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University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER TWO
Summative Report

Student Teacher: Rebekah Bartholomeusz School: Park Meadows School

Grade/Subjects Taught: Grade 5 Science, Social Studies, Math, Art & P.E.
Teacher Associate: Taylor Felker University Consultant: Amanda Fox
Dates of Practicum: Mar 6, 2023 - April 20, 2023
Instructions:
• This is a summative report of the student teacher’s performance at the end of the PS II practicum, based on expectations for that stage of teacher
development (EDUC 3600).
• For each practicum outcome below select the student teacher’s level of performance: either Not Meeting Expectations for the PS II 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 including his/her subject major. (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 X
the lessons being taught. (3)
4. Takes into account students’ prior learning, learning needs (including student IPPs), interests, and student variables
X
such as age, gender, socio-economic status and cultural/linguistic background. (1, 3, 4)
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. Prepares unit plan(s) in subject major that include rationale, overview, learning outcomes, teaching/learning activities,
and assessment plan. (3) X
9. Integrates digital technology and resources into instruction in subject major and other subjects, where appropriate. (2, 3) X
10. Obtains and organizes equipment and materials for instruction. (3) X
COMMENTS:

Bekah has an excellent knowledge of Indigenous groups and their ways of life. Through her practicum, she
developed and incorporated engaging ways for her students to interact with the information she was presenting.
She began incorporating movement, thinking/reflection, and independent work into her social studies lessons on
different Indigenous groups. Bekah's ability to structure her lessons in response to student needs developed over
the course of her practicum. She quickly began understanding what expectations were acceptable for ten and
eleven year-olds and where she needed to provide more opportunities for hands-on learning, problem solving,
and reflection. Bekah incorporated activities that required the use of technology, and through her own reflection
understood the importance of teaching the students how to use technology appropriately (careful handling and
how to use presentation programs for the purpose of their project). Bekah was always prepared for her lessons
from an equipment and materials point and she often went out of her way to source and bring materials
necessary for lessons in science and social studies.

Revised: February 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, X
provides overview, and relates the lesson to previous learning as appropriate. (3)
General Lesson Development
6. Incorporates strategies for motivating students using relevant and interesting subject matter and activities. (3, 4) X
7. Presents content in appropriately organized sequences for instruction. (3) X
8. Explains and proceeds in small steps at an appropriate pace to suit the activity and student response. (3) X
9. Demonstrates subject matter competence during instruction. (3) X
10. Organizes and directs learning for individuals, small groups, and whole classes. (3, 4) X
11. Provides clear directions, instructions and explanations. (3) X
12. Directs efficient transitions between lessons and from one activity to the next. (3) X
13. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied learning styles and
individual needs (including student IPP goals/objectives).(3,4) X
14. Uses a broad range of instructional strategies specific to subject major. (3, 4) X
15. Uses appropriate materials and resources for teaching. (3) X
16. When appropriate, uses resources that accurately reflect and demonstrate the strength and diversity of First Nations,
X
Métis, and Inuit. (5)
17. Demonstrates flexibility and adaptability. (1, 3) X
Questioning and Discussion
18. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. (3) X
19. Provides appropriate “wait-time” after posing questions. (3) X
20. Seeks clarification and elaboration of student responses, where appropriate. (3) X
21. Leads and directs student participation in class discussion effectively and distributes questions appropriately. (3) X
Focus on Student Learning
22. Circulates in the classroom, intervening when necessary, checking on individual and group understanding of
activity/content. (3) X
23. Recognizes and responds appropriately to individual differences and group learning needs. (1, 3, 4) X
24. Reinforces student learning, building on previous learning, reviewing, and re-teaching. (3) X
Closure
25. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions, and
X
applications. (3)
26. Provides homework when appropriate and explains assignments fully. (3) X
COMMENTS:

While instructing, Bekah was clear and spoke in language the students understood. She often repeated
instructions in a variety of ways to ensure student understanding. She quickly learned the importance of visuals
for her lessons (yes, even in grade five!), and created anchor charts for students to refer to in math. She would
also write instructions on the board for students to refer to as they worked. She incorporated activities at the
beginning of each lesson that reviewed previous learning. Through the course of her practicum, Bekah learned
and incorporated effective classroom management teaching strategies including circulating the room, providing
students opportunities to move, and quick check-ins, responding to the needs of her students. She was getting
better at planning time at the end of her lessons to consolidate learning and/or share ideas. Bekah was flexible
and reasonable with students as they advocated for their needs (i.e., she would allow them to stand at the back
of the classroom while she taught).
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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,
X
composure, and presence. (1, 3, 4)
2. Creates and maintains an effective learning environment, setting high expectations and standards for student learning,
X
attending to student variables such as age, gender, socio-economic status and cultural/linguistic background. (1, 2)
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:
Bekah easily assumed a leadership role in the classroom. Pretty quickly into her practicum the students saw her
as a teacher and treated her as such. She successfully built positive relationships with all of the students she
taught. Her classroom management skills developed over the course of her practicum. It was important for Bekah
from the beginning to consider what style of management she was comfortable with. With support and
encouragement, she did a great job becoming more confident in providing students with redirection promptly,
before students got carried away and de-railed her lesson. Bekah understands the importance of developing and
maintaining positive relationships with students and how that plays a role in managing a positive learning
environment.

4. ASSESSMENT (TQS #3, #4)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Assessment
1. Assesses student learning, formatively and summatively, using a variety of appropriate assessment techniques and
instruments (e.g., observations, conversations, questioning, checking daily work, performance-based and written X
assessments, quizzes, tests). (3)
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 and student IPPs (e.g., employs alternative teaching strategies
to re-teach where required). (3, 4) X
5. Analyzes and evaluates measurement data to assess student learning. (3) X
6. Explains to students how learning will be measured. (3) X
7. Develops and maintains accurate records of student achievement (e.g. grade sheets, databases) and communicates
X
results to students, parents and the school effectively).(3)
COMMENTS:
Bekah did a great job monitoring student progress through her practicum. She frequently had students complete
formative assessment activities such as exit slips or individual whiteboard warm-up work. She provided support
to the students she identified as struggling through her formative assessments. While students worked on more
summative assignments, Bekah would circulate and check in with students, providing encouragement,
redirection, and support when necessary. Students saw Bekah as approachable and would seek her help if they
needed it. Bekah considered students with ISP goals and evaluated them appropriately.

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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. Is knowledgeable about professional issues and demonstrates a commitment to the teaching profession.(5, 6) X
5. Establishes professional relationships with the educational community and wider community (where appropriate). (1) X
Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and makes appropriate suggestions for
X
improvements. (2)
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
X
Professional Learning Tool. (2)
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
X
legislation. (6)
13. Applies the teaching competencies for interim certification appropriately. (6) X
Ethical Conduct
14. 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)
15. Treats students with dignity and respect and is considerate of their circumstances. (4, 5, 6) X
16. 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
X
do so is in the best interest of the student. (6)
17. Does not undermine the confidence of students in teachers or other student teachers. (1) X
18. 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
19. Acts in a manner that maintains the honour and dignity of the profession. (1, 6) X
20. 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:
Bekah demonstrated professional qualities through her practicum. She consistently came ready to teach and often
provided support in the classroom when she was not teaching. One of Bekah's biggest strengths is her
responsiveness to feedback. Whenever feedback was given and suggestions were made, Bekah tried her best to
incorporate the feedback the next day. This quality will certainly serve her well as she furthers her experiences both
in the faculty and once on her own in the classroom.

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SUMMARY Additional comments next page à

Areas for further growth:
- While Bekah demonstrated tremendous growth in this area over the course of her six-week practicum, I
encourage her to continue focusing on ways to get her students thinking during each lesson. Bekah was
introduced to thinking routines as a strategy in this area and she incorporated some in her lessons. Having her
students engage in the material she is teaching gives them the best chance at remembering what they are
learning.
- I encourage Bekah to continue thinking about the duration of the activities she plans to maximize student
engagement. It is important to understand what expectations are realistic for her class (based on factors like age,
maturity, individual student factors, etc), and responding to their needs through her planning. Be mindful of how
long students are sitting for, having to listen to instructions, etc.
- Bekah is encouraged to continue thinking about her classroom management style and how to respond to difficult
behaviours when they arise in the classroom. While she grew in this area (see cont'd below)
Overall comments (Strongest aspects of student’s performance):
-Bekah's greatest strength is certainly her responsiveness to feedback. It is easy to see that she strives to be and
do her best. She consistently responded to feedback promptly, often changing her lesson plans for the very next
day to incorporate elements of the feedback she received.
-Bekah did an excellent job building and maintaining positive relationships with students and she recognizes the
importance of maintaining a professional teacher/student relationship (even though students sometimes want to
seek friend-based relationships).
- Another strength of Bekah's is her preparedness for class. She sourced materials and presentations that
engaged the students and covered the curriculum thoroughly. When it came time for her to teach, she was
prepared to take over and engaged the students quickly in their first task.
- Bekah did an excellent job monitoring student progress and assessing student growth. Through a variety of warm
up and exit slip tasks, she was able to easily see where students are at with their learning. She could then
respond to student needs by providing support or reteaching where needed.

RECOMMENDATION

X 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. The Teacher Associate, Student Teacher, and University
Consultant will receive a copy of the report once signed.
4/19/2023
_________________________________
____________________________________________________ Date
Signature: Student Teacher
4/19/2023
_________________________________
____________________________________________________
Date
Signature: Teacher Associate
4/19/2023
_________________________________
________________________________________________
Date
Signature: University Consultant

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ADDITIONAL COMMENTS
AREAS FOR FURTHER GROWTH (CONT'D): through her practicum, I am certain that she will teach more
complex students in the future who will test her classroom management abilities.
- Lastly, I encourage Bekah to continue reflecting on each lesson and looking for ways to improve. She responds
to feedback exceptionally well and I hope that she can reach a point where she provides feedback to herself and
then seeks strategies to improve her practice.

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