VANCOUVER ISLAND UNIVERSITY

TEACHER EDUCATION PROGRAM

Summary of Field Experience (EDFE 521) - B. Ed. Final Practicum
Student:

Sian Roberts

Practicum Dates(dd/mm/yy):09/02/15 08/05/15

School: Forest Park Elementary

Analysis By:

Douglas Wilson

District: S. D. 68
Supervising Teacher(s):

Received and Discussed

Signatures:

Date:

Student:

May 1, 2015

Grade(s):

6/7

Jeremy Inscho

Sponsor(s):
Page 1 of 2
Supervisor:

This report includes: School/class context statement and evaluative comments based on the eight BC Teachers
Council Standards
Forest Park Elementary School is located in Nanaimo, in a residential area that is bordered by industrial and
commercial zones on the two sides. The school enrolls 350 students in an English language program from
kindergarten to grade 7. The socio-economic rating of the community can be described as lower to middle class.
A high percentage of the students are Caucasian with others coming from First Nations and Asian heritage. There
is a high transient population. The schools mission statement is: Forest Park School is committed to fostering
in each child academic excellence, social responsibility, and the joy of life-long learning as a shared
responsibility of home, school and community.
Ms. Roberts teaches in a grade 6/7 classroom. She enrolls 28 students. There are diverse learning needs in the
classroom. Ms. Roberts is very fortunate to work with a knowledgeable sponsor teacher who provides valuable
feedback on her teaching skill set.
Specific Areas of Strength
Value and care for students
Ms. Roberts has worked to develop appropriate relationships with her students. She is respectful and caring towards
her students and this is reflected in the rapport in the classroom. She has a clear understanding of boundaries
between the teacher and her students.
Role Model who acts ethically and honestly
Ms. Roberts is an excellent role model. She is a calm, quiet presence in the classroom. She takes initiative in the
school community by volunteering her time in the morning breakfast program for children before the start of the
school day!
Knowledge of student growth and development
Ms. Roberts takes time to work individually with students and with small groups as needs arise. Her lesson planning
and delivery are generally age-appropriate for her students.
Effective practices in classroom management, planning, instruction, assessment, evaluation & reporting
Over the course of the year, Ms. Roberts has been highly responsive to feedback from her sponsor teacher. She has
assumed her sponsor teachers class routines and has developed some of her own. She displays a strong teacher
presence and while classroom management strategies are working, she recognizes the need for and time to
implement preventative or mid-level management strategies including praise. When her students are engaged in
learning, there tend to be few management issues. She is aware that some students require individual and small
group learning opportunities. Ms. Roberts has utilized a variety of instructional strategies and varied resources to
support teaching and learning. She organizes the resources so they are ready for use when required. She has begun
to collect assessment data in her varied subject areas, but does not appear to always grasp the connection between
assessment and learning outcomes. Ms. Roberts satisfactorily prepared her long term unit plans which included an
appropriate scope and sequence.
Engage in career-long learning
Ms. Roberts has taken advantage of the professional development opportunities that are available to her. She has
also attended in-school PLC meetings, school-based team meetings and in-school Math ability grouping meetings.
She is enthusiastic about continuing to develop and refine her teaching strategies.
Contributes to the profession
Ms. Roberts has arrived before school to help out with the morning breakfast program. She has helped supervise a
field trip and after the end of practicum she has volunteered to participate in a two day field trip with her students.
Areas for Further Development
Though time management has greatly improved, there continues to be a need to accomplish more in each lesson.
Material is not always being covered by the teacher in an efficient manner. Attention to lesson pacing and better
prepared lesson plans in content and structure is required. Criterion-referenced assessment requires more
attention. Formative feedback to students must be more clearly communicated in order for students to make
improvement. Learning to utilize formative assessment to inform Ms. Roberts teaching would be useful in planning
next days lessons and student learning. Content knowledge in subject areas needs to be stronger in order to present
learning opportunities in multiple ways. Ms. Roberts has a spelling disability. Spell check is a good strategy, however,
she is encouraged to find a colleague to also check spelling when notices to parents, and report card comments are
being developed.
Please provide copies to student/sponsor teacher
Field Experience Office, Vancouver Island University, 900 Fifth Street, Nanaimo, BC V9R 5S5
Phone 740-6223 * Fax 740-6463

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It has been a pleasure to work with Ms. Roberts in her final year of student teaching. She has presented as a teacher
who passionately wants to improve her craft. With more time and experience, Ms. Roberts will have the opportunity to
develop those areas for further development mentioned above. I wish her the very best in teaching!

Please provide copies to student/sponsor teacher

Field Experience Office, Vancouver Island University, 900 Fifth Street, Nanaimo, BC V9R 5S5
Phone 740-6223 * Fax 740-6463

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Revised: Feb. 20, 2006

Sian Roberts has successfully met the outcomes for the Vancouver Island University Teacher Education program
Year 5 EDFE 521 - Final Practicum.

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Created: Sept. 2010