Introductory Field Experience Final Assessment

Student Teacher Name: Kallyn Michielsen ID Number: 1565157

Course: EDFX 325 Term: Winter 2019

Mentor Teacher Name: Alana Wagar

School Name: Ecole Lacombe Upper Elem. School District: Wolfcreek School Division

Subjects: Language, math, science and social Grade Level(s): Grade 4/5

Grade: It is recommended the student teacher Date: May 1, 2019

receive a grade of: CREDIT

Description of the school and context of teaching: Ecole Lacombe Upper Elementary School is an
English/French Immersion grade 4-6 school in an area that is more rural and urban. There are 397
students in our school, with 4 English grade four classes, 4 English grade five classes and 4 English
grade 6 classes. There are also 2 French Immersion grade 4 classes, 4/5 FI class, 5/6 FI class. The class
that Kallyn is teaching in has 23 students (13 boys and 10 girls) with a variety of learning styles and
difficulties. Out of the 23 students. Two of these students are on IPPs and 8 are on APPs. These 8
students attend daily Intensive Literacy Learning outside of the classroom. Literacy is a major focus of
our school, with both administration, teachers and several EAs carrying out intensive daily reading
interventions. The LLI program, based on the Fountas and Pinnell Assessment, focuses on word
recognition, phonemic awareness and nightly reading/writing programs. To further encourage reading
at home we started the Family Literacy Program with the aid of local businesses. Each student in our
school was given this year’s book, The Lemonade War. Following a nightly schedule students and
families were encouraged to read a chapter per night for a month. There were contests at school to
encourage students to read along with their families. Another focus, of our school is numeracy.
Through our twice weekly PASS sessions (Intervention Block) teachers are able to pull as many as 6-8
students to work on numeracy and other skills. Our school is a technology-focused school with a one-
to-one Chromebook program in place. Technology is used daily in a variety of ways to enhance and aid
in learning.
Click here to enter text.

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 4
 Areas of Strength
Competency 1: Fostering Effective Relationships. Kallyn worked as an EA for an elementary school
last May and June. She came to me with a strong skill set and at times possessed exemplary traits such
as Fostering Effective Relationships. Kallyn, throughout her time with me, was very fair and respectful
to her students. She demonstrated empathy and a high level of caring, making those important
connections. Building on these exceptional relationships allowed Kallyn to support student’s success in
an inclusive, safe and respective learning environment. Kallyn understood the importance of building
relationships with students and incorporated activities such as ice-breakers and energizers to do so. I
was very impressed with Kallyn’s ability when dealing with discipline issues. Kallyn remained very
calm, and patient and dealt with issues in a very fair and caring manner. Kallyn’s friendly demeanor
and attitude made her a favorite among the staff. Kallyn approached other teacher’s, near the end of her
practicum, and asked if she could observe their classes. This gave Kallyn the opportunity to see how
other teachers prepare and manage their classrooms.
Competency 3: Demonstrating a Professional Body of Knowledge. Kallyn was open and willing to
teach anything. Kallyn taught many subjects, including language arts, math, science, social and art. I
was most impressed with her Division unit. Kallyn used my unit as a skeleton, but incorporated specific
learner outcomes. Her daily lesson plans consisted of a variety of differentiated lessons, that targeted
all of my learners. I was so impressed that she implemented a lower, manipulative based lesson, an at
grade level lesson and an enriched lesson, when needed. Kallyn collected math booklets each night,
correcting student work, and provided written accurate, constructive feedback on student learning. She
would also conference with students daily. She had a fantastic work ethic and as a result knew each
students’ level of understanding. Kallyn circulated the room very well, re-teaching concepts or
assisting individual or small groups when needed. PASS time was another time that Kallyn used
productively to reteach concepts and conference with students.
Competency 4: Establishing Inclusive Learning Environments. Kallyn has an easy, natural approach to
her students. She truly cares about them. Kallyn taught the Water Cycle in science. She recognized and
responded to specific learning needs of individuals and small groups of students by being flexible.
Kallyn gave each group a choice for their project. She allowed students to choose what worked “best”
for them. For example, Kallyn allowed the choice of poster, diorama, multimedia projects, etc. As long
as the students achieved their learner outcomes, she was game for anything. I am very impressed how
Kallyn promotes positive, engaging learning environments.
My student teacher exhibits the following strengths:
Click here to enter text.

Priorities for Growth and Strategies for Ongoing Development

Priorities for Growth
Mentor teachers will describe a total of 2-3 priorities for growth based on the indicators in the TQS.
Please note: Under each TQS competency, Alberta Education has provided several sample indicators.
Not all indicators need to be addressed and additional related indicators may be added. The TQS is
provided in the appendix.
My student teacher has the following priorities for growth:
Competency 4: Establishing Inclusive Learning Environments.
Kallyn feels that she needs to continue to improve on her classroom management skills. For her first
practicum, I am impressed with her classroom management and she understands the importance of
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 4
establishing relationships. However, I urge Kallyn to work on two things. Firstly, at time she may need to
be more firm with her students. I encourage her to not be afraid to use authority when students are not
completing tasks that she has asked them. Restate what you want the students to do in a firm tone, and do
not wavier. Also, when the classroom becomes loud, get their attention and “wait” for them to listen to
you. Do not try to talk over the class. We have brainstormed ideas to assist Kallyn, such as, have students
sit down, eyes on you, shut off the lights, when you hear my voice: clap twice, whatever command you
have established as your signal. Secondly, circulating the classroom is a great “classroom management
tool”. I know it is daunting to walk to the back of the room, or through rows, but it does work. Avoid
getting “stuck” by my desk at the front of the room. You can do it!
Competency 5: Applying Foundational Knowledge about First Nations, Metis and Inuit.
When Kallyn was teaching her Great Lake-St. Lawrence Lowlands Region in social she used the program
of studies and our Wolfcreek outcomes (rock, sand and water) very well. She was a little frustrated that
she didn’t “know” the curriculum very well. As a result, she needed to “learn” the curriculum at night,
and she did this very well. This is how we “all” started, Kallyn. You worked very hard to educate and
prepare yourself by reading the text book, watching videos, etc. I am proud of your professionalism and
strong work ethic. You are off to a great start!

Strategies for Ongoing Development

Student teachers, with guidance from mentor teacher(s), will describe strategies for ongoing
development in each of the identified priorities for growth.
It is recommended that student teachers use this section to engage in discussion with their mentor
teacher at the beginning of the AFX, and as a foundation for their AFX growth plan.
My strategies for ongoing development are:
One of the strategies I would like to continue to develop would be classroom management. Being in a
grade 5 and grade 4 classroom has taught me many different strategies when it comes to improving my
classroom management. I spent my last few days during my practicum observing in different classrooms
to pick up different tips and strategies on classroom management. Ideas such as having listening cues,
different seating arrangements, and different ways the keep attention of the students, can help play a role
in classroom management. Another area of ongoing development would be continuing to learn the
different components of the curriculum. I have found that when teaching the curriculum, I am having
teach myself parts in order to teach the students. I want to continue to improve on my learning for
curriculum in order for my lessons to run smoother.

Final Comments
Mentor teacher summative comments: Considerations may 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.
I have truly enjoyed my 6 weeks of getting to know and mentoring, Kallyn. Kallyn came to me with such
a strong skill set, that I was the lucky one. Kallyn is well organized, enthusiastic, hardworking and
professional. Kallyn and I reflected and conferenced daily on her lessons. We discussed “what went well”
and “what would she have done if…” Kallyn took my suggestions, usually on the spot, and implemented
them for the very next class. Her “with it ness” was incredible and refreshing. Kallyn genuinely cares for

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 4
children and built positive relationships with them all. Kallyn is well on her way to becoming an
effective, caring teacher. I wish her continued success, always.

Student teacher reflective comments: Considerations may 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.
Throughout this practicum one of the ways I have helped contribute to my teaching and learning
environment was being positive in my classroom and making connections with my students. During my
observation days I spent most of time circulating the classroom in order to get to know the students in the
class. During my practicum when I wasn’t teaching I continued to interact with my students to ensure that
I got to know all the students. These connections I made helped my teaching because I got to know what
students worked well together and what students needed extra attention when it came to individual work
time. In my classroom one way I overcame dissonance was when I was teaching math- division. In one of
my lessons I noticed the different levels of learning. Some students were able to comprehend an objective
quickly while other were having difficulty. The gap between the levels was something I had to overcome.
With assistance I was able to modify my lessons so that the stronger students could move on to an
extended learning task individually, while I worked on different learning strategies with another group
that needed more assistance. In my practicum I participated in two professional development days which
have furthered my educational knowledge and gave me a chance to get to know other teachers in the
school. To get feedback in my class I used a thumbs up, thumbs down, and thumbs to the side method.
This way I was able to see what students needed extra assistance and which students were ready to move
on in their learning. With my mentor teacher we used both written and verbal feedback, I found this very
helpful because we were able to discuss strategies that worked and outcomes that we needed to possible
re- teach. I have learned that in a classroom it is important to be flexible and it is important to be able to
adapt a lesson. Overall, I have very much enjoyed this practicum and being in this class has taught me
many things that I will take with me on my final practicum and with me in my future classroom.

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 4