wont University of Lethbridge, Faculty of Education Py og PROFESSIONAL SEMESTER ONE ae Summative Report = Fiease TYPE [ncuaing conmensy DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED original “Student Teacher: Shahy Sob [Sehoot | Qua Covmgine i Elemenboves GradelSubjects Taught!| Gyage A A Suinjects = | Teacher Associate: Deas Leaves Kel ag jusinsg University Consultant: | JeClve.y Mae Covraeact [Dates of Practicum: | Nosy - ees 17 Instructions: eerie ernmave report of the student teacher's pevfrniance atthe end ofthe PSI practicum, based on expectations fr ha stage feather devetogment (EDUC 350). 4 Feroech pranicam ovtome below solec the student teache’s level of perforance: ether Net Meeting Expectations fr he PS eve, Meeting Espetafon or Exceeding Expects. Nos! tuderis wlio he Meeting Expecatonscaegn, uss eres ear evdence fr Nor Mectng potato Exconig Expctatons) Foe students wit he Meating Expecators clog, pease selec level of peromance «Some aucomes may not be applicable o you partcular educational ivan. Leave he space tank 1 Arie end ach seten ofthe fom, plese provide commons in eens tothe relat caching competes end pret inde REPARATION (105 #1, #2. 5.4) Planning and Preparation. Notmetng | ‘Demonstrates knowedge ara sls nie sujet mate Terps varity of appropriate resowces and nstutenaliassesvrart arateges ino eson pans) 3 Trardales aring asoes Fon Th Aara Praga of Studs rio relvarand anproprale ring ccs fr releeors beng ut (3) Taka io account suers prariewmng,eaing needs, ares and pacrord (3,4) ‘iueizes caret nfo aprerateconponaris and seauerens fr rsiucton (8) ans apororate conten and ach othe ie ates (3), re laug. osha wl-defned aur wis rades wating cbecwes). 2 Frepars ssson pars er ale ang, aching seaages,karongacivtes, ‘region and oct, datas proeares ard nsructons, key Qe and assessment fess obactes. 9 neyates igi ee noogy and resources tuto, where aoa. (2 3) Obi and organizes equpmen and rata ornataton (3) ‘COMMENTS: materials, variety of leamers, ‘questions, (Shelby is an incredibly hard worker wiling to putin extra time in school and at home preparing lessons and Her lessons were very well thought out and planned with good sequencing and variety to meet the needs of & Her questioning techniques were applicable to the scope of the lesson and built on the students observations and Feviod: Feb 2202. INSTRUCTION (70s #9, #4, #5), Communication 7: Uses car ur, an rammataly Covet poke ard writen anguage (3) uses vocabulary apropos ape, backgroud ane erst) 3, odie haha wae for avy and expression.) 4. Doors eure sent im canmumeaion and instucon (1, 4,8) ‘Lesson Introduction + Eoaolses ie reviews ror arn oeifes larson Obeaivels and opedatan, uses moiveing terion ge, roves oveven, ad ais thelesson prevous earng as axorapril. (3), General Lesson Development. 5. axporales sraepes or meivatng eudois vg leva ardmerestng subject mrad ats, (3, 8) 7. Bilan ed proonedsin ama saps aan apres pce to ulthe actviy and sudo expo". 3) 1. Denonstaes nbject mater eimpatance during nscton. (3) 2. Organizes ae dreds ang for aiuls, smal groups, and wine classes 3,4) 10. Proves clear Grocers, nsustons andeplanaters.(@) 7 rts fcettanstons bewoon lessons and fon oe act the next) TE Usesa wary of rattan sala aaroscesredotcomes sie maer,varedlearing ses and indvdua nes 3,4 “2 Uses appropata ari and esnrcas reaching. (9) TH. When appre, sts resnurens alae reflect and doonsrai he Sangh and GveSy oF Fs Nats uate, and (5 7B: Demenerate ext ard adanlaby (1,3) ‘Questioning and Discussion 16. Asks cay phased wallsequoncad quesions at avarely of cogve eve (3) 17. Prods aspoprate wat-ne afer posng question. (3) 1. Seeks clafeaton and elabcaton of sttentresponses, where apormriae (3) 7a: Leads and drei stdentparcpaton n ass dscusson alocvely and distrbues questions aperoertay (3) Focus on Student Learning "A Grea ne classoom, areing wer acess, Ceakg on hail and grow underage acivieonent 2) 7, Racuias and responds soporte nda dMorenaes ond rou Waring neds (1,34) 22, Reritcas suet arng, dng on rovous earring, evowng, sd eeachg (8) ‘Closure "Bh ees Cos ROT, Cosel GAT HBS OF APGEPS DOU STATENS, RGSS, BS appleatons (3) 2i Proves ronenirk when appoprat ard expan assgrmens Uy (3) ‘COMMENTS: ‘Shelby's lessons were sequential and had a good flow. She made adjustments in pacing when she needed to. ct L: PS Summative Rear (ev Fe 202) Student: Page 2016CLASSROOM LEADERSHIP AND MANAGEMENT (105 #1, #2, #3. #4) (Classroom Leadership. = |main| Assumes aleeranp roa 9 te das'0om king carpe o Casta Sees, SOWING COATGETER, DONS, ‘exposure, a procance (3,4) Wal Cries & mana an efecive karing eran, setinghigh expecatans & staat or student learing (1,2) 3. Denensies inthe, enfesiakm anda coneiment ithe students and subject models appropri beravous(*3) “ Etablshes cose reasons anda clas dinate based on val rus and resect (1.2.4) gays (Classroom Management 5. Ceary cts end renores classroom proses and rovines. (6), ‘lary communities and enforces expecatrs or appropate svdentbenave.() 6 7. Moniors siden behav and is anare of svdertbenavau at ates) 5 ‘Respondsa apirayie Eehavoraemply, ry and conse. v9 SBpapras ow hoy anager evel responses, ols scl dope polis and prone 4 ‘COMMENTS: ‘students on task and focused. ‘Shelby has very strong classroom management. She consistently remains calm, clear and firm and keops the 4, ASSESSMENT (703 #3, #4) Assessment lxseng Eseautas Rsesees Sunt wag TTaLVE Oog avr cl ol epsToprele asvesomen Tacknques ane nae (eg cbsevatons, corersaions, quasion a, cackng dail work, netomance-basod ant wren assessren') (3) 2. Cheeks equa fo unewstanng (3) 3 Proves tnaly ad elletve feedback on argo sue, (3). 7 Wesifos and ada ecing bated on asessert da fg engl trate wachag avalos (oTeTRaCh wee routes) (3.4 Enlai students haw warning wie a6ss805 (3) 6. Develops and mania scoie raced of tudor progess ‘COMMENTS: [Due to the length of this frst practicum, Shelby didn’t have the opportunity to do very much formal assessment. ‘Sho was, however, able to adjust lessons based on observations of students’ daily activities, Voi L: PS Surmatwe Report (ev Feb 2020) Student Page 3 of65. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (105 #1, #2, #4. #6) Professionalism 1._ Presents professional appearance and manner (6) Fults poessoralobigaons (ie. puneualy rovtne admnisative cies). (6) Faces Derorsiates maiurly and professional edger (7.6) Demons ar nist nada commento he eating eofssion. 6) Esabishes polessoalelatonstips win te schoo saromunty (7) Professional Growth Acari assesses and documents eocvenas Of sso, Ganes angie ard weaknesses ad makes apprepralesuggesions far ‘norowmens 2 Uses te sul of ude assessment and eedbadco improv eating practens and aude proessonal growth (9) Respond apropalyoeedkack tor thers by stain, erring, nd mplmenting suggests. (2) ‘Deveops and communicates a personal vision of eachig () ‘Recs upon achiever afte varaus oompetenoes nine Teacing Qual Sardar and hairy based gels rough CoTpeion HE Professors Lesring Tol (2, 77 Develops and oresens »proeesonal soi o cleagues,naudg ie Teacher Assocae and Unveaty Consutart. 2) TE Garis alte oles and responses oa eather annrngio te Abts Sed dl schol and del pos an ober avant eit. (6) Ethical Conduct 7 Reapcs he dary and iis ol al puwona wihod raja a0 ce, gious Blas Glo, gener. soa oraiaion, oer ant, ‘rye tharadestcs, dsaolty, marl sausage, encsty, ace of org, lcs ct residence, socom bacgreus or ingusic eoogrourd. (4.5.6) 74 Treats udors win gy ad espa and's considerate other craumstances. (466) 7 Does ot dvdge ration een contdance or hte couse of prtesiora dues atou'a srl excep ab reaured By wer whee doo s aha aest rest oft Suter TE. Doss not undarmine the codenoe of students intescrersor her stucenteaches (1) Does ra rcs he pofesnonal competence a rfsnana rp.laton of wacers roe sun’ eashers unless he GiG™ S Communist conigann roe fica ate rst forming tein. concerned of eet (1,6) 78 Aes ina manera mantanstve honour and égnty ofthe rotsson. (1,8), 8 Boas ot speakon bea fhe Fal of Education he Universi of Late, sano or he rfesson ures atoraad odo. (6) ‘COMMENTS: Shelby is a very reliable and consistent professional She is reflective and always willing to learn and grow. ‘She will be an asset to any schoo! division. Wet = PST Summa Ropar (Ror Fev amz, ‘Student Paget of6_ SUMMARY Additional Comments next page > ‘Areas for further growth: Continue to appeal to all learners by having visual aids, oral instructions, and kinesthetic in the form of a demonstration. ‘Overall comments (Strongest aspects of student's performance): ‘Very enthusiastic and eager to strive for new ideas to make captivating lessons. Really connects with students and shows a genuine interest in them, RECOMMENDATION v PASS FAIL INCOMPLETE * ‘if an Incomplete grade is recommended, please attach a signed document providing reasons and recommendations for additional practicum experience. Note: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and the University Consultant. oe 5 sare Sadeat Teacher Date ye tedwis |My oolutt, Deel av ad Signature: Topchor assAciale Bate Sigalare Unies Corsa ata The UC submits the completed & signed original report U of L Faculty of Education, Field Experiences —— — «=e Page 5 ofSADDITIONAL COMMENTS: L Ut LPS Summative Repor fev: Fob 2720) Student: Page 6 cf 8