Advanced Field Experience Final Assessment

Student Teacher Name: Kaely McMurtry

ID Number: 1526751

Course: EDFX 425

Term: Winter 2019

Mentor Teacher Name: Collette Groenen

University Facilitator Name: Rob Coumont

School Name: St Thomas Aquinas

School District: RDCRS #39

Subjects: K&E 8 Math, Science, Religion/Health 7, PE 6, Social 7

Grade Level(s): 6,7,8

Grade: It is recommended the student teacher receive a grade of: CREDIT

Date:

Description of the school and context of teaching: Suggested areas include school size, urban/rural
location, special programs, student demographics, class composition, size, etc.
Suggested length is 150 -200 words. If possible do not exceed this page.
St Thomas is a 6-9 Catholic school, with a population of approximately 580 students. We do have the district
program for Knowledge and Employability of which Kaely had the opportunity to teach.

NOTE: Before beginning, please read the instructions for completion found in the appendix.

Winter 2019
Distribution: Students need to retain a copy of the final assessment for their records. Undergraduate Student Services retains a copy according to the
faculty’s retention schedule. Copies will not be retained by mentor teachers, university facilitators, or employees of the University of Alberta without
written permission of the student teacher.
Page 1 of 9
 Competency 1: Fostering Effective Relationships
A teacher builds positive and productive relationships with students, parents/guardians, peers and others in
the school and local community to support student learning.
(Note: For reference, the sample indicators associated with this competency are available in the appendix.)
Areas of strength: mentor teacher to complete
Kaely is very strong at fostering a good relationship with students. She is fair and respectful with both staff and
student. She was very eager to work with my students and made time to come from September to February at
least once a week. Throughout the field experience Kaely was cognizant of our focus on FNMI connections and
fostered growth in this area.

Supporting evidence/examples of areas of strength: student teacher to complete (with guidance from
mentor teacher)
I believe I am very strong at building relationships with my students. Being able to connect with boys who were
not engaged in school was a goal thoughtout my practicum. I think I was able to do this by connecting with
students by applying things such as sports, video games and gaming into different lessons.

Areas for growth: mentor teacher to complete

I encourage Kaely to continue to collaborate with experienced staff members in regards to parent
communications as this was not something that Kaely had much need to do during her field experience due to
the nature of her assignment. Kaely did participate in Parent Teacher Interviews and was did have informative
conversations with parent at that time.

Strategies for ongoing growth: student teacher to complete (with guidance from mentor teacher)
As a first year teacher who was unable to communicate with parents (based on my experience) I will have to
look for guidance in this area.

Competency 2: Engaging in Career-Long Learning

A teacher engages in career-long professional learning and ongoing critical reflection to improve teaching
and learning.
(Note: For reference, the sample indicators associated with this competency are available in the appendix.)
Areas of strength: mentor teacher to complete
Kaely is excellent at reaching out to master teachers for guidance. She is very comfortable admitting that she
doesn’t know everything and is willing to accept help. Kaely was very good at self-reflection and often was able
to problem solve with the use of a “sounding board”. She was excellent at receiving feedback and changing
practices as needed.

Supporting evidence/examples of areas of strength: student teacher to complete (with guidance from
mentor teacher)
Coming from a highly competitive sports background I have learned that everything can be improved upon.
Being a life long learner is all about making mistakes and growing from them. I look forward to not being shy
or embarrassed to ask for help from others, and learning from mistakes.

Winter 2019
Distribution: Students need to retain a copy of the final assessment for their records. Undergraduate Student Services retains a copy according to the
faculty’s retention schedule. Copies will not be retained by mentor teachers, university facilitators, or employees of the University of Alberta without
written permission of the student teacher.
Page 2 of 9
 Areas for growth: mentor teacher to complete
With a more focused work load Kaely will be able to become more centered in her learning of her curriculum.
This was not a big concern, just reality of having so many different courses to learn, experience is a great
teacher.

Strategies for ongoing growth: student teacher to complete (with guidance from mentor teacher)
Once I have a more consistent course load it will be much easier to focus on digging into the meat of the
curriculum.

Competency 3: Demonstrating a Professional Body of Knowledge

A teacher applies a current and comprehensive repertoire of effective planning, instruction, and assessment
practices to meet the learning needs of every student.
(Note: For reference, the sample indicators associated with this competency are available in the appendix.)
Areas of strength: mentor teacher to complete
Kaely is organized for the most part. Her plans were completed prior to lessons and materials were gathered
ready for the lesson. Kaely was able to incorporate technology into her lessons and to build student capacity for
acquiring, applying and creating new knowledge. She was very good at looking at her clientele and adapting her
lessons appropriately when given information that may affect her students. Kaely used hands on lessons and
creative lessons where the curriculum lent itself to such teaching and provided many opportunities for students
to demonstrate their knowledge.

Supporting evidence/examples of areas of strength: student teacher to complete (with guidance from
mentor teacher)
To be successful in being a teacher I think I will need to keep on top of my assignments and papers. I found that
I was able to stay somewhat organized, but I think I can improve on this. Being flexible with both my lesson
and students made it easy to adapt lessons on the fly. I learned that I need to make sure I think outside the box
for many different lessons so my students are engaged.

Areas for growth: mentor teacher to complete

Kaely will need to work on her timing within a lesson. She was not always cognizant of the time nor the length
of time work would require. This is not of great concern as she got better with experience. Due to the fact that
Kaely did not have access to PowerSchool, our reporting method, unless a teacher logged on, her assessments
were not always finished in a timely manner. I do believe that this would change if Kaely had control over the
situation.

Winter 2019
Distribution: Students need to retain a copy of the final assessment for their records. Undergraduate Student Services retains a copy according to the
faculty’s retention schedule. Copies will not be retained by mentor teachers, university facilitators, or employees of the University of Alberta without
written permission of the student teacher.
Page 3 of 9
 Strategies for ongoing growth: student teacher to complete (with guidance from mentor teacher)
I struggled with timing of my lessons. This was something I find that I am improving on each day, learning the
habits of the different classes and which ones need to have a longer breaks before the next class.

Competency 4: Establishing Inclusive Learning Environments

A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and
every student is welcomed, cared for, respected and safe.
(Note: For reference, the sample indicators associated with this competency are available in the appendix.)
Areas of strength: mentor teacher to complete
Kaely had an excellent experience demonstrating her knowledge of inclusive education as she taught two
classes in Knowledge and Employability. These students are very diverse learners and had Kaely constantly
changing her plans to adapt to their learning needs in any given period. Kaely’s classroom management had to
be very strong to continue in this class and she did very well with some extremely strong personalities.

Supporting evidence/examples of areas of strength: student teacher to complete (with guidance from
mentor teacher)
Being flexible with my classes in Knowledge and Employability was very important to me and the students.
Each student in the classroom has different needs and wants so I made this a key priority. I learned a lot about
classroom management with my Knowledge and Employability students.

Areas for growth: mentor teacher to complete

I encourange Kaely to continue to look for strong student leadership which will foster a positive inclusive
classroom.

Strategies for ongoing growth: student teacher to complete (with guidance from mentor teacher)
Making sure to reward the strong leadership skills I see in this classroom by using positive reinforcement.

Competency 5: Applying Foundational Knowledge about First Nations, Métis and Inuit
A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of
all students.
(Note: For reference, the sample indicators associated with this competency are available in the appendix.)
Areas of strength: mentor teacher to complete
Kaely was fortunate to be teaching about FMNI through the grade 7 Social Studies curriculum.

Supporting evidence/examples of areas of strength: student teacher to complete (with guidance from
mentor teacher)
Kaely did use a sharing circle in her teachings. She was able to use Circle Justice to help students solve
problems.

Areas for growth: mentor teacher to complete

Continue to learn about and understand the historical, social and economic implications treaty and agreements
with First Nations.

Winter 2019
Distribution: Students need to retain a copy of the final assessment for their records. Undergraduate Student Services retains a copy according to the
faculty’s retention schedule. Copies will not be retained by mentor teachers, university facilitators, or employees of the University of Alberta without
written permission of the student teacher.
Page 4 of 9
 Strategies for ongoing growth: student teacher to complete (with guidance from mentor teacher)
Continue to work on circle justice strategies. Continue to support student learning of FNMI history culture and
understanding.

Competency 6: Adhering to Legal Frameworks and Policies

A teacher demonstrates an understanding of and adherence to the legal frameworks and policies that provide
the foundations for the Alberta education system.
(Note: For reference, the sample indicators associated with this competency are available in the appendix.)
Areas of strength: mentor teacher to complete
Kaely was very professional in her work at St. Thomas Aquinas. Kaely recognized that the professional practice
of a teacher is bound by standards of conduct expected of a caring, knowledgeable and reasonable adult
entrusted with the custody, care or education of students.

Supporting evidence/examples of areas of strength: student teacher to complete (with guidance from
mentor teacher)
Continue being aware of the policies and standards that the Alberta education system has. Speaking to
specifically Competency 6 section © teachers are bound by standards of conduct, that entrust adults with the
care and custody of students.

Areas for growth: mentor teacher to complete

None to be mentioned.

Strategies for ongoing growth: student teacher to complete (with guidance from mentor teacher)
Contiune to meet the needs of all learners in and outside of the classroom.

Final Comments
Mentor teacher summative comments: Considerations include organizational skills, ability to work with
others, ability to self-reflect and self-assess, extra-curricular involvement, ability to engage students,
adaptability, work ethic, resilience, etc.
Kaely has been a pleasure to work with. She has shown tremendous growth throughout her practicum in all
areas. One of the greatest assests that Kaely possesses is her self-reflection. Upon completing a lesson she was
always able to tell me if it was successful or not based on the responses the students provided her (verbally or
with body language). When she would look back on the lesson, Kaely would recognize what worked and what
didn’t, therefore she was able to change her next lesson where required. Kaely had a tough situation with her
course load in that she had classes all over the school therefore high levels of organization were definitely
required. She taught in three different grade levels, and worked with three different teachers so her self-
reflection and assessment were crucial to her success. Kaely was eager to do extra curricular activities, while
balancing commitments to her college hockey team. I was especially impressed with Kaely’s ability to engage
students who were struggling with concepts, and her ability to adapt lessons to the needs of her students. I wish
Kaely well in her teaching career.

Student teacher reflective comments: Considerations include what you feel you can contribute to a learning
and teaching environment, what created dissonance and how you overcame it, how you implemented
feedback and/or professional development opportunities and their results, ways in which this field experience
shaped your evolving philosophy of education, etc.
During this practicum I was able to experience many different types of curriculum, and diverse learners. My
never give up attitude has shined through while teaching the five different courses I was assigned. Coming from
Winter 2019
Distribution: Students need to retain a copy of the final assessment for their records. Undergraduate Student Services retains a copy according to the
faculty’s retention schedule. Copies will not be retained by mentor teachers, university facilitators, or employees of the University of Alberta without
written permission of the student teacher.
Page 5 of 9
an athletics background, I have found that failing is apart of the process. Learning from my mistakes and self
reflection after lessons has made it easier for both myself and my students. During my practicum I was able to
fall down and experience what it is truly like to be a middle years teacher. I am very greatful for my time at St.
Thomas because because of the diverse opptunities I have gotten. Speaking to my teaching philosophy I was
able to apply fostering effective relationships, knowing and understanding the needs of diverse learners, and
engaging in life long learning.

Winter 2019
Distribution: Students need to retain a copy of the final assessment for their records. Undergraduate Student Services retains a copy according to the
faculty’s retention schedule. Copies will not be retained by mentor teachers, university facilitators, or employees of the University of Alberta without
written permission of the student teacher.
Page 6 of 9
 Appendix

Instructions for completion

The purpose of this final assessment is to provide evidence and communicate information regarding student
teacher performance based on the Alberta Teaching Quality Standard.

Use the Suggested Language to Support Student Teacher Development document to support discussion and
describe student teachers’ level of growth. (This document is available on the field experiences website under
the Forms / Mentor Teacher tab.)

For each competency,

mentor teachers will:
 provide comments that describe strengths and areas for growth based on the indicators.
 Alberta Education has listed sample indicators for each competency. Not all indicators need to be
addressed and additional related indicators may be added.
 For reference, a complete text of the TQS competencies and indicators are provided below.
student teachers, with guidance from mentor teachers, will:
 provide evidence/examples that demonstrate their strengths and
 provide strategies for ongoing growth in each of their areas for growth.

Please note:
 Suggested maximum for each category is 250 words. Be concise and consider readability.
 Paragraph or point forms are acceptable.
 Please type directly on the form as pasted text may not format correctly.

Teaching Quality Standard

Click here for complete document.

Competency 1: Fostering Effective Relationships

A teacher builds positive and productive relationships with students, parents/guardians, peers and others in the
school and local community to support student learning.

Achievement of this competency is demonstrated by indicators such as:

(a) acting consistently with fairness, respect and integrity;
(b) demonstrating empathy and a genuine caring for others;
(c) providing culturally appropriate and meaningful opportunities for students and for parents/guardians, as
partners in education, to support student learning;
(d) inviting First Nations, Métis and Inuit parents/ guardians, Elders/knowledge keepers, cultural advisors and
local community members into the school and classroom;
(e) collaborating with community service professionals, including mental health, social services, justice,
health and law enforcement; and
(f) honouring cultural diversity and promoting intercultural understanding.

Competency 2: Engaging in Career-Long Learning

A teacher engages in career-long professional learning and ongoing critical reflection to improve teaching and
learning.
Winter 2019
Distribution: Students need to retain a copy of the final assessment for their records. Undergraduate Student Services retains a copy according to the
faculty’s retention schedule. Copies will not be retained by mentor teachers, university facilitators, or employees of the University of Alberta without
written permission of the student teacher.
Page 7 of 9
Achievement of this competency is demonstrated by indicators such as:
(a) collaborating with other teachers to build personal and collective professional capacities and expertise;
(b) actively seeking out feedback to enhance teaching practice;
(c) building capacity to support student success in inclusive, welcoming, caring, respectful and safe learning
environments;
(d) seeking, critically reviewing and applying educational research to improve practice;
(e) enhancing understanding of First Nations, Métis and Inuit worldviews, cultural beliefs, languages and
values; and
(f) maintaining an awareness of emerging technologies to enhance knowledge and inform practice.

Competency 3: Demonstrating a Professional Body of Knowledge

A teacher applies a current and comprehensive repertoire of effective planning, instruction, and assessment
practices to meet the learning needs of every student.

Achievement of this competency is demonstrated by indicators such as:

(a) planning and designing learning activities that:
 address the learning outcomes outlined in programs of study;       
 reflect short, medium and long range planning;
 incorporate a range of instructional strategies, including the appropriate use(s) of digital technology,
according to the context, content, desired outcomes and the learning needs of students;
 ensure that all students continuously develop skills in literacy and numeracy;
 communicate high expectations for all students;  
 foster student understanding of the link between the activity and the intended learning outcomes;    
 consider relevant local, provincial, national and international contexts and issues;  
 are varied, engaging and relevant to students;  
 build student capacity for collaboration;     
 incorporate digital technology and resources, as appropriate, to build student capacity for: - acquiring,
applying and creating new knowledge; - communicating and collaborating with others, - critical-
thinking; and - accessing, interpreting and evaluating information from diverse sources;    
 consider student variables, including: - demographics, e.g. age, gender, ethnicity, religion; - social and
economic factors; - maturity; - relationships amongst students; - prior knowledge and learning; - cultural
and linguistic background; - second language learning; - health and well-being; - emotional and mental
health; and - physical, social and cognitive ability;                    
(b) using instructional strategies to engage students in meaningful learning activities, based on:                
 specialized knowledge of the subject areas they teach;  
 an understanding of students’ backgrounds, prior knowledge and experiences;    
 a knowledge of how students develop as learners;
(c) applying student assessment and evaluation practices that:    
 accurately reflect the learner outcomes within the programs of study;
 generate evidence of student learning to inform teaching practice through a balance of formative and
summative assessment experiences;             
 provide a variety of methods through which students can demonstrate their achievement of the learning
outcomes;                     
 provide accurate, constructive and timely feedback on student learning; and   
 support the use of reasoned judgment about the evidence used to determine and report the level of
student learning.

Winter 2019
Distribution: Students need to retain a copy of the final assessment for their records. Undergraduate Student Services retains a copy according to the
faculty’s retention schedule. Copies will not be retained by mentor teachers, university facilitators, or employees of the University of Alberta without
written permission of the student teacher.
Page 8 of 9
Competency 4: Establishing Inclusive Learning Environments
A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and
every student is welcomed, cared for, respected and safe.

Achievement of this competency is demonstrated by indicators such as:

(a) fostering in the school community equality and respect with regard to rights as provided for in the Alberta
Human Rights Act and the Canadian Charter of Rights and Freedoms;
(b) using appropriate universal and targeted strategies and supports to address students’ strengths, learning
challenges and areas for growth;      
(c) communicating a philosophy of education affirming that every student can learn and be successful;
(d) being aware of and facilitating responses to the emotional and mental health needs of students;
(e) recognizing and responding to specific learning needs of individual or small groups of students and, when
needed, collaborating with service providers and other specialists to design and provide targeted and
specialized supports to enable achievement of the learning outcomes;
(f) employing classroom management strategies that promote positive, engaging learning environments;
(g) incorporating students’ personal and cultural strengths into teaching and learning; and
(h) providing opportunities for student leadership.

Competency 5: Applying Foundational Knowledge about First Nations, Métis and Inuit
A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of
all students.

Achievement of this competency is demonstrated by indicators such as:

(a) understanding the historical, social, economic, and political implications of:
    • treaties and agreements with First Nations;
    • legislation and agreements negotiated with Métis; and
    • residential schools and their legacy;
(b) supporting student achievement by engaging in collaborative, whole school approaches to capacity
building in First Nations, Métis and Inuit education;
(c) using the programs of study to provide opportunities for all students to develop a knowledge and
understanding of, and respect for, the histories, cultures, languages, contributions, perspectives,
experiences and contemporary contexts of First Nations, Métis and Inuit; and
(d) supporting the learning experiences of all students by using resources that accurately reflect and
demonstrate the strength and diversity of First Nations, Métis and Inuit.

Competency 6: Adhering to Legal Frameworks and Policies

A teacher demonstrates an understanding of and adherence to the legal frameworks and policies that provide the
foundations for the Alberta education system.

Achievement of this competency is demonstrated by indicators such as:

(a) maintaining an awareness of, and responding in accordance with, requirements authorized under the
School Act and other relevant legislation;
(b) engaging in practices consistent with policies and procedures established by the school authority; and
(c) recognizing that the professional practice of a teacher is bound by standards of conduct expected of a
caring, knowledgeable and reasonable adult entrusted with the custody, care or education of students.

Winter 2019
Distribution: Students need to retain a copy of the final assessment for their records. Undergraduate Student Services retains a copy according to the
faculty’s retention schedule. Copies will not be retained by mentor teachers, university facilitators, or employees of the University of Alberta without
written permission of the student teacher.
Page 9 of 9