See University of Lethbridge, Faculty of Education G PROFESSIONAL SEMESTER ONE os Summative Report * Please TYPE (including comments) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED paper copy. ‘Student Teacher: Karlee Schmitke School: Raymond Elementary School Grade/Subjects Taught: | Grade 6 Generalist Teacher Associate: |Jackie Davidson University Consultant: | Greg Oalivie Dates of Practicum: [Nov &th- Dec. 12h, 2078 Instructions + This is @ summative report ofthe student teacher's perlrmance al the end of the PSI practicum, based on expectations for that stage of toachor development + For each practicum outcome below select the student teachers lev! of performance: either Not Meeting Expectations forthe Pt evel, Meeting Expectations, or Exceeding Expectations. (Most students wil fl into the Meeting Expectations category, Lnlaes there is clear evidence for Not Meeting Expectaions or Exceeding Expectations.) For students within the Meeting Expoctations category, ploase select love of performance. | + Some outoomes may not be applicable to your partcular edveationl suaion. Lave the space blank. | + At the end of each section ofthe form, please provide comments inreterence fo the relevant KSAS and practicum outcomes. | 1. PLANNING AND PREPARATION («3A #1, #3, 26, £9,813) sting 3 i i Exceeding Expectations Planning and Preparation 1. Demonstrates knowledge and skis in th subjact mater ofthe lesson, 2, Incorporates a varely of appropriais resources and instucional and assossmiont strategies into lesson planning. 3-Transiates leaning outcomes ‘for te Alberta Program of Suid nto relbvant and appropriate earring objectives fr the lessons boing taught SIS SIEEcone a) Spal Solo Basa ry] 4, Takes into account students’ prio leaming, learning needs, iforests, ané backgrounds '5, Organizes content into appropriate components and sequences for nstucton 6, Plans relevant contont and acti sufftont forth timo alloted, 7, Prepares essen plans oral essons taught. using a wolldefned sucture which indudes leatning objectives), an ittoducton and closure, detalled procedures and Instructions, key questions, teaching salogios and studont activites, and assessment of lesson objectives. oO pogooo0 = ORI Oo) oO Ao oo Integrates information and communications technology Into instruction where spss ow 5. Otsns and orarznseaipment and rats er hstton co ‘COMMENTS: = Kerlee is always prepared for her lessons, including wellsequenced lesson plans and appropriate materials. She takes into account students interests and prior knowledge to plan engaging leaming activilies. Karlee has worked hard on lesson sequencing, and has subsequently improved her instruction and timing. One area for Karlee to keep working on is creating clear learning objectives that align with her leaming activities, and assessment during lessons. UoTL:PS | Summative Report Reis amary 2015)2, INSTRUCTION («3A 4, #5, 49, #10) Not Mooting Expectations IMacting [Expectations Communication 1 Uses clear, fut, and grammatically correct spoken and wait language. 2. Uses vocabulary appropriate to students’ age, background and interests. os 3. Modulates hsiher vole for auablty and expression, Lesson introduetion 4. Establishes set reviews prior learning, Weniies lesson objecive(s) and expectaions, uses motivating atention-geters, provides an overview, and relates the lesson to previous leaming as aporoorat, fat Ganeral Lesson Development '.. Incorporsies satogies for motivaing studenis using relevant and iiorosing SUBjoc matioe and acivitos. ‘&Explains and proceeds in eral steps at an appropriate pace t Sut he SAVY and student response, SO] 7._ Demonstrates subject matter competence during Instruction {8 Organizes and directs leering for individuals, small groups, and whole classes. ‘9. Provides clear directions, instructions and explanations. 70, Dros ecient Wansiions belween lessons and from one aciviy to he next during lesson. TT. Uses a vary 6 istruconal stalogies to adaress dered outcomes, Subject mater, varied learning styles and individual ness. 12, Uses appropriate materia and resources. opRISR§| 18, Demonstratos exit and adaptabity ‘Questioning and Discussion, 14 Asks clearly phrased, weltsequenced questions at a riety oF cognitive levels. A 16, Provides appropiate wal-mo" ator posing questions. 16, Seoks clarfiction and elaboration of student responses, whara appropriate, 77. Leads and directs student paricpaton a Gass asoussion ofecively and asTrBvies {questions appropriately. Focus on Student Learning 18. Greuiates in the classroom, itewvening when necessary, Checking on ndvdual and ‘group understanding f actvylcontent I] OA) SOOO ONO] |o ES) 78, Recognizes and responds appropriately To individual Glferencas and group earring needs, 20. Reinforces student learning, buiding on previous learning, reviewing, and re-teacting, OOo) OOS) ao o ooo oio)|}o WO os Ao Ao) Sag) Soo Aaa] | 3 | AAA Qo) GO) AG) SOE AAoIO) | | PPC ees 7. Achieves losue Tor oach lesson, consoldatin rough summaries, 1. As che dating concepts Hoag Calo 22. Provides homework when appropriate and explains assignments fly Dia ‘COMMENTS: Karlee is very flexible and able adapt io student needs during instruction. If students are struggling, she slows down| her pace and models a concept further before moving on. Karlee really shines when she is working with students Jone on one or in a small group. During these times she bullds content knowledge, while also building confidence lwhichis really important for students of this age range. Karlee is always moving around the room to check on kids, supporting her classroom management and formative assessment. Karlee has improved on delivering clear instructions, and is sill working on modulating her voice to gain students attention. One ares for futher consideration is working on digging for deaper understanding through leveled. questioning. ofl: PS 1 Summative Report (Revises Janr/ 2018) Student: Katee Sehmtie Page 2053. CLASSROOM LEADERSHIP AND MANAGEMENT («sA.7 ie) Not Mosting Expectations Classroom Leadership, 7. Assumes leadership role ih the Gassroom, taking charge of lassroom aciviies, showing confidence, poise, composure, and presence Z Creates and maintains an offecve learning environment, Sting igh expectations and standards fr student learning. 3. Demonsirais intatve, onthusissm and a Commitmonto te sudenis and wubjoc, models appropriate behaviours, J Establishes positive relatonehip and a classroom climate based on Mutual Fist and respect, (a ‘Classroom Management 5, Clearly defines and reinforces classroom procedures and routines. ', Gissrly communicates and relnforces expectations for appropriate studont behaviour. 7. Monitors student behaviour and is eware of student behaviour at ll times. IO) Oooo AISISG] SNS |Nesrcdbone OaoS| ooo!) OOOO) OOO Ose. Oa 3, Responds to nappropriate behavior promply, iy, and consistant, using appropriate low-key and highorlvel responses; folows school dscoline policies and procedures. ‘COMMENTS: Karlee clearty reinforces clascraam routines and procedures inthe classroom. Sho has taught math workshop which can be ‘lfc fo mmplomont without soting clea’ expectations, and she has done a very good job. Karle's classroom leadership and management have improved as Net confidence has increased. She sets her expectaons for behavior in advance and models ‘Spproprata behavior ata imes. Great ob Karlee, Koop up the hard work! 4, ASSESSMENT (KSA #1) Imooting Expectations Exceeding Expectations | Assessment 4, Assesses student Tearing using a varely of appropriate sssossment techniques and eee ep cetion mak cians etme §|T] | ZC) ‘ar sseestn = |O 2, Provies timely ard ofecve feedback on ering ident Otomo ies aching Fasod ov assess aia (2G TOS Sinauege beeline Diolm [oy 7 Exo staderis how ering lb assed Collie oro 3: Nahin aout reorder ogres Aneto ‘COMMENTS: Karce primary assessed using observation, conversation and questioning. She ulizes he formative assessment data fo Jereate groupe, decide wrich students to work wih fret, and identity areas of improvement inher own instruction. Areas of [continued growth woud be in developing rubrics, performance based assessments and summative tess, a8 we didnot focus on hese during her praccur, UoTL:PS 1 Summative Roport (Revie Jersey 2018) Student: Karce Scie Page 20f5