athe University of Lethbridge, Faculty of Education 0 PROFESSIONAL SEMESTER TWO ca Summative Report * Please TYPE (including comments) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED original. ‘Student Teacher: [Sarah Bowman ‘School: [Horace Allen School Grade/Subjects Taught: | Language, Math, Social, Science, Health, Gym Teachor Associa Lenore Tarcon & Lesiey Margetak] University Consultant: [Don Shade Dates of Practicum: [March 2, 2020-March 17, 2020 Instructions: = a ie Bee + Tis a summative epat of ne tute ener peromance ene endof he PSM practicum, based on exostabonsfothat ste cfescher | ‘evelopment EDUC 3600) | ‘+ Foreach practicum cutcome below selec the student teachers level of perfarmance: ahr Not Meeting Expectations forthe PS lllevel, Meeting | Expeclaions or Exceeaing Expectations (Most students wil fall into the Meeting Expoctationscalagory, unless hers clear evidence for Not Meeting | Expectaions or Exoeedng Expectatos.) For sudens within the Meeting Expectations celegzy, pease select leva of performance. | ‘+ Some cutcomes may notte aplcebs to your patcular educational stvaon Leave the space blank | + Atte endo each secton of he fom, plese provide commentsin reference to the relevant teaching competencies andpactcum indicator. | 4. PLANNING AND PREPARATION (70s #1, #2, #3, #4) Fi 7 gil oi ai) ze Planning and Preparation 2a aa 4. Demonstrates knowlege and sks inthe subject mata ofthe lessons including hier subject major (3) CDC rl 2. corporates a vary of apronial esouces and hsucerllsseesmantaatgis no sae pons) Doc Transts ering outcomes toh Nea Popa of Sudesh rekver ard aOR arin bene Tr ce te essns bong aug, @) ooo 8 Tahar aes am RMR Rm maT 1 suchas 98, gene, neo-etonone sais and curating bacon 134 O10 | Crpsts cart tn aperi congena in gone Hino) olooe 6. Pas gown corer ets De te, 3) Cole 7, Prepares lesson lr or aloson ugh hg a welled Hake WHT FOLIC Gang SOPST inrotcion and csr, deals proms ard iseucons, ey quston,tachngstsogesreemegeadvees, |] |[ [0 fl and essssnent lesson ajzves. (3) B, Prepares ait p(s) sido mee el RAL ANA, GANT an OTS Baan a, + and asseesmant pan (3) OOo 3 meats dtl technology ad veces lo shonin sia najrand cher sibel where apoeopiae A) | TTT 7. Ota and oasizes enlpnert nd mala nso, (3) Toe ‘COMMENTS: ‘Sarah demonsirated knowledge and understanding of long-term planning, meaningful unit planning, and daily lesson plans for the grade 2 curriculum expectations and current instructional strategies. She demonstrated an understanding of the importance of having unit plans written and how to initiate them, Her unit plan was progressing as she implemented her social studies unit plan with two different grade 2 classrooms. She was able {to see how planning could be differentiated between the two classes. Sarah began to develop a rapport with the ‘students over her two weeks. Her willingness to take suggestions, modify lessons, and experiment with new \strategios demonstrated her motivation and reflection about teaching and leaming. Sarah worked with students of varying abilities and has successfully adapted her routines to suit the needs of each student. It was evident that |Sarah was beginning to establish a climate of trust and teamwork by being fair, caring, respectful and lenthusiastic. Ravsod Feta A2. INSTRUCTION (Tas #1, 19.4, #5) i Z hod ‘Communication a} [0 +. Uses ar, fen, and grammatically coe spoken and writen langage. 3) CCT | 2. oes aly pO EE 98, backend and le) DS Sec | 3. Moa ish fr any ad ern) Doo 4. Danette arena communctn rd run (4.5) z Coie Tesson introduction East \ ie pei siaar ieee bpearkerguerea ees | CT LIfe CC Geral Lesson Development | 6._Incarporales sales for motivating stdenis using rebvant ad inoresting subjct water and aches (8,4) DIO mio 7. Presents catenin appropriately ganized sequences fer nstrction. (8) ClO eo Bla and poets heal ep tan aprotic sate acy ad a epee CC moo {8,_Demenstraes eject rater competence during nstecton. @) Ccmmo 10, aie an res earing fru na goin ad wk des 4) DIC 1. Pos cer dectens,utons and onan. (8) DIC oo 12, eds oft nts bean sano adfomone ed went) CO ei ‘itt ee | OOOO (14, Uses a broad range of instructional srategies specific to subject major. (3, 4) DIC MICIC 1; Uses approprale materials and resources for aching (3) Dio rico isk celica TF Denensttstenbiy ed adetbiy. (5) Door [[auestioning and Discussion 18, Asks carly phrased, wel-sequenced questions avai of cognitive levels (3) Dio Pn 19, Provides anproariate “walt-time” after posing questions. (3) DCT 20, Seeks clafication and elaboration af student responses, where appropiate. (3) Clo minal 21, end en dreds tert propor h dass satin eechel addstibaas ansios pepraas LEIP Focus on Student Learning 2 Cele 9a cen eon er a are oT alam aT Heo ale 28 Recerizn an respi ppp onal en ad pep aig nesta (USA) Domo 2 eho rein, bakngenevuslerit, ning. and eden) Cer oo Sect ete pete ee axtctne : : oloelolo 2a roves newark ven pepe ond os asia) Como ‘COMMENTS: ‘culture in her Social Studies unit plans. ‘Throughout the shortened practicum, Sarah demonstrated many strengths. Sarah had shown increased ‘confidence and comfort in working with two challenging classrooms. With the varying learning styles within both ‘classrooms, Sarah had started to establish small group learning and offering support to those that needed it. She \was able to plan for and experience a variety of teaching modalities--small group, large group and one on one. ‘She also eagerly taught dance to 45 grade 2 students together. She incorporated First Nations literature and UofL: PS I Summative Report (Rev: Feb 2029 ‘Student: Sarah Bowman Pegs 2063. CLASSROOM LEADERSHIP AND MANAGEMENT (10s #1. #2. #6, 4) i a 38 see ge 1 Classroom Leadership za| 38 | os " Asunes leas fe dion, i ET aso lai ag canes Pe + Conger. ance. (1 OOO) eo T Creates and mine a ec Bring enone eating high expocars wd senda or aan a _atiending Io student variables such as aga, gender, socio-economic status and cuurallinquistic background. (1, 2) 6 | Oe) Oo Dense ive. nus anda conn te stdrts and bec, noel apponta etavounsiay | C2 TL Ta] 4. Establishes postive relaonships anda dassroom dae based on mutuals ang respect (1,2, 4) CC Classroom Management 5. Cll dafnes drives caso poeta and ois i) Clomioto {Cry communicates and inras expects apopat suset bhavne ) EIeiSore 7_Noniors student behaviour ands aware of tudant behaviour atl es. (8) Coie oro] Responds rparopie eax pony, band coast sng apap away ancl 7 resporses flows sctool discpn poe and pocacves, 4) OOOO ‘COMMENTS: ‘Sarah quickly adapted to established class management standards and successfully incorporated any ‘suggestions given to her. Sarah had started to develop her own methods for solving problems when they ocourred land respectfully explained reasons for intervention when necessary. She was becoming competent at guiding (discussions and engaging all students. She handled class routines and changes in scheduling in a calm, positive manner always maintaining a positive leaming environment. ASSESSMENT (Tos #3, #4) SSE yon Assessment 26 a5 ag a 1 instuents (e9. cbserators conversations, questcning,chcking daly wor, perfomance sod and witan Biclalcia boca gin a 2. Cheeks frequent for understanding. (8) HUGE oT 3. Proves tnely and elective feedback on karring to students @) Clio ero {ati ers si so a Pa A Seah CRT 5 Saunier auel ==! Oolelolo Sse ts enrol EISIPIo 6. Einlains to suderts how learing willbe measured (3) Oe oro 7a noes arr ae a Ta i Tw ST 7 resto suns, cores oath sl efece O/H) e)/ oO) 0 ‘COMMENTS: ‘Sarah had planned to use multiple forms of assessment but we were not able to complete or discuss this crucial ‘step in the learning process adequately due to the COVID 19 shortened practicum. She was able to include some {questioning and written responses that addressed the outcomes identified and used those as formative lassessment to guide her planning with all the student needs in mind, Uof LPS Summative Report (Rav Feb 2720) ‘Student: Sarah Bowman Page 3 of65. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (703 #1, #2, #4, #8) it Professionalism ae “Pavone a poessional appearance and manne. (16) Ole 2. Fufis professional obigafons (i... puncualiy, route scministrave duties) (6) Ol '3._Demanstrates maturity and professional judgment. (1.6) Cite “nowt at prcessialissues and denonaiics a Sorento Fe aching proteson(5 6) Olle '5._Estabfshes professional retonsips wi te educatonal community ané wider community (where approrat). (1) Ci] ti) Professional Growth Aes eeetes a docmerts te oecveer eos enifes argh and weareses ard rakes prope mages er | | Ty ‘rere. Uses he resus of student assessment and feedback a improve teaching paces and qude professional gonéh (3) Die espns peony focteck om tes stein, rarpretng, and genet suggestions (2) Cle | 8._Develops and communizle e pereonel vison oftechrg Olt 10 Ree pon aioe el evo amples Teg Gly Suns a rain og Reng eT || Frofssonal Learning Tok. (2), 7 [1 Develops and presents professeal pot to coleaases inccna the Teacher Assote and University Conta. (2) Ole 7, Garis ou ers and responsibil of teacher acca tothe Alba Sex A school nd del paces and ober revant clea legiton. aa a 173, Angles the teaching competencies for inter oartfication approsratly. (6) Ot Ethical Conduct = “4, Respects thecriy and rhs of al eons witout erjdon ao aca eis belle, clu, gander, seal renaion, gander deny, physical characteristics, dsb, maril ss, ge, ances, lace of ogi, place of esience,socezananic backround or keguisc ola Bacaround. (45.8) pace 75 reals suens wih digi nd expect are conser otek creamsiances 58 Ole 76: Bes na coat cnn career ae oni Guin saa le ie eURTRTT EWE |= [Ty ds sin the best inert othe ser. (6) : 17, Doesnt undemne te coring of studersin eae oar stent aches (1) OlF 78. Does ct ie the profesional empelenc or pessoal eplatn of eacarsor ober side eachers rss eel & ole communicated in canes oop oils afar fat rfoming ths indus cancomes of te ei, 1.6) ie 18, Asin manna tat mens the honour and dig ofthe profession. (1,6) Oe 20. Goes speak on Beha ofthe Fact of Edvaton the Uivrsyofbetbndge, the schoo ote pression ues auaaad wo dose.) | [> ‘COMMENTS: Sarah has identified some areas of her professional growih that she will work toward finding opportunities to jew lesson. articipate in. The shortened format prevented the opportunity for accessing very many professional development opportunities. Sarah did attend staff meetings and the school Eco Club meetings. Sarah cultivated a very positive Felationship with the class as a whole, the staff, and each individual student. She was able to handle all tasks assigned her with happiness and excitement, developing her personal confidence and professional growih with each Uo LPS Summative Repor (Re Feb 2) Student: Sarah Bowman Page 40f6SUMMARY Aaitional comments next page > ‘Areas for further growih: [Throughout the practicum, Sarah made reference about gathering resources for future use and having them readily lavailable. She will work toward experience in all areas of planning, instruction, assessment, and professional Idovelopment as the shortened Practicum only allowed her 2 weeks with this placement, ‘Overall comments (Strongest aspects of student's performance) rah Clearly demonstrated her abilities to be a very effective teacher. Sha was open fo suggestions and was ways looking for ways to improve her lessons. She was aware of the students ’- needs within the classroom and Uifferentiated the leaming for those students. She developed an excellent rapport with the children as she has reated a very safe and caring learning environment in the short time she was here. Sarah has became a valued jember of our school community. She is commended for her excellent work with students and colleagues to foster positive learning community. We wish her all the best as she enters the teaching profession. Thank you for sharing your learning with us. A job well done! RECOMMENDATION [¥ pass [J] raw [Jincomptete* “if 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 Une aucettoece ee Nach 25 , oo ‘Signature: Student Teacher Dato We. L h{ackicd tc é ‘Signature Peach Assopjato Date ‘Signatures Unwvarsty Consular 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 (tv: Fab 2020) Student: Sarah Bowman Pago 5 of 6