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form with the teacher candidate name.
(File name example: TeacherCandidateName.pdf )

Submit the form to practic2@uOttawa.ca

Practicum Interim Report

Teacher Candidate: Student Number:
Natasha Burford 8290191

School Name: School Board:

OCV- Northeast Campus OCDSB

Placement Period: University of Ottawa Representative:

August 31- December 18 Patricia McKelvy

Associate Teacher: Grade(s) - Subject Area(s):

Allison Grimes 8 - EFI Geography, Immersion French, EFI Visual Art

Number of days late: Number of days absent:

0 1

Please Note:

This evaluation should be based on the developmental nature of learning to teach. In filling out the report please keep
in mind the Teacher Candidate’s stage of preparation in the program. Teacher Candidates continue to develop their skills
through observation, guided practice and the constructive feedback and mentoring of Associate Teachers.

If a Teacher Candidate receives any ratings of “Does Not Meet Expectations”, the Faculty Representative and/or the
Practicum Coordinator must be contacted and a Letter of Concern may be collaboratively generated.

Under the ‘comment section’ within each competency the Associate Teacher is encouraged to add descriptions of the
positives that really stand out for the Teacher Candidate and/or to make suggestions in areas where the Teacher Candidate
needs improvement.

Please refer to the rubric in the Practicum Guide for a clearer description of each competency level.

Teacher Candidates are responsible for emailing the completed report to practic2@uOttawa.ca and your Faculty
Representative. The original copy is kept by the Teacher Candidate.

If you have questions, contact the Practicum Office: practica@uOttawa.ca

University of Ottawa, Practicum Interim Report PAGE 1 OF 8
Université d’Ottawa | University of Ottawa

A. PROFESSIONAL COMMITMENT COMPETENCY

As a developing teacher, the Teacher Candidate:

Professional Interactions:
Demonstrates professionalism in interactions.
Demonstrates a positive rapport with students

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Professional Relationships:
Interacts respectfully with members of school community.
Demonstrates an understanding of the Associate Teacher/teacher candidate mentoring relationship

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Professional Responsibility:
Fulfills responsibilities identified by the Associate Teacher and the University Practicum Handbook
(e.g., duties, reinforcing school rules, and/or other curricular activities)
Meets required guidelines (e.g., submitting lesson plans, marking, returning resources, attendance tracking)

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Initiative:
Demonstrates that he/she is a ‘self-starter’ and acts on suggestions and guidance from Associate Teacher.

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Comments:
Natasha has a great rapport with students. The students are actively engaged while she is teaching through
questioning: either answering or asking. The students are willing to take risks, speaking French in our virtual setting.
Natasha and I have a great relationship, she asks questions when needed and takes and applies all feedback given.
She consistently shares and participates in all of our discussions asking many questions. Natasha fulfills all
responsibilities given to her with considerable effectiveness. She consistently submits lesson plans, keeps up with
marking and participates in attendance tracking.

If you have questions, contact the Practicum Office: practica@uOttawa.ca

University of Ottawa, Practicum Interim Report PAGE 2 OF 8
Université d’Ottawa | University of Ottawa

B. COMMUNICATION COMPETENCY
As a developing teacher, the Teacher Candidate:

Verbal Communication:
Speaks clearly and understandably (e.g., pronunciation, modulation, volume, articulation).
Uses correct oral conventions (e.g., mechanics of the English language as well as subject specific terms and symbols).

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Non-Verbal Communication:
Uses effective and appropriate non-verbal communication (e.g., eye contact, facial expressions, body language). Reads
nonverbal communication and responds appropriately. (e.g., scans class to identify students who are not engaged).

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Written Communication:
Uses correct written conventions (e.g., mechanics of the English language, as well as subject specific terms and symbols).
Writes clearly and understandably (e.g., appropriate size and script text, legible text, layout of board work, overhead,
multimedia).

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Listening and Responding:

Uses appropriate wait time (e.g., gives student appropriate time to process questions before responding). Uses probing
and prompting techniques (e.g., rephrases questions; provides cues).
Models effective listening skills (e.g., demonstrates active listening; demonstrates comprehension).

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Comments:
Natasha uses the appropriate level of French with grade 8, with great intonation and articulation. She is easily
understood and clarifies for students, she re-words and resays things on a continuous basis. In the Virtual setting,
Natasha conveys a sense of positivity and presence. She is very approachable in her presence as the students feel
confident to take risks in class. Natasha is a great writer, she is clearly understood and uses technologies to encourage
engagement. (google slides, videos etc..)

If you have questions, contact the Practicum Office: practica@uOttawa.ca

University of Ottawa, Practicum Interim Report PAGE 3 OF 8
Université d’Ottawa | University of Ottawa

C. KNOWLEDGE COMPETENCY
As a developing teacher, the Teacher Candidate:

Subject Knowledge:
Demonstrates fundamental knowledge of subject matter for teaching the assigned grade level. Provides clear
explanations and demonstrates appropriate subject knowledge and related skills.

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Developmental Nature of Learners:

Responds to questions regarding lesson content in a knowledgeable and appropriate manner. Builds upon student
responses to expand and extend the discussion and learning.

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Curriculum:
Demonstrates an understanding of the context in which the learning takes place (e.g., the rationale of the lesson, how the
lesson fits into the overall unit or long range plans).
Demonstrates growth in understanding the Ontario curriculum expectations specific to grade and subjects taught

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Comments:
Natasha has a good understanding of the subject matter. She works very hard to learn all aspects of the subject matter
in order to convey the information to the students. She proves clear explanations and demonstrates knowledge to
generate good discussions among students. Natasha responds appropriately to questions regarding lesson content in a
knowledgeable and appropriate manner. She encourages discussion in class and is beginning to use the students
answers to expand and extend the discussion. She is encouraged to build upon discussions by using the student
answers to build in more rich discussion in class. I feel like this will come with more experience. Natasha has a strong
understanding of the curriculum. She always begins planning with the curriculum in mind, explaining to the students the
rationale of the learning. In all of her lesson plans, she always has the rationale explained and the specific expectations
outlined.

If you have questions, contact the Practicum Office: practica@uOttawa.ca

University of Ottawa, Practicum Interim Report PAGE 4 OF 8
Université d’Ottawa | University of Ottawa

D. COMMITMENT TO STUDENTS COMPETENCY

As a developing teacher, the Teacher Candidate:

Positive Learning Environment:

Demonstrates a friendly, positive, and professional manner. Promotes class safety and wellness. Demonstrates a
professional presence in the classroom that helps to ensure students’ attention and respect.

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Managing Classroom Environment:

Demonstrates consistency in maintaining classroom routines and expectations.
Utilizes appropriate verbal and non-verbal classroom management techniques (e.g., circulates throughout the class, makes
eye-contact, uses pauses and proximity).

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Student Engagement:
Uses proactive and preventative strategies for engaging students
Demonstrates an understanding of student’s needs and responds in a culturally appropriate and flexible manner.

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Collaborative Problem-Solving and Planning:

Demonstrates an understanding of the need for collaborative planning and differentiation to address student learning
needs (e.g., working with Associate Teacher, school staff ).

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Comments:
Natasha demonstrates a friendly, positive and professional approach with students, staff and parents. She promotes
wellness with the students by engaging them in discussions, getting to know them. Natasha encourages all students to
pay attention using engaging activities and lessons. She listens attentively to everyone's points of view being patient
along the way. Natasha maintains consistency with classroom routines and expectations and virtual classroom
management techniques. Natasha uses technology to encourage engagement avoiding many classroom disruptions
and management issues. Natasha demonstrates an understanding of the need to collaborate with me and consistently
engages in co-planning.

If you have questions, contact the Practicum Office: practica@uOttawa.ca

University of Ottawa, Practicum Interim Report PAGE 5 OF 8
Université d’Ottawa | University of Ottawa

E. PLANNING AND IMPLEMENTATION COMPETENCY

As a developing teacher, the Teacher Candidate:

Development of Lesson Plans

Utilises a lesson plan template including appropriate reference to Ontario curriculum. (e.g., overall and specific
expectations)

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Provides in lesson plan sufficient detail and timing for each part of the lesson. Uses appropriate resources to enhance
lesson (e.g., visuals, library/resources, technology, internet).

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Incorporates a variety of appropriate instructional strategies into lesson plan (e.g., teacher-directed, student-centered,
cooperative learning, technology).

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Incorporates techniques for student engagement into plan (e.g., topic relevant to students’ interests, appropriate
questioning, student participation, use of manipulatives, labs, hands-on activities).

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Incorporates opportunities for consolidation (e.g., summarizes key components of lesson) and application (e.g., follow-up
activity, seatwork, homework).

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Plans to gather evidence of student learning and next steps. (e.g., checking for understanding, summative and/or
formative assessment.

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Incorporates strategies to address student needs. (e.g., Students with IEPs, students at risk, English Language Learners).

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Development of Unit Plans

Demonstrates a continuity of plan and progression of learning (e.g., scope and sequence, culminating tasks).
Demonstrates backwards design and differentiation.

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

If you have questions, contact the Practicum Office: practica@uOttawa.ca

University of Ottawa, Practicum Interim Report PAGE 6 OF 8
Université d’Ottawa | University of Ottawa

Implementation of Lesson Plan:

Ensures all materials are organized and ready for use prior to instruction.

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Uses clear and effective instructional and questioning techniques that incorporate a range of thinking skills. Promotes
relevant purposeful talk and student dialogue.

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Demonstrates appropriate pacing and timing. Makes effective transitions prior to and throughout the lesson (e.g., starting
the lesson, conducting the lesson, giving instruction, collecting and distributing materials).

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Employs instructional strategies that engage all learners. (e.g., way one starts and ends the lesson, hands-on activities,
technology). Adjusts lessons to circumstances (e.g., able to resume lesson after interruption, addressing student needs).
Ensures consolidation of student learning and closure of lesson.

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Assessment - Student Learning:

Assesses student work fairly, accurately and in a timely manner.
Encourages students to seek ways to improve responses when giving answers in class, and/or in assignments/tests.

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Comments:
Natasha's lessons plans are very well organized and planned. She consistently demonstrates a strong understanding of
the curriculum and works hard to understand all aspects. Natasha incorporates a variety of instructional strategies into
her lesson plans. She continuously looks for engaging technology tools to engage the learners. Natasha modifies her
lessons as she sees fit to meet the needs of the learners. She recognizes when the students are unclear and aren’t
following a lesson and modifies as she goes. She is always looking for understanding, pausing to make sure everyone
understands.

Natasha is always well prepared for lessons prior to instruction. She uses clear and effective instructional and
questioning techniques. She is encouraged to develop higher order thinking questions during discussions with students.
In the Virtual setting, Natasha continues to learn about various technology tools and uses them in her teaching. She
develops lessons for students to work on or off screen. She uses our learning management system to provide feedback
to students consistently.

If you have questions, contact the Practicum Office: practica@uOttawa.ca

University of Ottawa, Practicum Interim Report PAGE 7 OF 8
Université d’Ottawa | University of Ottawa Submit Form

Overall Comments:
Overall, Natasha exemplifies the skills to be a great teacher. She is kind, considerate and patient to all students.
Natasha has great organizational skills and plans thorough and interesting lessons. She continues to apply feedback in
a timely manner changing her lessons as she goes. Any student is and will be lucky to have Mme Natasha as their
teacher.

Signature of Associate Teacher Date:

December 9, 2020

Signature of Teacher Candidate: Date:

December 9, 2020

If you have questions, contact the Practicum Office: practica@uOttawa.ca

University of Ottawa, Practicum Interim Report PAGE 8 OF 8