lgsous ae Outrorms, uit University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER THREE Formative Assessment KAN, [FOOT Person Providing Feedback Name: ‘School: cHH ST DAVID GORGE Grado/Subjects Taught: LC PX | University Mentor DatelTime of Observation: | /OV 21 7:47 C instraetions: + The purpose ofthis form is to provide the intorn teacher with feedback during the PSII! Internship. + The mentor should completa this form atleast three times during the practicum + The intam retains the completed form to include in hisfhar PSII Report itis mot submitted tothe Fleld Experience Office, * Select the level of pertormence for outcomes being assessed, Please also provide some weitten comments after each section and an the fnal page of the form. * Its not necessary to assess each outcome every time the form is completed - you may wish to concentrate on the most relevant and significant strengths and areas for growth, depending on the station. 4. PLANNING AND PREPARATION (KsAs #1, 3,6, 9end 19) Not Mesting [Expectations Meeting Planning and Preparation ‘ Pomonst ais knowlege iy sei tha capa mater oi meson wehg T= [PT p= |_ hisihersubjectmalor PvE jay. Z ncorporates a Ain] aka] a Aid bale. era Program of Studies nfo velavantand |= mii ‘sppropriate eaming objectives forthe lessons and units baing taught = |b | 4 Takes into account students’ pror learning, leaming needs (incuding student PPB), | interests, and student variables such as age, gender, soce-economic status and culturalfinguiste background = 5._Organlzes content into appropiate component and sequences for newocton I Plans appropiate content and actives forthe tine ated C ‘Prepares lesson plans forall lessons taught, using a wolldetned avudure WAG includes learning objective(s), an intoduction and closure, detailed procedures and Instuatons, key questions, teaching sje ane songs ona |) mont af lesson soectves, Catone | 8. Prepares unit plan(s) in subject me jor (Student Learning Guides for CTS) that | =| S| T | yy! Al include rationale, overview, learning outcomes, teachinglleaming activities, and ‘assessment pian, ' Integrates information and communications technology Ife Tatton a aabjecl ‘major and other subjects, where appropriate 0. Prepares long-term plan(s) forthe au Course outings (secondary). 11, Obtains and oyanizes equipment and material fr instruction, LICIC COMMENTS: oy DL Gagorngeel + paper vt cope Kena, / bjecs teight- samiedier plans (elementary) OF = University of Lethbridge: P.S. Il Formative Assessment (May 2, 2008)2. INSTRUCTION (KsAs-é,5,9 and 10) Communteation 1 Uses clear, fluent, and grammateally correct spoken and written language. 2._Uses vocabulary appropriate to students’ age, background and interest, |—|—|not mecting| lExpectations| IMesting JExpectations lexceoding JExpectations 3. Modulates hisiher voice for aualilty and expression. 4, Demonstrates cultural sensitivity in communication and instruction Tassan vader a Eau st Vows pier TaTing, Uanifon enon SaGvai and wpeGaions,|-—}— stg arrest Sp oon oto ce prsvious lout usluporsorisin dea eee Gebers Lesson Davao 6. Incorporates strategies for molvatng students using relevant and Inisosting Subjeck matter and activites. ht Alla] aA AL MRK a 7._ Presents content in appropriately organized sequences for instruction P [eax - Explains and proceeds in smal sieps at an appropriate pace to sult the activiy'and student response. 1 @, Demonstrates subject male competence dung natwclon. Pee Specaa loa - Kl 10, Organizes and crects learning for individuals, small groups, and whole classes. 11. Provides clear directions instructions and explanations. 412. Directs efficient iranstions between lessons and from one activity tothe next Kl "TS. Uses a varity of instructional strategies to address desired outcomes, subject matter, varie learning styles and indvisual needs (including goalsfabjecivas of student PP) 14, Uses a broad range of instructional strategies specific to subject major. 16. Uses appropriate materials and resources, 6. Demonstrates fexbity and adaptabily 1 / Apr ‘Questioning and Discussion 17. Asks clearly phrased, well-soquenced questions ata variely of cognitive avele, 418, Provides appropriate ‘waitsime” aftr posing questions, FARA 18. Seeks clarification and elaboration of student responses, where eppropriata, WAN 207 Leads and directs student paricpation in class dscussion effectively and dstibutes questions sppropristely._ ARR ‘Focus on Student Learning 21, Circultes in the classroom, inervening when nepessaly, Ghecklng on indiggual and roup understanding of actviy/content 72, Recognizes and responds appropriately to incividual differences and group fearing needs. 23, Reinforces student learning, building on previous learning, reviewing, and reteaching, TT ne — 3 hens door erage Sia aang pT ApRAR | |= | fodmva docaana ud spe | 25. Pronic hmavork when aoropfe and eran ears uly Slee rw yy ya ry yyy Comatsres a donc eplan. ae epelatoly 1 read Os will ets ‘eubbees—¥ -apotv University of Lethoridge: PS. Ill Formative Assessment (May 23,2006) Ws Peting Rapa ogee io Mpleiatinse AOA RIZIX| RR "| . &3. CLASSROOM LEADERSHIP AND MANAGEMENT (Kshs #7 ond) “ale ype Classroom Leaders! Resumes a leadership Tole nthe Gassroom, taking charge of classroom activities, showing confidence, poise, composure, and presence. Z-Greates and maintains an effecve learning environment, seting high expectations and Sfanderde for student leering, lending to student variables such as age, gender, ‘socio-economic status, end culturainguistic background, SDemonstratee nila, enthusiasm and e commitment to the students and subject, ‘models aporopriste behaviours. Establishes peskive relationships and a Gasaroom ciate pased grymutual wust and respect, § ssroom Manegement [sete Wy c 5. Clearly defines and reinforces laseroom procedures and routines. _ KR KR CIR t= Cpinurgus “He: Geary commuricaes and eiroresexpectatons fo appropriate student bone tit | Cx K wt 14S [7 ontors student behaviour and ie aware of student behaviour at al imes, da! [cmaaarnaeoneenmenr emacs. Lm (mt appropris ‘and higher jeve} reg is School ipling policies anc prot Ia pe out. ca , — RIMES sop 4 f ppeleed vey at et ate - ER ple: HE was Tabdee Meee fount + useect sabela le Csce 7 Tn mele Lathe rorote g i aeaeee ee entearire wang a vary Ta Ronen fog coeowtion conversions, gieceing Seeag canyon, | | = = rc c= performance-based and writen assessment, quizzes. ests). 2. Checks frequently for understanding, 3, Provides timely and effective feedback on learning to students 7, Modifies and adapts teaching based on assessment dala and sludent IPPs (eg. employs alemative teaching strategies to reteach where required) Analyzes and evaluates measurement data to asses student earing 6. Explain to students how leaning wilbe reared. [ AnARAR SAARI & [eect q University of Lethbridge: P.S. Il Formative Assessment (May 29, 2008) 35, PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (ksAs #2, 15 and 18) Professionalism 1. Presents a professional appearance and manner. Fuffits professional obligations ( fom ISSR ‘punctuliy, routine administrative duties), ‘Demonstrates maturty and professional judgment, 2. 3 “4, Is knowledgesble about professional issues and demonstrates a commitment tothe teaching profession ‘5, Establishes professional relationships withthe educational community and wider communiiy where appropriate. Professional Growih ‘. Accurately assesses and documaris the effeciveness of lessons, Wentiies strengine and weaknesses and makes appropriate suggestions for improvements. 7. Uses the resuls of sludent assessment and feecback t Improve teaching practices and guide professional grow 8, Responds appropriately to feecback from others by listening, interpreting, and implementing suggestions ®. Develops and communicates a personal vision of teaching. 70. Davelons a professional porfolio andlor grouh plan including goals, evidence of progress toward goals, reflections on growth, and fulure goals Tir Carries out the roles and responsibil ofa leachor according fo the Alberta School AG, echool and distict policies and other relevant lgistaton 72. Applies the knowledge, skis and etinbutes for interim certfiction appropriatly. Ethical Conduct 8. Respects the dignity and rights of all persone without preudice as To race, religious bells, colour, gander, ‘sexusl orientation, gender identity, physical characteristics, cisabilty, martal status, age, ancestry, piace of igi, placa of residence, socio-economic background or linguistic background 14, Troats students with dignity and respect and is considerate oftheir circumstances. 15. Doss not dlvuge Information recsived in cosfidenca orn the course of professional Gules about @ student except as required by law or where to do 60 isin the best interest of the student. 16, Does not undermine the confidence of students in teachers or other student teachers, 17. Does not ercize the professional compotance or professional reputation of teachers or other student sachers unless the cit‘am is communiested in canfidence to propar officals after frst informing tho Indvidual concemed ofthe erticsm. 18. Acts in a manner that maintains the honour and dignity of the profession TB. Doss not speak on behalf of te Faculy of Education, the Univeraly of Latibridga, the school, or te profession unless authorized to do so. ype vlan dang, XE bigs cE i Yay TAA AA Al RS RRR SS a University of Lethbridge: PS. Ill Formative Assessment (May 2, 2008) 4FEEDBACK ON PROFESSIONAL GROWTH asa zee Hho ett eon. . wong om guectreled mctenslyy University of Lethbridge: P.S. Ill Formative Assessment (ay 23, 2008) 5