Chelsea Michtich served as an intern teacher at cole Edwards Elementary

School in Airdrie Alberta. She worked in a grade 1 French Immersion classroom

during her time with us. At the beginning of her PSlll internship, she met with me
to discuss her internship and find out more about our school so she could better
involve herself in our community. She was an active participant in our staff
meetings, grade team meetings and during our professional learning days. She
was present and involved in our Meet the Teacher afternoon in August as well as
during our student learning showcases in October.
Chelsea was responsible for teaching Math, Social Studies, Health, and Physical
Education to the grade 1 leaders and embraced these responsibilities with
enthusiasm. She submitted her TPGP in which she identified 3 Professional
Goals. One goal was connected to the Leader in Me, which aligns with cole
Edwards being a Leader in Me School. The second goal identified her desire to
work on effective assessment practices in math and the last goal spoke to
building relationships with the grade 1 learners. As this report will confirm,
Chelsea was successful in meeting all of her professional goals, in a short period
of time.
Prior to each of the 3 formal observations I engaged in with Chelsea, she
provided detailed lesson plans identifying the RAS (student learning objectives),
materials and resources needed, evaluation, pedagogical approach to teaching,
and conclusion. Within her plan she clearly identified the areas of differentiation
in order to meet the needs of each learner. Her daily lesson plans showed a
strong knowledge of learner outcomes, as well as a solid understanding of the
learners in her care. Her attention to detail is commendable. Her work with short
and long range plans showed an understanding of beginning with the end in
mind. She set goals and, worked towards these, all the while keeping the
children at the centre of her work, which meant being flexible as needed.
Chelseas desire to build relationships with the students was evident in her daily
interactions with the children. In her TPGP she states, Relationships are the
most important part of teaching. Building healthy, strong relationships with
students will help them feel comfortable enough in their learning to take risks and
try to new things. Our class is full of diverse learners with various needs. Building
those relationships will help me identify student strengths and weaknesses, so
that we can celebrate and work together to be successful. Her ability to connect
with each child came through in how she managed the diverse. The children
regularly clambering to be beside her at carpet time also demonstrated the
strong relationships she built in a short period of time.
The children regularly took risks and eagerly supported one another to do the
same. In one observed lesson, when a childs name was drawn to come forward
to be a leader with a SMART board activity, rather then express disappointment
because others werent selected, the children applauded their classmates and
awaited their leadership with the activity. This culture of caring was fostered by

Chelsea regularly.
Chelseas focus on encouraging children to speak French was apparent in all
observed lessons. She purposefully planned questions and activities to help the
children with their spoken French. Her ability to ask open questions, along with
her understanding of the need for these types of questions in a the second
language classroom, grew as the term went on.
At the onset of her internship, Chelsea participated in the 7 Habits Signature
training (which meant giving of her personal time), to deepen her understanding
of the 7 Habits and our Leader in Me philosophy. She partnered with another
teacher to develop a Leader in Me resource for our staff to use in their practice.
She presented this resource at a professional a learning day in early December
to a group of administrators, teachers and support staff. The tool was well
received by all.
Chelsea had the opportunity to write part of the Communication of Student
Learning document (report card). Her assessment practices were such that she
could draw from her data/student evidence to write clear, effective and
meaningful comments in the report. She understands the importance of
triangulating the collection of evidence with her assessment practices.
Assessment, both formative and summative, was always part of her planning.
Chelsea has proven herself to be a very reflective practitioner. She engaged fully
in conversation about teaching and learning and was very responsive to
feedback and ideas. She always strove to better herself and would often take the
ideas discussed after an observed lesson and apply the learning in her next
lesson.
Being part of a school community beyond the classroom/learning space is critical
in any school. Chelsea was a member of the Social Committee and the
Christmas Concert Committee during her 4 months with us. This speaks to her
commitment and desire to be a full member of our learning community.
Chelseas passion for children, teaching and learning is evident in everything that
she does. She will continue to build on her own French language by speaking
with her colleagues in French and of course is encouraged to listen to French
radio or TV and read as much in French as possible to maintain and enhance her
own second language abilities. It has been a pleasure working along side
Chelsea. She has shown exceptional skills as a beginning teacher. I look forward
to Chelsea having her own classroom and starting her career in helping make a
difference in the lives of young leaders. Her own leadership in teaching and
learning will be welcomed in any school setting. I wish her all the best as she
pursues this noble profession.