thrid University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER TWO Summative Report * Please TYPE (including comments) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED original. ‘Student Teacher: Fernando Baoz School: [Tem Baines Grade/Subjects Taught: | Grade & and 9 Scienca Teacher Associate: | Marissa Novak University Consultant: [Sue Price Dates of Practicum: | 2nd March - 13th March, 2020 Instructions: ‘* This isa curimatve repr othe stunt teachers performance athe endof the PSM practicum, based on expacttos for that stage of eachor development (EDUC 3800), ‘+ For each practicum outcome below selec the student teachers level of peromance either Not Meeting Expectations forthe PS vel, Mecting Expectations, or Exceeding Sxpeclatos. (Most stasis ill note Mbioing Expectations category, uriess there f cba evidence fr Not Meeting Expectations or Exceeding Expectation.) For students wthin te Meeting Expectatans category, please select lve of performance. ‘+ Some outcomes may not beappicable to your partula educational situatin, Leave the space bank ‘= Althe end ofeach section othe fom, please provide comments i reference othe relevant teaching competencis and practicum indcalors 4. PLANNING AND PREPARATION (10s #4, #2.#3, #4) 7 ? Ig Hor Ui Planning and Preparation gi| 4a | s8 {Denis rcp est re niet rater oft esonsreutrgPTr wmjpS MAE) Doe CI 2: rerio awry of epee eres ad ciralasesrort ipo bsnl, Coo elo 2° sen ane ere oa Pega of Sh err an apogee arng eae [= = bevensberg aig ooo eo 7a et st er a ne [EGE Pas a eas | Pp _such as age, gender, soclo-aconomic stalus and culturaVlinguistic backgrounc. (1. 3, 4) OjOe8oO0 rine conn pri conpuner nd eos ruc) Doo eo 6, Plans appropiate content and acts forthe tne alotied. @) Olof oo 7 pre ssn ps ora sn uh ay a wo ee Ros WN POLS Ba RT oF ‘noqucton and Clesure, deiled procedures and instructors, Key questions teacrung susteges, learing actwnies, ooo oO _and assessment of lesson oojectives._ (3) Prep pe hips a at BOR, OST ORS ATT wa, | TS sulosessnet pa O|o/e' oo © hoje dl coop and voucasa watson nae nab ad abr aecs wero weewraw BD | LL) LL | 10, Chins and xgniesequpment and mation. (3), DIO 0 elo ‘COMMENTS: During the two weeks, Femando was unfortunately unable to plan an entire unit of work. However, the lesson ‘sequence he did prepzre demonstrated fluidly in the order of the lesson, making changes to the sequence where necessary to accommodate changes in school scheduling and learning outcomes of students. ‘The Biology units that Femando taught to both Grade 8 and 9 students was not his primary learning area, but he \demonstrated some good confidence in his teaching and clearly did research to prepare cortent correct lessons, He used 'Leaming Objectives’ at the beginning of each lesson and concluded with ‘exit slips that matched these ‘objectives. In the short time Fernando was teaching, he was able to integrate some diversity into his lessons to take into account cultural backgrounds, interests and prior learning. It would have been good to see Fernando ‘develop more differentiated learning experiences for IPP and ELL students Each lesson was only 45 minutes, which goes very quickly at times. Fernando was able to mostly deliver lessons Iwithin the allocated time frame, but itis suggested that for his next Practicum experience that he work on the timing of his lessons to allow for a clear and impactful conclusion at the end of each lesson. Fernando assisted enthusiastically in obtaining materials and equipment for lessons and was starting to become ‘vised: September 20192. INSTRUCTION (103 #1, #3, #4, #5) fl ad ld eaarinewas at] fb [ib 1. Uses er, unt nd aramnatialy cot spoken and wien anguage-@) DO Crt 2. Uses vocabulary appropriate to students’ age, background and interests, (3) OOO OPT “3. Modulates hishher voice for audlbilty and expression. (3) OOO CIP “4, Domonctates outurl ceneitviy in communication and inetruston. (1,4 6) DCT ED See ne ee eer erences 101 CEL | General Lesson Development. a _| 6. Incorporates strategias for notivaling students using relevant and interesting subject malter and activities. (3, 4) OID Oo elo 7._Presents content in approprately organized sequences for instruction. (3) DIO oO wo '. ipa and proceeds sna tops aan appr pace ost te actly and sor vexpene. (3) Clooielo 9. Demonstrates subject maltar oorpetence during instruction. (3) Dio Oo elo 10. Organizes and directs leering for individuals, ema groups, end whole classas. (3.4) DIO Oey ‘11, Provides car directions, structions and explanations. (3) OO we oOlo 12, Drects efficient transitions detween lessons and trom one activity to the net (3) DID ol "ose = Olio elo ‘14. Uses a broad range of instructional strategies specfic to subject major. (3, 4) DID Poo eee eee Heo tS a RT TAS EIA 17, Demonstiates eibiyané adapta (1,3) Dooce Se 1, Ak ceri prasad, walaeruced qusstons at a vary of cognitive lves. 2) Diorio 19, Provides appropriate “wartime’ afer posing quesbons. (3) DLL ey 22 Sets claictin and eltevaton of sent respooes har oporowae ) Clo elo 7, ansand docs min rcpt hd dessin techy ond ets acim anmntewy | ELC) FE eae te sera tg whan poms, chrlng mn naNal opp oon a cen pray eer Gadaiiaa ooo eo a, Recognizes and responds appropriately to individual diferences and group learning needs. (1,3, 4) DD yoy ‘24, Reinforces stuxent leaming, building on previous learning, reviewing, and reveacting, (3) DIDI Ot Does bare ia naa Boh som % 3 ————————————— ‘agploaions {3} wv " a ec 7 Proves homevark when appt and oxains assent ty) Dloo ro a I troughout th wo weeks, Fernando ready ook advice, suggestions and leedback on boar and made erncbatecheaostoleetou. As Feats woe een chun i sl loch ote corn Ganesh expr occa nah {ancon snd made dotadons thr isn soar. eoquoran isang fa Rho lesson, This was one of Fernando's biggest strengths and is to be congratulated on this, as it is often difficult to do. ‘Although Biology was not Fernando's strength, his teaching came across as confident and knowledgeable, for the ‘most part. With more experience, Fernando should learn to read reactions and behaviors frem students as an Irdoatont how wollne ees ae engegh and caning Al moe, Franco moved vay Gy rough comer ost pt keep in Wi neo inn owovoy om osdback,Prnanos was bend [provide more time for students to absorb information and ask questions. Please note: item 22 should be the tick above ‘meeting expectations’ NOT ‘meeting expectations’. | was unable to Cece acns UoFL:PS II Summative Repar (Rev Sep 2079) ‘Student: Page 2 of63. CLASSROOM LEADERSHIP AND MANAGEMENT (ras #1, #2. #3, #4) id ii Classroom Leadership BE bl dE Gg ree eer rer = composure, and presence. 1, 3. 4) Ojo 0 eo Cee Sao a ETO = Sa eee” | O [OD| a) oO ‘3. Demonstrates initative, enthusiasm and a commitment tothe students and subject, models appropriate behaviours (1.3) | | |T [1 [| 11 “4. Establehes postive rlatorehips and. Gassroom dinate based on mul ut and reaped. (12,4) Dico rl o Se a 5. Cleatly defnes and renorse dassioom procedures and rvines 4) Dio elo {6 Charly commuricees and infores expectations for appropriate student beravou.() ooo ro 7,_ Mons sen tebavou‘ardisawar of ude bebevour atl ies.) Diol SS ee sponses; flows schoo dsopine poles and procedures. (4) 0/0/50) 0] 4 Fernando has a very confident presence in the classraorr. He is quick to jump on behavior while he is actively {teaching and was starting to develop some effective strategies to manage behavior calmly and with litle fuss. For his next practicum, Femando is encouraged to develop his management of students and acivities while they are \working independently. |At the beginning of Femando’s practicum, he outlined clear expectations to his students, 4. ASSESSMENT (0s #3, #4) Al al i noi} ‘Assessment il i a6 1 esr ieee and ormanh oaa ae Taeooraaetene wana. ad frurene(eqycnsraare coven gasinig. cucingcayeckseemanstendsaeeen” |) (7) Cf 0 assessment, quizes, st). (3) = 2 Ces ort fr sean DIDO IS 3 ves ely ar ee ock ov eaing aa Coe Oy 4 ees rani adn esesvel nian sucGUPPS Ta. embers oomae ReBE aR | TT S| | Sesser aad 4 Ayes nsaronet doo ass Sut ae.) Dio oo Enlai to stders how luing wil be reasure.(@) Doo ro 7- Des and rains acral eon ert cheer 0 GG aN GDR) aN GTS = rasults to studants, parents and the schoo! effectively) (3) 0/0 Go} 6 ‘COMMENTS: lAs the practicum was only two weeks, there was limited opportunity for Fernando to demonstrate some of the jabove outcomes. Femando was beginning to develop some good questioning techniques during the lesson to lascertain and assess understanding. He had the opportunity to hand out, support and mark a Grade 8 assignment the digestive system. Femando provided clear and positive feedback to the students and graded the tasks well. UpFL: PS Summative Repar (Rev Sep 2079) ‘Student: Page 3 of65. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (10: #2. #4, #6) Professionalism Presenis a rofssnlanpeanos and meme. (1,8) Full profesional obligation (le, puncually,rovtne adniniativ dus). (6) Te kowieageate 200u prorssOnal eves and damonsvals a ommament th ching poesEON 6) 1 2 3._Demonstratesmaluriy and pofessonal judgment 1,6) 4 5 sabshes professional eletonshis wi the educational community and wide community (where apron) 1) ASSES ee Professional Growth 5 Accurally assesses end docants he ellecivenes of esons, aris Senge and weakesses and malas appropiate suggestions Tor mproverens. (2 Uses te resus of student asessment and feedback omprov teaching pradibes and gue professional row. (3), Responds appropri o feedback tom other by staring, narrating, and apleentingsuppestons (2) 8, Devecps and communicates personel vison oftacting (@) 10, Deviops and presents a reesioal pro andlor row lan ndung goal evidence of progres award gol, welaclonson gout, and future 88.2 7 Carrs othe ros nd resensbilies ofa teachracrorng io tbe Abora School Al cco and dic poids and ar wovane eailaton. (6) 12, Ropes the teaching competencies ferintrmoerficatonappreprataly.() Ethical Conduct "3. Respocs he dignty and igs ofa persons wihou prejudice ast race, religous bel cow, gnder, seal otertaon, gxdor Wnty, pla characteris, esl, marta status, age, ancestry, place of org place of residence, Socioeconomic backround nguste backround (45,6) "14 reals students wth dgnty ad respect and is considerate oft creunstanazs (4 6,6) 1. Does not vig nforraton ecsved in cuence orn te couse of professional Giles abou sudent excep asrequred bylaw or whoreo oso nh bet nero ofthe sudo (6) 18, Does not undermine he confdene of studens in leashes or her Student aches. (1) 17. Doss no erie the proessoralcompeleno or pofesina repuatio cf teachers or other sen eschers unless the cise semmunieate in conten 0 proper ficis at fst rfoming he individu cancames ofthe ets. (6) 18, Acs ina manne thal malas thehonaur and cigny ofthe profession. (1 6) 18, Does nol speak on behalf oe Facuty of Education, the University of Latirge, he school, rte profession unless autora to do so. 6) HSS SG 5)5 | GGG SE55) SSH 5b ln A/S SN ASS S/S) COMMENTS: jucational and professional journey that demonstrated positive growth and determination. FFernando acted in a professional and mature manner at alltimes. He was always respectful, helpful and supportive ind met high expectations of confidentiality when discussing sensitive information about students. Although | was pate to view Fernandc’s professional portfolio, he spoke about t often and referred to different aspects of his UofL: PSI Summative Repar (Rev: Sep 2079) ‘Student: Page 4 ofSUMMARY ‘Additional comments next page > ‘Areas for further growth: Itis suggested that Fernando work on the following areas of growth for his next practicum experience: * differentiation in each lesson for students on IPPs or ELL students (such) Tj 27.230011 0 Td (as) Tj 13.899996 0 T * developing strategies for managing independent work so that all students are engaged and on-task and be issues are minimized * timina of lessons to ensure appropriate conclusions for every lesson ‘Overall comments (Strongest aspects of student's performance): 1 Femando always accepied all feedback and suggestions with confidence, grace and enthusiesm. He was able to ‘adapt subsequent lessons in response to feedback, often with litle preparation. Even when Famando admitted to feeling nervous, this rarely came across in his teaching, despite teaching content (Biology) that was not his main preferred science area (Physics). ernando was professional at all times and was keen to experience all aspects of he teaching profession. itis a shame that the practicum needed to be cut short in these unprecedented times, as it would have been great to ‘continue working with Femando as he develops rapport wth his classes and develop engaging unit plans in a topic Physics) that he is more familiar with. | am confident that he would have been able to develop some very engaging and innovative lessons. RECOMMENDATION [Vv pass [FAL [J INCOMPLETE > “if an Incomplete grade is recommenced, 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. Sa Sigh Taser ie wy, Lo Sof? |r ‘Sign&ture: Teacher Associate “Date ‘Signature: 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, tre University Consultant and the Teacher Associate. UoFL: PS 1 Summative Repat (Rev: Sep 2019) ‘Student: Page 5 of 6ADDITIONAL COMMENTS UoFL: PSI Summative Repar (Rev: Sep 2079) ‘Student: Page 6 of 6