area Lthiidge University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER ONE me Formative Assessment Student Teacher: Peyton Graham School: [Jennie Emery Grade/Subjects Taught: [Grade 3 Teacher Associate: __|Chale Juhar University Consultant: [Jen UeGrandour Date: [November 25, 2025 instructions ‘+The purpose ofthis form so provide the student teacher wth specific feedback dung the PSI Practicum (ED 3600), ‘+The teacher associat shoud complete this fn at regular intervals curing the practicum e.g every week or every ther week), ‘Tho student teacher retain the completed form for hier records is not submit tothe Field Experience Ofc, ‘= To document he student teacher’ growth over the practicum, Jecplace a checkmark, or week 1, week 2, ec. inthe appropiate level of performance fr outcomes being assessed, Please aso provide some comments on StengthsPrefessioal Learing Achieved and ‘Suggeston/Areas for Groth onthe ral page of the for, « Itisnot necessary to selec/place checkmark next to each outcome every tine the forms completed ~ Teacher Assccates may wish to concentrate onthe 35 most relevant and significant strengths and areas for growth, depending onthe station, 4. PLANNING AND PREPARATION (1as #1, #2. #3, #4) loa ig Hy og i Planning and Preparation aa| ag Hl 1 Demonstrates know'erige an sits nthe subject mater ofthe lessons. (3) Di Gt 2. meres vary of appropri resources and nerucenalassessnan aralagea Wo leion plane) Oooo 3. Trandate kang odes fo he Abra Prog Suds io revan and appogala kang paves or theleseonsbeing aught) 7 Ojo e@oo Tales amu tutes earn, wang eed, ean, and Dackgrand (1,8 4) Dow olo 5. Orgies content appre comporets and sewers inscion. (3) Olbiw oro Pans appropriate cont and acts or be te alae.) olo woo 7 rears lesson pl fora sss aught usg awa deed aruae wich wus earig ova an infoducten and closure, dataiad procedures and nstuctons, key question, teaching tratags,laming acivtes §— | [] [1 [] Ca} C1 ‘ed aseeunent oieson objects.) magae gla wenoegy a sources auton where appropiate 23) Oooo 8. itans and organias equprent and materials forinsrocton.@) Dip it 2. INSTRUCTION (Tas #1, #3, #4, #5) a Hien 4 : Hho if Communteation gs| 35 | 35 1, Uses dear, vent, and grammatically correct spoken and writen language. (3) CInIrPioin 2, Uses voxabby poisons age, background andres.) CIGI@ elo 3. Nd iter oer uty and expen.) CCIM 4. Dananetaas xual estivyn conmuneaton ad tuto. (4,8) liom ‘Lesson Introduction 5. Easbhes et revien fa banin, Waris smn baie) and eens, ves nang seo Gea a rode oreven, adeles th ensono preva ating 8 apror ate (3) evieed: Feta 2020Instruction Continued (TOS #1, #3, #4, #5) ‘General Lesson Development 6._lncorporales strategies formovating students using relevant and iereing subject mater and activites. (3, 4) 7._Eilans and prosedsin ral steps at an appropriate pace ost he acvty and set response. (3) {&_Darransvatos subject mata competence during instruction. (8) 8. Orgarizas and dreds earning for ind, eral groups, and hele cases. 8,4) qo000 10, Proves car drecions, instuctons and explanations. (3) 1, Directs ecient ranstons between lessons and Fam one atv othe net (3) 12, Uses vary of nsrucionalsraegies to odes desred culcores,sbjec malo varied learing sve and individual nds (3,4) 18 Uses appropriate mates and resources for teaching, 8) 7. When aporprat, uses resources thal acura reel and Geman the Seah and GverSly of FSI Nala, Mand int) 15. Demonstrates febity and adapabiy. (1,3) GomaaGeasess qo oq) ‘Questioning and Discussion 1, Asks Geary phrased, wel-sequenced questions ala vary of cognitive vas. (3) 17, Provides appropriate "wali" ater posing questions. (3) OE 18, Seok Ciaton and labora of den responses, wher appropriate (2) 12, Leads and drecis student parcpalon in clas discussion eflacively and tinue questions aproprily. (3) ‘Focus on Student Learning 2). Cres in te Gascon, erring Wien NaCeSa aciviylonint. ackng on iva nd group wnderlnding oF 21, Racognies and responds appropiatlyt ndidual deereoes and grup erring needs (1.3.4) 22, Reinforces stunt arin, bling on previous lang, viewing, and redeactng. (8) Closure 23, Aceves cose oressons,consoatng Was. concapis rough sunmaies, reviews, GRCUSSON, and applications. 8) 24, Proves homework when propa and expins assgnreis uly. @) Oo) ooo) Gas GasEaoSsqqa0g io aq o) oso sojaqojo0q0055 0) OO 5) ja Aojaojadqaga yO} joo) Aooo 8] |S S| 8 CLASSROOM LEADERSHIP AND MANAGEMENT (ras #1, #2. #3, #4) Classroom Loadership 77 Assumesa leadership role nthe Casson, aking charge of aseroam adil, sowing confidence, poss, composure, and presence. (1, 3.4) 2, Cress & maintahs an efecto lang ener, sling igh expectations & standards for student learn, (1,2) 3, Demanstalas ia, enthusiasm ad a comment the suants and evbjoc, medes aperoptale behaviours (1.3) “4 Establishes paste ratonchip anda dasreom cate based on mutual stand respec (1,24) Classroom Management 5. Clary dines and evorces cassroom procedures and ruines (4) ‘Geary communicates andreinioroas expecatons for appropiate tude! behaviour) 6 7, Morita siden behaviour ad is aware of student behaviow lal nes (4) a Responds nappropate betaver pomp, fi, and consistently, using appropri low-key and ghar vel responses; olows sche dscpine poles and procedures.) O/005) (O05) 0 esos NANO) GOO oO OOO GINS) S |e ooo) _o0}0 UoTL: PS | Formative Assessment (Rev: Feb 2020 ‘Student: Peyton Graham4, ASSESSMENT (70s #3, #1) Hl oa (qj Assessment m| HU + Assesses sari baring ava sng a arly of appropri asses etnies ad FeTTo (en chs, cnteaina guy, deny ay ant praca nr sown. | C1 | CI] 4] 2] 2. Chocks frequent for understanding. (3) DIM ‘3, Provides timely and effective feedback on learning to students. (3) OM at “ods and apis acing based on asassnen ata og. nla alamalveoacig Salas a reaach where awe) fone C2} 62) 64) By Event stil ow earing wb asesod @) Olm@cloo 6, Develops and mainiains acurate records of student progress) Dib ot 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (10S #1, #2, 44,45) Professionalism | i 4._ Presents a profesional appearance and manner. (1,6) C4 2, Falls professional obigatons ie, punctuality, othe administrative dts). (6) Pt 3_Damonsas matty a pelessonaljdgmer (1,6) OZ 4,_Damensvates an interest in and a commitment othe teaching profession (6) Cw 5_Exablshespolesson relaontge wih the schoo comment. (1) By Professional Growth 6. erases a Ose Te RCT HE Te RGN an WOT a PTET HRTONT' [| C7] imerovenens. (2) Uses th resus of student assessment and feedback o improve leaching practices and gude professional growth. (3) Cot '8._ Responds appropriataly to feedback rom others by ltening,ierpeting and implementing suggestons. 2) Ci '9._Develops and communicates a personal vision of teaching. (4) DIL "Rais won ashoveea of be vara conpetines fe Teatng Gay Sanda ea yan gos Tren Be coTpon Te | ProlssionalLamin To. (2) 11, Develops and presents @ professional portiolo to colleagues, inGuding the Teacher Associate and University Consultant, (2) CT 72: Cais ali ls and espns oa ath acsorg wo he Bera Sei! Aa, schol and ta povows ad oa road ola igslatin (6) Ethical Conduct 18, Raspoct the gy and Teh fal parsons wih pri aso a, gs Ble, bom, Ger Sv Ovtaton,Gondaniy, slyseal chests, dsabiy martal sais, ao, ances, pace fog ace freseence, szoeconamicbakgrurd x ingustio.” {| [77 toxin 65,6) ‘4. Treats seis wit igiy and respec ands considerate of ei crcunstances. (4, 6,6) HZ 1S. Doss lp eran ecvedn canes or ne co oTaressoal des Saka Rude acon we requiedy ano wT] | — |= 00 sn te betes ofthe sen. (5) 46, Does not undermine the confidence of stoenisin teachers or oher student teaches. (1) Dita "Toss not cra the prelesion eanpelence or professional replatn of eacher or ober sudel each nase eGam lc communal in canidence o pope ofl afte fr inerng tenia cancared of toc. 6 7. Aas ina mamer hal mona he honour and gy oe prafesen, (1,6) ime 79, Doss nt speak on beat of Fact of Education, the Unveriy Lotro, schoo ota peoessen unless aurea dose. (6) || | f UotL: PS Formative Assessment (Re: Feb 2020) Student: Peyton Graham Page 3 of4FEEDBACK ON PROFESSIONAL GROWTH Strengths / Professional Learning Achieved: Peyion has demonstrated aot of aeasin strength in he first hve weeks of her PS From tesa, Peyton showed an eagerness to engage wih students and uicky began bling eaionships wth students. She chats wih them ding aninstuctonal ie obi rapport with them Dring Instruction me, shes endl and speaks o students in age appropriate language. Ante rea of sengt or Peyton she lesson plans. She consistently demonstrates a song hnowedge of lesson planing sks tal includes the Program of Stuis, Inara needed foc her lesson, nroducton, body and concluding section, Peyton ook feedback qc) a ie star of he practicum to indude a sitfrenalion secon in her lesson plan o accomodate and recognize the varity of needs inthe dassroon, Furthermore, Peyton has showed an excelent understanding of he marta in reviewing prior skils before teaching new material. She carne up with the sategy fa warm-up activity that changes fom {warn o warmer, oa challenge. This engaged students very quiclyandthey began asking for more change quesions. She has shown aft of gouth his last wek in colectving formative assessment fo guide her future lessons and should continue to ensure she tking record of student leaning, Peyon has lays behaved and cessedin a respectful and professional manner whl al Jennie Emery keep up the great work Peyton! ‘Suggestions / Areas for Growth: [As Peyion continues to growth ina teching profesional, there ae a few areas of growth that she should continue to work towards Peyton is working towards not only stating her expectons for student behaviour, hich she has grealyimproved on, but inecing her expectations wth students, particulary more behaviour students Understanding that students wl ll vary inthe lve of support needed fo sla on task and engaged in the learning activity is 2 acve part of eachng. Another example of this is seting expectations of students raiig ther hands to answer questions and enforcing tis expectation, instead of allowing some students o shoutout answers. Stating expectations and following through wil improve her classroom management sil. This also conincdes with growing her awareness asthe teacherin th classroom. Peyion is learring the mporiance of having a broader awareness of |shat al students are doing during her lessons, nous the students shes actively working wih. She is growing in he area of peventve measures to stop behaviours before they ocur, such a using strategies of ccuation strategic partnerships and following through on discipline ofinteruptve behaviour. Moving] |cwardin her lessons, Peyion willbe enccuragedt incorerate some FNMI connections to meet this element of tha TOS, which she plans fo do trough Social Studies. The las rea of growth fo Pylon fr the remainder a her Pt wil be fo focus on he tansons between subjects or imeable breaks. Peyion| is working towards having faster transions wih less unstctured time. In conjunction wih is, Peyton learning to walt unl the anston has complete and al students are ready to move on to the net lesson. UofL: PS | Formative Assessment (Rev Feb 2020 ‘Student: Peyton Graham Page 4 0f4