uM, Mount Royal University and Medi MOUNT ROYAL UNIVERSITY Bachelor of Education TD EDUC 4020 Practicum II = Midterm \e Hat College DX epuc 4020 Practicum l= Final PRACTICUM Il EVALUATION FORM Student Teacher: ‘Samantha Crook School: ‘Southview Community Schoo! Grades/Subject Taught: _Grade 3 Mentor Teacher: _Beverly Kruger Faculty Supervisor: _Jason MeLester Dat April 29, 2018 Most student teachers will demonstrate knowledge, skils, and attributes 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 ata 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 small numberof student teachers who are performing at an exceptional level during the current assessment period, Mentor teachers should use discretion when using this Fating, Wan outcome has not been evident or the student teacher has not had an opportunity to demonstrate it, the mentor teacher is asked to identity this as not applicable (N/A. PLANNING FOR LEARNING es . Student Teachers are expected to demonstrate consistently that they understand: = 33 3 ‘4, contextual variables affect teaching and leaning. 2 | 2 28 i © the purposes of the Guide to Education and programs of study germane tothe | 3 | 8S 5 58 | ‘specialization or subject disciplines they are prepared to teach. 3 |28 1 32 | Forse ronment Baye eae Fg {the purposes of short, medium and long term range planning. Bo lgr|g/2)9)e8 e e\a|2 Bele ]s | 2 Blajela [SRE CEE ee 2 | 1. Uses programs of study te set leering goats [x 2. Analyzes resources (e9.proorams of sudy, teaching malerls, lexlbooks) to select [x appropriate teaching strategies and design relevant learning experiences, ae eu Translates outcomes into coherent shor, medium and long range plans x ‘Demonstrates understanding of pedagogies appropriate to the dscipine x ‘Demonstrates knowledge of leamer development and differences and uses this [x knowledge to plan learning experiences | Develops activites and assignments thal are clearly aligned with fearing goals, require | deep thinking and support student engagement and choice 7._Plans for muliple paths to learning for individuals and groups of learners x ‘Comments Samantha has the programs of study knowledge and she keeps thal in mind when planning lessons. She includes the SLO's in her lesson plans, She has of late taken on a district initiative of using learner intentions and success criteria and has worked with the school's OLC to enhance these. Samantha plans withthe end in mind, starting with knowing what students need to know, then how to get them there, She is very organized and has lesson materials ready to go for each lesson. Samantha is realizing some things take longer than others and what she thinks might De a quick lesson takes longer because of more interest or student work time, She then adjusts future lessons to accommodate for this time difference. As far as her time management for subjects she has become more aware of transition ime fo switch, Samantha actively participates in self-reflection on her lessons and is able to adapt the lessons to better meet the students’ needs. She and | always discuss week plans, day plans and reflect with each other at the fend of the day.FACILITATING LEARNING Student Teachers are expected to demonstrate consistently that they understand: 2, all students can lear, albeit at different rates and in different ways. i. there are many approaches to teaching and learning. | _ the functions of traditional and electronic teachingllearning technologies. Ik. the purpose of student assessment. m. student learning is enhanced through the use of home and community resources. Not applicable Not Yet Meeting Expectations Meeting Expectations eveloping Proficient Demonstrating a Standard of Excellence Uses a variely of leaching strategies to engage learners in ich learning experiences 2, Incorporates the appropriate use of digital technologies ‘Communicates and monitors high and achievable expectations in student-fiendly language poe Scatfolds student understanding including knowledge, skils, and strategies Provides clear explanations with rich language and examples ‘Analyzes and responds to student misconceptions Engages in discussions and inquiry that invte high level thinking and engagement ofall students > [xo ‘8. _ Paces lessons appropriately forall students Inducing time for reflection and closure x used in a balanced matter to enfiance leaming, ‘Comments Samantha is very good at using diferent srategles while teaching to engage al studeris in learing. She leaves imo for sludents fo experiment on their own after a lesson has been taught which leads to more questioning by the students. When the sudenis are engaged Samaniha allows for that exra time to work as they are immersed in work which leads to a higher order of thinking sills because they are so engaged. Samantha's unit planning for Science is really lending that flexibly to break things up and teach in smaller chunks to get to the desired outcomes, She incorporates many ifferent teaching siyes to ft ihe many diferent tearing styes, using music, technology, reading, movernent, hands on activities, visuals and group work. Samantha designs her lessons to be flexible so they are easy adapted to take longer or shorter amounts of ime. Samantha discovered eary on to have a task ready and availabe for those wo finish thelr work quicky. We nave Chrome books and Inads In our classroom which Samantha2 3 ASSESSING LEARNING es 2 ‘Student Teachers are expected to demonstrate consistently that they understand: = 38 3 Ik the purposes of student assessment and how to assess the range of leaming| | Ee S32 Be ‘objectives by selecting and developing a variety of techniques and| @ | 3S a a8 instruments. 3 |22 a8 = 188] .]e2 ss 8 ss|2)|2| ¢) 8a 2 (s4l ele) sie elgle|i 2 2 8] gia |e 1. Uses assessments to dently leamer needs end adjusts instruction to include varied ways x | 1 _ofaadressing misunderstancings a | [2 creates multiple and varied assessment fools that align wih outcomes aE 3. Develops learner understanding of leering goals end achievement expectations fo eee promote seltmonitering aa { “Provides specif, timely, consiuctve feedback to help students monitor their own x teaming '_ Reflecis on assessment data with students, parents and colleagues Lx ‘Comments Samantha used a variely of questioning in order to check for understanding. She developed many rubrios to assess: lucent leaming in Science and Social Studies. Samantha was diigent about moving around the classroom while students were ‘working to help them as well fo moniter their uncerstanding by checking thelr work. Samantha tried to give as much immediate feedback as she could to all students but as she soon found out it sometimes is dificult to give al of them immediate feedback, ‘especialy f she was needed too much by some students for more help. This leads into using and working with your classroom EA effectively. Samantha felt more comfortable tasking the EA with student help and directing her hovr to do that, Samantha got fo see | how report cards are done and participate in student led conferences. She participated in communicating to parents their child's | progress. Samantha also had input into ISP reviews.2 3 CREATING A LEARNING ENVIRONMENT. 28 z ‘Student Teachers are expected to demonstrate consistent that they understand: i 3s 3 ‘9. students’ need for physical, social, cultural and psychological security. g | ze ae ae h. the importance of respecting students’ human dignity. B | 82 5 ag = z 3 B | 38 2g Be) 552 g 3 |ss)2/|/2)%| #4 3 (30) 2/2) 5/5 8/8 8 4. Makes reasoned and fai decisions in response to contextual variables (e.9., gander, SES, | x _eature) 2 2, Plans a classroom environment thats physicaly, socialy,caltraly and psychologically x secure 3. Creates and manages effective classroom routines and procedures to ensure postive Fee x _sludent banavior Creates a respectful and ethical learning community that encourages learners to take x ‘sks, build tust embrace diversity, and Increase self-confidence ‘Comments Samantha has realized how crucial good classroom management techniques are. She would admit thai this is an ‘ongoing learning curve for all teachers, Together her and | have reflected and brainstormed strategies that would work for her and the students and to use the appropriate strategy al the appropriate time. Giving clear and concise instructions is crucial to student learning and classreom management. Samantha was very aware of keeping routines as regular as usual and if here were any breaks in routines to give as much notice as possible fo changes, Samantha did a great job of updating the visual daily schedule every moming. She continued with writing a moming message to the students which notified them of upcoming activities and changes to our routines, Samantha was very aware that movement breaks play a huge role in regulating the students’ bodies for an ‘optimal learning experience and sne did a great job of inserting these movement breaks into the daily routine,ASSUMING PROFESSIONAL RESPONSIBILITIES AND ESTABLISHING PROFESSIONAL RELATIONSHIPS ‘Student Teachers are expected to demonstrate con: tently that they understand: b. the structure of the Alberta education system. |. the importance of engaging parents, purposefully and meaningful, in all aspects of teaching and learning. rn. the importance of contributing, independently and collegially, to the quality of their school, ©. the importance of career-long leaming. p._ the Importance of guiding thelr actions with a personal, overall visions of the purpose of teaching. Not applicable Not Yet Meeting ae la HEEL identifies and implements specific changes to practice based on reflection and feedback from Mentor Teacher and Facully Supervisor Understands the expectations of teachers in Alberta (code of conduct, organizational structure, growth plans) Collaborates with teachers, parents, learners, and community members Engages with colleagues in professional learning Establishes professional and ethical relaionships Demonstrates deep thinking by connecting theory to practice during professional ‘flection, lesson critiques [><] ‘Comments Samantha participated in several staff PD acti teachers in order to sel-refect, gain perspective and discover new ideas. 5. She attended all staff meetings while she was here as well as our Monday morning meetings to go over the school’s weekly calendar of actvilies. She altended our weekly CRM time in which we get to work with two other teachers on something we want to enhance in our room. We choose to work on enhancing our literacy and humeracy by using technology. Samantha developed several Google Classroom activities for the students which they so loved doing. She got to participate in a district PD day as wel. | beliove Samantha knows how important itis to effectively collaborate with fellowMENTOR TEACHER FEEDBACK ON PROFESSIONAL GROWTH Strengths! Professional Learning Achieved: ‘Samantha you are going to have great success at being a teacher. You have the teacher heart in that you are caring and understanding and want the best for your students. You respect them and they respect you. Ihave seen you share many laughs with the students and you have developed a relationship with each and every one of them. We wish you all the best on your future teaching career. ‘Suggestions! Areas for Growth: We have spoken many times about this area of classroom management and that in this aspect we are al lifelong learners. What works one year may not work the next, Consistency, routine and relationships are the key to healthy management STUDENT TEACHER RESPONSE TO FEEDBACK ON PROFESSIONAL GROWTH | have had an amazing experience over the past year in Mis. Kruger's Grade 3 class. | have grown and leamed so much as a teacher and about myself. Not everyday was periect and not everything I planned turned out perfect, but it was execily the way it ‘needed to be and thus heiped my grow in the long run. | have taken the time to self-eflect on each lesson and whether they were 4 success oF not, I have been able to come up with solutions to make them better. Or ways to help my students so they can do better. Upon self-reflecing on my growth, | agree with Mrs. Kruger that | stil find classroom management an area | need to work on In the future, | would also like to attend more PD opportunities on literacy interventions and strategies, including comprehensive literacy with a focus on Fountas and Pinnell and Joyful Learning, Moreover, | would like to dive deeper into creating the optimal leaming environment for my students. EDUC 4020 Practicum II - Final Evaluation credit No Credit - ‘ ) 0: Quy fént Teacher Signature ‘Mentor Teacher Signature