Content and methodology selected ae generally appropriate andlor adequate to met lamers’ serie adequate understanding of cachi mete Reg eae a suggestions or mprovement. Limited modifications in aching practice re implemented asa ving of professional growth and responsibilty, which may include respecting confidential information r MEET EXPECTATIONS See WEFT ERECTION cmon el noni nd a ee Disa re response osegesions for improvement but has dificult in refeting on practice and implementing modifications. neds Thema eS ening ohne pessoal growth and rofsiona responsi there isminma evidence in [= EXEMPLARY: P= PROFICIENT: A= ADEQUATE : D = DOESNOT MEET EXPECTATIONS PERSONAL AND PROFESSIONAL FACTORS. E P x D a The teacher candidate: 7 Models professional and appropriate condvet = Cooperates with members ofthe school community, ‘Dresses professionally and appropriately Ts punctual and prepared for school Completes assigned tasks satisfactorily ‘Responds postvely to constructive feedback, o Practices independence ad iniaive = om c Actively participates in the life of the school —o o c ‘Gomihinta ot about what she does and so comes fo the classroom prepared, ready forthe mullitude of tasks and responsibilities that Gemini stake on, She is professional at al times and shows initiative by thinking through her work and developing her own ideas forlesson plans. Cora thinks about feedback and then implements that which fits into her current lessons and plans, When her placement is done Cora will be returning to assist with scribing during the EQAO testing. a = _ c dojolaa) ddaq ‘COMMITMENT TO STUDENTS AND STUDENT LEARNING E a x D wa The teacher candidate: ‘Shows awarenest of how ghildren develop and learn = c o o c incorporates awareness of how socio-cultural differences impact student leaning into lessons Ee ® 9 ° © © [Demonstrates a postive rapport with students S a a ° o {Encourages active student participation inthe Tearing process a CS S c S 3. Promotes respectful pupil interactions in the school e oO C o c ‘Comment Cora's students learn by doing, through interaction with peers, practice and reflecting on their work. She understands the needs of chidren and crats her lessons to include a vanety of teaching strategies so as to differentiate her instruction. Students often do “think, pair, share,” in order to talk about their understanding of concepts. Opportunities for showing and explaining work are given frequently Cora is always positive and energetic with students, yet she is fim when she needs to be. Cora's breadth of experience in working with chien has already given her a good understanding of how children learn, She understands that young children have developmental differences and so learn at differing paces and in diferent ways.5 1 Pi tcaoe Teasers summatve APSE 2, TEACHER CANDIDATE:__Payne_Cors ciate Mentor TEAS ee é ? x sae FENCING =e ater Competene® nse of erica come = o oo A ce ® 5 a ool ras mane SS 2 a 3 B18 a se es se ia C c e am epeatoan rence pect ADU ae a for teaching Pants, oun econo CUTE Ser a abo Pens tr Sd so plan her lessons specie cura Fearing gives studets Ofoe ne cath subject mate. In teaching factions she ote offers Se ig gts He net al acted when a 10 at a s were real ‘paring, she used earing goals and success who feel they Cora used oe poksts, marks and rubrics 10 assess fing ofthe fe cyete of pants in a cu imrinating project of making a booklet about plants. rar to grow plats or eeyoap student E P x D wa SE Pimning and Preparation The wacker condi tional resources. @ CS SC Cc 6 Fi rears approsine and eT inset al 3 o o = = Feros appropriate nsuctonal i 2 oS Q 2 9 Tinks daly lesson plans. ‘and long-range plans © ey G o = 5 esns in son panning DOSES @ 9 C 5a zanna ruta atv g S o 9 g 5 Fas flesve culating 28 % © 9 9 g STs echnology eecivel : @ 3 9 C C aa antes for ster @ opp ne Lenn Q a nd wel ogaied Teacher’ Dy Book @ < o 6 oC [Comme ean relevant a manne at possble sot eT relate, Her instructional plans reflect aknowledg@ of Cela ne and aes begining © make cones iaeetange pans. Lessons are planned well and incude cucu amc ere expan, rescues, Sa Coreen, long rary acthvities, developmental strategies and concluding expenses age evuaion, modeatons eens ar iol up acivty. Leading questions are used which prompt Aces, op a deeper understanding of subject atenas et Se ototon to our Pian unit included oral sharing of what students stuns oS arto know. Coa took avaniage of using sore ogy how an informative and entertaining internet video on know and what ey wenptant Studnts als really enjoyed ating out ihe ie ‘ode of a plant! Lesson Execution E P x D wa rhc eaher cone: eal an acre and weaning manner v9 Swlens oS SG o o c Sequences earning experiences fogiealiy @ C C © o 5 Tera varie of stegesto motivate sudenis © C S C o +—Fresively engages student inthe earning rooess © C 6 9 a See recs exbliy and adaptability in lesson delivery and ms 3 3 % e cin 7 Hades Tess sons efTeivey = G a 5 a 5 Provides eective feedback and individual attention © C ° C S J Ui arey of questions with Mud within the Teauing iS 3 = a % 7 Respond appropriately to students” questions a c G 5 c [Comments | | ora carefully thinks about how to best teach concepts and skils in an age. appropriate and meaningful manner. She always begs her Cora carefly rinks aout rer questo that are engaging or get students to think, question as ‘thinking, Lessons a planned with logical development of concepts in mind using whole group, snared, partner and then independent practice to reinforce and repeat what students are leaming. Cora often uses tools or hooks | that excite students. For example, ‘when teaching fractions, she gave ‘egret cnt in ode td oaks o hooks Jens were aught a fun chantsong about Row plats gro alt nd Cara eves concent nd Ge ee levent questions which test their knowiedge, Cra checks or parsing sae each reson aug and gives eer up thus dow’ She asks students they have questions 10 rock ther understanding and makes sure that she answers questions in a meaningful manner eeep.3. TEACHERCANDIDATE:Payne Cora z P a D wa O| | F DD. Communication S on Gora preser sons in an imaginative and fun manner and therefore excites her students. She finds ways to motivate students, Cora presents her les such as inviting them to aware of monitoring time managem strategies such as counting down, pt ‘attention. Cora is learning to deal with of-a “Water the plants" or to write their answers on the white board. She is aways organized and prepared and is ‘ent for lesson pacing. Students respond well to Cora’s prompts for attention. She uses a variety of hysical movements, verbal prompts for eyes to be on her and vocal expression to get student isk students who need cues to refocus. SESSMENT: OVERALL AS Provide suggestions for improvement: Areas of Strength \cora works hard, showing a commitment to teaching, _| Cora will continue to develop her knowledge of curriculum content. Frequent Frsuitng in highly engaging and age appropriate ‘oral feedback and checking of student understanding will result in positive {Sssons. She takes the time to carefully think through _| outcomes. Cora will continue to develop her abilty to use a variety of | assessment strategies such as checklists, rubrics, learning goals and Jessons that most ut her students, given the [Eemculum Students are motivated by her creativiy hands-on approach and own enthusiasm. Cora is. Cemmited ta seing her students achieve, succeed and be proud of themselves. Her reflective nature willead feria refine her teaching abies even fuer inthe future! f success criteria, Please indicate your OVERALL assessment by checking ONE box ONLY. "If the teacher candidate will be receiving a “Borderline” or “Unsatisfactory” Summative report, consultation with the Faculty Advisor is required. A supplemental assessment form for additional comments is available. a Satisfactory 1 * Borderline o “Unsatisfactory Dates of Absence(s): Thursday May 12, 2016 ‘Signature(s) of Associate/Mentor Teacher(s) or Principal submitting this report Date’ aes. rae PWS chs XE] Daie 5 ature oft Indicates receipt of the report, not necessarily agreement with its content)jner's Summative Report, p- 4 ‘the report as been reviewed withthe teacher candidate sher candidate has signed the Associate/Mentor Te ther candidate has NOT signed the “Associate/Mentor Teac ‘The teac! O The tead