Faculty Advisor

Faculty of Education
Field Experience Final Report
Teacher Candidate:
School:
Associate Teacher(s):
Faculty Advisor:
Level 4 = exemplary Level 3 = good Level 2 = adequate Level 1 = unsatisfactory n/a (not applicable) = not
able to be assessed and/or observed
Note: Please refer to the rubric in the Field Experience handbook for a clearer description of each
competency level.
Overall Comments:
Placement Period:
School Board:
Grade(s) / Subject(s):
Approved by UOIT:
PASS FAIL
Brenna has had a very positive experience in her final practicum placement at the Upper Canada College Outdoor School.
Brennas ability to build rapport quickly, and her flexibility and adaptability have served her well in the outdoor education setting.
Brenna has a range of excellent teaching skills that will make her an asset in any educational environment.
Upper Canada College -
Norval Outdoor School
Brent Evans
Sian Morris
Brenna Mcconnell
Norwood Outdoor Ed Centre
Approved:
17595985729543995
Independent
N/A 4 2 3 1
A. COMMITMENT COMPETENCY
The Teacher Candidate:
1. demonstrates a positive rapport with students
3. promotes student self-esteem (e.g., reinforces positive behaviours, responds to student
contributions in a sensitive and thoughtful manner)
1 2 3 4 N/A
1 2 3 4 N/A
models and promotes polite and respectful student interactions 2.
Comments:
In the Outdoor Education Center experience, Brenna only works with students for a very short time. For example, students from
Upper Canada College typically come for 2 1/2 days and area schools usually book the facilities for day trips. This teaching
situation requires a person who can build rapport very quickly and Brenna demonstrates strong ability in this area. She is open,
enthusiastic and friendly; students are very comfortable with her.
2013/03/18 2013/04/26 to
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Comments:
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
B. COMMUNICATION COMPETENCY
The Teacher Candidate:
1. speaks clearly and understandably (e.g. pronunciation, modulation, volume, articulation)
2. uses correct oral conventions (e.g. mechanics of the English language as well as subject
specific terms and symbols)
3. uses effective and appropriate non-verbal communication (e.g. eye contact, facial
expressions, body language)
4. uses correct written conventions (e.g. mechanics of the English language as well as
subject specific terms and symbols)
5. writes clearly and understandably (e.g. appropriate size and script of text, legible text,
layout of board work, overhead, multimedia)
6. uses appropriate wait time (e.g. gives students appropriate time to process questions
before responding)
7. uses probing and prompting techniques (e.g. rephrases questions, provides clues)
8. models effective listening skills (e.g. demonstrates active listening, demonstrates
comprehension)
Brenna demonstrates good communication skills. Much of the communication at the center is outdoors and Brenna
demonstrates the ability to project her voice and connect with all the students in a group. She communicates enthusiastically
during activities and lessons which is infectious and motivates students.
1 2 3 4 N/A
1 2 3 4 N/A
1 2 3 4 N/A
C. KNOWLEDGE COMPETENCY
The Teacher Candidate:
1. provides clear explanations demonstrating mastery of subject knowledge and related skills
2. responds to questions regarding lesson content, in a knowledgeable and appropriate
manner
3. builds upon student responses to expand and extend the discussion and learning
Comments:
Brenna took part in the Outdoor& Experiential Education Canoe Trip, during her teacher training at UOIT.
She also brought six years of experience as a camp counsellor and her love of the outdoors from her family cottage to her
practicum experience at the Upper Canada College Outdoor Center. She quickly learned the routines of the center and
contributed ideas to long established lesson plans.
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1 2 3 4 N/A
N/A 4 2 3 1
1 2 3 4 N/A
1 2 3 4 N/A
D. PROFESSIONALISM COMPETENCY
The Teacher Candidate:
1. dresses and grooms appropriately
2. interacts respectfully with Associate Teachers, Faculty advisors and other Staff
3. accepts and uses constructive feedback in a positive manner
4. prepares appropriately for FA visit (e.g., scheduling visits, lesson plan ready, informs
office, area for FA to observe)
Comments:
Brenna has been living in the staff quarters at the center; her responsibilities often begin early in the morning and end in the
evening when overnight groups go to bed. In all aspects of life at UCC Outdoor Center, Brenna has demonstrated that she is a
team player
Comments:
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
E. CLASSROOM MANAGEMENT COMPETENCY
The Teacher Candidate:
1. maintains a friendly, positive and professional disposition
2. demonstrates self-control (e.g. avoids power struggles, belittling statements and sarcasm,
uses appropriate voice volume)
3. promotes class safety and wellness
4. effectively utilizes non-verbal management techniques (e.g. circulation throughout the
class, eye-contact, pauses and proximity, while maintaining flow of instruction)
5. reviews rules or instructions to promote on-task behaviours as needed or appropriate
6. distributes materials in a well-planned and organized manner
7. gains attention of all students before teaching (e.g. circulates as needed, verbal cues,
pause, proximity)
8. uses strategies to maintain student attention throughout the lesson (e.g. circulates as
needed, verbal cues, pause, proximity)
9. deals with disruptive student behaviours in an appropriate manner
10. takes proactive and preventive measures as needed (e.g. considers potential problem
areas)
Brenna successfully transferred skills learned in the classroom to the outdoor setting.
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N/A 4 3 2 1
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1 3 2 4 N/A
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1 3 2 4 N/A
N/A 4 3 2 1
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1 3 2 4 N/A
N/A 4 3 2 1
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1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
F. PLANNING COMPETENCY
The Teacher Candidate:
1. demonstrates an understanding of the context in which the learning takes place (e.g. the
rationale of the lesson, how the lesson fits into the overall unit or long range plans)
2. includes appropriate Ontario curriculum specific expectations and other opportunities for
learning into plan
3. incorporates motivational techniques into plan (e.g. making topic relevant to students'
interests, allowing for student participation)
4. pre-assesses lesson (e.g. lists all resources, assesses layout of learning environment)
5. incorporates a variety of effective instructional strategies into lesson plan (e.g. teacher-
directed, student-centered, cooperative learning)
6. plans for consolidation of lesson (e.g. summarizes key components of lesson)
7. incorporates some type of application of the learning into plan (e.g. follow-up activity,
seatwork, homework)
8. sequences lesson components with sufficient detail and description (e.g. moves from
concrete to abstract, appropriately scaffolds, progresses logically)
9. lists a variety of key questions in plan (e.g. incorporates Bloom's Taxonomy)
10. allocates appropriate time for material covered
11. plans for opportunity(ies) for students to construct own knowledge as appropriate (e.g. use
of manipulatives, labs, hands-on activities)
12. ensures all materials are organized and ready for use and plans for effective distribution of
materials
13. considers some modifications and adaptations to address student needs
14. plans to gather evidence of student learning (e.g. summative and/or formative
assessment)
15. where possible, plans for effective use of technology to promote student learning
16.
ensures that the Field Experience Binder is organized and up-to-date, containing all of the
required elements
Comments:
Activities are set by the outdoor education staff with each incoming school group choosing from a variety of activities
offered (such as Sugar Bush, Orienteering, Animal Habitat etc.). Brenna demonstrates a positive, 'can do' attitude as
she is constantly put in new situations. Staff reported that Brenna contributed significant ideas to group planning.
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N/A 4 3 2 1
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1 3 2 4 N/A
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1 3 2 4 N/A
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1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
G. IMPLEMENTATION COMPETENCY
The Teacher Candidate:
1. motivates students (e.g. makes topic relevant to students' interests, allows for student
participation)
2. gives effective instructions and directions (e.g. clear, logical, written, oral)
3. uses clear, concise and effective questioning techniques that incorporate a range of
thinking skills
4. encourages participation from all students
5. promotes meaningful dialogue with students to provide feedback during the
teaching/learning process (e.g. listens to responses, responds appropriately)
6. sequences the lesson components appropriately
7. demonstrates appropriate pacing and timing
8. makes effective transitions throughout the lesson (e.g. from conducting lesson to giving
instruction, to collecting and distributing materials)
9. employs several instructional strategies that engage all learners
10. adapts and modifies lessons to address student needs
11. adjusts lesson to circumstances (e.g. able to resume lesson after interruption)
12. provides students with opportunities to construct own knowledge (e.g. use of
manipulatives, labs, hands-on-activities)
13. incorporates some type of application of learning in the lesson (e.g. follow-uo activity,
seatwork, homework)
14. integrates effective use of technology to promote student learning as appropriate
15. consolidates lesson
Comments:
Brenna was able to lead a wide variety of warm-up activities and lessons with great success. Her ability to engage
students she doesnt know in warm-up activities was really impressive; she demonstrated with enthusiasm and
animation and encouraged participation with genuine positive feedback. In one activity in particular, Brenna
incorporated higher order thinking skills when she asked students to reflect on the strategies they used to be
successful in the game and share them with their fellow students
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