MOUNT ROYAL 2 we Mount Royal University and Medicine Hat College UW) semncentrar Bachelor of Education Practicum | Evaluation Form Pre-service Kyla Stroh ‘School: St, Patrick's School Teacher: GradesiSubject Kindergarten/Grade 3 Mentor Mrs, Jacober/Mrs. Block Taught: Teacher: Faculty Supervisor: _Lorelei Boschman Date: _December 2019 ‘Most Pre-servio teachers will demonstrate knowledge, sils, ad altrbutes in the “Meeting Expectations” category. ‘4 checkmark in the “Beginning” column indicatés that the Pre-service teacher's performance is weak but acceptable but in Ihe early stages of development. A checkmark in the “Proficient” column incicates that the Pre-servce teacher consistently peoons ata strong level ‘A checkmark inthe "Not Yet Mecting Expectations" column indicates that the Pre-servce teacher is not yet performing atthe Wrimum level of expectation. Pre-service teachers who ate rated as not meeting expectations in two or more ouloomes ve at dk falling the practicum, {fan outcome has not been evident or the Pre-service teacher has not had an opportunity fo demonstrate it, the mentor teacher is asked io identily this as not applicable (N/A), No PLANNING FOR LEARNING s Pre-service teachers are expacted to demonstrate consistently that they understand: ep {Nt meena @. contextual variables affect teaching and learning. el | wereld ¢. the purposes of the Guide to Education and programs of Study germane to the | ic “ ‘specialization or subject disciplines they are prepared to teach, o |e oe 4. the subject disciplines they teach. Hy tin [8 f. the purposes of short, medium and long term range planning. a tat Uses programs of study to set leaming goals 2,” Analyzes resources (¢.g. programs of study, aching materials, laxtbooks) to select appropriate teaching etrategies and design relevant leaming experiences “Translates outcomes into coherent short range plans Demonstrates understanding of pedagogies appropriale to the dscipine Demensirates knowledge of leamer development and diferences and uses tvs Knowledge toplan ieaming experiences 8. Develops activities and assignments that are clearly algned wilh learning goals, require deep thinking and support student engagement and choice ‘Comments:‘las very adaptable. She handles change well and/is able to make changes to lesion times based on an ever-changing school schedule, kyla is able to think in the moment. If a lesson is not going as she has planned, she is able to adapt it, change it or reword directions and modify in order to achieve the desired outcome.Wot FACILITATING LEARNING a Pre-service teachers are expected to demonstrate consistently that they understand: = i Meeting all students can lear, albeit at ciforont rates and in diferent ways, ar | YS | Expectations there are many approaches to teaching and learning, ly J. the functions of traditional and electronic teachingllearning technologies. 7 —F the purpose of student assessment. tin | 2 m. student learning is enhanced through the use of home and community resources, BD ec tat ns 1.__Uses a variely of teaching svategies fo engage earners in fch learing experiences I} 2. “Incorporates the appropriate use of digital technologies = eae 3. Communicalos and monitor high and achievable expecialons in student fiendly language in 4. Scaffolds student understanding including knowiedge, skis, and siratagies Fe 5.__Provides clear explanalions with rich language and oxamples 7 3. Analyzes and responds to student misconceptions G 7. Engages in discussions and inquiry tat invite high level hinng and engagement fal students '8._ Paces lessons appropriately forall students Including time for eecion and ASSue i Comments: Kyla Is able to take the content and relate it to a story about her own life, in words that the students understand. In grade three, Kyla taught Religion, which isa subject area that she has alot of knowledge in. She was very confident in explaining things to the students. Her lessons were well thought out and she really worked to find ways to share her own knowledge and experiences with the students, in Kindergarten Kyla guided the students through the advent season, assisting in assemblies with the Jesse Tree, and starting the morning opening every day, Kyla was able to do informal, verbal check in assessments with the students almost daly. Weckly, she reviewed past concepts taught and also had students do some written work in order to see what they know. Not ASSESSING LEARNING aa Pre-service teachers are expected to demonstrate consistently that they understand: ble ee the purposes of student assessment and how to assess the range of learning Not mon objectives by selecting and developing a variety of techniques and instruments, ot atin B le Pr Expe tat fon1.” Uses assessments fo identify leamer needs and adusis Insirucion to clude varied ways of addressing misunderstandings 2.” Develops leamer understanding of leaming goals and achievement expeclations fo promote self-monitoring 3._Provides specifi timely, consiructive feedback to help students monitor their oar learning ‘Comments: ‘la shows patience in working with struggling students. She is able to explain things in numerous ways in order to find a way that “clicks” with a student, CREATING A LEARNING ENVIRONMENT Pre-service teachers are expected to demonstrate consistently that they understand: g. students’ need for physical, social, cultural and psychological security, 1h, the importance of respecting students’ human dignity, Not app Tica ble Not Yet Me tin Expo ‘tat Meeting Expectations Pro 1. Creates and manages effective classroom routines and procedures to ensure poslive Suid behavior, 2.” Creates a respectful and ethical learning commonly that encourages loamiers lo Take HaNs, build trust, embrace diversity, and increase self-confidence. Comments: Kyla is always willing to help. She gets in to help students and is able to do so without alot of direction. {Ges able fo manage a classroom. She is paying atenton to all students inthe classtoom and their needs. She finds ways to have Sridents stop what they are doing inorder to sten tothe next dracon. She wats unil all students are ready before she begins instructions, She redirects students as needed. During student work time, she plays music in the background to help focus students, ASSUMING PROFESSIONAL RESPONSIBILITIES AND ESTABLISHING PROFESSIONAL RELATIONSHIPS Pre-service teachers are expected to demonstrate consistently that they understand: the structure of the Alberta education system. |. the importance of engaging parents, purposefully end meaningful, in all aspects of teaching and learning, 1. the importance of contributing, independently and collegially, to the quality of thelr school, ©. the importance of career-iong learning. P. the importance of guiding their actions with a personal, overall visions of the purpose of teaching, Not app fica ble Not Yet tin Expe tat fon Meeting Expectations Pro. ‘1 [Gentifies and implements specific changes fo pracice based on refledion and Tocdback from Mentor Teacher and Faculty Supervisor2__Engages with colleagues in professional leaming 3,__Eslablishes professional and ethical relationships 4. Demonstrates deep thinking by connecting thaory To pracice during professional reflection, lesson crtiques ‘Comments: Kyla was an excellent part of our kindergarten team. ‘She was professional and ethical within discussions and briefings before/during/after school. Kyla is approachable, friendly and able to tak to all staff members outside of our classroom and within the school kyla volunteered by participating in Makerspace lunchtime activities wih grade 5 students. MENTOR TEACHER FEEDBACK ON PROFESSIONAL GROWTH ‘Strongths/ Professional Lear jing Achieved: Kyla is a great listener, accepts feecback and suggestions without hesitation. Kyla fs also a great listener in taking lime to listen to the students stories, concome and questions. kyla always wants to improve and adjust her lessons and is wiling to use different strategies to engage students, Kyla speaks in kid friendly language, chunking information and uses an appropriate speaking teacher voice. Kyle's previous experience with working with kids is evident inher daily interactions and gialogue with students as a group and individually. Kyla is very flexible and adaptable. ‘Suggestions! Areas for Growth: Kyla had a challenging practicum since she was switching between kindergarten am & grade 3 pm. However, she did Well adjusting to student ablties and scaffolding information for students to understand her lessons, Kyla showed improvement and confidence over the 5 weeks with classroom management, classroom expectations ‘and redirecting students, ‘kyla provided exemplars for students to see examples of for every project, As Kyla gains more experience she will bbe able to make concrete decisions on students workmanship depending on their abilly and her expectations, PRE-SERVICE TEACHER RESPONSE TO FEEDBACK ON PROFESSIONAL GROWTH. EDUC 3010 PyaGticum | - Final Evaluation Credit No Credit [] t 0 i akc Data Date DatePRE-SERVICE TEACHER RESPONSE TO FEEDBACK ON PROFESSIONAL GROWTH | feel very privileged to have experienced two grades in one practicum. At times it felt difficult because the students in grade 3 are very different from the students in kindergarten, but I also feel like that was a great opportunity for growth. Sometimes | wonder if | was only in one classroom would | have developed deeper relationships? However, | do think that a relationship was developed with each and every student. | also loved switching classrooms throughout the day! | loved teaching kindergarten and | loved teaching grade 3 equally. They are both very different, but | enjoy teaching in both! Sometimes | wonder if | would prefer one over the other depending on if | was in one classroom all day. When it comes to assessing student work | found it difficult to know what to look for. Especially when it came to neatness of work! Being in both kindergarten and grade 3 it allowed me to see where students start and where they are to go to by grade 3. By being exposed to both classrooms it helped me with my expectations of student work. One more area that | began to fee! more confident with time was classroom management, but classroom management also comes with building relationships. As my relationships with the students grew their respect for me at the front of the classroom increased. You could see that the students trusted in my instruction as they came to develop a relationship with me.