SAR EANP School of Education and Human Services Office of School and Field Services 381 Pawley Hall Rochester, Michigan 48309-4494 248-370-3083 Final Assessment of Student Teacher Student Name Kelsey Margetic Program Modern Languages STEP Building Abbott Middle School District West Bloomfield State Mi ‘Term Fall/Winter Year 2016/1017 Assignment Introduction to Spanish/ Spanish Level I Cooperating University Teacher(s) Eunice Morrissey M. Ed. Supervisor Marge Mand} DESCRIPTION OF ASSIGNMENT The schoo! disirict has a diverse population of 6,633 students, including 5,703 residents and 1,326 Schools of Choice. A survey of languages in 2008 indicated 40 different languages represented in the district in addition to English. Major languages represented include: Chaldean, Arabic, Japanese, Russian, Chinese, Hebrew, Spanish, Korean, Urdu, Hindi, German, Romanian, and Albanian, Students have a strong commitment to learning as represented in a 98.4% average daily attendance rate and 94.8% graduation rate. Kelsey taught at Abbott Middle School which has a student population of 655 students in grades 6-8. COOPERATING TEACHER’S ASSESSMENT INTERPERSONAL RELATIONSHIPS Kelsey Margetic’s interactions with colleagues and students are highly respectful, demonstrating genuine warmth and caring. She consistently models positivity and the importance of compassion, kindness, and tolerance when engaging with others. Kelsey has been committed to fostering relationships based on high expectations and a commitment to allowing students to explore their strengths and weaknesses without fear of judgment. She imparted in her students a strong sense of acceptance and collaboration and fostered productivity when working withcach other. Through her interactions, Kelsey conveys that she is interested and cares about the school, the students and the staff. CLASSROOM CLIMATE AND MANAGEMENT Throughout her internship Kelsey contributed to a “culture for learning” in our classroom. She consistently reinforced the importance of academic perseverance. She encouraged students to take responsibility for their own learning, while still providing may mechanisms of support, Students were expected to develop short and long term goals and she demonstrated strong strategies to meet and exceed her expectations. Kelsey utilized her strong rapport with the students to initiate student growth. Students were challenged with the appropriate amount of rigor and differentiation. Evidence of this can be seen in a very high participation rate, students opting to retake assessments in order to improve grades, attendance to after school study sessions, and overall student pride in their accomplishments. Kelsey quickly adapted classroom procedures and routines to ensure minimal loss of instructional time. Students transitioned smoothly and participated in daily classroom duties. Kelsey always provided a clear daily objective and required students to reflect upon suecesses and failures alike. In addition, she consistently provided students with guidance and feedback for almost all tasks. Re-pacing and redirection was also used effectively to ensure on-task behaviors. Kelsey and each class developed clear standards of conduct which were discussed, agreed upon and then posted. Student input is considered valid and valuable. She always showed a great sense of fairness and an acute awareness of potential disruptions. Kelsey continually modeled expected behavior and actively reinforced positive comportment. Student behavior was attentively monitored and addressed. Responses to behavior were appropriate and varied on student, severity and frequency of same behavior. In addition, student background or “special needs” were always taken into consideration to ensure equity, fairness and a comfortable learning environment. INSTRUCTIONAL PLANNING AND IMPLEMENTATION Kelsey was purposeful in her planning and implementation, Following the department's curriculum, Kelsey developed original and engaging lessons and assessments, Students’ needs and interests were always a consideration in both short-term and long-term goal setting. Her lesson plans anticipated student misconceptions and included multiple tasks for constant informal assessment of student comprehension. Her planning was clearly sequenced, value driven and aligned with learning outcomes. This allowed enabled students to build their understanding of important ideas from one concept to another. Daily lessons were “umbrella-ed” by a lesson target which allowed students to reflect upon specific skills and content. In addition, Kelsey used formal DATA collection (Illuminate) to predict learning outcomes and determine the additional needs of particularpops and individual students. In doing so, she developed lessons that ‘plemented an appropriate amount of rigor for students of high and low abilities, INSTRUCTIONAL PLANNING AND INCORPO! RATION OF TECHNOLOGY TO ENHANCE STUDENT LEARNING Kelsey utilized technology in a variety of methods to advance student understanding, communication, and interest in the content area. She is very aware Of the important role technology plays in the lives of current students and the way they leam. She collected data on students (using Google Classroom, Kahoot, Google Does) for quick access and understanding of how students learn and their interests. Kelsey created numerous visual tools (presentations, videos, images) to engage students and heip them understand topics. Kelsey posted lessons and the daily agenda on Abbott's website and Google Classroom in order to give students the opportunity to go back and relearn on their own or fill-in learning gaps. She also used Twitter. Remind and Instagram to provide more ways to communicate with parents and students. Kelsey quickly mastered our grading program which enabled her to ensure immediate feedback on assignments and assessments. She successfully planned differentiated activities using technology to be sure to accommodate all types of learners. Ultimately and most importantly, Kelsey gave all students a voice by using tools that enabled all students to have an individual voice and access to the instructor as independent learners EVALUATION Kelsey designed and practiced formal and informal assessments with clear criteria for analyzing student work. She developed assessment goals that contained evidence of student contribution to its development. Assessment methodologies ‘were adapted for individual students as the need had arisen. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information. Kelsey made thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of cach. She utilized extensive and sound pedagogical practices in order to develop specific alternative actions and predict the probable success of different courses of action. COMMAND OF SUBJECT MATTER Kelsey displays a thorough knowledge of pedagogy and Spanish. She has an exceptional understanding of the concepts and skills that are critical to teaching. She is very adept at identifying the relationships within disciplines and using this knowledge to develop sound, well-structured and interesting lesson plans. Kelsey has an outstanding command of Spanish and speaks it fluently and clearly, She is also extremely proficient in written usage, reading and has a deep grasp of the