VANCOUVER ISLAND UNIVERSITY - TEACHER EDUCATION PROGRAM a SUMMATIVE PRACTICUM EXPERIENCE Gere Year 5 B Ed/Year 6 PB/Certification/Returning Summary of EDFE 521/610 “This report is used for students who are completing thelr final summative practicum in Year Sof our 5 year degree program (EDFE 521), or their final summative pescticum in Year & of our post degree program (EDFE 610).This ial summative assessment recognizes the sucessful completion of previous aperientia fl experience (minimum of 4 weeks) and a formative fed experience (misimum of & weeks). This form willalso be used for students who re completing practcum requirements for cetfiation as outed bythe assessment of their qualification by the Cerfetion Branch, or returning fr 3 second and final attempt at practicum. Student Name: Miranda Federici VIU Student #: 656987500 Date: 5/20/2022 Program: lor o tion (E | Practicum School: Cumberland School Course Code: E Grade{s)/Subject(s): Grade 2 ‘School District: #71 Comox Valley Supervising Teacher(s): Leigh Thompson Practicum Supervisor: Donna Bayne Regional Coordinator: c h Context: Miranda has completed her final teaching practicum at Cumberland Schoo}, which enrolls 568 students from Kindergarten through to Grade 9, with the older students moving onto Vanier Secondary in Courtenay. There are 30 staff members, a principal, a teaching vice-principal, and 15 support staff. The school is divided into three buildings | and sits on a large tract of land set against the island hills. This is the only school serving the Village of Cumberland, andit also draws Grade 7-9 students from the small neighbouring town of Royston. These students use the SD #71 bus system; the Cumberland community students are either driven to school, use their bicycles, or walk. The socio- economic culture of the school is primarily middle class with parents and care-givers working in small businesses, the trades, or from home. Many families have recently moved from the Lower Mainland and Alberta seeking a slower pace, a smaller population in an outdoor setting, and staying close to what nature can provide. According to ‘community statistics, one-third of the families in Cumberland have lived here for less than 5 years, dynamically changing the profile of the community over the last decade. The Cumberland Community Schools Society (CCSS) supportively offers a daily lunch program, and an after school youth program. Miranda taught a Grade 2 class of 19 students. Two students have Individual Education Plans and one Educational ‘Assistant is assigned to this class for about one hour each day. The students in this class are happy, cooperative, friendly, and they are eager to learn and participate in formal lessons and on the playground. Miranda has connected positively with her students through her lessons and during unstructured time by inquiring about their outside interests, weaving those ideas into her daily routines. She has become familiar and adept with classroom and school systems, and her management of student behaviour has become routine and effective. She has also developed a good working relationship with her sponsor teacher and has gleaned many valuable teaching strategies from her. Throughout this practicum Miranda's teaching responsibilities have included: Language Arts (Reading Groups, Daily 5, | Sentence Structure, Café Lessons, Readers’ Theatre, Hegerdy, Phoneme Graphing), Math (Money), Gym (Minor Games, Warm Ups), Science (Animal Life Cycle/Research Projects), Art (Window Boxes, Dioramas, Patterns, Chalk Pastels, Paints), Daily Routines (Morning Circle, Spelling, Scheduling, Planners).‘Summary: Standard 1— Educators value and care for all students and act in their best interests. Miranda quickly developed an excellent rapport with the students in this Grade 2 class, learning their ames, greeting them at the door, inquiring about their activities, overseeing their safety, and generally tensuring that her interactions helped to create a positive atmosphere. She is very respectful ofall Students, modelling language and mannerisms that she expects in return. Miranda has a positive, gentle, kind, and understanding way of honouring the students’ emotional needs, quietly speaking with them within the classroom or in a more private setting if an issue arises. Her patience, confident tone, and approachable demeanor garners respect and interest from the students and they do not hesitate to bring her questions or concerns; they know she will listen carefully and take their issue seriously. Miranda is patient with distracting behaviours, effectively redirecting students’ attention to the current taskif their attention wavers; she has successfully employed management strategies that help students "save fac and return to their tasks. Miranda maintains strict confidentiality regarding her students and works in consultation with her sponsor teacher, school staff, and support workers in the classroom and school to better enhance a child's learning experience, wherever itis on the continuum of learning, Standard 2 - Educators are role models who act ethically and honestly. Miranda models respect and professionalism throughout her daily interactions. She understands that individual conduct contributes to the perception of the profession, and she models dignity and credibility throughout the teaching day and in the Cumberland community. The integrity Miranda brings to teaching isa testament to her every day interactions with students, staff members, parents, and colleagues. Within the classroom she is inclusive of the already established routines and expectations developed by her sponsor teacher and the students, yet is open and ready to use her own successful strategies. Miranda happily accepts suggestions to further enhance lessons, strategies, and planning, and often discusses pedagogy with me, her sponsor teacher, school personnel, and those in her practicum cohort. Standard 3 - Educators understand and apply knowledge of student growth and development. Miranda has a very good understanding of the capabilities of early learners. She easily develops lessons that are well paced for this age group yet challenging enough for students to pursue their thinking, She recognizes the importance of planning accommodations for individual learning styles, recognizes the need for routine, and provides a range of activities for her students. Miranda helps students stretch their thinking, using key phrases: “..tell me more about that idea..! bet we can build on that idea...what else can you tell me about that...” to elicit deeper and more detailed responses. Knowing that students must experience activity as well as focused seat work during a lesson, Miranda employs many hands-on experiences where students are moving about, interacting with one another to gather information. At this level, Miranda is aware that new learning is always taking place and she encourages those “...oh, now | get it..” moments, helping students make connections within lessons and to the outside world. Standard 4 - Educators value the involvement and support of parents, guardians, families, and communities in schools. Miranda has a very clear understanding of and respect for the families of the children in this class and is aware of the importance of building a strong, reliable relationship with them. Each day she greeted parents at the classroom door, initiating conversations and considering pertinent information. Being aware of the role of the parent in the classroom and school community, Miranda is respectful of their efforts to support the children and the staff. She realizes that parents know their child thoroughly and carefully considers their input. School work and projects were regularly sent home (virtually and physically), keeping parents aware of what their children learned each day. ‘Standard 5 — Educators implement effective practices in areas of classroom management, planning, instruction, assessment, evaluation, and reporting Miranda's units, lessons, activities, materials, and assessment techniques are thoughtful and well organized. Her written lessons are easy to follow, well laid out, inclusive of Core Competencies and adaptations, and are indicative of careful planning and thorough knowledge of the subject. Her lessons provide a wide variety of appropriate resources and demonstrate flexibility and adaptability based on |___student progress, responses, and unexpected circumstances — Miranda is well able to make changes "mid- Please provide a signed copy to Student / Field Experience Office Education Office, Vancouver Island University, 900 Fifth Street, Nanaimo, BC VOR SS5 Phone: 250-740-6223 Fax: 250-740-6463,“Stream” to enhance student learning. Her intriguing lesson introductions engender excitement and interest for the subject or activity being taught; student curiosity is piqued at the outset and remains high throughout the lesson, As a result, student motivation and engagement play an important and successful role in classroom management. ifand when student attention is “off” Miranda's use of wait time is successful in redirection, followed with a “thank you” when the required result is achieved. Her “firm yet fair” approach is accepted and respected by the students. The students respond well to Miranda's positive acknowledgement of good listening manners: “.. ike how J i looking at me..thank you S for listening so carefully... ike how M is keeping her hands to herself”. Regular circulation during seat work (praise, prompt, leave) keeps iranda informed about her students’ progress and allows them to show their learning on an individual basis. Miranda successfully integrates technology into various lessons which enhance the visual understanding of the lesson’s outcome. She easily used the portable microphone for a hearing-impaired child in the classroom. Not only does Miranda have an obvious knowledge of current teaching strategies, but assessment as well She has, over the course of this practicum, accumulated assessment data on her students (anecdotal and Visual), has shared student learning with parents (sending home exercises, projects, and assignments), and understands the importance of the cycle of assessment to inform future planning and teaching, ‘Miranda respectfully considers and implements feedback on her planning and teaching from myself and her sponsor teacher to affect changes to her own practice. Standard 6 - Educators have a broad knowledge base and understand the subject areas they teach. Miranda demonstrates a broad knowledge base for the subjects taught throughout this practicum. She ably researches new subject areas before embarking on her unit and lesson plans, enabling her to elaborate on details and questions that come from student curiosity. During class discussions where referencing events in the children’s lives to daily lessons or common understandings are often “teachable | moments”, Miranda demonstrates and shares her respect for other belief systems and cultures. She ‘models fairness and temperance for others and their ways of thinking and living, and itis clear that the students recognize and appreciate her words and attitudes. Standard 7 ~ Educators engage in career-long learning. Miranda's educational philosophy is practiced every day in the classroom and through pedagogical discussions with other educators. She is reflective on her classroom practice, striving to evolve professionally, and is willing to pursue alternate ideas in subsequent lessons. She eagerly shares resources, her own units, planning, and lessons with other teachers and with her VIU cohort. Miranda's attendance in staff meetings, school level literacy groups, on-line parent/teacher/student meetings, and her involvement in the VIU Teacher Education Program, makes it very apparent that her focus is on becoming a valuable and contributing member of the teaching profession. Standard 8 - Educators contribute to the profession. Miranda coordinates, shares, and discusses lessons, ideas, strategies, materials, and philosophies with other educators and colleagues. She isa role model for others who wish to enter into the field of teaching, Miranda obviously gains satisfaction from helping students move forward in their learning and social experiences; she is excited and encouraged when a student reaches that “a-ha” moment, which in turn is encouraging to other educators/support workers in the classroom. Its very apparent that Miranda «will continue to focus on expanding her experiences within the teaching realm. Standard 9 ~ Educators respect and value the history of First Nations, Inuit and Métis in Canada and the impact of the past on the present and the future. Educators contribute towards truth, reconciliation and healing, Educators foster a deeper understanding of ways of knowing and being, histories, and cultures of First Nations, Inuit and Métis. Value, respect, understanding, and integration of and for the languages, heritages, cultures, and ways of knowing and being in the Aboriginal community is woven throughout Miranda's lessons. Every day, an understanding of healthy relationships, community building, conversations, and quiet reflection is discussed and practiced. The students’ understanding of the larger community has been made clearer, Please provide a signed copy to Student / Field Experience Office Education Office, Vancouver Island University, 900 Fifth Street, Nanaimo, BC VOR 5S5 Phone: 250-740-6223 Fax: 250-740-6463‘nd the various influences that the First Nations, Inuit, and Metis bring into our learning environment is better realized and understood. Throughout her practicum, Miranda taught First Nations beliefs through literature, in the morning routine (use of the talking stick), and referred to past lessons on First Nations ideas throughout subsequent lessons. Miranda Federici hhas successfully met the requirement outcomes of EDFE 521 (Field Experience) or EDFE 610 (Field Experience) (Student Name) Concluding Comments: twas my pleasure to observe Miranda's lessons throughout this practicum, discuss educational protocol, teaching strategies, lesson plans and ideas, and student acceptance and reaction to various challenges throughout their schoo! day. Her professional ideas, interactions, and discussions are thoughtfully based in current pedagogy, and she respectfully listens to other points of view from her sponsor teacher, myself, teaching staff, parents, and colleagues in her cohort. Miranda shows a passion for teaching and working with children, is organized in her planning and execution of her lessons, and entices students to learn through her knowledge, innate curiosity, keen excitement, great care, and tireless energy. She developed a positive and respectful relationship with each child in the Grade 2 classroom, challenged them to be curious learners, helped them refine their ideas and actions, showed them that she cared deeply about their well-being, and celebrated in their successes. Miranda is well on her way to becoming an excellent teacher and is a role model for those who wish to pursue teaching or further their education. | am very excited about Miranda's future in teaching and anticipate great news on her continued success as an educator. ‘Signatures: Miranda Federici : 5/20/2022 Phod owe aa ia Sa rama a eee Pritts sya (Name / Role) (Signature) (Date - MM/DD/YR) N/A aes (Name / Role) (Signature) (Date - MM/DD/YR) —— Eas lee DownaS pune. span (Name / Role) (Signature) (Date - MM/DD/YR) Note to Field Supervisors when collecting electronic signatures: you can collect signatures individually as jpeg images and insert on this master Word file, or pass the master Word file to required signatories and have them ‘add their electronic signature (as an image file) to the appropriate area. The final copy of this Word document with all signatures should then be converted to a .pdf file and the .pdf file should be the copy of record and distributed accordingly (not the Word file). The final .pdf should be saved as follows: last first program date (ie. Smith Sally Year 4 B Ed May 1997) and then sent in to the Field Experience Office. Please provide a signed copy to Student / Field Experience Office Education Office, Vancouver Island University, 900 Fifth Street, Nanaimo, BC VSR SS5 Phone: 250-740-6223 Fax: 250-740-6463,