Ltrlge University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER THREE

facutty of Education Final Report
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PS Ill is a five-course equivalent integrated semester including half-time teaching and professional study
in curriculum
design, leadership, advanced methods, and reflective practice. Intern Teachers are assigned full
time to schools for the
semester during which they assume responsibility for approximately one-half of the teaching day. PS Ill
professional study
is designed to complement and enhance the internship. The professional study components may occur
on or off-campus
and are coordinated by the University Consultants in collaboration with Intern Teachers and school personnel.

Select the course in which you are registered:

fl Education 4571 Elementary Education Internship

Education 4572 Secondary Education Internship
t Education 4576 Native Education Internship
[— Education 4578 Early Childhood Education Internship
t Education 4582 Inclusive Education Internship
[ Education 4583 Technology in Education Internship

INTERN TEACHER: Kim Greven

SCHOOL: St. Joseph’ s School
Grade Level(s): Grade 3 Physical Education, Grade 6 Science, and Grade 9 Science
Teacher Mentor: Zac Coupland
Administrator: Kevin Kinahan
University Consultant: David Platt

Checklist

Final Conference Date: Date:

Review the Portfolio: -

Review the Professional Inquiry Project

Intern Teacher Report and Signature

Teacher Mentor Report and Signature
Administrator Report and Signature
University Consultant Report and Signature -

Complete Final Report submitted to Field Experience Office by UC

U of L: PS Ill Final Report: (Revised: September2019)

Page 1 of 5
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Lethbr?’dge PROFESSIONAL SEMESTER THREE: Final Report

David Platt
University Consultant:
Kim Greven
<; Intern Teacher:
Faculty ol Education

University Consultant Comments:

Kim’ s internship found her teaching Grade 3 Physical Education, Grade 6 Science, and Grade 9 Science at St. Joseph’ s
School in Coaldale. During her internship Kim became involved in co-coaching the Junior Varsity Girls Basketball team, as
well as participating in a variety of activities such as an asthma walk and assisting in preparing a Thanksgiving dinner for
students and their families. Kim immersed herself in the school culture which led to building very fulfilling relationships with
students and staff. She was viewed as an important and contributing staff member.

Kim knew her content especially in Science where her planning was comprehensive. In Physical Education Kim created
booklets so that student progress could be tracked in the areas of skills and attitudes. She worked through her units building
on improving skills and team work. Kim was aware of students’ needs, learning styles, and interests and then planned
accordingly, relevant to the curriculum and those interests.

Kim’ s Professional Inquiry Project centred around technology and incorporating its effective use and integration into core
subject areas. The intent was to create an online resource for teachers where they could explore the possible uses of
technology within the classroom. This is an excellent project that indeed teachers will utilize as Kim and her two colleagues
have a first rate website.

In the classroom Kim was very approachable and her demeaner suggested that she was extremely happy being in the
classroom with students. This certainly sent a positive message to students. She was continually searching for and utilizing
leaching strategies that would allow her to reach all students academically. Her lessons contained a variety of activities to
lurther engage students.

Kim had a very challenging Grade 9 class where she continually searched for meaningful classroom management strategies
hat would enhance student learning. Kim embraced this challenge with a smile and a pension to create the best classroom
environment for her and the students. Kim’ s classroom was one in which students were respected and where she strived to
incorporate high expectations both academically and behaviourally.

I found Kim to be extremely professional and conscientious. She always contributed in a positive manner in seminars and was
willing to assist anyone anytime. She has a tremendous work ethic which was demonstrated throughout her internship
experience.

Kim will be a very welcome and excellent addition to the teaching profession.

I have read the complete Final Report and certify that the assigned grade is:

Unive sity Consultant Signature Date }

U of L: PS Ill Final Report: (Revised: September2019) Page 2 of 5

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University of
Lethbridge PROFESSIONAL SEMESTER THREE: Final Report
Intern Teacher: Kim Greven

University Consultant: David Platt

Faculty of rducution

Intern Teacher’s Descriptive Report:

completed my professional semester 3 internship at St. Joseph’s School in Coaldale. My mentor was Zac Coupland.
I taught
jrade 3 physical education, grade 6 science and grade 9 science from September to December 2019. Long range
plans, unit
)lans and lesson plans were created for each of these classes with connections to curricular outcomes outlined
by the Alberta
rogram of studies.

n grade 3 physical education I created booklets to track student progress through skills and attitudes. These booklets
ncluded a goal setting page and a reflection page for students to take ownership of their own growth. Whenever possible,
student pictures were included so their parents could see them participating. We completed soccer, volleyball, basketball
and
dance through this semester. Each unit was scaffolded beginning with getting comfortable with equipment and progressing
to
mproving skills and teamwork.ln this class I had a student who has mobility challenges. The student’s occupational therapist
observed the class and provided information on how to adjust activities to meet the needs of this student. Since then,
slight
alteration to activities became a part of my unit planning to ensure students could all participate.

In grade 6 science, I taught the Evidence and Investigation unit and the Trees and Forests unit, Information was presented
in
slideshows, handouts and activities. With this group I implemented a number of creative activities that students could use
to
connect course content with their own interests. For example, students were given a coding activity in the Trees and
Forests
unit with the opportunity to expand the activity to include personal interests.

In grade 9 science, I taught the Matter and Chemical Change, Biological Diversity, Environmental Chemistry and Space
Exploration units. With this course, students were in a semestered system and were adjusting to a faster pace of learning.
For
hese students, I used the google classroom to ensure students stayed on track throughout the semester and could access
lass resources. I also implemented a consequence chart to help with consistency of consequences to actions. With this
group I tried a number of classroom management strategies including seating charts, positive reinforcement, pre-selected
groups and student choice in activities.

Mthin the school community I had the opportunity to assistant coach the JV girls basketball team. I participated in events
such
as the asthma walk and thanksgiving dinner the school celebrated with students and families. I developed professional
relationships with other staff members through division collaboration days, professional development days, PLC and staff
meetings.

I have read and received a complete copy of my PS Ill Final Report.

Intern Teacher Signature

c. l/ Date
This page is to be returned to the UC to be included in the PS Ill Final Report.

U of L: PS Ill Final Report: (Revised: September2019)

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Lethbri1ge PROFESSIONAL SEMESTER THREE: Final Report

Teacher Mentor: Zac Coupland

ntern Teacher: Kim Greven

Faculty at Ed,,catj,ai

Teacher Mentor Comments:

Preparation is a very strong point in Kim’ s teaching. All material was well organized, researched, and planned. I was
extremely pleased with how Kim prepared for each lesson often utilizing technology and the classroom projector many
lessons. Whether she had a whistle around her neck and a soccer ball under her arm for Physical Ed. 3, or a selection of
mysterious beakers lined up on the science counter, I felt assured that while Kim was teaching my classes they were well
represented by her confident, well-rehearsed and prepared lessons.

Kim utilized many different teaching techniques and she evaluated which ones worked best for each class. All classes
responded well to Kim’ s style of teaching and as the round progressed her confidence grew and she settled into an
authoritative instructional style. Kim showed good control, she had a firm but relaxed style, and students had no problem
relating to her. Discipline was fair and appropriate, which helped her gain the respect of the students.

Kim worked very well as a member of St. Joseph’ s staff. She assistant coached our junior girls basketball team, staying after
school to run practices, preparing her team for weekly games and participating in tournaments and then the finals, showing her
intense school spirit. This was a great experience for Kim and her students as a way to bond with her team outside the
classroom environment.

While evaluating Kim’ s teaching skills I would say that she has most of the major skills in place. Kim still has minor things to
work on, and has made classroom management a major focus exploring both positive and negative techniques, seating plans,
pre prepared student groups for lab work and a discipline plan. I am confident the experience Kim has gained working with a
very challenging grade 9 group will foster strong management skills moving forward in her career as a teacher.

In conclusion, I would say that Kim’ s strongest aspects would be her preparation, organization, passion for exciting lessons,
and her ability to relate to the students. knew that every lesson was going to be well prepared, organized, hands-on, and
engaging. Kim reflected on her lessons taking what worked and discarding what didn’ t. Kim was constantly evaluating herself
and explored changes to make her lessons and evaluation techniques better and to ensure she was sticking to her timeline.

Kim’ s ability to relate with students is another strong attribute of becoming a successful teacher. The students knew she was
in charge in the classroom but they also knew they could joke around or talk with Kim at any time. I feel that this connection
Kim had with students will be a strong asset in support of her becoming an excellent teacher.

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‘‘ TeachèrMentor Signature Date
This page is to be returned to the UC to be included in the PS Iii Final Report.

U of L: PS Ill Final Report: (Revised: Septemter2Ol9) Page 4 of 5

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Lethbri1ge PROFESSIONAL SEMESTER THREE: Final Report

[fl Administrator: Kevin Kinahan

Intern Teacher: Kim Greven

Faculty at Eclricatiun

Administrator Comments
Kim Greven was a PS Ill intern teacher from September to December, 2079 and was a wonderful addition to the St. Joseph
School family. St. Joseph School is a K-9 school with approximately 40 staff members and 250 students. She has built a
close relationship with both the staff and the students that she worked with.

Kim’ s teaching duties included Science 9, Science 6 and PE 3. Besides her teaching duties, Kim attended weekly PLC
meetings along with another intern teacher and the jr. high teaching staff She also took part in all of our school and division’ s
Professional Development activities. Kim spent many of her lunchtimes in her classroom helping students as well as she
volunteered to be the staff rep for the girls’ basketball team.

Kim’ s classes were very well planned out. It was obvious that Kim has put a lot of effort into her long range plans as well as
her lesson plans as everything flowed together very well. She was very aware of time lines and in getting the class to a certain
point at a certain time. In her planning, she allowed for extra time in order to go over material again if needed. Kim is a
science major and it is apparent that she is very passionate about science. Her enthusiasm spills out when she is in front of
he class. It was also great to see the many different strategies that Kim incorporated into her classes. She integrated
echnology, used kinesthetic techniques, project based learning methods as well as a wide variety of student centered
methods of instruction. She also integrated Google Classroom into her classes. Kim is very comfortable with technology as it
s a tool that is constantly used in her classes.

As an administrator, I appreciated how hard Kim worked with difficult students. In particular, her Science 9 class is made up of
a wide range of academic and behavioral needs. She was able to keep all students focused on the objectives although the
ability levels in her classes varied greatly. Sometimes these different abilities come out in the form of behavioral needs and
Kim was able to handle both the behavioral needs as well as the academic needs of her students. Kim worked closely with
her mentor teacher and tried many techniques in controlling this class. They are a handful for the most experienced teachers
and Kim worked hard every day to work through their shenanigans yet still teach the material. If problems arose, Kim kept her
mentor teacher aware of the situations but was able to deal with them herself.

In all aspects of school life, teaching and classroom control, supervision, extra-curricular, meetings and in dealing with parents,
Kim handled all situations well. It was a pleasure to watch Kim grow into an accomplished and confident teacher.

iwministrator Signature Date

This page is to be returned to the UC to be included in the PS Ill Final Report.

U of L: PS Ill Final Report: (Revised: September2079) Page 5 of 5

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