University of Lethbridge, Faculty of Education GB PROFESSIONAL SEMESTER TWO Pa Summative Report ‘Student Teacher: [Mike Greeno [ Senoot: [St.Francis Junior High Grade/Subjects Taught: |Physical Education 78,9 and Ouidoor Education 7/8 Teacher Associate: Corey Van Oene University Consultant: | Brent Gammie Dates of Practicum —|Mar. 9/16 to Apr. 24/15 Instructions: * This is summative enor of the student teacher's performance atthe end of the PSII practicum, based on expectations for |, Se raamecceeveran re + For || the PSII level, Mesting Exp category, unless there is cl Mesting Expectations category. plea indicate level of performance Atthe end of 1. PLANNING AND PREPARATION KSAwt ‘Some outcomes may not be applicable to your particular educational situation. Leave the space biank ich section ofthe form. please provide comments in reference to the relevanl KSAs and practicum outcom KSA #3 Teachers use the programs of study to nform ard airet planning mstructon and assessment KSA#6 Teachers plan for nsinicon, translating cumeulum and outcomes into meaningful learning activites. KSA#9 Teachers use abroad range of nsiuctonalsrategis. KSA ‘#13 Teacners ently ana Use relevant leaming resources, ch practicum outcome below indicate the student teachers level of performance: either Not Meeting Expectations for ons, or Exceeding Expectations. (Most students wil fal into tha Meeting Expectations vidence for Not Meeting Expectations or Exceeding Expectations.) For students within the sachers make reasoned decisions @bout leaching and learning based on thelr ongoing analysis of contextual variables, Planning and Proparation i Not [Expectations 1. Demonstrates knowledge and skills ine subject matir of he lessons including inhher gubject major Z.neorporates a vanety of appropriate resources and striction aeseseTer strategies into lesson plans, 3. Transiaies learning outcomes Fam the Aberia Program of Studies NOT appropriate learning objectives forthe lessons being taught, anand “Takes into account students” prior learning, earning needs (including student (PPS), is and student variables such as age, gender. socic-economic status and culturainguistic background. §. Organizes content into appropriate components and sequences for insuctian| 6.Plans appropriate content and activties forthe time alated jon plans for alllossons taught using a welldetined struclure whith ing objectve(s), an introduction and closure, delaled procedures and instructions, key questions, teaching strategies, leaming activites, and assessmem of lesson objectives Prepares unit plane) m subject major that include rationale, overview, TaaranG and other subjects, where appropriate 10, Obtains and organizes equipment and materials fo instruction. ‘Mr, Greeno is well prepared at al times, and gives excellent attertion to detain all aspects of his lessons, le warm up, inetruction, activity, and closure, University of Lethorige: PS. ! Summative Repor May 26, 2006)2. INSTRUCTION KSA #4 Teachers demonstrate knawredge ofthe content te IKSAWS. Teoahorsidenty and respond fo loarreraiforences. IRSAdS_ Teachers use a Oroad lange of nsuctona sratoges RSA.10 Teachors apply a vanelyaftechnolapies fo meet studens'Iarng needs Communication Not Meeting Expectations ‘Exceeding [Expectations ‘+. Uses clear. fluent, and grammatically correct spoken and writen language, 2. Uses vocabulary appropriate to students! age, background ane interests ‘8, Modulates hisiher voice for audibly and expression “4. Demonstrates cultural sensitivity n communication ans instruction, SSIS] 8 Tesson introduction 5 Establishes set: reviews pror laring, Geniifes lesson objacive(s) and expectations, Uses motivating attention-gelters, provides overview, and relates ine lesson to previous leasing 28 approoriate jeneral Lesson Develo; ®._ Incorporates strategies for molvating sludenis using relevant and in matter and activites. Ting subject 7. Presents content in appropriately organized sequences fer instruction. Explains and proceeds in smal steps at an appropriate pace To sul the ectiviy and student response, Demonstrates subject matter competence during instruction 70. Organizes and directs learning or ndivicuals, small groups, and whole classes. 11. Provides clear directions, instructions and explanations, 12, Directs tfcient transitions betwoen i sans and fom one activity 10 the next. 75. Uses a varialy of instructional strategies to address desired oulcomes, subject matter, varied leaming styles and individual neods (including student IPP goals/objectves 7a. Uses a broad range of instructional strategies specific to subject major | 15, Uses appropriate materials and 16, Demonstrates flexibly and adaptabilty. Questioning and Discussion 17. Asks clearly phrased, well-sequenced questions ata varely of cognitive levels, 78. Provides appropriate "waitime” after posing questions 79. Seeks danification and elaboration of student responses, where appropriate 25" Leade and diecis student parieipation in ase discussion evecively and disirbutes ons appropriately. | Focus‘on Stodent Lesming — FH Circulates inthe classroom, ervening when hecoseary, checking on individual and (group understanding of acivtyeontent. "FE. Recognizes and responds appropriately to individual @Werences and group learning | T neds. 23. Reinforces sludent learning, buding on previous learning, reviewing, and re-teaching. | | Closure i Fr RrnaTes ose Wr TSSDTS, CORED Gabe CONCEIS TOUGH BuNTAS 7 | fevows, discussione, ane apolaton Pte 75 Provids homework when aporopite and exlains assignment ly. mim inie ur COMMENTS: Fane ient communicator whe has an incredibly postive personality, This shines through in his abilty to fing pestive aspecs inal students, and constant reinforce them to help provide students with an environment the supports success. Universi of Lethbridge: P.S. ll Summative Rept (May 25, 2008)CLASSROOM LEADERSHIP AND MANAGEMENT. ‘KSA #7 Teachers crate and marrain environments that oe condusve to student learning and undrstand student reeds for physical, ool culural and peychologial secur. KSAW6_ Estabanes relationships wth stisens that respect hman dgnty (Classroom Leadership 4, Assumes a leadership role in the Glaseroom, taking charge of classroom aciviies, showing confidence, poise, composure, and presence. lExceoding [Expectations x % Creates and maintains an effective learning environment, seling Nigh ‘standards for student learning, attending to student variables such a ‘socio-economic status and cultralfinguistic backgrouns, ‘3% Domonstrates initiative, enthusiasm and a commitment tothe sluGenis aad SUR]ee, models epproariate behaviours. % Establishes positive relationships and @ Gassroom cimate based on Mulual Wat and reepoct, Giassroom Management T ‘5. Clearly dofines and reinforces classroom procedures and routines. 6. Clearly communicates and reinforces expectations for appropriate student behaviour 7. Monitors student behaviour and is aware of student behaviour at all imes, '& Responds to inappropriate behavior promplly, firmly, and consistently, using 7 appropriate low-key and higher level responses: falows senaol discipine polcies and | procedures. v COMMENTS: environment for al 4. ASSESSMENT [KSA #11 Toachors gather and us information about students learn needs and progress and assoss the to meet them ‘a safe and caring ‘Mr. Greeno is an excellent classroom manager who keeps lessons moving to engage students, and keep unwanted behavior to. ‘a minimum. Mike spent a great deal of time creating positive celatonships with students in an attomet thatthe students were comfortable wt. This effort to create authentic relationships helned to create level ning using a varely ot appropriate schnigues and instruments (e.9., observations, conversations, questioning, enecking dally Work erformance-based and writen assessments, quizzes, tesi) Not Meeting | 2. Checks frequently for understanding 3. Provides timely and effective feedback on learning to students. % Modifies and adapts teaching based on assessment data and sludent IPPs {c.g employs altemative teaching strategies to re-teach where required! 5. Analyzes and evaluates measurement cata to 6. Explain to students how learning will be measured 7. Develops and maintains accurate records of student achieverient [e.g grade sheets, databases) and communicates results to students, parents and tha school aectvely COMMENTS: Mike consistantly questioned students for understanding of concepts that he was teaching, as well as proving feaaback throughout Physical Ecucaton olass ta help students to improve their ails Universi of Lethbridge: PS, Summative Report (May 25, 2006)PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA #2 Teachers understand te lgisiatod, mora ad enicalramenork wAhin atch thay Work SAIS Teachers engage m assessing the quail o her teaching SA #16 Teachors are atie fo communicate a personal vison ote own teaching, sfessionalism 1._Presenis a professional appearance and manner. Fulils profes onal obligations (ie, punctuality, routine administrative duties), |s knoweedgeable about professional issues and demonstrates a commitment to the teaching profession. n 3. Demonstrates maturity and professions judgment. 4 5 i Esiatis 8 professional relallonships wih the educational communiy and wider communiy (where ie us S|] S|) < |Accoptatie 69 and documents he efacivenoas of lessons, Wanifies erengis and weaknesses and appropriate suggestions for improvements, T, Uses the results of student assessment and feeaback fo improve teaching practices and guide professional ‘growth, '8,_ Responds appropriately to feedback from others by listening, interpreting, and implementing suggastiana, 9._Devetops and communicates a personal vision of teaching 70. Develops a professional portfolio and/or growth plan noluding Godls, evidence of progress toward goals reflections on growth, ane future goals, TH Cartes out the roles and responsiiliies of @ teacher sccarding 0 he Alberia Sehoo| Ae, school and astvct oiicies and other relevant iegisltion. 12, Applies the knowledge, skils and atibutes for interim eartification appropriately. S18] S1S15] 5) 8 | Eitiear Conduct 13, Respects the dignity and rights ofall persona without prejudice as lo race, religious bolle colour, gender, sexual orientation, gender identi, physical cnaracterstcs,disabiity, martal status, age, ancastry, place of ‘origin, place of residence, socioeconomic background or linguistic D3ckground 14, Treats students with aignity an respect and is considerate of heir circumstances, Iv 75, Doss not divuige information received in conficence or the course of professional Gules abouta sludant except as required by law or where to de s0 is in the best ilerest of the student lv 16, Does not undermine the confidence of students in teachers er ather student teachers lv 17. Does not aficize the professional competence or professional reputation af teachers or other student teachers unless the cfticism is communicated in confidence to proper aficais ater frst informing the individual concerned of the erticism. 18: Acts in a manner that maintains the honour and cignty of he profession, TB Dass not speak on behalf of protession unless authorized "¢ Facully of Educalion, he Univerely of Letibvdga, the Sahoo), ov ne 0.00 ‘COMMENTS: ound Mr. Greeno to be a consummate professional. He is kind and courteous to everyone around him a al tine Hes vey, ‘open to any and all suggestions, and makes an effort to ask questions to improve his teaching skis. He is and willbe a velued ‘colleague in the teaching profession He committed himset fo the schoo! and took on lunch hour intramurals in an effort to Integrate himsotf nto the statt University of Lethbridge: PS. I Summative Repor May 26, 2006)SUMMARY | ‘Areas for further growth: "Miko is has shown great growth inthe area of classroom discipine. His classes are well structured and thought out and an area {hat he could work on Is ability to be more fim with his students This was not an issue at any point. but would benefit his teaching moving foward Overall comments (Strongest aspects of student's performance) Mike Greene isa song ciassroom manager who deals with students in caring and consistent manner. He is @ great ‘communicator who has the ability to reach out tothe students in a way tat tnay find easy to respond He is a postive, hard working, and strives to better his erat every single day. He is committed 1o the teaching profession and will do what it takes to ‘rave @ schoo! forward. His hard werk is @ showcase in the detail and workmanship that is put into is lesson planning, We fee! Mike is very strong teacher who willbe an excellent addition to any teaching stat RECOMMENDATION v PASS FAIL INCOMPLETE * “if an Incomplete grade is recommended, please attach a signed document providing reasons and recommendations for additional practicum ex —————— YX— Note: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and the University Consultant. “Signature: Student Teacher Dale ‘Signature: Teacher Associate Date ‘Signature: University Consultant Date STE eee Please submit the completed original signed report to Field Experiences, Room TH423, Faculty of Education, the University of Lethbridge, and provide signed copies for the Student Teacher and for the University ‘Consultant University of Letnbritge:P.S, Il Summative Repan Mtay 25, 2006) 5