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Final Report
Teacher Candidate: Student Number:
Heidi Wippel 8180700

School Name: School Board:

Adult High School OCDSB

Placement Period: Date:

Year 2 September 2021 - January 2022 January 28, 2022

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

Margaret Grodde Grade 11 U physics and Grade 12 college chemistry

Pass Fail

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

Under each “Comment section” please highlight the Teacher candidate’s strengths and make suggestions for continued
development or required improvements.

The Teacher Candidate should sign and retain the original, and is responsible for emailing a copy to practic2@uOttawa.ca
and their Faculty Representative.

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

University of Ottawa, Practicum Final Report PAGE 1 OF 4
Université d’Ottawa | University of Ottawa

A. PROFESSIONAL COMMITMENT COMPETENCY

As a developing teacher, the Teacher Candidate: interactions, relationships, responsibility, initiative

Evaluation

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Comments:
Heidi is always positive and supportive of students in her class, particularly given that our students have many
mitigating circumstances that influence their school lives (e.g. families, work). Students respond well to Heidi's
professional and caring manner.

Heidi was responsible for providing students with mid-term marks and did so in a timely fashion. She also collects
evidence from students in order to make decisions about marks.

In terms of initiative, Heidi identifies opportunities for enriching student learning experiences by providing additional
material. She sees what needs to be done and does it without being asked.

In addition, Heidi also acts upon suggestions and feedback that are given to her. For example, at the beginning of the
courses she was teaching, she presented the material too quickly sometimes for our ELL population. However, over the
course of her practicum, she has adjusted her approach to include scaffolding and improved her pacing significantly.

B. COMMUNICATION COMPETENCY
As a developing teacher, the Teacher Candidate: verbal communication, non-verbal communication, written
communication, listening and responding

Evaluation

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Comments:
Students in both classes have commented how clearly Heidi can explain concepts. She keeps in mind that many of our
students are ELLs and tries to present material in different ways to help them (ie. visual and key words). She tries to
use synonyms and simpler words in her explanations.

In terms of non-verbal communication, Heidi is adept at interpreting this. For example, our students are often shy in
admiting that they do not understand a concept. Even though they say that they understand, Heidi knows that this may
not be the case and then provides the explanation in a different way.

Heidi writes easy-to-understand questions, which is very helpful for our students and allows them to solve problems
rather than being confused by the meaning of the question.

Heidi has learned about waiting for responses and has become more comfortable in allowing students to take their time
in responding. She listens well and tries to respond to all questions from students. She also models effective listening
skills by asking students for clarification on their questions and rephrases them so that other students can also get the
benefit.

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

University of Ottawa, Practicum Final Report PAGE 2 OF 4
Université d’Ottawa | University of Ottawa

C. KNOWLEDGE COMPETENCY
As a developing teacher, the Teacher Candidate: subject knowledge, developmental nature of the learner, curriculum

Evaluation

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Comments:
Heidi is quite comfortable with the SPH3U curriculum and has added to her knowledge for certain parts of the
curriculum during this practicum. She also taught college chemistry and was comfortable in taking on this challenge
given that chemistry is not one of her teachables. Heidi is now a competent SCH4C teacher.

In terms of extending the curriculum, Heidi can easily supplement concepts. For example, Heidi provided some
individual work in the electricity unit and when questions arose, she was able to extend upon her answer from her own
experience and knowledge of the concepts. She would also build on answers from students.

When Heidi does not have the answers, she will research them and provide an answer the following period.

Heidi's lessons always tried to link back to previous units so that students understand the connection between concepts
in the physics course.

D. COMMITMENT TO STUDENTS COMPETENCY

As a developing teacher, the Teacher Candidate: positive learning environment, managing learning environment, student
engagement, collaborative problem-solving

Evaluation

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Comments:
In terms of managing learning environment, Heidi knows to circulate among students when they are working in groups
or individually as they are more likely to ask questions and to stay on task.

Heidi is very respectful towards her students and engages them in creating a good learning environment. She has built
positive relationships and students trust her. She promotes collaborative learning which furthers the learning
atmosphere of her classes.

In terms of student engagement, this is an area that Heidi is still working on but has tried to use group work and other
collaborative activities.

Heidi is very flexible in terms of accomodating for students who have difficult extra-curricular circumstances (e.g.
families, jobs) and also maintains a good classroom routine so that students are able to plan their non-school lives
around this.

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

University of Ottawa, Practicum Final Report PAGE 3 OF 4
Université d’Ottawa | University of Ottawa
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E. PLANNING AND IMPLEMENTATION COMPETENCY

As a developing teacher, the Teacher Candidate: development of lesson and unit plans, implementation, assessment

Evaluation

Meets Expectations Developing Towards Expectations Does Not Meet Expectations

Comments:
Given existing resources for the physics course, Heidi was able to schedule and implement the lessons for five units of
the course. She added existing material to what already was there and she created engaging hooks at the beginning of
units.

For written tests, she created a number of them from her own resources that directly addressed the material taught in
class. She has also tried exit interviews as an assessment approach and gained valuable experience in this.

She has also used several online practice quizzes to gauge student understanding and adjusted her lessons to address
less well understood concepts as evidenced by the quiz results.

She looks forward to more opportunities in creating assessments for and as learning.

Overall Comments:
Comments should reflect areas of strength, areas for further development, and suggestions to improve practice.

Heidi's areas of strength include her strong organizational skills, her ability to engage with students, her knowledge of
the curriculum, and her adaptability to student needs.

She would like to continue to work on creating different types of assessment, offering more hands-on activities and
real-life connections, and providing more student-centered, self-directed learning opportunities.

Heidi will benefit from developing more of her own lesson plans and exploring additional collaborative opportunities for
her students.

I have no hesitation in recommending Heidi to be a certified teacher as she shows comitment to students and is willing
to keep learning new approaches to teach.

Signature of Teacher Candidat: Date:

Signature of Associate Teacher: Date:

January 28, 2022

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

University of Ottawa, Practicum Final Report PAGE 4 OF 4