Lethbridge University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER ONE Summative Report * Please TYPE (including comments) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED original. ‘Student Teacher: Kellyrose Castro ‘School: McKenzie Highlands School Grade/Subjects Taught: [Grade 5 Generalist (All Subjects) Teacher Associate: ichael Smith University Consultant: [Ariene Purcell Dates of Practicum: [November 12 - December 19 2019 Instructions: + Ths isa summative pot ofthe stunt esche's perfomance at the end of the PS I practicum, based on expectations fr tha stage of eecher delopment EDUC 350), + For each practicum cutzome below select the student teacher’ lve of prfamance: ether Not Metng Expectations forthe PS |level, Meting Expectations, or Ecaeding Expectations. (Mos! students wi fl ino the Meeting Expectations category, ues thee i ear evidence fr Not Meoting Expeciaions oc ceeding Expeceos) For studenls wihin the Meeting Expectations calegon, please slet level of performance. +. Some outcomes may not be eplicabl to yourpartouaredueaionalstuaion. Leave he space bank. +_Atthe end ofeach secon of th fom, lease provide comments in erence to the relevant eacing competencies and practicum indoors. 4. PLANNING AND PREPARATION (108 #1, #2, #5, #4) i lei a u Planning and Preparation i é 1. emonstates vege an isin ao ater esos Tow 2. eorpeae vray of pope esoees and evclonalestesemen alps wo sion plas CUCuwinpot 5: Taies org ozone ton ie Abst Popan of Ses owen an arr eanngoopaiesm | = |= AF Fa ‘the lessons being taught. (3) = : 7 Tala io acini det prea ear nad, ise and backgronnd (,8 4) Cin woo 5. cigorzs conto apap conponens nd sqvenss fistuctn,) CIF wot 1. Pan oppo const on ac ro ald) OEM ei 7. Prepares lesson plans orl lssons laugh using @wel-detned deli wild dudes leaming object), an Tot ‘luton an ae, aed proces and eulons ky questions, acing saeges marrg aches, TT (1/1 71 171 snd sbesone essa cece. (3) ean || 8. lgrates dial tchndogy and resouces ito sueton, where appropriate (2,3) MT Otis andor avon and tr asc, ) COP ME COMMENTS: Ikellyrose takes her obligations to plan and prepare lessons very dligently. Her lesson plans are detailed and have |ciear connections to both the front matter, and the specific outcomes in the Alberta Program of Studies. She [considers available resources within the school as starting points for her lessons, and layers on various hooks or ther techniques that help to keep students engaged. Kellyrose creates her own learning materials such as rksheets, visuals, and other mediums which are well structured and offer students the chance to participate in low floor, high celing tasks so that all leamers can be engaged. Revised: Soptomber 20192. INSTRUCTION (105 #1, #3, #4, #6) sing espeator| lscig [oreatars| Communication 1. Uses dear, ue ard grawnaicalyeoved spokon ad wlan anquge. 2, Uses vorabuly eprops a adel age, ackound and Herts) 3 Mode ser vole for audit and expression. (8) 4, Deronsaes cla sanyo conuniaton a insu (1,4, 8) [Lesson Introduction —_ 5. Esablses evens pir rag, anifeseion objects) and expedatons, ses motvatng atenan gata vies overeat th lesson preveus earings appropri (3) General Lesson Development. 6,_Incrporates sates fr motating sors using relat a Hlresing ute ator and actos. (8,4) Elis nd prooedsn smal tps at an appropiate pace os te activ and student response. (3) '8._Demonsaes subject mater competence dung instucion. (8). 8. Crass and recs arg fr indus, smal oups,ané wine casos. (8) 10. Provides dear decions,hstustons and exanaion. 8) 1. Diets fice ranstons between esos and fom one acy tote na. (8) 1, Uses a vay ofnseucsonal aiegesoadoess dosed ovens, eda mali, vad earing es and indivi noes.) 12, Uses appropite mata nd venues or acti.) 7. When appropata, uses rescues tat accraely eect and daronste We sengh ard raya Fa Nats, ues, a I. (5) 1: Demonstates text and adepabity (1,3) ‘Questioning and Discussion 16, Asks clearly otased, wlsequenced questions ala varity of cogil (9) 17, Provides aperogite “watime" ale posing uetons (3) 18, Soa fat ad laboraten of tdentrespanse, where apap (9). "Loa and das sidentparcatonin class cecusson alactvey and abuts questions eopropraty (2) Focus on Student Learning 2D. Grats inthe dass, nlvring wien necosay, Tacng on daha and rp unloading oF acviyconient (3) 2 Recognies and responds appropalyo nddul dlfrecas and group ering needs. (1,84) 22 Reinoces stun leasing, tung on previous ierning, evening, ad edeaching, (3) ‘Closure 7 Actiees doar Tor lessons consliang Wea or concaps rough eunmare, eve, isto, and aggeatons. (3) 24 roves omen when appropiate ard explains asiments aly.) COMMENT: in this practicum, Kellyrose began by modeling some of the initial lessons and procedures I taught within the tassroom in the manner by which I taught them. Over the course of the practicum, she created her own lessons ym resources she had found. During direct instruction, Kellyrose’s academic explanations are very clear and are Judicious in terms of the language she uses. She is obviously knowledgeable in her subject matter, and also is. sdaptable in recognizing when students do not yet know something she may have thought they might know before aching, [= |sccmesing |) Espen I) {] SAN a [J Bl qa I Fa ARERR ST Aa | oS SS S888508 |S a I FE IF 9 35) INI Fl FA a xq 3 AS Aa aa a Sis J} | Wer the course of the practicum, Kellyrose gained confidence and transitioned from primarily staying in the front of| the classroom instructing, to teaching in a more responsive way to what students were doing. She now walks round the classroom, noticing which students are working, which need support, and which are off task, and she responds appropriately. When she has asked for students to do something, she is not afraid to wait for them to follow through. This is excellent growth, ot L PS 1 Summative Report (ex Sap 2010) student: Kellyrose Castro Page 2063, CLASSROOM LEADERSHIP AND MANAGEMENT (Tos #1, #2, #9. 4) Tg fe Classroom Leadership a Sans ee Sa ea A I wan composure, and presence. (1, 3,4) “ho - 7 erat lhe i iow ion va et 2 Mo 3: Ooolts hte olan wd cmb ne ho ind ron 3) VICE ‘4. Establishes poslive relationships and a classroom climate based cn mutual ust and respect. (1,2, 4) EW r ‘Classroom Management ‘5. Clary defines an rontoroes Gassoom procedures and routines (8) fi f hry conunalsad enio xpcatns appropiate sunt behave) Wile rt 7. Mons sent beter avast chavu at es.) WiC Responds haporopate behav prop nly, and assy, ng apapaeTow Keyan hi eve neti responses; flows chal dpe policies 2d recedes (3) ‘COMMENTS: lassroom management has bean the greatest area of growth for Kellyrose this practicum. From the very start of fer practicum, she sought to create a culture of respect and joy within the classroom. The students clearly liked jer and respected her. Over the course of the practicum, she has explored many different strategies to manage students including the use of proximity, vocal modulation, clapping, clear modeling of behavior, strategic seating, ody breaks, counting down, whole class/single person redirection, and many others. She has also learned that he has to structure her lessons in a way that reflects the realities ofthe attention span of students in the class. llyrose has engaged in these discussions with vigor, and has wilingly tried out new things daily on her practicum. ver the course of the time, she gained confidence and build a repository of methods she was comfortable with ich she continues to practice daily. ASSESSMENT (703 #3. #4) | Eten Assessment Assesses sunt ering fomalvaly us a arly appropiate asoesmeritechniues and nabumens (eg. oteenatons,conersaions, quastoning, checking daly work, perfance-wsed ard wien assessors). 2) 2_Checks eqn fr unerstrcing. (3) 3 Proves tnaly and flee fadback on learing to students (3) “Moos and ada eacing based on assessment dala (eg. employs alanalve eadhing acagos oreleach where routed. (4) SAA 5, Explains o studenis how leaning willbe assessed. (3) PWT [Dees nd mans sree fuer ge) PEATE COMMENTS: ‘ellyrose engaged In daly conversations with her teacher, noling what she had observed of student's progress, an jeviewing their work. From very eary in the practicum, she quickly identified students of interest in various areas, nd her early impressions were highly accurate, Over the course ofthe pracicum, she reviewed where students fwere at within her lessons, and noted where opportunities for re-teaching were present. ‘ellyrose also attended parent-teacher interviews with students in the class. This gave her an opportunity to see ‘progress is communicated with parents, and the many variables and factors that go into this activity within our rofession Uf L: PS! Summative Report (ev Sap 2019) student:Kellyrose Castro Page 30185. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (108 #1, #2, 14,40) i ile Professionalism alt {Pron etal apie and mae 8) olw 2._ Fle reenable (le, uchaly. oun iave Bs). ClWi &_Domonsets metry ae resol ucpnen(1, 6) iar “4. Demonstaies an interest in anda commitment oto teaching profession (1,6) lV '5._Eslabshas professional relaonsipe wih te edool community. (1) Ti | Professional Growth 8 RE ein Ra i Ac TO a TN aT PT MARA |] Improvements. (2) 7,_Uasth mut it seine nd ak ro aig paces ad gue pnd wor) ClW {Rane aparece, wang, ond npnesig spoons 2) im"2 Dev ad oni ral vnc aig 6 IW "Ons ard sis a lesa po a enh pn aes pa eA FORE a GR Ges onan |, fae goa TT ar ot a para a aS A SEF nl aS oS va Fi ton) wv Ethical Conduct 12: esos SSR pono WA pride wom, elas good so oso golem, J — physical characteristics, disabiity, martal status, age, ancestry, place of orign, place of residence, socioeconomic background or linguistic re Secigaun (56) : 13. Treats students with digniy and respect and is considerate oftheir croumstances. (4, 5, 6) LW) "i thay ns i clea a oa ino BTORIBTOTTEWAS | = |e do $0 isin the best interest ofthe sluderi (6) 15 Does note conkers ol ur nace ca dota rl 6. oes cite pression omer er ofa oan lochs or ar ai eachs bes GSTs called communis ince o pope fica ab ron fe i neta oer (18) | 17, Aets in a manner that maintains the honour and dignity ofthe profession. (1, 6) W 18, Does not speak on behalf of the Facil of Education, the University of Leibride, Uo schoo, rte profession unless auforized odo eo. (6) |T 1 7” ‘COMMENTS: ‘ollyrose takes her professional obligations as a future teacher seriously. We have had many conversations about he professional duties a teacher has to the many masters we serve - our students, their parents, our school leaders, ur district, and the education system in general. She makes decisions with a clear respect for the honourable natu four profession and seeks to be a positive contributor towards it. We have also discussed the realities and iallenges of the profession and the importance of work-life balance, which Kellyrose has worked to incorporate into rer planning habits at home, UotL:PS1 Summative Report fer: Sap 2019) ‘Student: Kellyrose Castro Page 4 of6SUMMARY Additional Comments next page > ‘Areas for further growth: ose has met all my expectations this practcum and demonstrates a proiency in many aspects of eachng that is well ahead of where she in her fucaton. Like a eaches, Klose has areas where she can continue fo enhanoe her practice fave had many scusions is prcicum soar abou asroam manapement. While my ass of Grade Ss dont have chronic behavior sues, hey al (a chien co) requiefm expectations, runes and Dundas. Kelso has exe a vary of tecniques to manage then, bth aa ce as and india studet evel, Some of the techniques we have tied are pasie (proxy, rang good behav, and some ao requ @ re consequential approach (holding stents accoutabie forte acon, adesing them by name nt der what she wants ek) Pere cause ter pram, Keys has es ake mr pasesin hci egestas ho to ask wo at ole behavior she expecs. She aso has growin her capably io manage transons betwoen pods, and betwen low ae high nrg aves. Her rate htortonng fom mor eos pests sma expos suas sok egaly ates soon ear open throughout the practicum, ‘Overall comments (Strongest aspects of student's performance): Falyrose demonstrated excalentprocency in many areas of teaching inthe fist hal of her st pracicun. She clealy has a natural ability with chien - 3nd sgh ight away fo eto know he stidents nou cass bth acadomicaly and porsonaly. Hr observations about students, elas, and thal allenges, ware very accurate and wel-asonod, oven when she had oly been hero fer few dys. Knowing your student is a key pa of being alacher nd Kallyose was abe to contbute oughly to discussions we had abut ou students and how best o supp ther leaning. 086 jumped sightino teaching on her fist dy. When a substitute tacher inane lasstoom of Grade 5 students was hit with car ube, we has to lapse our cases, Kalyose, anther student each, and | sucnesstul aught 57 Grae 5 students on her fist day of eachng. This was no smal oder 1d something tha daily high bar for her fist day. | apprised Kelose jumping in wih bo fet, and wekng hao mee he stidents and deal hte change of plans - 2 commonplace ation a 2 wacha ktyrose works har o creat stong acadmic lessons forthe students - an lessons tha eek to engage them elec, Sha bcught foward many nai hoks that caught students attention end heli tough be earning. Her academic companenls wore ots ad helped students to am. Sho fs0 demonstaied a wlingness and capably to adapt quicly recognizing when er lssons were to challenging o simple and ajuting accordingly. Sho 30 tok feedback she was flere anderen il quickly -oftentimes the nextday - and ned how improved her toachig RECOMMENDATION IV pass [7 Fan {J weompcete* “if an Incomplete grade is recommended, please attach a signed document providing reasons and recommendations for adoitional practicum experience. Note: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and the University Consultant. We Dec 4.2014 Wtuches 12018 ‘Sipnatur Teacher Associate ‘Date ( k ( a a roe a > Lo. ‘Sivature: Universily Consultant ‘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, Vol L: PS | Summative Report (ev: Sep 2019 Student: Kellyrose Castro Page 5 ofADDITIONAL COMMENTS recommendation to pass is given, with sincere pleasure ‘ongratulations on an excellent first practicum, Kellyrose. You will make a fine teacher and | look forward to ‘opetully working with you s a colleague in the future. lichael Si UolL: PS Summative Report fv: Sop 2019) ‘student: Kellyrose Castro Page 6 05