Letege University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER TWO Please TYPE (including comments) DIRECTLY onto this form, Submit a SIGNED, DOUBLE SIDED paper copy. | Student Teacher [Angela Weish School; [Monsignor JJ O'Brien GradelSubjects Taught: |4,5,6 P.E Gr.8-9P.E Gr.7 Sport Performance Teacher Associate: Bill Mosher sity Consultant: [Randy Halsted Dates of Practicum March 4th - April 16th. Instructions: ee + This isa summative repor ofthe student teacher's performance at the end of the PSII practicum, based on expectations for that stage of teacher development (ED 3600) + For each practicum outcome below select the student teachers level of performance: either Not Meeting Expectations for the PSII lovel, Meeting Expectations, or Exceeding Expectations. (Most students wil fall into the Meeting Expectations category, Unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the Meeting | Expecations category, please select evel of performance. ‘Some outcomes may not be applicable to your particular educational situation. Leave the space blank At the end of each section of the form, please provide comments in reference to the relevant KSAs and practicum outcomes. | 4. PLANNING AND PREPARATION (KSA 1. #3, #5, #9, #13) Not Meeting Expectations Planning and Preparation T. Demonstrates knowledge and skils in the subject matter of the lessons including hisher subject major. Z. Incorporates a varely of appropriate resources and instruclionallassessment svategios 7 into lesson plans. 3, Translates learning ouisomas From the Alberta Program of Sludes info relevant and TIT appropriate leamning objectives for the lessons being taught I 4. Takes into account students" prior leerning, learning needs (indluding Student IPPs), interests, and student variables such as age, gender, socio-economic status and culturatlingustic background. Meeting Expectations Exes ]|IS]|[5] |expoctati '5, Organizes content nto appropriate components and sequences for instruction Ola v 6, Plans appropriate content and actvitios forthe time allotted Cini ole 7. Prepares lesson plans forall lessons aught, using @ well-defined scture which includes learning objecve(s) an introduction and closure, detailed procedures and 1 | instructions, xey questions, teaching strategies, teaming activities, and assasement of lesson obiecives, - 4 : Prepares unit plan(@)n subjoct major that indude atonal, overview, fearing i z outcomes, teaching/learing activites, and assessment olan, ! Integrates information and communications technology into instruction in subject major i and other subjects, where appropriate. 10, Obtains and organizes equipment and materials for instruction, 1h COMMENTS: [Angela has demonstrated a great understanding of how to prepare and structure a proper unit and lesson plan. She has ldemonstrated excellent knowledge in her subject area, She uses a variety of engaging instructional strategies when delivering the material to her students, January 2018INSTRUCTION («sa #4, #5, #6, #9, #10) Expectations Communication Expectations Exceeding Expectations 1, Uses clear, fluent, and grammatically correct spoken and writen language, 2, Uses vocabulary appropriate to students’ age, background and interests, 3. Modulates hisiher voice for audibilty and expression. “4, Demonstrates cultural sensitivity in communication and instruction, SSSI Lesson Introduction 5. Establishes set reviews prior learning, idenlifies lesson objective(s) and expectations, ‘uses motivating attention-getters, provides overview, and relates the lesson to ‘previous learning as appropriate. x General Lesson Development %. Incorporates strategies for motivating students using relevant and interesting subject matier and activities. ] 5 7._ Presents content in appropriately organized sequences for instruction, Explains and proceeds in small steps al an appropriate pace to suit the activity and student response, 8. Demonstrates subject matter competence during instruction, 10. Organizes and directs learning for individuals, small groups, and whole classes, ] 11, Provides clear directions, instructions and explanations. 1 12, Directs efficient transitions between lessons and from one activity o the next 1 1S. Uses a variety of instructional strategies to address desired outcomes, subject mater, varied learning styles and individual needs (including student IPP goals/objectives| NINN 14. Uses a broad range of instructional strategies specific to subject major, 1 15, Uses appropriate materials and resources. 16, Demonstrates flexiblity and adaptability. [SSIS] ‘Questioning and Discussion 17. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels 18, Provides appropriate "waitsime* after posing questions. 19, Secks clarification and elaboration of student responses, where appropriate. 20, Leads and directs student participation in class discussion effectively and distributes questions appropriately. [] S| Focus on Student Learning 21. Circulates in the classroom, intervening when necessary, checking on individual and {group understanding of acivty/content. iS 22. Recognizes and responds appropriately to Individual diferences and group learning needs. x 23. Reinforces student learning, building on previous learning, reviewing, and re-teaching, x Closure 24, Achieves closure for lessons, consolidating ideas or concepts through summaries, a reviews, discussions, and applications, 25. Provides homework when appropriate and explains assignments fully, ‘COMMENTS: Z eli | Hoy formative assessment, [Angela has been outstanding in this area. She has put together well thought out units while presenting engaging material. She is lnot afraid to take risks with her lessons for the benefit of her students. She has shown that she understands the Importance of Unf L: PS Summative Report (Revised: Jonuary 2018) Student: Angela Welsh Page 20f 53. CLASSROOM LEADERSHIP AND MANAGEMENT (ksA #7. #8) 2 ot : i) Gk | ciessroom Leadership 35 25 1. Assumes a leadership role the classroom, faking charge of Gassroom acivilos, | i ca ‘sowing confidence, polse, composure, and presence. Creates and maintain an effecive leaing environment, saling igh expeciatons and | — — | — | — ‘standards fr student learing,altending to student variables such a3 age, gender, Srlo-economc status and clturalinguistic background 3 Demonstrates intatve, nhusiasm and a commitment o re sladenis and subjeck = ‘models appropriate behaviours. J 7 Estabishes postive relationships and classroom climate based on mutual Gust and =I respect J Classroom Management 5. Cleary defines and reinforces classroom procedures and routines Oooo 66. Clearly communicates and reinforces expectations for appropriate student behaviour. [ cal 7. Monitors student behaviour and is aware of student behaviour at al mes, CUcio Pl 8. Responds to inappropriate behavior promplly, fimly, and consistently, using _ appropriate low-key and higher level responses; follows school discipline policies and 1 v) procedures COMMENTS: ingela has showed great leadership demonstrating initiative and enthusiasm. She has also exhibited excellent classroom ;nagement skills which can be dificut in double class P.E containing 60 students at times. 4, ASSESSMENT (S411) Hono Assessment 2a i a og instruments (e.g. observations, conversations, questioning, checking daily work Olt 3. Provides timely and effective feedback on learning to students. ] 2 i ee in ea a C 5. Analyzes and evaluates measurement data to assess student leaming OO 6. Explains to students how leaming will be measured. i Vv [Angela has been able to assess aver two-hundred students in Physical education during har 6 weeks at JJ O' Brien. This was Inot an easy task due to the quantity of students she would see on a dally basis, Angela demonstrated that she was comfortable lusing a varity of formative assessment techniques in P.E and Sport Performance. Uf L: PSI Summative Report: (Revised: January 2018) Student: Angela Welsh Page 3 ofS