PROFESSIONAL SEMESTER ONE Summative Report * Please TYPE (including comments) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED paper copy. ‘Student Teacher: [Samantha Bayak School: \Vauxhall Elamentary Schoo! Grade/Subjects Taught: |Grade 3 | Teacher Associate: [Shelley Rourke University Consultant: |Mel Fletcher | Dates of Practicum: |November 8 - December 13, 2018 + This is a summative roport ofthe student teacher's performance al the end of the PSI practicum, based on expectations for | |_ that stage of teacher development. | |+ For each practicum outcome below select the student teachers level of performance: either Nof Meeting Expectations for the | PS1 level, Meeting Expectations, or Exceeding Expaciations. (Most students vil fall nto the Meeting Expectations category, tunlass thera is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the Meeting Expectations category, please select level of performance. + Some outcomes may not be applicable to your particular educational situation. Leave the space blank + Atthe end of each section ofthe form, please provide comments in reference to the relevent KSAs and practicum outcomes. 4. PLANNING AND PREPARATION (KSA #1, 25, #8, #9, #3) ge| 22 (2 38) 32 |2 Planning and Preparation ef Zi i 1. Demonstrates knowledge and skils inthe subject matter of the lesson v 2, Incorporates a variety of appropraio resources and instructional end assessment sal eae eerie ere ee 3. Translates leaming outcomes from the Alberta Program of Sudies ino relevant and fe appropriate leaming objectives for the lessons being taught - I J | 4 Takes into account students prior learning, learring needs, interests, and backgrounds, v 5. Organizes content into appropriate components and sequences for instruction. [ “1 6. Plans relavant content and activites sufficient forthe time allotted. 7 7. Prepares lesson plans for all lessons taught, using a well-defined structure which includes learning objective(s), an introduction and closure, detailed procedures and I z instructions, key questions, teaching strategies and student aciiviies, and assessment lL of lesson objectives. zs & Integrates information and communications technology into Instruction where 1 appropriate, L ©, Oblains and organizes equioment and materials for instruction COMMENTS: ETE Samantha was always prepared for the lessons she was to teach the night before. She provided detailed lesson plans for each lesson taught, She had a clear understanding of what she naeded to teach and the desired outcomes sha wanted to achieve. Her lessons followed a logical order and provided for diferent learning styles, Uof L: PS | Summative Report (Rovisvd. January 2078)2 € % 25 5 25) 33 Be Ss i) Gh |B pontine eae 2a See 1. Uses lear, fuent, and grammatically correct spoken and wen language. 7 2. Uses vocabulary appropriate to students’ age, background and interests. | Vv ’. Modulate hisiher voice for audbliy and expression, iy Tesson Introduction a [ @- Establishes set reviews prior learning, Identifies lesson objectives) and expectations, 1 Uses motivating eltention-getiers, provides an overview, and relates the lesson to 7) previous learning as appropriate. (General Lesson Development 5. Incorporates strategies for motivating sludenis using relevant and interesting subject matter and activities, 6. Explains and proceeds in Small steps alan appropriate pace to suit the activity and student response. 7. Demonstrates subject matter competence during instruction, 8, Organizes and directs learning for individuals, small groups, and whole classes. 9. Provides clear directions, instructions and explanations. 10, Direais efficient transitions between lessons and from one activity to the next during lessons. 71. Uses a variety of instructional strategies to address desired outcomes, subject maller, questions appropriately. Focus on Student Learning varied learning styles and individual needs. \ (ia 42. Uses appropriate materials and resources. Lil 18. Demonstrates flexibility and adaptability. i o Questioning and Discussion [ait 414. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. Lv | 15, Provides appropriate “waittime” after posing questions el i 416. Secks clanfication and elaboration of student responses, where appropriate. nM 17. Leads and directs student parlicipation in class discussion effecively and distributes 7 18. Grculates in the classroom, intervening when necessary, checking on individual and aroun understanding ef actviyicontent 78, Recognizes and responds appropriately to individual differences and group learning needs. 20. Reinforces student learning, bullding on previous learning, reviewing, and re-teaching. Closure 721. Achieves closure for each lesson, consolidating concepts through summaries, reviews, ele 22, Provides homework when appropriate and explains assignments fully. COMMENTS: lexpected in small steps. |Samantha developed engaging lessons that were directly related to the curriculum. She was able to engage the students in the leaning process by using a variety of instructional strategies. She planned ahead the questions she would ask the students. [As the practicum progressed, she improved her questioning techniques to ensure she was involving everyone in the lesson. |She also improved on explaining the content thoroughly, checking for student understanding, and showing them what was Uoof L: PS | Summative Report (Revisec: January 2018) Student: Samantha Beysk Page 2015Es £ 3 $5 ee 5 Hl) Gk EL Classroom Leadership 26 2a a 1, Assumes a leadership role in the classroom, taking charge of classroom activities, here showing confidence, poise. composure. and presence | [ 12. Creates and maintains an effective learning environment, selling high expectations and eek enl standards for student learning Eee] 1. Demonstrates iniliative, enthusiasm and a commitment to the students and subject, / models appropriate behaviours. = 4. Establishes positive relationships and a classroom climate based on mutual rust and ee ss Classroom Management PEE | 5. Clearly defines and reinforces classroom procedures and routines. ii 6. Clearly communicates and reinforces expectations for appropriate student behaviour. | | | iv 7. Monitors student behaviour and is aware of student behaviour at all times. | v | 8. Responds to inappropriate behavior promplly, firmly, and consistently, using appropriate ir low-key and higher level responses: follows schoo! discipline policies and procedures. | COMMENTS: [Samantha was able to effectively communicate with the students. [tis clear that she enjoys being with and teaching children, [She handled the classroom routines well. As her practicum progressed, she began to show more confidence in her own abilities to maintain classroom management. In her short time with us, Samantha was able to develop @ good rapport with her students. ASSESSMENT (ks4 #11) A é Pe 8] pe |ge si) a2 [dE 1. Assesses student learning using a variety of appropriate assessment techniquos and instruments (e.9.. observations, conversations, questioning, performance-based and [ v ‘written assessment) 2. Provides timely and effective feedback on leaming to students [3: Mosifies and adapis teaching based on aseessment data (eg, uses afernatve J q teaching strategies to reseach where requred), 1 4. Explains to students how leaming will be assessed, [ 5. Maintains accurate records of student progress v i COMMENTS: ee [Samantha was able to assess the level of student understanding in a variety of ways. She often did observations of students |and used questioning techniques on a daily basis to check student understanding. By the end of the practicum, she was [starting to develop her own written assessments for the students, When wo comparad my evaluation and hers, they were often very similar, UofL: PS | Summative Report (Revised: January 2018) Student: Samantha Beyak Page 3 of 5