Labrie University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER ONE Formative Assessment Student Teachers TT" nqan Ghaete [School L Geadelsubicts Taste he TP A eth Tact Stic es : tamara oommane Tash Sead Dat instructions ‘+ The purpose of this form is to prove the student teacher with specific feedback during the PSI Practicum (ED 3500). + The teacher asi held cont his fom at regula interval cng he pracicum (every week er every ter Wek) + The stunt eache reas the completed fom orisha records isnot sted tthe Fel Exparence Oe + To document the set caches growh over th pracicun, sls checkmark, weok week 2, nthe appropiate evel of geromance fe: eutcmes being assessed. Pease aso pre sae corrent on Stngh/Pralesonal Learing Achieved and Supgestonsveas for Grew on teal page oh fom | + Its mot neces sanyo selective acheckatk net each outcome een tne the fms comple Teacher Assos may ish 0 concent onthe 38 most relevant and signfcnt strengths an reas ooh copending on testo 4. PLANNING AND PREPARATION (105 #1, #2, #3, #4) Planning and Preparation @ Demonstrates knowledge and skis inthe subject mater ofthe lessos. (3) 7 npr arf approrae esa and skuconaassessner sales sen ps. (3) 5 Tens ier ovzoes fe the Aber Pera of Sues io elena apprise aig ceive tre lessons beng ugh) Tats ro acount tte’ pr ering, arg nabs reas, nd barra (1,4) ‘rgnizes cnet ino apport components ard sequences fo irstucon 3) ans aveopte cone od cies rete ated) yropaes sso lars for al sneha «welded vce which ree bring oD) a ined and eosive, dled poowdures ard hetuctos key uesins, tact aeges ain aces, an assesuront of essnejeves. a 3 negates dit! echony and resources oun wha appropiate (2.8), & Obains and ogaizes equipment and materi for stato (3) SG) = I Og 0 podooe 4 5 6 7. OOS) (J Oo) oO eo ooo OO} 0 Ae o/GR} INSTRUCTION (105 #1, #9, #4. #5) ca Excenting Esper Communication 1 Ves cer ut, rd rasta 6c poke and ten ng.g® (8) 2 Uses vocabulay appropriate bsidents age, backround and ines (3) | 3. Modulates hse vie for audbity and expression. (3) "4, Derrensvates eral sensty in communication and siractn (1,4, 5) Lesson introduction Oy | rae cr 2, etn i eps, rome no | prowdesoveron, nea he essan bo gros learing as appoptit 3) Hi ll IIT eden oaSe5 x oO oq |] 4 F | {O} aonb ees Revisod: February 2020 Scanned with CamScannerSe @ 24, Provides homework when appropriate and explains assignments fly. (3) fon Continved: (TOS #1, #3, #4, #6) Lesson Development corporates strategies for motivating students using elvan and intresting subject mate and acts. (3,4) 5 SI TH a el 10. Proites cer decors, hstctons and explanations (3) coca - ct al Fl i | 11, Drees efcient ranstions betweon lessons and fon one acy tothe net (3) 2, Uses @ varity fnstructenal sratgis to address doakod odeores, subject mar, varied earing ses end individual needs 3,4) 413. Uses appropriate materia and resources fr teacting (3) al | 14 When apropite,uses resauros tat acouataly reflect and demonsate he srength and drs of Fal Nations, Métis, and int. (5) 36. Demonstrates feitity and adapaby. (1,3) = fa IZ vio) (Rai Go TI oO w qa ‘Questioning and Discussion [ 18. Asis dears pase, wel sequenced esos ata vat of gti vl. (9) [ 17. Proves appropriate wate after posing questions. (2) {18 Seeks clarification and elaboration of student responce, where approprat. (3) 18. Lends and drets student partcpaton in dass discussion ofecvely and diibues questons appropriately (3) Focus on Student Learning 22, Creates inthe dassroon, tervening when necessary, chaling on diva and group undesandng actvylcotent (3) 21, Resogizes and responds appropri tind difereces and group earring naods. (1, 3,4) 22. Retfores student earring, building on previous learing, evening and reeaching, (8) qo) eAAq aqga Closure 723, Actes Goss orlesson,cansoidatng Meas Or conceps Trough sural, evens, GSGUSSONs and applications (3) a] ado) Ale Oo soo 5) ANG ooo jo ool Aaa wat Ho} ie a) aba Gasol SI 3. CLASSROOM LEADERSHIP AND MANAGEMENT (10s #1, #2. #3, #4) Classroom Leadership Mea Een exceaing Expects 7. Assumes alesdeship role inthe dassroom aking charge of sstcom aces, showing confienco, pos, composure, and presence. (1,34 2. Creates & matains an elective lang envForent, sein igh expetaos & standards for student earning (1,2) (qo qo 3, Demonsvates native, enthusiasm and a commitmnt othe students and subj, models appropiate behaviours (1.3) | stabishespesive elaonships anda dassroom ciate based on mutual ust and respect. (1, 2,4) aaa ‘Management Craty defines and reinforces dassroom procedures and routines. (8) Olio) (leaty communicates and reinforces expectations for appropiate student behaviour (4) 5 6 7, Maier sun bekavow aris ewae student behav atl nes. Responds io rappin havior rong. iy, nd corset hg approiae voy and Hehe ol ‘expenses lows soo dipne poles and procades. (4) Hy apo) Sap) oless| oho) ooo opp) a o @ UotL: PS I Formative Assessment (Rev Feb 2020) Student: i Page 20f4 ‘Scanned with CamScannerMesto Expectations aR alal students how aring willbe assessed (3) Solo faa|o ese obojado and maintain accurate records of student progress (3) ml aoe eel ooo PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (10S #1, #2, #4, #8) 4 Presents a professional appearance and manner. (1,6) 2, Fults professional bigatons(.e, punctuality, eutneadrinsvabve dies). (6) 3._Demonsvates maturity and proessional judgment (1,6) 4 Demonstrates an irterest in and a commit to the teaching profession, 6) '5_ Establishes professional elatonships wit he school commun. (1) Professional Growth Realy aseses and doar be ies Oe, Gath og nd walresss a Maas VTS SSIS @_cecoms'as 7_Uses the results of student assessment and feedback to improve teaching practices and guide professional growth. (3) S| SSR {Responds appropri to feedback om cers by Isterng, interpreting, and implementing suggestions (2) '3_Develops and communicates a personal vison of teaching, () ig) 10, Refects upon achievement lhe vafouscomplences inthe Teahing Gualy Standard and nqury based goals Uvough he completion oe Professional Learning Too (2 11, Develops and presents a proessonal polo to colagues,incuing the Teacher Assodao and Universy Consultant (2) aoa) S655 bm. "2. Caries out the ces andresponsibites Oa tacher according to he Abela Sco! Ad, schol and dt poles and oer relevant |__legisation. (6) aS, Ethical Conduct 13. Respects the dint and gis of al parsers wiht proc as oar, eg bell, clu gd, sonal orelatn gender Get, yal characteris, abit, mara stats, ge, ances, lace corgi ace of reidenoe,socaecononc bacground ar ingusic acgrund. (5,6) 14 Treats students wih ity and respect ad is considerate of her crcurstances. (45,6) 1: Does nt dvi Fforation reseed in cnience one course of professonal dues abouta Guder excep asvequted by bw or where dois nthe best intrest of he student. (6) 16, Does not undermine the confidence of students in teachers or ater student teaches. (1), “Does nt critie the professional competence or pessoal eptaton of tachers or oer studentteachors uss the Gia & communicated in confidence to pope ofcals ars informing the india eoncemed ofthe ism (1,6) 18 Acs ina manner hat mina he honour and dignity ofthe profession (1,6) 18 Does not speak on behalf of the Fac of Education, the University of Lethridge the schoo othe pression ules aura odo 30 (6) Soasoao ARTES Ss UofL: PS I Formative Assessment (Rev Feb 202) Student: Page 30f4 Scanned with CamScannerFEEDBACK ON PROFESSIONAL GROWTH [Professional Learning Achieved: A tet owriltoness = fo othngt dif rent topics , Pormels| 5 ; kg. Enthusiosh'c and Preitesd se Pact thet ny Mt a ou aes exphren fndividual’ needs dp str and wo t, od their experience 15 wa gosilive sg Closses an Suggestions / Areas for Growth: Tike and fimin # lowing Br oo plans. T Mlow move ubtl tie in class olcussions Curnion lum + keep da the anchor oh ade ubrk | to bald ao viston gore pon of dock 4 lesson. plan (an ) Thanks» UoIL: PS! Formative Assessment (Re Feb 2020) ‘Student: Page sofa Scanned with CamScanner