Lethbridge University of Lethbridge, Faculty of Education ~ @& PROFESSIONAL SEMESTER TWO ae Summative Report (Phe TYPE (including comments) DIRECTLY onto this form, Submit a SIGNED, DOUBLE SIDED paper copy. ‘Student Teacher ‘Sam Gauthier School: | Wilson Middle School Grade/Subjects Taught: | Language Arts 7 and 8 Teacher Associate: | Brett Clifton University Consultant: | Jenna Lowe Dates of Practicum | March 4-April 16, 2019 Instructions: + This is a summative repor of the student teacher's performance atthe end of the PSII practicum, based on expectations for that stage of toachor dovolopment (ED 3600). + For each practicum outcome below seloct the student teacher's level of performance: ether Not Meeting Expectations for the PSII level, Meeting Expeciatons, or Exceeding Expectations. (Most students wil fall into the Meeting Expectations category, unless there is clear evidenca for Not Meeting Expectations or Exceeding Expectations.) For studenis within the Meeting Expectations category, please select level of performance ‘Some outcomes may not be applicable to your particular educational situation. Leave the space blank A the end of each section ofthe form, please provide comments in reference to the relevant KSAS and practicum outcomes. 4. PLANNING AND PREPARATION (KSA #13, #6, #9, #12) [Expectations Exceeding Expectations Not Meating Expectations Imecting Planning and Preparation 1, Demonstrates knowledge and skils in the subject matter of the lessone including hisvher subject major. i 2, Incorporates a variety of appropriate resources and inatructional/assessment siralogies Into lesson plans, 3. Translates learning outcomes from the Alberta Program of Studies Into relevant and appropriate learning objectives forthe lessons being taught, _ “Takes into account students’ prior learning, learning needs (including student IPPS), i= interests, and student variables such as age, gender, socio-economic status and culturalfinguistic background, 5. Organizes content into appropriate components and sequences for instruction. v x 1 6. Plans appropriate content and activites forthe time allotted. v 7. Prepares lesson plans for alllessons taught, using a well-defined structure which includes leaming objectve(s), an introduction and closure, detailed procedures and a instructions, key questions, teaching strategies, learning activities, and assessment of L lesson objectives. 8, Prepares unit plan(a) in subject major that include rationale, overview, leaming T ‘outcomes, teaching/lesming activites, and assessment plan. L 9. Integrates information and communications technology into instruction In subject major a ‘and other subjects, where appropriate. 10. Obtains and organizes equipment and materials for instruction. ‘COMMENTS: 12. INSTRUCTION («sa #4, #5, #6, 49, #10) ee 5 28 al u Communication A bs 1. Uses clear, en, and grammatically correct spoken and writen language LCi oot 2._Uses vocabulary appropriate to students’ age, background and interests LIL 3. Modulates his/her voice for audbity and expression. { MCI 4. Demonstrates cultural sensitiv in communication and insrution Cielo Lesson Introduction '5. Establishes set: reviews prior leaming, identifies lesson objective(s) and expectations, uses motivating attention-getters, provides overview, and relates the lesson to, provious learning as appropriate. ‘General Lesson Development. 66. Incorporates strategies for motivaling students using relevant and Interesting subject ‘matter and activities 7._ Presents content in appropriately organized sequences for instruction 8. Explains and proceeds in small steps al an appropriate pace To sult the aclivily and student response. 9. 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. 12, Directs efficient transitions between lessons and from one activity o the next. 1S. Uses a variety of instructional strategies to address desired outcomes, subject matter, Varied learning styies and individual needs (including student IPP goais/objectives). 14, Uses a broad range of instructional strategies specific to subject major. 15. Uses appropriate materials and resources. 16. Demonstrates flexibility and adaptability "Questioning and Discussion 17, Asks clearly phrased, well-sequenced questions at a varlety of cognitive levels. 18. Provides appropriate ‘wait-timo” after posing questions. 419. Seeks clarification and elaboration of student responses, where appropriate. 20. Leads end direcis student participalion in class discussion effectively and distributes questions appropriately. Focus on Student Learning 21. Cireulates in the classroom, intervening when necessary, checking on individual and group understanding of activity/content. z 4 2 Recto ad tonnes oop laa nda Steen ant arpwaneg |= TSS nae C 23, Recs sxe arg bln on ou aig tena anreteactng Te ol cialis 2 Aes a ns, consi Was 0 OS WOU BOTT, sth (oles, dacs nd soda [I 25 Proiiestonewor ten spopfls nd olor anlar - COMMENTS:CLASSROOM LEADERSHIP AND MANAGEMENT («sa #7, #0) Expectations Exeoeding Ceuta 1. Asses a leadership roe in he dassroom Taking charge of assroom acini, 1 | * showing conidence, poise, composure, and presonce Z Creates and maintains an efecvelearting environmen, seling Nigh expectations and Standards for student learning, atencing fo student variables such as ape, ponder 7 Sorio-oconomic situs and eufuralingulste background. F Domoratates inate, enthusiasm and a commitment oto students and wee | 3 models poropfate behaviour. 4 Estalehes postive rolatonshipe anda Gassroom ovate based on mutual rustand | 3 respect. | 1 Clesefoahi MARGOT | 5. Clearly defines and reinforces dassroom procedures and routines, Dol ei Col 6. Clearly communicates and reinforces expecatons for aporopiale sient behaviour v 7, Monitors student behavouT and is aware of student behaviour a al mes. ve 8. Responce © inappropriate behavior prompt, miy, and cansistenly, sina a Sppropitelnckey and higher level responses olows school sipinepotces and | | a procedures. | COMMENTS: ASSESSMENT (sA#i1) 2 |g iol Asseasmect fee 1. Assesses student leaming using a varialy of appropriate assessment techniques and instruments (e.g., observations, conversations, questioning, checking dally work performance-based and written assessments, quizzes, tests). | |Mesting x 2. Checks frequently for understanding, 3. Provides timely and effective feedback on leaming to students. 4, Modifies and adapis teaching based on assessmont data and studant PPS (e.g. employs atsmatve teaching strategies to re-teach where required). 5. Analyzes and evaluates measurement data to assess student leaming. 6. Explains to students how learning will be measured ii [I 7, Develops and maintains accurate records of student achievement (@.9. grade sheets, databases) and communiceies results to studen's, parents and the school effectively), Ee COMMENTS:5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (KsA#2, #15, #16) q als tlt Professionalism S| 2 1. Present a profesional appearance and manner. Wl 2 Fulisprotessionalobigaon (Je, punctuaty, routine adminisave dues). \v 3 Doronstrates mtu and profesional judgment 7 “le krowledgeablesbout profesional sues and demonstrates a commitment othe leaching profession 7 5. Esablshes professional relaonsips wi Te educafonal canmuniy and wider communiy (where Fle epproprate) rotesclonal Growin 6. Atzurailyassessos and docurons th ofocvaness ol esson, Wann Wrongs and weaknesses and a makes appropiate suggestons fr improvements: | 7 Uses the resus of student asosemont and foodback to prove leaching pros and guido professional 5 goat ; @._ Responds appropiataly to feedback om others by Ietoring, toprol, and inplomening auppeatons v 8. Develops and communicates a personal sion of teaching ca 7: Develops a professional porto andor growth plan including Goals, evidence a roeressloward goal, = rflctne on growth, and future goal 7. Cares ou th ros and responses ofa eachor according Wo he Abana SoFoal Aa school and deak 5 palls and oer relovart gllston. [72 Appts the knowledge, sks and atbtes for nem eartficaon appropatly Tole Eihial Conduct 48. Respects the dgnty and ighis of al prsons witout prides os fo race, regious Bais our gondon | — fenuaolontoton, gender Uenty, petal charactors, Geably, maria sate, ope, ancety, nase ot v rig, place of residence, socloeconome backround o igus background 14. Treas studens wth dignity and espect and is considerate of thar crcumstancos v 75. Does ot diige information received in confidence orn the couse of professional dues about a int al excap ns equed by law or wher odo 0 ls nthe best eres of he suse 16, Does not underine the condenceof students in teachers or her student teacher v 17. Does not criticize the professional competence or professional reputation of teachers or other student toochers unless the cif communicated in contdence to proper ols ater st informing te 7 individual concemed af the ccm, 18, Aes ne manner thal manains the honour and dig of he profession w 19: Does nol speak on behalf ofthe Facil of Education, te Unversity of LARDRIGE We schol, ore a protesion unless authorize to do so. IL COMMENTS:SUMMARY _~, [Ateas for further growth: continue to be mindful of class schedules and timing - using various strategies during transitions (activity to activity, poriod to period) continue to work towards developing a personel philosophy of classroom management and routine continue to build confidence in dealing with diffcult students and various behaviour issues that arise as part of day-to-day teaching continue to be mindful of student participation in classroom discussions (anticipating various questions and scenarios that may ariso) = ‘Overall comments (Strongest aspects of student's performance) = ‘Sam has had a very successful practicum at Wilson Middle School. She has been an asset in the classroom and has demonstrated a commitment to growth and her students from day one. Sam has demonstrated subject specific mastery and has been able to help me with my own planning and assessment, particularly in Language Arts, as we are piloting a new novel study ‘and Sam has been the first to work through it withthe students, ‘Sam demonstrates 2 commitment to the teaching profession and a desire to work with students of various abilities, backgrounds. and needs. She has been professional in her dealings with all stakeholders and her passion for students and ensuring that they find meaningful individual successes Is clearly evident. | could [ell from just our first meeting that Sam was born to be a teacher. ‘Sam has made an effort to get involved in the school community. She has assisted with Fine Arts Collage here at Wilson and has also made herself available to students at lunch for clubs, games, and other activities. In closing, 1 am very ploased with Sam's progress as @ PSII student teacher. | believe that she has gone above and beyond what Is required of a PSII student teacher and that any schoo! would be fortunate to have her as an intern teacher moving forward, Itis my recommendation that Sam Gauthier receive a passing grade for her PSII practicum and that she continue to Professional [Semester Il. Good luck and best wishes for your future success. RECOMMENDATION [v | Pass [Fa [- weomptete* ‘if an Incomplete grade is recommended, please attach a signed document providing reasons and recommendations for additional practicum experiance. Note: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and the University Consultant. mn ty er Lot 12, P07 ‘Signature: “Student Teacher ‘Date ¥ = ZIG PO = Breit 18, Gar ‘Signature’ Teacher Associate ' ‘Date ” 4 Date ‘ibmit the completed original signed report to University of Lethbridge, Faculty of Education, Signature: University Consultant Please