Lethildge University of Lethbridge, Faculty of Education oO PROFESSIONAL SEMESTER ONE ae, Summative Report [student Teach [Sam Gauihier School neaneul Ohsen Elementary Grade/Subjects Taught: | Grades Four and Five Teacher Associate; |Laura Witten SF ——rr—— Instructions: + This isa summative report ofthe student teacher's performance atthe end of the PSI practicum, based on expectations for that stage of teacher development + For each practicum outcome below indicate the student teacher's love of performance: ether Not Meeting Expectations for the PSI level, Meeting Expectations, or Exceeding Expectations. Most students wil fal into the Meeting Expectations category, unless there is cler evidence for Not Meeting Expectations or Exceeding Expectations) For students wihin the Meeting Expectations category, please indicate level of performance. | + Some outcomes may not be applicable to your particular educational situation. Leave the space blank | + Atthe end of each section ofthe form, please provide comments in reference tothe relevant K 4. PLANNING AND PREPARATION KSA‘#1 Teachers make reasoned decisions about teaching and learning based on their ongoing analysis of contextual variables. KSA #3 Teachers use the programs of study to Inform and direct planning instruction and assessment. KSA #6 Teachers plan for instruction, translating curriculum and outcomes info meaningful leaning activites. KSA #9_ Teachers use a broad range of instructional strategies. KSA/#13_ Teachers identi and use relevant learning resources. Not Meeting Expectations [Exceeding [Expectations Planning and Proparation 1. Demonstrates knowledge and sks in the subject matter of the lesson. 2, Incorporates a variety of appropriate resources and instructional and assessment strategies into lesson planning. 3. Translates learning outcomes from the Alberta Program of Studies ino relevant and | —) rll appropriate learning objectives for the lessons being taught 1 Takes into account students" prior learning, learning needs, interests, and aI backgrounds. 5. Organizes content into appropriate components and sequences for Instruction 6. Plans relevant content and activities sufficient for the time allotted. 7. Prepares lesson plans forall lassons taught, using a well-defined structure which includes learning objective(s), an introduction and closure, detaled procedures and instructions, key questions, teaching strategies and student activities, and assessment Cf lesson objectives. &Iniegrates information and communications technology info instruction where AT appropriate. : 9. Obtains and organizes equipment and materials for instruction v COMMENTS: ‘Sam has an excellent grasp of subject matter, showing attention to detail n her content presentation, and consideration for ‘what wil interest her students, She develops lessons which show careful thought to her own actions and the needs of her students. Her lessons are creative, utlizing a variety of teaching strategies and learning activites University of Lethbridge: P.S. | Summative Report (May 25, 2008) 12. INSTRUCTION KSA #4 Teachers domonstrato knowiodge ofthe content thy teach. KSA 45 Teachers identi and respond to leamer ferences. KSA #9 Teachers use @ broad range of instructional strotegies. KSA #10 Teachors apply a variety of technologies to mast students’ leaning needs, previous learning a8 appropriate. ee # 2 e Communication 3 i a8 1._ Uses clear, fluent, and grammatically corect spoken and written language. [ iv 2, Uses vocabulary appropriate to students’ age, background and interests, Cl ili 3, Modulates his/her voice for audibilty and expression [ | Mi [Lesson introduction _ 4. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations, | —— tsos motivating ator getters, provides an over, and relates th leeson fo Halle General Lesson Development 5, Incorporates strategies for motivating sludents using relevant and interesting subject matter and activities. Explains and proceeds in small steps al an appropriate pace to sult the aclivily and student response. 7. Demonstrates subject matter competence during instruction, 8. Organizes and directs learning for individuals, small groups, and whole classes, 9. Provides clear directions, instructions and explanations, 70. Directs efficient transitions between lessons and from one ail to the nant during lessons, Ti. Uses a varely of insiructonal svategios to address desired outcomes, subject mali, varied learning siyles and individual needs 12. Uses appropriate materials and resourcos. 18, Demonstrates flexbilty and adaptability, Questioning and Discussion 14, Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. 16. Provides appropriate “walt-ime” after posing questions, 16. Seeks clarification and elaboration of student responses, where appropriate. 17, Leads and directs student paricipalion in Glass discussion effectively and distributes questions appropriate! Focus on Student Learning 18, Circulates in the classroom, intervening when necessary, checking on individual ‘group understanding of actvity/eontent ¥8. Recognizes and responds appropriately o individual differences and group learning needs. Hes 20, Reinforces student learning, buliding on previous learning, reviewing, and re-teaching, | v Closure 771. Achieves Closure far each lesson, consolidaing concopls through summaries, ia = reviews, et. iv 22. Provides homework when appropriate and explains assignments fully x COMMENTS: ‘Sam consistently begins her lessons with engaging ‘hook’ activities, and takes time to make students aware of learning targets. ‘She asks through provoking questions, and follows up with deeper thinking questions as well. She rotes through the room as she teaches, ensuring all students are engaged and on task, University of Lethbridge: P-S. | Summative Report (May 25, 2008)3. CLASSROOM LEADERSHIP AND MANAGEMENT KSA¥#7 Teachers create and maintain environments that are conduelve to student learning and undersland student needs {or physical, social, cultural and psychological secu KSA4#8_ Establishes relationships wih students that respect human dignity. gs 3 23 : 28 oa Hi) Gf Classroom Loadorship _ 3a 3a ag 7. Assumes a leadership role in he classroom, taking charge of Classroom aciiviies, TImiminin showing confidence, poise, composure, and presence ] Z-Creates and maintains an effecive learning environment, soting igh expediavons and | [[= 1) aa standards or student learning. | ] Demonstrates ifaive, enthusiasm anda comnTenen Wo he odes and week |= TFT TP] fy | models appropriate behaviours. J 4 Eslabioes postive reltonsips anda caso inal asad on mal stand alr respect [Classroom Management T 5. Clearly defines and reinforces classroom procedures and routines, vif] 6. Clearly communicates and reinforces expectations for appropriate student behaviour. TI vi) 7. Monitors student behaviour and is aware of student behaviour at all times. or vo 3. Responds to inappropriate behavior prompt, frm, and conaatonly, using —p — pproprato lor key an higher loelaaponces,elowe sonal Wein polises and wi procedures, | COMMENTS: ‘Sam has shown significant growth in this are throughout her practicum. She has shown an increased awareness of student behaviors (off task, distracting others, talking) and has grown in her confidence in addressing thase concems. When student are ‘working she checks in continually with groups that require extra encouragement and monitoring, ensuring all students are rigeting learning expectations. 4, ASSESSMENT KSA #11 Teachors gather and use information about students’ leaming needs and progress and assess the range of earning objectives. | Assessment 1. Assossos siden! Toaiing using a vay of appropiate assessment Techniques and inaumenta (observations, convrastone, questing, performance based and wien assessmen 2, Provides tnely and efectve feedback on eaming fo students a ‘Modifies and adapts teaching based on assessment data (a.,, uses alomnalive Expectations Meeting F Jf | C3 I r fe] TTT 7 Pe epectatoss SI/5] [> Goin staan is noah ated | 4. Explains to students how leaming will be assessed, I 7 F L ES 5, Maintains accurate records of student progress, COMMENTS: Throughout the term Sam had develop a variety of earning assessments ~ some spanning one class, others multiple. Together we created a mini-unit final project, which recognized varied student interests, allowed for student cholo, and presented students with details of how their assignment would be graded (comprehensive rubrics for each choice option). Although cteated together, Sam provided the majority ofthe ideas, and even centered the assignment on our schoots mission to integrate Biblical understanding into assignments University of Lethbridge: P.S. | Summative Report (May 25, 2006) 35. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA#2_ Teachers understand tho legislated, moral and othica ramowork within which they work. KSA ‘#15 Teachers engage in assessing ho quality of thir teaching. KSA #16 Teachers are able to communicate a personal vision oftheir own teaching |junacceptable Professionalism _ 1, Presents a professional appearance and manner. 2._Fulflls professional obligations (ie., punctuality, routine administrative duties). 3._ Demonstrates maturity and professional judgment. | SSS) scene 4, Demonstrates an interest in and a commitment to the teaching profession, 6. Establishes professional relationships with the school community. Professional Growth 6. Accurately assesses and dooumanis the effeciiveness oflessons, Identifies strengths and woaknesses and makes appropriate suggestions for improvements. 7,_Uses the results of student assessment and feedback to improve leaching pracices and guide professional growth 8, Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. 9, Develops and communicates a personal vision of teaching. 10. Demonstrates wilinness to take “formed rise" to benef student leering | Ti Develops and presents a professional parfalio andlor growth plan including goals, evidence of progress rs toward goals, reflections on growth, and future goals. | Ethical Conduct 12. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender, ‘sexual orientation, gender identity, physical characteristics, disabiity, marital status, age, ancestry, piace of origin, place of residence, socioeconomic background or linguistic background, 13. Treats students with dignity and respect and is considerate of their circumstances. v 12, Does not divulge information about a student received in confidence or in the course of professional duties, ‘except as required by law or where to do so is in the best interest ofthe student 18. Does not undermine the confidence of students in teachers or other student teachers. 16. Dos not eriicize the professional competence or professional reputation of teachers or olher student — 1 teachers unless the criticism is communicated in confidence to proper officials after first informing the v individual concerned of the ertcism. 17. Acts in a manner that maintains the honour and dignity ofthe profession. TB. Does not speak on behalf of the Facully of Education, the Univarelty of Lethbridge, the school, or the = profession unless authorized to do so. COMMENTS: ‘Sam has been professional and responsible in all her actions this term. When she was away sub plans were written and provided ina timely manner, University of Lethbridge: P.S. | Summative Report (May 25, 2006) 4SUMMARY Areas for further growth: Classroom management was the area Sam showed the most need for growth at the beginning of her practicum. However, she ‘was wiling to accept advice, and try new approches until she was able to find strategies that worked for her. Showing confidence before her students, and demonstrating a commanding presences in the classroom continues to develop, and | believe this will continue through her next practicums. Overall comments (Strongest aspects of student's performance): Sam had a vary trong PS1. Showing an excellnt grasp of lesson preparation, she employed a vailyof teaching and assessment strategies, and showed a great deal of creat n how she approached content deivery. She challenged her students to thin, not just reguritat information She aso provided them with variety in how they demonstrated thei learning. \When encountering challenges she was quick to ask fr feedback and assistance, and always implemented the advice given, which is not avays the case with student teachers, ‘Sam showed an excellent work ethic, exempiary professionalism, and a genuine interest inthe students she taught. | recommend she pass her practical semester without reservation. She was a joy to work with, and | have no doubt she will make an excellent educator. RECOMMENDATION | v_| Pass FAIL INCOMPLETE * “if an Incomplete grade is recommended, please attach a signed document providing reasons and recommendations for additional practicum experience. Note: The Teacher Associate Is responsible for completing this document, in consultation with the Student Teacher and the University Consultant. Signature: Student Teacher Date j / \ if f} W Signati:) Teacher Associate Date Ai thafeh IS Dot? Signature: University Consultant Date Please submit the completed original signed report to Field Experiences, Room TH423, Faculty of Education, the University of Lethbridge, and provide signed copies for the Student Teacher and for the University Consultant. University of Lethbridge: P.S, 1 Summative Report (May 25, 2006) 5Labridge University of Lethbridge, Faculty of Education o PROFESSIONAL SEMESTER ONE Summative Report Student Teacher am Gauthier | seneet ICES Gradersubjects Tausht: | AAC 4 + 5 | Teacher Associate: | | aura Peters Uniwaty oneutant! | Morya) Chautelepates orPractioum:| Nov/Dec BO Instructions: * This is @ summative report ofthe student teacher's performance at the end of the PS! practicum, based on expectations for that stage of teacher development. + For each practicum outcome below indicate the student teacher's level of performance: ether Not Meeting Expectations for the PSI level, Meeting Expectations, or Exceeding Expectations. (Most students wil fll into the Meeting Expectations ‘category, unlass there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the Meeting Expectations category, please indicate level of performance. + Some outcomes may not be applicable to your particular educational situation. Leave the space blank, tthe end of each section ofthe form, please provide comments In reference tothe relevant KSAs and practicum outcomes. 4. PLANNING AND PREPARATION KSA#i Teachers make reasoned decisions about teaching and loaning based an thelr ongoing analysis of contextual variables. KSA#2 Teachors use the programs of study fo inform and direct planning instruction and assessment. KSA #8 Teachers plan forinstruction, translating curiculum and outcomes into meaningful learning activites. KSA#9 Teachers use a broad range of instructional srategls. KSA #13 Teachorsidontly and use relevant leaning resources. [Not Meeting Expectations Meeting [Expectations Planning and Preparation, 1. Demonstrates knowledge and skis in the subject matter of the lesson. 2. Incorporates a variety of appropriate resources and instructional and assessment slrategies into lesson planning, _— 3. Translates learning outcomes from the Alberta Program of Studies ino relevant and appropriate learning objectives forthe lessons being taught 7. Takes info account students’ prior learning, learning neods, Iteresls, and backgrounds. : —| Expectations —lexceeaing SININ 4 q 5. Organizes content ito appropriate components and sequences for instruction, 6, Plans relevant content and actives suficient for the time allotted, 7. Prepares lesson plans forall essone taught, using a welldofined stracture which I inchides learning objactive(s), an introduction and closure, detailed procedures and We [7 instructions, key questions, teaching strategies and student activites, and assessment Had of lesson objectives. _ | - |B. Integrates information and communications Technology into histuction where Tita rape appropriate. 8. Obtains and organizes equipment COMMENTS: Darn in vey strong in thie ana! 1d materias for instruction. I University of Lethbridge: P.S. | Summative Report (May 25,2008), 12. INSTRUCTION KSA #4 Teachers demonstrate knowledge ofthe content they teach. KSA 85 Toachors ident and respond to leamer diferences. KSA #9 Toachors uso a broad ange of nstuctonalstogies. KSA B10 Toschors apply a varity of technologies fo meet students leaning needs. Communication 1. Uses car, hon, and grammatically corect spoken and writen language. I MA Not Meeting Expectations Meeting | JExceeaing 2. Uses vocabulary appropriate to students’ age, background and interosts, 3. Modulates histher voice for audibly and expression, 1 Lesson Introduction 4. Establishes set: reviews prior learning, Mentiies lesson objective(e) and expectations, = uses motivating attontion-gottrs, provides an overview, and relates the lesson to previous learning as appropriate. General Lesson Development 'S. Incorporates strategies for motivating sludents using relevant and interesting subject i mattar and actvies, Explains and proceeds i emiall taps al an appropriate pace to sul the aalvly and 7 student response. 7. Demonstrates subject matter competence during instruction. ] 1 '8,_ Organizes and directs learning for individuals, small groups, and whole classes, 9, Provides clear directions, instructions and explanations. 10, Directs efficient iransilons between lessons and from one actly to the next during | = | >= | lessons. 1 Ti. Uses a variety of instructional strategies fo address desired outcomes, subject maiter, nic _vatied learning styles and Individual needs. li 12, Uses appropriate materials and resources. 1 18, Demonstrate fxbity and adepebity. Cn stoning and Dszuasion 14, Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. SINNIRISIS 3 AIS] 16, Provides appropriate “waitsime" after posing questions. 16, Soaks clarfeation and elaboration of student responses, where appropriate, 7. Leads and directa student paricipation in class discussion effectively and distibutes questions appropriately. MT Focus on Student Learning 1, Creates in the dassroom, Intavening when necessary, checing on dividual aha road ‘group understanding of actvtyfeontent 1, Recognizes and responds appropriately to indvidualGMerences and group earaing lr needs f 20, Renforoes student learning, bulding on previous learning, reviwing, and reaching Ciosure 2, Achlaves loaure Tor each esson, consoliaing concep Through summaries, reviews, ef. 22, Provides homework when appropriate and explains assignments fully. ‘COMMENTS: Lam was able to thunt on frat feels when fassond had Ae be atid a plans nedecl to 6 ator dus Te cacumskanes id ber certrel. University of Lethbridge: P.S. | Summative Report (May 25, 2008) 23, CLASSROOM LEADERSHIP AND MANAGEMENT KSA? Teachors create and maintain environments that re conducive fo student leaning and understand student needs farphyslea, sola, ciftural and psychological secur. KSA #9 Establishes rlaionchoe with atadons that respect human ally. Expectations Classroom Leadership, 7. Assimes a leadership roe in he classroom, tating charge of lassraom actives, showing confidence, polse, composure, and presence Z Creates and mainains an efecive leaning environment, seting high expecta and standards for student learning. 3 Demonstrates naive, enthusiasms and a commitment to the Sudan and wubjeck | | models appropriate behaviours. I I — | not meetin oy 7, Estabishes postive relationships and a classroom climate based on mutual tust and respect _ Classroom Management = 5. Clearly defines and reinforces classroom procedures and routines. 6, Clearly communicates and reinforces expectations for appropriate student behaviour. [[7. Monitors student bonaviour and is aware of student behaviour at al times. ', Responds to inappropriate behavior promptly, firmly, and consistently, using ‘appropriate low-key and higher level responses; follows school discipline policies and procedures. ‘COMMENTS: G Classen dar ae op crt 8 tee maple 4, ASSESSMENT KSA 11 Teachers gather and use Information about students leaning nds and progross and assess the range of learning objectives. Meeting Expectations Exceeding Expectations ‘Not Meeting Expectations Assessment . é 1. Assesses student learning using a variely of appropriate assessment techniques and instruments (@.g., observations, conversations, questioning, performance-based and writin assessment 2, Provides timely and effective %3. Modifies and adapts teaching based on ascesernent data (6 g,, uses allomalive teaching strategies to re-teach whera required). 4, Explains to students how learning willbe assessed o Oo ao fa back on learning to students, RAR ol FRA 5, Maintains accurate records of student progress. COMMENTS: ~ University of Lethbridge: P.S. | Summative Report (May 25, 2006), 35. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA #2__Toochors understand tho legislated, moral and ethical amawork within which thy work, KSA BIS Toachors ongoge In assossing the qualy of tht toaching. KSA #16 Teachers ae able to communicate a personal vision of tet own teaching Professionalism 1. Presents a professional appearance and manner, Clacceptable Fulflls professional obigations (ie., punctuality, routine administrative duties). Demonstrates an interest in and a commitment tothe teaching profession, 2. 3, Demonstrates maturity and professional judgment. 4, 5. Establishes professional relationships with the school community. SSIS] | unacceptable §] Professional Growth 6. Accurately assesses and documents the effeciveness of lessons, idonilies sirengths and weaknesses and makes appropriate suggestions for improvements. 7. Uses the results of student assessment and feedback to improve leaching praclioss and guide professional ‘growth. 8, Responds appropriately to feedback from others by listening, interpreting and implementing suggestions. 9,_ Develops and communicates a personal vision of teaching, 10, Demonstrates wilingness to take “informed risks" to benefit student learning, 7. Develops and presenis a professional portolo andlor growth plan Including goals, evidence of progress toward goals, reflections on growth, and future goals. SUSI SIS) Ethileal Conduct 12. Respects the dignity and rights ofall parsons without prejudice as to race, religious beliefs, colour, gender, sexual orientation, gendor identity, physical characteristics, disability, marital status, age, ancastry, place of ‘origin, place of residence, socioeconomic background or linguistic background 13, Treats students with dignty and respect and Is considerate of thelr circumstances. i 74, Doss nol divulge Information about a student received in confidencs or inthe course of professional Gules ‘except as required by law or where to do 80 sin the best interest of the student x] 18. Does not undermine the confidence of students in teachars or othor student teachers. 76. Doos nol criticize the professional competence or professional reputation of teachers or other student teachers unless the criticism is communicated in confidence to proper officials after frst informing the individual concerned ofthe ciicism. —| yy 15 1 al 17. Acs in a manner that maintains the honour and dignity ofthe profession. “7. Does not speak on bahaif ofthe Facully of Education, the University of Lethbridge, the school, or the profession unless authorized to do so. COMMENTS: Lam he an weceltent wunolustanelirg Gh what 49 University of Lethbridge: P.S. | Summative Report (May 25, 2006) pipette aa Lxpected prapeaicnatly an the thacheng[ SUMMARY ‘Areas for further growth: Aumheo att xho"matengs" Gnsxcetlert feacher | dhe came info domo a difpeutt class t& manage and was chatlenged to pnd diferent techniques to mavittaun contre. Dhe duwelgaen! these skit ever her 5 weeks here anol hav ampoveel ffeatly, ! oo ————C am Jepre sors he Acacher propessien well (even ak this yt caches canny dhe has a gueat relaticnshay AMple mentecl a varucty Z Learning achriies and had al planted Lesdens” yrth uppropuak. tune fames. LL sole welcome Nu Wd a cotleaguc 12 my achoal ! __ RECOMMENDATION ; = [Wass Foran oourLere* *if an Incomplete grade is recommended, please attach a signed document providing reasons and recommendations for additional practicum experience. Note: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and the University Consultant. AitVieryrfirrs YA FOE prec Me 2ot7 ‘Signature: Student Teacher ‘Date T° tors mec Hea Olt ‘Signature: Teacher Associate Date ih (Lrmpe Be (oH jgnaturé: University Consultant Date completed original signed report to Field Experiences, Room TH423, Faculty of Education, the University of Lethbridge, and provide signed copies for the Student Teacher and for the University Consultant. University of Lethbridge: P.S. | Summative Report (May 25,2008), 5