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University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER ONE
Summative Report

Student Teacher: Emelia Sandau School: Dorothy Dalgliesh School

Grade/Subjects Taught: Grade 3
Teacher Associate: Jodi Gurr University Consultant: Darlene St. Georges
Dates of Practicum: November 15 - December 16, 2021
Instructions:
 This is a summative report of the student teacher’s performance at the end of the PS I practicum, based on expectations for that stage of teacher
development (EDUC 3500).
 For each practicum outcome below select the student teacher’s level of performance: either Not Meeting Expectations for the PS I level, Meeting
Expectations, or Exceeding Expectations. (Most students will fall into the Meeting Expectations category, unless there is clear evidence for Not Meeting
Expectations or Exceeding Expectations.) For students within the Meeting Expectations category, please select level of performance.
 Some outcomes may not be applicable to your particular educational situation. Leave the space blank.
 At the end of each section of the form, please provide comments in reference to the relevant teaching competencies and practicum indicators.

1. PLANNING AND PREPARATION (TQS #1, #2, #3, #4)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Planning and Preparation
1. Demonstrates knowledge and skills in the subject matter of the lessons. (3) X
2. Incorporates a variety of appropriate resources and instructional/assessment strategies into lesson plans. (3) X
3. Translates learning outcomes from the Alberta Program of Studies into relevant and appropriate learning objectives for
the lessons being taught. (3) X
4. Takes into account students’ prior learning, learning needs, interests, and background. (1, 3, 4) X
5. Organizes content into appropriate components and sequences for instruction. (3) X
6. Plans appropriate content and activities for the time allotted. (3)
X
7. Prepares lesson plans for all lessons taught, using a well-defined structure which includes learning objective(s), an
introduction and closure, detailed procedures and instructions, key questions, teaching strategies, learning activities, X
and assessment of lesson objectives. (3)
8. Integrates digital technology and resources into instruction, where appropriate. (2, 3) X
9. Obtains and organizes equipment and materials for instruction. (3) X
COMMENTS:

Emelia was very organized and prepared for the lessons she taught. Her daily plans were extremely thorough
including some differentiation for students' individual needs. Along with detailed daily plans, Emelia
demonstrated confidence and a solid knowledge of the concepts covered. Supplies and equipment needed for
lessons were always assembled ahead of time to ensure that she was prepared and ready to teach.

Revised: November 2020

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2. INSTRUCTION (TQS #1, #3, #4, #5)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Communication
1. Uses clear, fluent, and grammatically correct spoken and written language. (3) X
2. Uses vocabulary appropriate to students’ age, background and interests. (3) X
3. Modulates his/her voice for audibility and expression. (3) X
4. Demonstrates cultural sensitivity in communication and instruction. (1, 4, 5) X
Lesson Introduction
5. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations, uses motivating attention-getters,
provides overview, and relates the lesson to previous learning as appropriate. (3) X
General Lesson Development
6. Incorporates strategies for motivating students using relevant and interesting subject matter and activities. (3, 4) X
7. Explains and proceeds in small steps at an appropriate pace to suit the activity and student response. (3) X
8. Demonstrates subject matter competence during instruction. (3) X
9. Organizes and directs learning for individuals, small groups, and whole classes. (3, 4) X
10. Provides clear directions, instructions and explanations. (3) X
11. Directs efficient transitions between lessons and from one activity to the next. (3) X
12. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied learning styles and
individual needs.(3, 4) X
13. Uses appropriate materials and resources for teaching. (3) X
14. When appropriate, uses resources that accurately reflect and demonstrate the strength and diversity of First Nations,
Métis, and Inuit. (5) X
15. Demonstrates flexibility and adaptability. (1, 3) X
Questioning and Discussion
16. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. (3) X
17. Provides appropriate “wait-time” after posing questions. (3) X
18. Seeks clarification and elaboration of student responses, where appropriate. (3) X
19. Leads and directs student participation in class discussion effectively and distributes questions appropriately. (3) X
Focus on Student Learning
20. Circulates in the classroom, intervening when necessary, checking on individual and group understanding of
activity/content. (3) X
21. Recognizes and responds appropriately to individual differences and group learning needs. (1, 3, 4) X
22. Reinforces student learning, building on previous learning, reviewing, and re-teaching. (3) X
Closure
23. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions, and
applications. (3) X
24. Provides homework when appropriate and explains assignments fully. (3) X
COMMENTS:

Emelia was very flexible in her ability to adapt to changes in scheduling as well as throughout her lessons.
There were times when students' questions or participation in discussions took a lesson in a bit of a different
direction and Emelia was easily able to handle any change to her original plans. She was also comfortable with
changes in scheduling when things such as Christmas concert practices came up unexpectedly. Throughout
the practicum Emelia used resources which were engaging and appropriate for grade 3 students. When leading
the class in group work activities, Emelia consistently made her way to each group numerous times to check
for understanding of the content being covered.

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3. CLASSROOM LEADERSHIP AND MANAGEMENT (TQS #1, #2, #3, #4)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Classroom Leadership
1. Assumes a leadership role in the classroom, taking charge of classroom activities, showing confidence, poise,
composure, and presence. (1, 3, 4) X
2. Creates & maintains an effective learning environment, setting high expectations & standards for student learning. (1, 2) X
3. Demonstrates initiative, enthusiasm and a commitment to the students and subject, models appropriate behaviours.(1,3) X
4. Establishes positive relationships and a classroom climate based on mutual trust and respect. (1, 2, 4) X
Classroom Management
5. Clearly defines and reinforces classroom procedures and routines. (4) X
6. Clearly communicates and reinforces expectations for appropriate student behaviour. (4)
X
7. Monitors student behaviour and is aware of student behaviour at all times. (4)
X
8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate low-key and higher level
responses; follows school discipline policies and procedures. (4) X
COMMENTS:
During the practicum it was evident that Emelia grew in her confidence as well as the presence she showed in
the classroom. She demonstrated an enthusiasm for sharing information with the students which definitely
helped to create an effective learning environment. Students enjoyed spending time with her both in the
classroom as well as outside during recess. Her relationships with students grew as she got to know them as
individuals as well as in terms of their learning needs. The children in grade 3 felt comfortable with Emelia and
they shared a mutual respect for each other.

4. ASSESSMENT (TQS #3, #4)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Assessment
1. Assesses student learning formatively using a variety of appropriate assessment techniques and instruments
(e.g. observations, conversations, questioning, checking daily work, performance-based and written assessments). (3) X
2. Checks frequently for understanding. (3) X
3. Provides timely and effective feedback on learning to students. (3)
X
4. Modifies and adapts teaching based on assessment data (e.g. employs alternative teaching strategies to re-teach where
required). (3, 4) X
5. Explains to students how learning will be assessed. (3) X
6. Develops and maintains accurate records of student progress.(3)
COMMENTS:

Emelia did a lot of informal assessments such as frequently checking for student understanding while
individuals were practicing a skill and giving prompt feedback as they worked through assignments. She was
very observant of students' needs and would re-teach concepts to reinforce areas that needed more attention.
This practicum was so short with only 5 weeks in the classroom but by the end of it Emelia was considering and
discussing different ways that she could assess students' learning and growth.

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5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (TQS #1, #2, #4, #6)

Unacceptable

Acceptable
Professionalism
1. Presents a professional appearance and manner. (1, 6) X
2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). (6) X
3. Demonstrates maturity and professional judgment. (1, 6) X
4. Demonstrates an interest in and a commitment to the teaching profession.(1, 6)
X
5. Establishes professional relationships with the school community. (1) X
Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and makes appropriate suggestions for
improvements. (2) X
7. Uses the results of student assessment and feedback to improve teaching practices and guide professional growth. (3) X
8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. (2) X
9. Develops and communicates a personal vision of teaching. (4) X
10. Reflects upon achievement of the various competences in the Teaching Quality Standard and inquiry-based goals through the completion of the
Professional Learning Tool. (2) X
11. Develops and presents a professional portfolio to colleagues, including the Teacher Associate and University Consultant. (2)
X
12. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district policies and other relevant
legislation. (6) X
Ethical Conduct
13. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender, sexual orientation, gender identity,
physical characteristics, disability, marital status, age, ancestry, place of origin, place of residence, socioeconomic background or linguistic X
background. (4, 5, 6)
14. Treats students with dignity and respect and is considerate of their circumstances. (4, 5, 6) X
15. Does not divulge information received in confidence or in the course of professional duties about a student except as required by law or where to
do so is in the best interest of the student. (6) X
16. Does not undermine the confidence of students in teachers or other student teachers. (1) X
17. Does not criticize the professional competence or professional reputation of teachers or other student teachers unless the criticism is
communicated in confidence to proper officials after first informing the individual concerned of the criticism. (1, 6) X
18. Acts in a manner that maintains the honour and dignity of the profession. (1, 6) X
19. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the profession unless authorized to do so. (6) X
COMMENTS:
Emelia was very professional throughout the practicum at our school both in her appearance and also in her
behavior, arriving early each morning and staying after school to conference or work on her plans. Emelia
contributed to the DDS team by offering her assistance wherever possible and building relationships with the
other practicum students as well as various staff members. She was open to suggestions with regards to teaching
and would implement different ideas to test their effectiveness for her personally. Emelia was really strong in her
ability to identify strengths in her lessons yet also think about ways the lesson could have been changed to make
it even better.

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SUMMARY Additional Comments next page 

Areas for further growth:
During the practicum Emelia grew a lot in her ability to set expectations for acceptable student behavior and was
also getting more consistent in addressing concerns in behaviors that were not acceptable. This will continue to
develop as Emelia is given more time in the classroom and has more opportunities to practice establishing
classroom management routines that work for her.

Overall comments (Strongest aspects of student’s performance):

Emelia did a great job of building relationships with students as well as colleagues. She was always professional
and put a lot of effort into being organized, prepared and ready for each day's lessons. Any suggestions that
Emelia was given were incorporated into the next lesson as she was very willing to try different ideas. Emelia was
kind and respectful to students, making them feel comfortable and cared for. She looked for ways to teach
concepts to make them engaging and fun for students which in turn got the children participating in her lessons
and truly enjoying them. Emelia is a hard worker and she genuinely showed an interest in learning about the
individual students in our room. I have truly enjoyed having Emelia in our class and I appreciated the enthusiasm
she brought to school each day!

RECOMMENDATION

X PASS FAIL INCOMPLETE *

*If an Incomplete grade is recommended, please send a signed document

providing reasons and recommendations for additional practicum experience to
the University Consultant who will forward it to Field Experiences and Student
Program Services.

12/14/2021
___________________________________________________ _________________________________
Signature: Student Teacher Date

12/13/2021
___________________________________________________ _________________________________
Signature: Teacher Associate Date

12/15/2021
___________________________________________________ _________________________________
Signature: University Consultant Date

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ADDITIONAL COMMENTS

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