UNIVERSITY OF

CALGARY
WERKLUND SCHOOL OF EDUCATION
UNDERGRADUATE PROGRAMS IN EDUCATION
EDUC 540: FIELD EXPERIENCE III
PARTNER TEACHER NARRATIVE ASSESSMENT
PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT

Student Teacher: Michaella Haynes ID#: 20007240 School: FE. Osborne

Partner Teacher: Jillian Palmer Field Instructor: Jeff Turner

NOTE: This is not a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential
employers, however potential employers may ask for this assessment from the student directly.

The purpose of this six-week field experience is to focus on the complex dimensions of social and cultural engagement in classroom learning.
The student’s field experience journal and e-portfolio and her/his participation in the field placement should provide evidence of a growing
ability to act thoughtfully in the classroom and within the school community, and a deepening understanding of learners and of the enactment of
curriculum and pedagogical relationships within a whole class environment. The narrative assessment should address the student teacher’s
growth in the emergent ability to plan for, implement and assess learning. It should also comment on the student teacher’s growth in relation to
the Teaching Quality Standard (2018), including the student’s own goal setting reflections throughout field experience. The following report on
the student’s work should be organized in relation to the questions: Where is the work particularly strong? What could the student do to further
her/his professional growth and development? You may also want to consider the elements assessed as part of the midterm assessment.

Michaella continued to take on a challenge teaching out of her specializations at FE. Osborne.
Michaella came to FEO with a background in dance but eagerly took on the challenge of teaching
art. She taught grade 7’s in a community Pinch Pot Project and grade 8’s in a Op Art Slab
ceramics project. She also had the chance to work with one grade 8 and 7 dance class under our
dance teacher's supervision here at FEO.

Michaella demonstrated the abilityto work collaboratively with other professionals in the building to
come to a consensus. She created effective slideshows and lesson plans to guide students
through daily learning objectives. She understands the importance of formative assessment and
uses the assessment for learning to regularly adjust her lessons to meet student learning needs.
Students had ample time to practice ceramic techniques before they moved on to their final
projects. Michaella successfully paced her lessons and used formative student feedback to inform
her lessons. Examples of Michaella’s formative assessment strategies used in class are, “thumbs
up/down” and individual student conferencing. She has begun to collect summative assessments
using student self-reflections and artist statements to give meaningful final feedback on student
projects. She regularly discussed lessons and used feedback to improve her lessons moving
forward. | am impressed with how quickly Michaella adapted to a new teaching specialty and met
the outcomes of the art program of studies.

Michaella understands the importance of building relationships in the classroom. She worked hard
to remember eight class sections of student names to ensure seamless connections. She was
observed continuously moving about the classroom and checking in with students to work one on
one with students who needed further instruction. She also was observed using “fun attendance’
to instantly connect with each studentin the room. Michaella assisted in our school’s Fine Arts Gala
and regularly assisted during drama rehearsals, art club, and set design. This time outside of the
classroom allowed Michaella to foster deeper connections with students. Because Michaella could
foster relationships with students, she could quickly take command of the classroom and
 UNIVERSITY OF
CALGARY
WERKLUND SCHOOL OF EDUCATION
UNDERGRADUATE PROGRAMS IN EDUCATION
EDUC 540: FIELD EXPERIENCE III
PARTNER TEACHER NARRATIVE ASSESSMENT |
PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT

confidently lead students. She has a kind, firm and fair classroom management style. Students
were receptive when they needed redirection to remain on task.

Michaella also taught dance 7 and 8 in her practicum at FE Osborne School. Michaella structures
her class in a way that keeps students engaged by including a variety of activities that focus on the
learning objective. She starts the class by leading a warm-up activity, such as relay exercises and
group circle warm-ups. Michaella then goes into technique specific warm ups that target specific
dance techniques. While leading these activities, she uses subject specific vocabulary that teaches
the students the vocabulary that practicing dancers use, while learning how to properly execute the
move. She also challenges students by having them demonstrate the newly learned skills on their
own after she does it with them. At times, she might have to do more leading if she finds the class
is uncomfortable/unsure doing the exercise by themselves. A way to approach this would be to
lead them for a class or two and then have them do it once they have had sufficient practice with
the exercise.

When she first began teaching contemporary, after the warm ups, she would lead different creative
activities to teach movement and dance creation. She uses technology to help assist her lessons
when appropriate and includes videos to guide the lesson and get the students thinking.

Once the students established a base for contemporary dance, she began teaching them
choreography that included elements of all the previous learning experiences.

Michaella does an excellent job of assessing where the students are in terms of skill and asks
them to identify where they need to improve or more support. She then goes over and reteaches
what the students need. She has students switch places in the room while they are learning new
techniques so that they can access more support and the mirror.

Michaella continues to work toward completing long range unit planning and year plans. Michaella
is strong at adapting her lessons based on student need and will continue to prepare to
consistently manage a classroom independently. She has been a pleasure to work with and we
look forward to working with her in the Spring semester.
 UNIVERSITY OF
CALGARY
WERKLUND SCHOOL OF EDUCATION
UNDERGRADUATE PROGRAMS IN EDUCATION
EDUC 540: FIELD EXPERIENCE Il
PARTNER TEACHER NARRATIVE ASSESSMENT
PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT

Partner Teacher’s Signature. Date Thursday ee /$/22(

Student Teacher’s Signature: AE. Date: Dec. <, ZO?

Recommendation to the Office of Undergraduate Programs: Credit of Non-Credit DJ

Was this assessment reviewed with the student? Yes ey No O

e Please remember to also sign and date any additional pages and attach to this form.
Please save this file as a PDF and ensure the student signs the PDF version of this Narrative Assessment.
e Please provide the original Narrative Assessment to the student teacher and keep a copy for your own
records.
e The student teacher is required to submit a copy of this Narrative Assessment to their Field Experience
Instructor, as per the instructions of the Field Experience Instructor, in order to receive their final grade.