athridge University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER TWO Formative Assessment yeti Megan Anderson Sehook | Meni Social, Sei, Modi, PE Mach 2S Beek _Sease University Consultant: | Sandy “Bakos Instructions + The purpose of tis for so provide the student teacher wih specific feedback curing the PSII Practioun (ED 3600), ‘The teacher associate should complete ts form a guar intervals during te practicum (ag. every week o every ther wee). ‘Tho stunt teacher ean the completed fom fo hisher records itis not submited tothe Fld Experience Ofc, + To document he student ache’ growth over te practicum, selecplace a checkmark, or week 1, wook 2, ec, inthe appropiate level of ‘perormance for outcomes boing asessod, Please also provid same comments on Svengts/Profesional Leaming Achioved and ‘Suogestions/Areas for Growth on hea page ofthe fom, + Its not necessary to seletplace checkmark net o each outcome everytime the frm s completed ~ Teacher Associates may wish to concentrate on tho 3-5 most relevant and significant strengths and ares for rout, depending onthe statin, LANNING AND PREPARATION (ras 41, #2. #4) einai ae 1. Demonstrates hnowedge and hls ne sbject mater the essonsncinghsther subject mao. (8) 2 ncorpraes a vari of spropat esoues nd insuelenaliasostmenttreeno io lesson plans. (3). 3 Trandate aring outcones rom he Abra Progam of Suis io relat and appropraolearing cbjecives er thalossons beng tug (3) “Takes no account tens pr ean, amin needs pdidng odo PPS), eres ard ude vans suchas age, ponder, soco-etonanic sas and cutralinguisebacgund {1,3 4) ‘5. Orgatze content ino appropri components and sequences fr incon. (3) 6, Plane apron conten and acs fr etna alte, @) 7, Prepares eseon plane for allessons ugh, sing a wal-dened aruda wich naudesaring URGNE = Irotucon an Cosure, deta procedures ard instructions, ey questions, tactng Sates, aring aches, and assess ol sson objets, (8), ‘Prepares uni plans) n subject majrhatncude atonal, vevew, maring cuca, eachnglearing aeles, and assossrent pe.) 9 rts dtl echnoigyandresouens il insuctonn subj major and ter subjects, whore appropiate. 2 3) 10. Obici and organizes equipment ard mate for inscton. (8) Aaa} 9 Apo)oAr les Asa, o Aas a ae fe QO] 8 SN|NA ON) 0 IO) OFA eee 2, INSTRUCTION (ros #1, #5, #4, #5) Communication 1. ses ear, fut andgrarmacaly coo spcken and win language) 2. Uses vrabulryappropra fo tudor age, bacground and irs (9) ‘3, Modus hisher vie fr aul and expression.) “4. Deronsates cual snsiviy in communication andinatuson. (14 8) oA aoa ‘Lesson Introduction '5.Elablohes set reviews por lain, ienifies eason objet) and expedtators utes motaingaenion gees, roves ovens estes he sont prevaus ean as aporpeat, 3 se ae Al See Oo ol Rese Revised: Febru 20202 Instruction Continued (TOS #1, #3, #4, #8) ‘General Lesson Development. 6._Iheorperatee sates fr mobvathg sides Ung relevant and eresing objet mai and acts (3,4) 7 Presents content in eproprately xgnized sequences orinstutn (3) ‘Ela and proeods msm steps at an appropri pace to sul te acivy and student response) 8, Demonstrates sujet mater conpetone dng nstucton,(@) 10 Organizes aed des lang rnd, eal groups, and whoo casos (8,4) 1. Provides dear draco, sruaons and explanations (9) 12, Diets fice ranstons between lessons andro one at to te ne (3) 7 Uses vary of svenalaralogies to eaess dosed outcomes, ibject mater, vaod arin Sas and indiual reeds nung ude IPP goalsotecives).3.4) 74 Uses a rod range of nstuconal sages speticto subject mae. (3.4) GopRNqooNG 15 Uses appropte materials and resources for eating. (9) 7. Wen appropiate, see resource acura reflect and daenata We swangh and avery oT Fra NatONS, Mis, and nit (8) 1, Demonstales exit ad adaptabiy. {1 3) ‘Questioning and Discussion. 18. Asks clea phrased, well sequenced questions a vary of coantve ves. (3) 19, Proves appropriate "watt ater psig questions. @) 20, Sook cstcaton and elaboration of student responses, where appropat. (3) 2, Leads and Gres ident partpato i as Giseusionefocvely and dsrtutos quostns appropri () poo) oa oAaagqog NAA) SOA) op} oo) ‘Focus on Student Learning. 72 Crodles in the cessor, inleining when nechsary, cheng on nual and oop undesiandrg of _achuleatant (3) 23, Recognizes and responds appropri to aviual erences and group earning nee. (1,34) 24, Reno student ering, uling on previous laring, evening, and redeacig, aiqjo ‘Closure 7, Aceves Conran, consoling Teas or oveaps Woo sates, evs, assis, and sogeatons. (2) 26, Proves homework hen appropiate and expla assignment fl () jo qq OF} Alaa Aaa (jo NIN] ISSN] NNN CORROSION jo} jaao yO} jo 3. CLASSROOM LEADERSHIP AND MANAGEMENT (70s #1, #2, #3, #4) Ctsssroom Leadership Assumes a leadership rl nf Gassoo, Bibi cago of Gasezoon acbvEes,showhg comnce, pow, composure ard poser. (154 Crests and manta an efecve larg ervFOnmen,Sothg gh expocalons and dandars or sudan earing, tenn ott vrs sucha ae, goer, code enemies and cultralingisicbackrcurd (1.2) 3, Demonstates ative, enhusasm and a comminent tote students and subj, modes appropiate behaviors.) “Estab es pole relatenshipe and a classroom cimat based on mutual bus and espe (1,24) OOo}o csercaaoeyenast 5, Chay done ad reinrces dasscom procedures and ovine. 8) ‘Gat cosmuicales and recs expectations ox epprepate student behaviour 8) ‘Weir student behaviour ads are of det behavior tal times. 8) INE ‘Respond appropral Doavor prompt fly, and conse, using spore way and higher vel ‘responses; olows school dscpine poles and procedures.) OG) OOO] Ole) oAaa Aaoja OIG TIT] Fete oA ARS|< ese] ih yt UotL: PS i'Formative Assessment (ev: Feb 2020) ‘Student: Page 20f 44, ASSESSMENT (108 #3, #4) 2k § 28 Alon if Assessment 3 i 1 Assesses suri baring onan ard sanmatvaly, sig a arly ol appropiate asses weelues and 7 ‘nstumets (0g, cbeovalonconreaton,qvslnng, cack daly wk, prfoman-bated a wile ololojqa sesso, gz, est). 2. Checks frequently fer understanding (3) LDIviG 3, Proves timely and eflecive feedback on learning to students.) Ooi] “des ra ada eaching based on assessment dia ad suden PP a, enpoys amrave Teaching saves | j= | toreteachre reir) 6,4) jb 5) 4) 6 5 Anayaes and ves essen da assess set aig. (9) Dio oo 6, Esplin to students how aring wilbe measured. (@) CEE oat 7 7. esp ard marian acoso ef ser acWavevat (de se, Claas) ad conraiaae To saul suns, prea to eon fea) Oj |6) 6 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (70s #1, #2. 4. #0) Professionalism I i 1, Presans a professional appearance and manrar. (1,6) Ole 2 Falls rofesiralobfgsten (ie, puch, ute annals de) 6) ol 3_Demeorstats mtry ad proesioral women (16) Ole “oes bot oessonaies ad eons acne he acting peesaon 6) oe 5_Esalsies poesia estonshis wih he ecabonalcrmunty ad wider comma (wre apron) (1) imlical ‘Professional Growth 8. Array asses ard ocr oie ot ars, ifs segs ard waists al aks amore wane | | 7) ‘orem 2) 7: Uses the rests of stir essesomer and eedbck io inprveinacg adios and guid polesdnal growth @) Tha '8._Responds appropiate eadback fom airs by log, ierretng, and inplomontingsuggessons. (2) HIbi 8._Dvelops and communicates a personal vison ofteaching. (4) Eifel 70, Refers upon aie fe varus competes ie Tseng Qi Sane an ty avd pos eh We coven eT | TT) Preesonaearing Tot (2) -i| Zi 11. Develops and presents a profesional prob to coleagues, nduding the Teacher Associate and University Consultant (2) mii 72. Cares ae san epee fa eae accor othe Ata Schoo A col and del poles ad ceva ole iat. (6 18. Apps the teaching competendis for trim cartcaton appropriately (6) Dy Ethical Conduct 14, Resp dgny and ahs aprons witout prides aso ae, ribs Dales, bu Grae Svul ean ganar Wa, ‘physical cera, sabi, marl sas, oe, aozsy, place fog pace of rsifence, socoeconamic backgroud or inguiste | [| [71 backround. 6,6) 15, Treats studens with dg and respec and is considerate of ther Greurstances, (45,6) Tau 16 oss ide oman reeves oes es fas ce Oa ae RADY WOT | | 7) oso ost nest oe ude. ‘17, Doss not undermine the confidence of students in leachers or ober siden teachers (1) DIM 18. Dow ol ene te pfessonal compeene er oessoal ruin of eas or Oh ui waters wie be SCENE Smad era roc tl nomi ee nae ef ecen 9 oh 19; Acts na mamer tht mats th horcrand dy ofthe poles. (1,6) Div 20, Doesnt speek onbeha ofthe Facity of cation, he University of Ltbriage, the school. or he profession inless auterizesto do s0.(6) |_| | [V7 UotL:PS I Formative Assessment (Rev: Feb 2020) Student: Page sofFEEDBACK ON PROFESSIONAL GROWTH ‘Strengths / Professional Leaming Achieved: sLeacrinay (rons » Leen pore 2 Unik pens me ameeiny Te thet # Badd, Postioe jebehionships wl Stedents and Hache: ° preps - * Qrbderpionalion- Her fenders commant on His. “Suggestions / Areas for Growth: © en tion atters ark hg La Luu. * Concise oak Ginsal pehncbions. 6 a Le long UoTL: PS I Formative Assessment (Rev: Feb 2020) ‘Student: Page 4 of 4