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Student Teacher: Khadija Akbar ID#: 10125136 Date: Dec. 14, 2018

School: Dr. J.K. Mulloy Elementary School

NOTE: This is not a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential
employers., however potential employers may ask for this assessment from the student directly.

The purpose of this six-week Field experience is to focus on complex dimensions of social and cultural engagement in classroom learning. The
student’s Learning Portfolio and his/her participation in the Field placement should provide evidence of a growing ability to act thoughtfully
in the classroom and within the school community, and a deepening understanding of learners and of the enactment of curriculum and
pedagogical relationships within a whole class context. The Narrative Assessment should address the student teacher’s growth in the emergent
ability to plan for, implement and assess learning. It should also comment on the student teacher’s growth in relation to the Teaching Quality
Standard (Draft, 2016), including the student’s own goal setting reflections throughout the Field experience. The Field instructor’s assessment
should also address the student’s overall participation in both collaborative and cohort learning assignments including D2L and the final
presentation assignment. The following report on the student’s work should be organized in relation to the questions: Where is the work
particularly strong? What could the student do to further his/her professional growth and development? You may also want to consider
the course outcomes as a method of organizing the assessment.

Khadija has spent six weeks as a pre-service teacher in a Grade 2 classroom in Dr. J.K. Mulloy Elementary
School. This school is situated in northwest Calgary, Alberta. In her class of 23 students there were a wide
range of needs and Khadija had the opportunity to both observe and implement excellent examples of
differentiated instruction. This was even more apparent when she team taught with the other Gr. 2 student

Khadija worked hard to establish a student-centered classroom where she developed a positive rapport with
her students and partner teacher. Students grew to view her as a classroom teacher and she was able to lead
instruction to connect with her students. This allowed her to create lessons that attended to their individual
and group needs. Her group instruction ability was effective and something that she modeled successfully
both in the classroom with multiple content areas as well as the gym where she instructed physical education.
What is particularly notable is that Khadija’s instructional strategies were intentionally inclusive reflected in
her efforts to implement various activities for students to learn while having fun in class. Additionally, she
strove to ensure all students were connected to her lessons and participated in a meaningful way.

Khadija’s lesson plans and unit plans were very well done. Her lesson plans showed a clear connection
between the objectives to be met and the assessments that were created to obtain evidence of learning
throughout the lesson. Her attention to the scaffolding and chunking of activities to the incremental increase
in expectations were well established, as was her knowledge of the objectives that students were to meet.

Khadija had the benefit of entering into a placement with both a diverse student population and clearly pre-
established expectations for behavior. Khadija adopted many of the already implemented strategies in order
to provide continuity to her students while still successfully implementing her own classroom expectations.
She has a very cheerful, positive and patient approach to classroom management and obviously enjoys being
a teacher.

Field Instructor’s Name:


For Field Experience III: Principles of Social and Cultural Engagement, the recommendation is:
Credit ( x )
Non-Credit ( )