PROFESSIONAL SEMESTER ONE Formative Assessment SealentTeneior | Smontha Revak [Oa] \ Grade/Subjects Taught Teacher Associate: helle University Consultant: Dates: t : § Instructions: The purpose ef this form is to provide the student teacher with specific feedback during the PS I Practicum (ED 3600). ‘Tho teacher associate should complete this form at regular intervals during the practicum (e.c. every waok or every other week). ‘The student teacher retains the completed form for his/her records; itis net submitted to the Field Experience Office. To document the student teacher's growth over the practicum, select/place a checkmark, or week 7, week 2, etc., 9 the appropriate level of performance for outcomes being assessed, Please also provide some comments on Strenatis/Professional Learning Achieved and Suggestions/Araas for Growth on the final page of the form, | * ItIs not necessary to place a checkmark next to each outcome every time the form is completed—teacher associates may wish to concentrate on the 3-5 most relevant and significant strengths and areas for growth, depending on the situation, THE STUDENT TEACHER: 1. PLANNING AND PREPARATION («4s #1.3.6, 9 sw 13) 32 3 eg g 2s ' 22 £3 8 3 ze : aS Planning and Preperation ET 2a pics 1. Demonstrates knowledge and shils in the subject matter af the lesson (| I nil 2. Incorporates a varity of appropriate resources andiinstucional and assesameat | 4 strategies into lesson planning. % i Lt | M4 3 Translates learning oulcomes Fors the Alberia Program of Swale To TISvaRT ar ez __appropriate learning objectives for the lessons being taught. aa | M 14. Takes into account students’ prior leaming, learning needs, interests, and ro backgeounds akasan LV 5._ Organizes content into appropriate components and Sequences forinsivolon Lew 6._ Plans relevant content and ectivties sutcien forthe Ume alloted : TM 7. Prepares lesson plans for al leseons taught, using « wel-defined Snuchite Which | includes learning objective(s), an introduction and closure. detailed procedures and Al A | instructions, Key questions, teaching stralegios and student actvtce, ond j | __assossment of lesson objectives. JB. Integrates information and commanications technology nto Faructon where eae i |[3._Obtains end organizes equipment and materials forinstruction. 2.INSTRUCTION (KSAs #4, 5, 9 and 10) Mooting Expectations: = Communication 3 1._Uses clear, fluent, and grammatically correct spoken and written language. HE 2, Uses vocabulary appropriate to siudents’ age, background and interests. 3. Modulates hisher volce for audbity and expression. IS IN — | Lesson introduction ‘4. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations, N Ie uses motivating attontion-getters, provides an overview, and relates the lesson to previous learning as appropriate, N K — U of L: PS I Formative Assessment (Revised: January 2018) Page 1 of 45. Incorporates strategies for motivating students using relevant and interesting subjoct ‘matter and activities. 6. Explains and proceeds in smail steps al an appropriate pace to suit tie aciily and student response, 7. Demonstrates subject matter competence during instruction, 8._ Organizes and directs learning for individuals, small groups, and whole classes. 98. Provides clear directions, instructions and explanations. 10. Directs efficient transitions between lessons and from one activity to the next during lessons. 11. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied learning siylas and individuel needs, 12, Uses appropriate materials and resources, 13. Demonstrates flexibility and adaptability ‘Questioning and Discussion 14. Asks clearly phrased, well-sequenced questions at a varlety of cognitive lavels. 15. Provides appropriate “waitin” after posing questions, 16. Seeks clarification and elaboration of student responses, where appropriate. 17. Leads and directs student participation in dass discussion effectively and distributes questions appropriate Focus on Student Learning 18. Circulates in the classroom, intervening when necessary, checking on individual and group understanding of activity/contont, 19. Recognizes and responds appropriately to individual differences and group learning needs 20, Reinforces student learning, bullding on previous learning, reviewing, and re-eaching, Closure 21, Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, eto. 22, Provides homework when appropriate and explains assignments fully. 3. CLASSROOM LEADERSHIP AND MANAGEMENT ((XsAs #7 end 9) Bs & es g BE S Hoo | Classroom Leadership é 2a 20 oa 1. Assumes a leadership role in the classroom, taking charge of classroom activities, ] Ee showing confidence, poise, composure, and presence. | Ld | ley 2. Creates and maintains an effective leaming environment, setting high expectations and standards for student learn 3. Demonstrates initiative, enthusiasm and @ commitment to the sludents and subject, modets appropriate behaviours 4, Establishes positve relationships and @ classroom climate based on mutual trust and respect. Classroom Management Responds to inappropriate behavior promptly, firmly, and consistenly, using appropriate low-key and higher level responses: follows schoo! discipline policies and procedures. 5. Clearly defines and reinforces classroom procedures and routines. Oo, 1 6. Clearly communicates and reinforces expectations for appropriate student behaviour. 4 7. Monitors student behaviour and is aware of student behaviour at al times. i wAamil 8gs 5 ps 3 on se Blown 1 se ge gE Assessment Zi 2a f 1. Assesses stu: learning using a variety of appropriate assessment techniques and T insruments (eg. observations, conversations, questioning, performancerbéeee ara ee wwilten assessments), : tt 2. Provides timely and effective feedback on leaming to students Cie 9: Nodes sd ade acing based on assesment dole employs atamaive | = teaching strategies to re-teach where required). dig 4, Explains to students how learning willbe assessed. i ji 5. Maintains acourale records of student progress 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (K5As #2, 15 and 16) Professionalism [Unacceptable Presents a professional appearance and manner. Futills professional obligations (Le., punctuality, routine administrative duties). Demonstrates an interest and a commitment to tho teaching profession 1 2 3._Demonstrates maturity and professional judgment. S lpr 6 Establishes professional relationships with the school community, /SIEIL accoptante Professional Growth 6. Accurataly assesses an¢ documents the effectiveness of lessons, identifying strengths and weaknesses and makes appropriate suggestions for improvements, 7. Uses the results of student assessment and feedback to improve teaching practices and guide professional growth, = 8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. 9, Develops and communicates a personal vision of teaching. 10. Demonstrates ingness to take “informed risks" to benefit student learning, 11. Develops and presents a professional portfolio and/or growth plan including goals, evidence of pragress toward goals, reflectons on growth, and future goals, Ethical Conduct 12. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender, sexual onentation, gender identity, physical characteristics, disability, mar'tal status, age, ancestry, place of crigin, place of residence, socio-economic background or linguistic background. 18, Treats students with dignity and respect and is considerate of their circumstances. 14. Does not divulge information received in confidence or in the course of professional duties about a siudent except as required by law or where to do so is in the best interest of the student. 15. Does not undermine the confidence of students in teachers or other student teachers. 16. Does not crtcize the professional competence or professional reputation of teachers or ather student teachers unless the cttcism is communicated in confidence to proper officials after fst informing the individual concerned ofthe erticism 17. Acts in @ manner that maintains the honour and dignity of the profession. 18. Does not speak on behalf ofthe Faculty of Education, the University of Lelhbridge, the school, or ho profession unless authorized to do so,