Appendix J: Practicum | Evaluation Form am, [Suey] meee ner COLLEGE. Mount Royal University and Medicine Hat College MOUNT ROYAL unary Bachelor of Education iu ‘5 EDUC 8010 Practicum I~ Midterm {PEDUC 3010 Practicum I~ Final PRACTICUM | EVALUATION FORM Student Teacher: Samantha Crop ik seroot Sh Francis Xavier Schoo | GradesiSubject Taught: (zrade S mentor teacher: —) gala Vin Ham Faculty Supervisor: Christy Gust Date: Netenaber |tt// ( Most stucent teachers will demonstrate knowledge, skils, and atrbutes in the “Meeting Expectations” category ‘A checkmark in the “Beginning” column indicates that the student teacher's performance is weak but acceptable. A checkmark in the *Proficient’ column indicates that the student teacher consistently performs at a strong level ‘A checkmark in the "Not Yet Meeting Expectations” column indicates thatthe student teacher is not yet performing at the minimum level of expectation. Student teachers who are rated as not meeting expectations during Practicum Il in two or more ‘outcomes are at risk of not receiving credit for EDUC 4020. ‘A checkmark in the "Demonstrating a Standard of Excellence" is reserved forthe sinall number of student teachers who are performing at an exceptional level during the current assessment period. Mentor teachers should use discretion when using this rating. Ian outcome has not been evident or the student teacher has not had an opportunity to demonstrate it, the mentor teacher is asked {o identify this as not applicable (N/A). PLANNING FOR LEARNING: es g Student Teachers are expected to demonstrate consistently that they understand: 38 5 Bi cantetiaiyaiaiesarestiese ing ardisariig: g 28 i: 6. tho purposns of tho Guldo to Education and programa of study germane to the | f o¢ ee SLieP aves eos ey aeraeo eet 2 4. tho subject dleciplins they tach, § To {the purposes of short, medium and long term range planning. 3 P| 2 : 5 | 3 : a8 é Ti ses ogra ey aca earang goal 2 Analyze resources (e.g. programs of study, eacing raters, texboora) To aoe epptopas leaching statogien snd desig aavant boming experiences 3. Transats outcomes info coherent shor medium and ng range plans Se caeeiaa aie mete eae eee : . Develope sce and acignrents hat er lar altned wih teaming gol, equi | deep thinking and support student engagement and choice | ie 3 _ lane motpi path to leering or hahaves end rope of Ba _ Tz Caecomnis __|Samactha treaks ve i clear understandiags of the prigearns of — ) earner cevelyptreat 4 ‘ed vey well ty aod differences. Achvities [as ignnoeerts ace tin curriculum.‘Appendix J: Practicum | Evaluation Form ot S fe Z e |e Hooft a | 38 a) a8 a | 28 2s & |S8] ale 28 B jga Fos " 2 12) 8 z 2 $ — 3 3 Uses a variety of teaching strategies fo engage leamers in rich learning experiences Oy incorporates the appropriate use ofdgial technologies (not available) i I ’3. Communicates and monitors high and achievable expectations in student-friendly | language if _ Scaffold student understanding induding knowiedge, skils, and strategies 1p Provides dear xpianations wh ih language and expos 1 Anal ae responds to student misconceptions , 7. Engages in iscsions and inquiry thet inv igh vl Wing and enor ofa 1 sae Al 2 Feoes stone appropriately oral sunt hain Une fr aiecion and doa ip Conant | g 3 | OE \2 ze |e 38 5 és 2 , si m gale) 2) ¢| #8 Tel ele] 8 E — BP glels Uses assessments to identify learner needs and adjusts instruction to include varied ways of addressing misunderstandings | ‘Creates multiple and varied assessment tools that align wih outcomes L I = ra Rated on esewvebt doe il soot paren and oagiae i ‘CommentsAppendix J: Practicum | Evaluation Form g 3 22 z 5 38 Oi g | ge 28 Se 3 | 332 a ag a | 38 : = | 38 2 ag 8 |35| 2) 2) ¢ | ea = y2r;e| el silt 3 gle Bl \é|3 Makes reasoned and fair decisions in response to contextual variables (e.g., gender, SES, | culture) I L 2. Plans a classroom environment that is physically, socially, culturally and psychologicaly | secure | L 3. Creates and manages effecve classroom routines and procedures to ensure poskve | student behavior I Ll “Creates a respectful and ethical learing Community that encourages leamers to take 1 3 risks, build trust, embrace diversity, and increase self-confidence | / ‘Comments Waroin: 4 ent t nd_p HOE 2 =e 3 au ai a & ae : Sa] | o/./ 82 H) 2) 2) 2/38 2 8) elelaye e\e|sle &)a|é/§ Identifies and implements specific changes to practice based on reflection and feedback ley from Mentor Teacher and Faculty Supervisor Vv Understands the expeciations of teachers in Alberta (code of conduc, organizational | structure, growth plans) Llp 3._Collborates wth teachers, parents, learners, and community members E 4 Engages with coleagues in professional leaming | 5.__Estabiches profesional and ethical eationships I 6. Demonstrates deep thinkin by connecting theory to pracie during professional 1 reflection, lascon otiques | Comments‘Appendix J: Practicum | Evaluation Form MENTOR TEACHER FEEDBACK ON PROFESSIONAL GROWTH ‘Strengths/ Professional Learning Achieved: Sttmantha has been an absolute delight tp lave in sur grade 5 classroom! She dermastrates a pastion tur teachin and 4 desire to keep learning! Tt has keen wonderfil -P watch her yi AS 4 teacher. Shehas made hu im provement S as she tes conthuchyve feedback and applies iF 2 ber next lesth. Sai if sleads prepared, posibve and enthusiashe. We will miss her geatg |! Sine id 2. bea geet 4SSCt to He Heching ponte eA STUDENT TEACHER RESPONSE TO FEEDBACK ON PROFESSIONAL GROWTH This has been an amazing and very beneficial experience the last five weeks. I feel like I have grown so much as a teacher and my practicum teacher was a great mentor in guiding me along the way. I learned so much! [ feel like I have perfected my lesson planning. For my next practicum I feel that I still need to work on my time management, concluding my lessons better and classroom management skills. EDUC 3010 Practicum | - Final Evaluation Credit []~ No Credit tor Teacher'Signature” Bate