jine Hat College ws Mount Royal University and Medi MOUNT ROYAL Bachelor of Education EDUG 4030 Practicum lI Midterm EDUC 4030 Practicum II ~ Final PRACTICUM Il EVALUATION FORM Student teacher: Willow Torgerson Schoot: River Heights Elementary Schoo! GradesiSubject Taught: Grade 3 Mentor teacher: Micholle Warmink Faculty Supervisor: Colleen Andjetic Date: April 41, 2019 Most student teachers will demonstrate knowledge, skills, and attributes in the ‘Meeting Expectations" category. ‘Accheckmark in the “Beginning” column indicates that the student teacher's performance Is weak but acceptable, ‘Accheckmark in the “Proficient” column indicates that the student teacher consistently performs at a strong level. A checkmark in the "Not Yet Meeting Expectations" column indicates that the student teacher Is not yet Performing at the minimum level of expectation. Student teachers who are rated as not meeting expectations during Practicum Il in two or more outcomes are at risk of not receiving credit for EDUC 4030, Accheckmark in the ‘Demonstrating a Standard of Excellence’ is reserved for the small number of student teachers who are performing at an exceptional level during the current assessment period. Mentor teachers should use discretion when using this rating, fan outcome has not been evident or the student teacher has not had an opportunity to demonstrate it, the mentor teacher is asked to identify this as not applicable (N/A), PLANNING FOR LEARNING g3 2 ‘Student teachers are expected to demonstrate consistently that they understand: it 38 3 ‘2. contextual variables affect teaching and learning. Ey a8 Be c. the purposes of the Guide to Education and programs of study germane to the Bs a ae specialization or subject disciplines they are prepared to teach, 33 2 4. the subject disciplines they teach 4 e|. |e 1. the purposes of short, medium and long term range planning. Ba} 2/2) 3) ge eee aes #)/s/eje ‘1.__Uses programs of stuay to set leaming goals, I I 2 Analyzes resources (e.g. programs of study, teaching materials, textbooks) to select i appropriate teaching strategies and design relevant learning experiences L 7 I ‘Translates outcomes into coherent short, medium and long range plans. 4. Demonstrates understanding of pedagogies sparopriate to the discipline. '&. Demonstrates knowledge of learner development and differences and uses this x knowiedge to plan leaming experiences, 6. Develops activities and assignments that are clearly aligned with learning goals, require deep thinking and support student engagement and choice 7. lane for multistep to leering for individuals and groups of earns eae {[eomments:Willow you have gone above and beyond in finding teaching resources and materials from the public library, | the Veran Bracken Ii projects and discus: ary and our school to integrate and create meaningful lessons and projects. Some of ns you have created | will definitely continue to use in my practice are the Global ‘Community math project which then tied in beautifully to the Box City project that was done in collaboration | with the City of Medicine Hat. | have had many opportuni thinking to curriculum, ’s to learn from you in ways to connect big T FACILITATING LEARNING es | q Student teachers are expected to demonstrate consistantly that they understand: i seg «. all students can learn, albet at different rates and in different ways. sg | Pe i iE. i. there are many approaches to teaching and learning, a | $5 i a8 ik the functions of traditional and electronic teaching/learning technologies. a |=5 os ik, the purpose of student assessment 8 Se] al} e].] 38 Mm. student learning fs enhanced through the use of home and community | | y5 | 2] F| g | Fo ineainese e/e|eii fy ayels “Uses a variety of teaching strategies to engage earners in ich leaming experiences Lot 2. _Incorporaies the appropriate use of digital technologies te 3. Communicates and monitors high and achievable expectations in stadent-endly [x language. i 4. Scaffolds student understanding including knowledge, skills, and strategies. T [x %._ Provides clear explanations wih rch language and examples. [asea ea |i 8__Analyzes and responds to student misconceptions. [x 7. Engages in discussions and inquiry that invite high level thinking and engagement of al x students. ‘8. Paces lessons appropriately forall students including time for reflection and closure ‘Comments Willow you have a gift of using big ideas and thinking to make meaningful connections between curriculum and the real world. You have lead many group discussions that have started with a provocation through story, video, materials and slide shows that have helped students make those connections and get to the big ideas.ASSESSING LEARNING es g ‘Student teachers are expected to demonstrate consistently that they understan 33 3 the purposes of student assesament and how to assess the range of learning | £ Po ak go objectives by selecting and developing @ variety of techniques and|@ | § 5 a ae instruments. a | 32 25 s | $8 38 3 |se|P/ 2] 2] ge eee ee —~€|/3/3|2 e|e}s/2 Flajels 1 Uses assessments to idenly learner needs and adjusts Instucton to Include varied ways ie of adcressing msunderstandings, | 2 Creates multiple and varied assessment tools that algn with outcomes [Ix 3, Develops learner understanding of learning goals and achievement expectations to x promote seltmonitoring { 4 Provides specifi, imaly, constructive feedback to help students mentor their own learning 5. Reflects on assessment data with students, parents and colleagues. I L ‘Comments Willow you successfully give meaningful formative feedback to students throughout every lesson. You are very perceptive and realize when more work needs to go into teaching a concept. You had the experience of creating and using one column rubrics for summative assessments. You were not given an adequate opportunity to share assessment data with parents and colleagues however | strongly believe that you are fully capable of doing so in the future. CREATING A LEARNING ENVIRONMENT 2s g ‘Student teachers are expected to demonstrate consistently that they understan« Be 5 9. students’ noed for physical, social cultural and psychological security. gs |Fe 28 ie hh. the importance of respecting students’ human dignity 5 38 a a8 s | 28 ss = /EE| eo) 2} | eh 2 |e"; ele/ els e|e|sje fyalela 1. Makes reasoned and fair decisions in response to contextual variables (e.g., gender, SES, |x cate), 2 Plans a Gassroom envronment hats physcaly,sodlaly,Galraly and poyehobuialy x 3. Greates and manages affeve Gassroom routines and procedures To ensure poate x stint beh, Creates a respect and etal laring cormurily tat encourages eae To aka risk, bul trust embrace diversi, and tncrease sel-conioencs