Peachment Susan 0818821 f15 Edfx 325

Introductory Field Experience Final Evaluation
Field Experience Information:

Student Teacher:
Last Name: Peachment
First Name: Sue
ID Number: 0818821
Course Number: EDFX 325
University Facilitator:
Last Name: Richmond
First Name: Dan
Mentor Teacher:
Last Name: Pederson
First Name: Chelsea
Placement Information:
Start Date (dd/mm/yyyy): 16/11/2015
End Date (dd/mm/yyyy): 18/12/2015
Subject(s) and/or Grade Level(s): Grade 8

School Information:
School Name: Ecole Deer Meadow
School District: Chinooks Edge School Division
School Address: 5411-61 Avenue
Postal Code: T4H 1T2
School Phone #: 403-556-1003
City: Olds
Distribution:
Students should retain a copy of the Final Evaluation form for their own records. Please note that
potential employers may ask for a copy of this Final Evaluation.
A copy of this form will be emailed by the University Facilitator to the office of Undergraduate Student
Services, where it will be retained for a period of three years; no other copies will be retained by
Mentor Teachers, University Facilitators or employees of the University of Alberta without written
permission of the Student Teacher.
It is recommended that the Student Teacher receive a grade of:
Final Grade (Credit or No Credit):
Credit
Date (dd/mm/yyyy): December 16, 2015
Fall 2015
Page 1 of 11
The purpose of this Field Experience Final Evaluation document is to provide evidence and
communicate information regarding Student Teacher performance based on the Knowledge, Skills and
Attributes (KSAs) for Interim Certification.
For each category, the Mentor Teacher should provide comments that reflect strengths and areas for
growth in each category. Evidence and specific examples should be provided.
You do not need to fill the space provided; recommended length is 200-300 words per category. Write
only enough to provide necessary evaluation and evidence. Please do not exceed the space provided, as
lines of text that extend beyond the text box will not appear on printed copies; there is space for extra
comments at the end.
Use the KSAs and suggested topics as they relate to the category to guide your comments; not all need
to be addressed.
Description of the school and context of teaching

Suggested Topics (Not all need to be addressed): school size, urban/rural, special programs, class size, special needs students in class,
number of teachers, etc.
Deer Meadow is a well-structured, engaging rural school, encompassing grades five through eight. The
total number of students in the four grades is 440, and there are 23 teachers employed here. Grade 7 and
8 students enjoy optional activities Monday through Thursday afternoons called Academies.
In my grade eight class of 27 students, approximately 6 students require modified programming and
E.A. assistance for L.A. and Social.
Fall 2015
Page 2 of 11
Preparation, Planning and Organization

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA C: Teachers use the Guide to Education and the programs of study to inform and direct planning, instruction and assessment.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.
Suggested Topics (Not all need to be addressed): curriculum expectations, content knowledge, lesson plans, organization, time
management, diverse learning needs, etc.
Sue was well prepared for her lessons, and thoroughly planned her lessons by prepping herself on the
material being presented beforehand. She did more than sufficient planning and developed thorough
lesson plans, in order to deliver the curriculum effectively. She also incorporated modified programming
for the students requiring it by modifying tests and providing additional help to those who needed it.
Sue worked on the timing of her lessons such as filling the allotted time and also when she finished
early. I found Sue got more flexible with this concept and I saw her adjust lessons to go the full time and
fill in space when she finished early.
Fall 2015
Page 3 of 11
Teaching Skills and Strategies

KSA D: Teachers understand the subject discipline they teach.
opportunities through short, medium and long range planning.
KSA I: Teachers know and use a broad range of instructional strategies.
KSA J: Teachers use both traditional and electronic technologies to meet students learning needs.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.
Suggested Topics (Not all need to be addressed): learning strategies, sequencing/timing, flexibility, instructional strategies, use of ICT,
differentiation of instruction, student interest, cultural sensitivity, pacing, lesson/unit plans, etc.
Sue has shown different teaching strategies in order to accommodate different learning styles such as
class discussions, paired work, group work, visuals, graphic organizers, collaborative activities, note
taking, and writing. She recaps the concepts presented from the previous day which is a great review for
students and acts as knowledge building. Sue has good pacing and has learned the art of being flexible!
She taught units in Social Studies and Language Arts and has found different ways to keep the students
engaged such as scrambled word games, short video clips and graphic organizers.
Fall 2015
Page 4 of 11
Management and Classroom Climate

KSA G: Teachers create and maintain environments that are conducive to student learning and understand student needs for physical,
social, cultural and psychological security.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
Suggested Topics (Not all need to be addressed): class tone, routines, rapport with students, conflict resolution, student engagement,
leadership, transitions, etc.
Sue was very comfortable with this age group and they responded positively to her being their teacher.
She was genuinely interested in what they had to say and they showed the same. Managing behavior of
certain students and of the group was something Sue has been working on but has been catching on
quickly. Being consistent with behavior expectations and consequences is something I suggest Sue
continue to develop within a classroom. Sue can continue to work on transitions between classes and
activities and I feel that this will improve over time with more practice.
Fall 2015
Page 5 of 11
Communication
KSA J: Teachers know how to use and how to engage students in using traditional and electronic technologies to present and deliver
content, communicate effectively with others.
KSA L: Teachers know how to develop and implement strategies that create and enhance teacher, parent, and student partnerships.
Suggested Topics (Not all need to be addressed): oral and written language, communication with parents/guardians, listening skills,
teaching/learning technologies, voice and language, etc.
Sue is a great learner and listener and I looked forward to her notebook of questions that would
accompany her each time we would chat! I found Sue eager to learn and to succeed, which will make
her a great teacher. She is constantly looking for feedback and what she can improve on each time she
delivers a lesson. Sue is very respectful of the students and every adult in the school by establishing
trustful and respectful relationships. Sue make the effort to get to know everybody and to be an active
individual within the harmony of our school.
Fall 2015
Page 6 of 11
Assessment Strategies
KSA K: Teachers gather information about their students learning needs and progress by using a variety of assessment strategies.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
Suggested Topics (Not all need to be addressed): appropriate questioning, adapted assessment, assessment variety, record keeping,
formative/summative, reporting, timely feedback etc.
Sue does a great job of checking for understanding with students by asking different tiered questions of
difficulty. She has the students explain what he/she doesnt understand, then thoroughly explains the
concept further (Parts of Speech). Sue learned about keeping notes up to date such as when students
would miss school days and who still had to write quizzes/tests, etc. Sue promptly delivered assignments
and quizzes/tests with adequate time and had them delivered back to the students very quickly. She
understands that students benefit from proper feedback and that it is delivered in a timely fashion.
Fall 2015
Page 7 of 11
Understanding Students Needs

opportunities. Teachers understand the need to vary their plans to accommodate individuals and groups of students.
KSA I: Teachers know and use a broad range of instructional strategies and know which strategies are appropriate to help different
students achieve different outcomes.
Suggested Topics (Not all need to be addressed): Planning that includes all students and learning styles, alignment of strategies to student
needs, use of varied resources to differentiate instruction, assists all learners, understands contextual variables that affect teaching and
learning, etc.
Sue learned a great deal about differentiated learning in the classroom, as there are many diverse needs.
She asked many questions and clarification with this topic but got more confident and comfortable with
this as she went along. She was sensitive to students who were not as strong readers, not confident in
their answers and students that struggled with a certain level of testing. Sue still included the modified
students into her lessons and set them up to succeed with how she had them respond to certain questions
and activities.
Fall 2015
Page 8 of 11
Professional Qualities and Attributes

KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
KSA N: Teachers know the importance of contributing, independently and collegially, to the quality of their school.
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience.
Suggested Topics (Not all need to be addressed): work ethics, interpersonal skills, collegiality, initiative, energy, team work, attitude,
appearance, commitment, reflection, etc.
Sue would always arrive early to school around 8:00 and be ready to tackle the day. She would offer
assistance, ask questions for clarification if needed for lessons on that day and help prep materials for
lessons needed beforehand. Sue dressed in a professional manner and always acted professional around
all the adults and students in the school. I can tell she is dedicated to becoming a teacher and wants to be
the best that she can be. The odd day where the lessons didnt go as planned, Sue would reflect on this
and work on improving it for next time. She was always willing to help out and learn as much as she
could while being at our school, by observing different classroom environments and offering assistance.
Fall 2015
Page 9 of 11
Reflection and Self-Evaluation

KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience
Suggested Topics (Not all need to be addressed): establishes specific strategies to meet professional goals, demonstrates oral/written
reflective practices, engages in goal setting, communicates overall vision of teaching, etc.
Sue was very prompt on writing her reflections and observations within the classroom. I see Sue as a
life-long learner as she is constantly observing others, asking for help and clarification and just overall
wanting to improve. She knew when lessons went well and when they needed work. Sue is a quick
learner and is starting to develop her overall vision of teaching and what that will look like for her in the
future.
Fall 2015
Page 10 of 11
Additional Mentor Teacher Comments:

Sue was involved in our school winter band concert as her extracurricular activity. She helped prepare
the concert programs, supervise classrooms and be the backstage coordinator the night of the concert.
Having Sue involved in this process with myself and the other band teacher, made the night flow very
smoothly and we greatly appreciated her help.
Sue was very easy to work with and both the students and I thoroughly enjoyed having her in our
classroom. She made it fun and I will miss her presence in our room.
Student Teacher Comments:

I thoroughly enjoyed my practicum time at Ecole Deer Meadow School. It was a tremendous learning
experience for me, and one for which I am most grateful. I received much valuable feedback from both
my mentor teacher and facilitator that I was able to apply to my teaching and classroom management,
and thereby improve in several areas each day. I developed a good rapport with the students and enjoyed
getting to know them. It is very important to me that I strive to know the students individually and help
them to learn in their unique styles. I was able to begin to achieve this in the five weeks I was with
them. I appreciate feedback and desire to improve in any way I can. I regularly sought this feedback
from my mentor teacher and facilitator, and was eager to apply new strategies to my methods and
approaches. I also enjoyed implementing a variety of teaching strategies, in efforts to differentiate the
learning. There are a few aspects of teaching that I recognize as areas for growth, and in which I have
gained some competency during this practicum. I have learned a great deal about classroom
management, and did improve over the five weeks. As well, I will continue to work on transitions
between classes and activities, and timing in lessons. These strategies began to improve during the
practicum as well. Modified programming is another area in which I wish to gain more skill. I made
some improvements in this area, but will continue to seek to become more proficient. Life-long learning
is a significant value for me, and I will continue to grow in my teaching abilities as I glean wisdom from
colleagues and mentors, and deliberately apply this knowledge in every opportunity to teach.
Fall 2015
Page 11 of 11

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Peachment Susan 0818821 f15 Edfx 325

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Introductory Field Experience Final Evaluation

Field Experience Information:

First Name: Sue

Course Number: EDFX 325

First Name: Dan

First Name: Chelsea

End Date (dd/mm/yyyy): 18/12/2015

Subject(s) and/or Grade Level(s): Grade 8

School District: Chinooks Edge School Division

School Address: 5411-61 Avenue

Postal Code: T4H 1T2

School Phone #: 403-556-1003

Date (dd/mm/yyyy): December 16, 2015

Description of the school and context of teaching

Preparation, Planning and Organization

Teaching Skills and Strategies

Management and Classroom Climate

Understanding Students Needs

Professional Qualities and Attributes

Reflection and Self-Evaluation

Additional Mentor Teacher Comments:

Student Teacher Comments:

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