Lethbridge University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER ONE Summative Report tyes = Please TYPE (including comments) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED original. Shadi Teacher Page lisgee senoot | Spe SDE Grade/Subjects Taught: LA, Social *Gym Teacher Assoclate: | 42 ASC 1E7 Universty Consultant [Yoel Piguette Dates of Practicum: | Mov, /2 - Der ./2. Instructions: 1 Fis a summative repat ofthe student teaches performance at the end af the PS J practicum, based on expectations for thet stag o teacher development (EDUC 3500). «For each praczum outcome below selec the student teacher's lve of perfomance: elthar Not Metin Expectaions forthe PS level, Mesting Espectatone, or Excooing Expectations (Most students wil flirt the Meeting Expectation catoory, urls thereis clear evidence fr Not Meeting ‘xpeclafons of Excooding Expecations.) For studons within tho Meeting Expectalons category, pease selec level of perfarmence, «Some outcomes may not be applicable to your particular educational stuton Leave the space lank. 1 atthe ond ofeach section ofthe fom, please provide comments in reference to the relevant teaching competencies end pracicum indlcatrs, 4. PLANNING AND PREPARATION (ras, #2 #3. #4) # a a5 Meets Expeators Planning and Preparation. “Demonstrates knowledge and skis inthe subec malo the lessons. (3) 7, Incorporates a valy of appropiate resources and incructionallassssment stalgis no lesson plans. (3) 3 Tape eng uicomes rom te Alboia Program of Sul iro relevant nd appropai aming objecves Tor being taught (3) SININ CIS) 7 Takes ino esount students’ por lerrng,learing needs, lores, nd background (1,4) 5. Organizes conent no appropriate components and sequences frit. (3) 6. Plans appropiate content and actives forthe tine alloted. (3) 7, Brapares lesson plans fora stan taughi, ushg a well dened srucurewiich acs learn cbjecive() Inredueton and closure, dated procedures and isructons, key questions eacing strategies, leing ac and aseeeemontofissson cjocves. (3) :Inigrates gal technology and resources ito insructon, where apronrt. (2,3) 3, Obians and organizes equornont and materials or siructon. (3) COMMENTS: gesiels aqjoco Aq 5 popiofoiee. QO a qq 0 App|opo) i Pernice C6 Sad Ce O73 7 pevies dive A Stee W Pade FOR LT UEWTS Lin Fut CHELY ‘Rewsed: September 20732, INSTRUCTION (ras #1, #3, #4,#5) Jeceeng Expectatos| for | expacatons Communication 1. Uses cor thet and grammatialy erect spoken and wien guage. 3) 2, Uses vocabulary appropiate to students ape, backround and terest. (3) 3, Modes hisher vole fr auiblly end expression. (2) “4 Demonstrates cual sent in cnsrarcation and wut (14,8) Lesson Introduction &ERabEies set reviews pr eatng, WeniisIensonobocivele) and expectatone, uses malvalig allerion eter, provides ovevow nd elas the lsson fo previous laring a apron. (3) ‘General Lesson Davolopmont Incorporates sstegies for matvatingsuderis using relevent and ileresting ebjoct rir aed activi (4) 7._ Biplane aril proceeds in small sles at en perp pace tate aeiy and student ospons. (3) Demonstrates sitjst matter competence dung instruction.) '8._Orgenis and drecserning for inva, smal groups, end whole lassos (3,4) 10, Provides char drecions,nsructons and exanstons (9) “Directs efiantransons between lossons ad rom one acy tothe net (3) "2. Uses a vary fret alana segs fo arose dosed oxcores utje rater, vaio warn Sylesand individual needs. 4) “Uses appropriate mato and resources for lecting (3) “When apron, Uses oaouces a accrtl roel and daranaala We england vray of Fat Neon, Mati nd ut (5) 715, Demonstraes eit and adaptabity. (1,3) ‘Questioning end Discussion 16 Asks clearly phrased, wel-sequenced questions ata vary of comiiv evel. 8) “7, Provides appropiate ‘waitine” alr posing questions. (3) 18, Seeks clication and alabraon of student responses, where apororte (3) 78. Leads and drectseudent partpation i dass discussion elecvey and dstitutes question apron. (9) Focus on Student Learning 2 Crests nthe dasa, erring wish Necaseary, Ceca on dl and Group nderandng of scivieorton (3) 72, Recogrizes and responds eppropialyto nid diferences and group fearing needs. (1,9, 4) 22. Reinforeas sade larg, bulking on prevous earring, revewing,andreteeching. 2) ‘Closure Zi Aceves Gots Yr aan, GonOTaaING Woes COnaps Urough Sates, reviews, scissors and -sopicaions. 3) 724, Proves homework when appropri end epplans aeslonmenis al (9) ‘COMMENTS: A O| Gea5) q @dgiaig) [o! jase Hal Aeo) aaa olaoar pargaK Aoooo RP oO a jaja sa Rol deol Se Ae s| os ai Ad af oe qo qo | Uo: PS I Surmative Report fo: Sop 201 student: JAE 1L58FE Page 2 063. CLASSROOM LEADERSHIP AND MANAGEMENT (ros #1, #2, #3, #4) oatng Espero Classroom Leadership 1, Assumes a leadership role in the classroom, taking charge of classroom activities, showing confidence, poise, composure; nd presence, 3, 4) 2. Creates & maintains an effective learning environment, setting high expectations & standards for student learning. (1, 2) 4 Demonsals native, enthusiasm anda conmiment io the dents nd ibjet, modes appro bahar (13) “i Estabiches postive elaonstips anda dassroom rata besed on rua us ord respect (1,24), | Classroom Management ‘5. Cat defines and recescassoom procedures and rine. (8) ‘8. Clearly communicates and reinforces expectations for appropriate student behaviour. (4) 7. Monitors stun! behaviour ads evaeof student behaviour at al ines 6) ‘@. Responds to inappropriate behavior promplly, firmly, and conesstently, using appropriate low-key and higher level responses; follows school discipline policies and procedures. (4) COMMENTS: | pools eno] boos es. OG} Coc fees oood) poo SOE) Risso Oo 4. ASSESSMENT (10s #3. #4) Assessment 1. Assesses suden laringformalivey using a varly af appropriate anvecernt lechniquas and haan (eg. observations, conerstons, questioning, chectng daly wor, pelormance-based and writen assessments). (3) 2. Checks frequent for understanding. (3) '3 Provides timely and elective eedback on eating to sudents. (3) “E” Medites and edops leaching baved on asecsarcr daa (ag onploysaleraive caching alagies tore teach where required). 4) '5_ Explains to sudens how learning willbe assessed (8) '&_ Develop end maintains ama record of student progress) COMMENTS: [CSIC EN SST £5) oa ooo oco ee OOo) |) ete Uof L: PS | Summative Report (Rev Sep 2015) Student: feel VOSS, Page 3of65. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (10S #1, #2, #4, #6) Professionalism Presens a profesional appearance and manner. (6) alls professional obigaons (Le, punctual, routine ainsratve dues). (8) ‘Demonte tury and profesional judgment (16) 1 2 3 “4_Demonstraes an nest in and commitment othe teaching profession (t 6) '._Estabiches professional relaonships withthe schol commu. (1) OD ‘Professional Growth, €Scoualel asezzns and Gocments Be efecienessoflesions, eifies avenge and weaknesses and makes appropri suggestions or ‘improvements. 2) ZL Uses the resus of ser assessment end feedback o improve teaching pracoes end guide professional growth (3) 7. Responds appropriately to feedback fom thers by listening, interpreting ard implementing evggestons. (2) ojo ‘Develops end communica a personal vison fteching. (4) 70. Beveips and presets a roTessonal porto adler grow plan nchding pol, evidence progres toward gous, recon on growth, and future goals. 2) TI Carie cute rles and exponsites ofa eater accord the Abeta School Aa, school and dict poe and oer relevent logan (6) Ethical Conduct, Fess Oy Sd 1 oT al prone iad prc oso av, egious bela, cob, gods, awal Terao. gender ery, Final erate, desl, ara elas, ge, ncasy, pace of og ace of eience,socoecononicbacground or ngusi> Background 45,6) 7 Treats sludenis wih dignity and eepedt ans conserae ofthe cumstances. (46,6) Of} jojo A a [RSIS SSS =i Daas at diage Formation received in confdancs or Fhe course of pressions utes abouts shdent excep es required by law or where © do col inthe bee ores ofthe stud. (6) 7B: Does not undermine the confidence of studentsin teachers or cher student teachers. (1) 7. Ds it Gis te professional competence or profstonlrepdatn of eechers or fhe siden eachers unless the clam ‘communicated In confidence o proper oils ters informing the Individual concord of the ii (1,6) 77 Acts ina manner thal malnians the honour and dignity of the profession. (1.6) “8, Does not epeakon behalf ofthe Faculty of Educator the Urivrsy of Lethbridge, the school, rte profession unless authorized to do so (8) oon ASISS/=! ‘COMMENTS: write yoo dbz vUdLE Fo P7TEW? CLES AetiPe Metts Ale Whe renege AfsesnTE Page 4 of6SUMMARY Additional Comments next page > ‘Areas for further growth: Cevrinve ro Lae fi A Nee OF tons tp AecomMAMFE LEE 6 ASSO, Pot. sThuGGIiuME CENAELS Overall comments (Strongest aspects of student's parformance): Cenk ben MAagGEHtenT — CREATES =LESo TWAT ARE Epp Abie Foe LENLAELS L RECOMMENDATION |] Pass FAIL |__. INCOMPLETE * “tf 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 oe Dec. li 2019 ‘Signature: int Teacher Noir fo ‘Signaleres, University Consultant Date The UC submits the completed & signed original report to U of L, Faculty of Education, Field Experiences. Provide signed copies for the Student Teacher, the University Consultant and the Teacher Associate, UoFL: PS | Summative Report ev: Sep 2019) ‘Student: Page 5 of 6ADDITIONAL COMMENTS: of L: PS I Summative Roport (Rove Sep 2019) ‘Student: Page 6 of 6