= Please TYPE (including comments) DIRECTLY onto this form. Lethe PROFESSIONAL SEMESTER THREE: Final Report University Consultant: 22vid George | Intern Teacher: Kolon rely, University Consultant Comments: [Mr. Kolton Krein has successfully completed all requirements for PSIll Internship, This success is evidenced most recently by Ine fac that he has accepted a teaching position with Medicine Hat High School beginning immeciately after hi fnal university |semester is complete. Throughout the internship, Koltan has demonstrated high degrees of compotonce meeting the KSA\'s for beginning teachers. His planning for instruction for longterm, unit and daly lessons are thorough and detailed leading to lesson delivery that is deliberate and focused on prescribed curricular outcomes. His students were able to mest the learing outcomes he lestabished for each lesson and learning activity, and he followed his lesson plan wall but was always open to respond to™ [teachable moments" vinich vould arise periodically. Kolton's assessment of student learning is comprehensive, fair, and letfectve. As a teacher, Mr. Kreins lessons are accurately described as varied, engaging, and age-appropriate. He apolis the lPedagosical leaming he has acquired to the practical tasks of his daily teaching assignments. In each observed lesson, Kolton laddressed the components of effective lessons starting with effective openers, logical scape and sequence inthe body of the lesson while checking for understanding and then providing effective closure tothe learning. His lesson strategies include lwell-established classroom routines coupled with variety n teaching strategies. The science labs he has facilitated are highly lorganized and ensure student safety and hands-on learning. He also Incorporates technology Into his taaching in @ seamless Imanner. As a teacher, he is vary coachable, open to suggestions, and wiling to ty new approaches, He enjoys a positive |working relationship with his Teacher Advisor which is evidence of his capacity to collaborate with colleagues in a team latmosphere, Kelton Krein has “teacher presence," which means that he commands respect of his students without demanding their respect His classroom management approach is accurately described as sub, respectful and highly effective. His classes are jordery, purposeful and characterized by high degrees of on-task student behavior at all mes. Throughout the semestor ofthis intemship, Mr. Krein has successfully established professional trust relationships with his high school science students, getting to know them individualy, listening to thom, and sharing with them. These relationships are foundational to his classroom management philosophy and approach. At the same time, Kalton has shown that he is able and wiling to administer logical |consequences in a respectul manner to maintain order with the end in mind to ensure his students are respectul of themselves, oftheir teacher, oftheir peers and of the learning atmosphere he has established In each of his classes. IKotton has also successfully achieved his professional goals that include strengthening questioning techniques, breakng down instructions for roupicooperative learning activiles and working for improved time management by identlying efciencies in Ins work that wll nt compromise his teaching effectiveness. Clearly these goal areas aro at the refinement stage and \demonstrate a commitment to continuous professional learning and growth His chosen Professional Inquiry Project focus is developing effective inquiry and discussion questions guided by ottcal thinking and engagement. This work promises to inform his own practice and will serve as a helpful resource to colleagues in Ihe Science Department. tis therefore without reservation that | provide a grade of "PASS" for Mr. Kolton Krein in PSII, He isto be congratulated for |completing a most successful intemship which has led to his ist teaching contract. He willbe an asset to his department, school and distict and isa credit to the Teaching Profession UofL: PS Il Final Report (Revised: Aoi 2019) Page 2 0f8* Please TYPE (including comments) DIRECTLY onto this form. Lethiorge PROFESSIONAL SEMESTER THREE: Final Report Kolton Krein . University Consultant: David George is Intern Teacher: Intern Teacher's Descriptive Report: [At the beginning ofthis internship | set out to accomplish two goals that would enhance my teaching practice: use effectively ‘ramed questions to increase student engagement and enhance my facilitation of group discussions regarding these |questions, In ordar to accomplish this, | Began working on a professional inquiry project directed towards discovering how to best construct discussion questions that would enhance critical thinking, engagement, and differentiation. Using this information, coupled with feedback from Derek Groves and David Georga, | bagan inconporating a variety of discussion |Guestions throughout my lessons plans, experimenting with what worked best and what did not, Additionally, | practiced implementing stratogies for carrying out the discussion of these questions, such as fostering an environment where students felt comfortable presenting answers, developing a method for how | would call upon students for answers, modeling how lgroup discussion should work, establishing appropriate wait ime, and more. As a result of these actions, { am leaving this internship feeling much more confident and skilful t posing questions to students and leading group discussions. Moving forward in my teaching career, | plan to continue focusing on enhancing my questioning abilty. believe, throughout this internship, that one of my biggest strengths has been my abilty to form strong relationships with my [stucents. At the very beginning of the semester, I made ita priotity to learn my students’ names and take an interest in thet lives, demonstrating that | care about them and thelr success in the classroom. To this end, the relationships I formed with my [students were conducive to smoother classroom management, as well as setting and maintaining expectations, That being said, there are stil aspects of my relationships with students that | would lke to work on moving forward. Specifically, | think it is important to work on maintaining a distinction between being perceived as a friend and being perceived as a caring teacher that students can stil confide in and have a postive relalonship with, Some students, |found, wil address me in a manner similar to that oftheir iends. Being perceived as a fiend, rather than a leacher, can make classroom management oven more challenging and can make serious conservations with students even more diffcult. There is @ healthy balance here that want to continue working on developing throughout my teaching practice. {Another aspect of my teaching that I think has benefited me throughout this intemship is my willingness to test out a variety of instructional approaches and assessment practices. Throughout this intamship | performed direct instructional approaches, learner centered approaches, flipped ciessroom approaches, inquiry/discovery approaches, and more. Additionally, some of Imy assessments practices consisted of worksheets, magazine constructions, written articles, bell work, presentatigns, labs, projects, group projects, quizzes, group quizzes, and reflections, Ultimately, due to my level of experimentation, |" ve been abla to reach a variety of different ieamier needs and use a teaching style that | think will serve best for optimizing my teaching lot a certain learning outcome. [Between planning, marking, and creating material for Scienco 10 and Biology 20, as well as coaching football, I found that I jwas incredibly busy. As a result, one noteworthy reflection | gained from this intemship was realizing the large workload that a halftime teacher can be faced with let alone a ful ime teacher. To this end, |" ve found itimportant to continually work on |ereating efficiencies wherever | can, without compromising exceotional teaching, Seeking out meaningful assignmants with Imore efficient methods of marking, 2s well as methods for altering content (Google drive), are aspects of my teaching that | have been working on throughout this internship and wil continue to work on inthe future {Coming into this internship, one assumption | mistakenly made was that studants know how to take notes. As a result, | think my notes were more ineffective earlier on. As I continued through the internship however, began practicing annotating over PowerPoint sles and drawing student attention o key information or concepts from the notes. | quickly noticed how: beneficial annotating over notes can be and have continued working to improve on guiding student note taking. In acklition to ‘annotating over notes, one area of my teaching practice that required impravemant early on was my ability to deliver clear instructions for activities ang chunk instructions for activites appropriately. Accordingly, | carried out many Jigsaws activities, labs, think-pair-shares, and inquiry actives, to name a few, in order to gain practice in my abilty to deliver instructions lffectively. This is an area that | fee! like | have made great improvement in and look forward to continue Improving upon as | |move forward in my career. ‘Although | think parent teacher interviews went great, and | contacted some parents throughout the semester with concems, | think my communication with parents is an aspect of my teaching practice that | will need to give more focus to as | move forward. By the end of this intomship | fee! quite comfortable communicating with parents, so itis now a goal of mine to find Ihe time to make phone calls mare consistently when they are needed. 'have read and received a complete copy of my PS Ill Final Report. KEE My D208 Intern Teacher Signature ‘Date This page is to be returned to the UC to be included in the PS Ill Final Report. Uf L:PS Ill Final Report: (Revised: January 2018) Page 3 of 5* Please TYPE (including comments) DIRECTLY onto this form. J eth PROFESSIONAL SEMESTER THREE: Final Report | Teacher Mentor: Derek Groves 1 Intern Teacher: _Kolton Krein Teacher Mentor Comments: In @ profession that Is constantly changing to beer sult student needs and leaming a gronth mindset is essential for teachers {adapt and thrive. Kolton has a keen growth mindset and ovor the short period of time af Nis last professional somester. he res demonstrated a strong desir to improve in all areas of his teaching practice, Throughout his practicum semestor, Koon has exhibited a tremendous witingness to be coached and to improve his teaching Practioes and techniques. His abilty to take feedback and apply it to his practice Is one characteris that sets Kolton above most et year teachers. In fact, his desire to improve wes evident after the fist week of school in Septombar when we sat dav to have [conversation about his fst observed lesson. He attentively listened to the eriques that I mado andthe naxt day put a melely ofthe Suggestions into practice, Recogrizing iis, | realized that he would do wel with extensive feedback about his quesvoning lecyaguece, {lassroom management, and his abiliy to explain scientific concepts. Kelton continued to thrive withthe added arid more deta lead feedback. He came ino this final professional master as a good frt-year teacher and by the eng, he willbe loaving ae a etong, polshed, and experienced frstyear teacher As a student-teacher, Kolion hes demonstrated a stony ability to teach ano Be ght {In adeltion to belng coachable, he hs shown a grat intative lo seek oul understanding. He has asively fated numerous diececcens with mo, his adviser, around improving hs ably to guide student loaming, a8 well as, Collaborativey, Koon has worked with the other teachers who are Contibuting to the schoo'scutur is a role that Kolton leaped into before the school year even stared, Kolton joined the oaching staf of our school's fotball team in August. He contributed tothe team by working unter tho toam's defencive rectsinotor, Warren Buchier. The coaching statfimmodiately recognized the value thet Kolin brought to Leir program and by the end of Ine season, ton formed some strong bonds withthe players and it was very evident thatthe players wer ‘an enthusiastically fun conversation with him. By volunteering his ime to eur football rogram, Kelton proved that he is wiling to palpate In extra-curricular atvtes to help enrich tne Svcs offs students i7he éay-'o-day gina of teaching is something thal requires a teacher to be prapared and cle fo pow effectve learning ‘portunities fr your studens. Kolo has been nothing short of greet when It comes to hs lesson planning and execution of tre olen instructional strategies includes but snot limited to nferactive instructional materials, audio-visual and lechnologcal equipment demonstiations, fld tips, student lade, class dlscussions, projects, pracical applications, computor applets, and actus Kelion fs abo to combine several of these instructional methods into lessons tral provide meaniafl lee understand and achieve curriculum content and objectives outined in the Program of Studies, Each of Kelton out and planned in advance through dally esson plans es wel as compreher ‘he learing styles and neods of his sudenis end aterpts to incorporate these needs info Tis lessor dosign Kelton understands the importance of both formative and suinmative assestment in the classroom, He continually assesses studont learning by framing questions and using appropriate wat time during classroom activities. During tabs (computer or seer), assignments, projects or homework time, Kalion contially ecules throughout the classroom to monitor students progross, discs difcutes and provide one-on-one instuction. Koon constant reviews course content inthe frm of “bel work daly rovew questions | 38 well as comprehensive reviews at he end ofa major topic or unit of study. Kallon has developed reviow lessons that use genes, ‘ass activities ané graphic organizors as tools to help students make connectione between curriculum content. Kollon undertones the importance of reporting student progress to both students and parents and did so through contacting parents, parenicleccner maonciene, Progress reports and report cards Kelton nas achieved wit excellence all competencies pertaining to the profesional practices oulined inthe Teacher Quality Standards for tha Frovines of Alberta. is ongoing cve ané mativation to grow and Gevolon as a professional combines nth hs steng ommunicaten skills has been areal asset to our science department and school. Kolion hes far exceeded ovr expectations of a eit intern and we would weleome the opportunity to have him as a full-ime colleague in the future Derek Groves Sclence Department Medicine Hat High Sehool cei pA hy. D/P ‘Téachér Mentor Signature Date This page is to be returned to the UC to be included in the PS Ill Final Report, U of L: PS Ill Final Report (Revised: Januery 2016) Page 4 of 6