Advanced Field Experience Final Evaluation

Field Experience Information:

Student Teacher:
Last Name: Kary

First Name: Mandy

ID Number: 1429734

Course Number: EDFX 425

University Facilitator:
Last Name: Richmond

First Name: Dan

Mentor Teacher:
Last Name: Campbell

First Name: Laura

Placement Information:
Start Date (dd/mm/yyyy): 08/02/2016

End Date (dd/mm/yyyy): 15/04/2016

Subject(s) and/or Grade Level(s): Grade 4 all subjects

School Information:
School Name: Olds Koinonia Christian School School District: Chinooks Edge
School Address: Box 4039

Postal Code: T4H 1P7

School Phone #: 403-556-4038

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): 04/04/2016

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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.

Olds Koinonia Christian School is a small rural school spanning Kindergarten through Grade 12. Its
current enrollment is approximately 300 students. There are 17 students in the Grade 4 class. The
majority of these students are average in their academic ability. One of the students is ESL. She is
pulled out for one 40-minute period twice a week for English language coaching. Two other students
receive extra Language Arts support from the learning resource centre for one 40-minute period a day
four times a week. Another student is scheduled for Level C testing due to challenges he is facing in
both math and language processing. When unit tests are given, readers/scribes help five of the students
complete the assignment.

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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.

During her practicum, Mandy designed four unit plans including a novel study and story writing units in
Language Arts, a unit on paleontology and fossils in Social, and a simple machines/building unit in
Science. The units were thoughtfully compiled and clearly guided by the individual programs of studies
for each subject area. Materials/assignments developed for student use in Science and Social were based
on key questions which, once again, reflected alignment with the programs of studies. In addition, the
materials for all of the units were organized in a logical, sequential fashion that built upon prior
knowledge and skills.
Mandy displayed a solid understanding of the core subject disciplines she was teaching. Topic areas
introduced in Science and Social were well researched and clearly presented/explained to the students.
In addition, effective examples and illustrations were used to strengthen concept formation. Her strong
background and personal success in Math were a definite asset to her as she taught new concepts to both
competent and struggling students. In areas where she felt less confident (i.e. teaching Badminton), she
did not hesitate to seek assistance and strategy suggestions from individuals with more knowledge
and/or experience.
Mandy was well planned for the lessons she taught. She identified and emphasized the key ideas and
skills necessary to master lesson objectives. Written plans, shared with me through Google docs, were
thorough, logically structured, and reasonably paced. In addition, Mandy developed week at a glance
plans which listed, in point form, the strategies/activities she planned to cover for each period during
that week.
Mandy eagerly assumed my teaching schedule (36 periods of teaching and 4 periods of prep time) by the
fourth week of her practicum. This included unit and lesson planning on her own time as well as the
regular duties of the classroom. Photocopied materials were prepared in advance and supplies and
equipment needed for individual lessons, particularly in the Science building unit, were organized prior
to the lesson. When necessary, instruction and classroom routines were modified to better suit the
planned activity or needs exhibited by the students.
Mandy very quickly recognized the differences which exist among students in learning new concepts,
completing class assignments, skill ability, attention span, and behavioural management. As a result,
she integrated into her teaching, opportunities for one-on-one time with struggling students and the
provision of enrichment activities for those who worked at a faster rate. She also created a variety of
learning experiences which recognized different learning styles and allowed for multiple perspectives
and correct responses. (individual, partner, and group work; hands-on activities; use of technology;
different assessment techniques; class discussions, music, use of manipulatives, movement, etc.).

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Teaching Skills and Strategies

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
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 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.

Mandy is very competent at creating learning experiences which engage students who have a variety of
learning styles. Teacher instruction was done in a variety of ways including one-on-one, small group,
and whole group. Where possible, Mandy used instructional practices and materials tailored to student
needs, experiences, and interests (using manipulatives to complete Math assignments, bringing building
objects from home to demonstrate and provide a visual of a simple machines concept being studied,
sharing about a family trip to the Tyrrell Museum, etc.). This helped to encourage student focus and
active participation.
Throughout the day many different types of activities were woven throughout her lessons. In Science,
numerous opportunities were given to work with hands-on materials to build objects with a partner or in
a collaborative group. Use of technology was evident in all subject areas through the use of
chromebooks, the SMARTboard, PowerPoint presentations, and youtube videos. Mandy used it to
introduce new material, provide visuals, evaluate, compare/contrast, research topics in Social and
Writing, and complete Science experimentation which could not be replicated within the classroom
setting. Music was incorporated into the memorizing of the Grade 4 monthly Scripture passage.
Students were then given the option of saying or singing the verses at the end of the month. In
Language Arts, numerous strategies were used to explore the thoughts, ideas, feelings, and experiences
of students and book/story characters, including drawing, journaling, short answer questions, videos,
conferencing (peer and teacher), integration of content areas, creation of a Word Wall, etc.
Summarizing and note taking was especially evident in Social while generating and testing hypotheses
was an integral part of Science. For the more kinesthetic learners, movement breaks were taken
regularly throughout the day to maintain student attention and motivation.
Mandys ability to pace and time lessons improved greatly throughout her practicum. She strived to
begin lessons promptly by minimizing the time needed to transition from one subject to another. This
was accomplished by clearly articulating her instructions in manageable chunks, minimizing disruptive
behaviour, reducing the number of students moving around the classroom between changeovers, and
using routines with which the students were familiar. She also effectively utilized the flexibility
afforded her in teaching the majority of subjects. Soon into her practicum she began to adapt the
schedule to meet the needs of the students or increase the effectiveness of a lesson being taught. Long
term plans were used as a guide and adapted when it became apparent that additional opportunities were
needed for students to practice difficult-to-master areas in the curriculum, especially Math. In addition,
lesson plans were adjusted based on assessment data and unit priorities.

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Management and Classroom Climate

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
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.

Before her teaching practicum began, Mandy endeavoured to visit our classroom on a weekly basis. As
a result, she not only knew the name of each student before she began teaching, she had also begun to
establish a positive rapport with each of the students individually. Since arriving in February, she has
continued to make a conscious effort to develop a deeper relationship with each student. One way she
has nurtured this within the classroom is to gather the students around her on Monday morning and
invite them to share about their weekend events. In addition, she has tried to make herself available
during recess and lunch times to listen to student stories, jokes, questions, and concerns. When talking
with students one-on-one, Mandy is very deliberate in posturing herself in such a way that she is at eye
level with them.
Mandy has provided students with opportunities to meet success regularly. She has looked for
opportunities to praise each student for a job well done. Likewise, she has consistently acknowledged
and celebrated the successes of individual students as well as the whole class. She has monitored
behaviour in accordance with established standards of conduct and reinforced positive behaviour while
responding consistently and effectively to inappropriate behaviour both on an individual as well as
corporate basis. When a student has struggled to make good behaviour choices or to stay focused on an
assignment, she has promptly intervened by intentionally positioning herself by that child to encourage
the desired outcome. If proximity has not achieved her goal, she has then placed a hand gently on the
students shoulder to refocus him/her or kneeled down beside the child for a private, one-on-one
conversation, warning, or reprimand. Although Mandy is much more comfortable with disciplining
students one-on-one, she has grown considerably in the area of addressing class concerns with the whole
group. On several occasions, she and the class have had tune-up talks about what she has observed or
heard. During these times, she has, with class assistance, identified the problem(s), reiterated her
expectations, and reviewed the consequences of continued misbehaviour.
Mandy has ensured that interactions with and among the students have been uniformly respectful. She
has engaged students in cooperative, collaborative learning activities in which they have had to rely on
each other to be successful. To do this, she has used a variety of grouping strategies that support student
learning, provided clear expectations for how the students should collaborate, and identified the roles
individuals are to assume within the group.
Mandy has established effective and smooth procedures for getting students attention, managing
transition times, and the distribution and collection of materials.

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Communication
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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.
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.

Mandy is an effective communicator with colleagues, parents, and students. She began her teaching
practicum in February by sending home a written note to parents/guardians introducing herself,
describing the role she would be playing in the Grade 4 classroom, and inviting them to contact her if
they had questions and/or concerns.
Assignment instructions and work/behaviour expectations have been communicated both verbally and in
written form by Mandy. Students, individually and as a class, have often been asked to repeat the
information back to her to ensure accuracy and understanding. Specific evaluative feedback in written
and oral forms has been consistently included on class assignments and story first drafts. In Writing,
Mandy has also scheduled one-on-one conferences to discuss student progress, develop story plans, and
identify goals and strategies for improving and achieving success.
Mandy has often used non-verbal cues and body language to communicate with students. She has
effectively used physical presence and/or a gentle touch on the hand or shoulder to refocus a student. In
addition, she has put her finger to her lips to indicate that a decrease in volume is desired. Likewise,
writing student names on the whiteboard or giving a point to the teacher/class unaccompanied by verbal
explanation has served as a warning/reward/attention getter for the students.
One of the most noticeable areas of improvement is Mandys teacher voice. Not only has the volume
increased to a level which is quite audible even in our large gymnasium during a PE class, but it features
a maturing firmness and confidence. She has developed a much more dramatic tone which mirrors
animated actions displaying an enthusiasm and excitement for what she is teaching.
Mandy has demonstrated that she is an attentive listener. When a parent expressed concern about an
assignment that she had given, she patiently listened to the parents perspective. Afterwards she
respectfully communicated that she understood where the parent was coming from, explained, in detail,
the objectives of the assignment, and showed student examples of the assignment in progress. She then
asked the parent for her input about what direction she might take in the future if she were to do this
particular project again. Because Mandy took a proactive approach, the situation was resolved in a
positive and non-threatening manner. In addition, Mandy has taken the time each day to listen to student
stories, questions, concerns, etc. When interacting with the students, she has always made an effort to
sit or kneel at eye level with them.

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Assessment Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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.

Although Mandy found this area to be a bit daunting at the beginning of her practicum, she has worked
diligently to develop a repertoire of purposeful, specific, and appropriate assessment tools which
accurately reflect student progress. During skill practice and acquisition, she has monitored student
progress using a thumbs up/down system, asking a selection of questions which review concepts
previously studied or begin to build the foundation for new learning, individual practice on mini
whiteboards, self-marking of assignments, on-line quizzes, and one-on-one conferences. She has
provided timely feedback, suggestions for improvement, and next steps in both written and oral forms on
story writing tasks. Where necessary, she has always provided additional instruction to individuals and
small student groups.
Mandy has created teacher/student rubrics which reflect assignment objectives/outcomes as outlined in
the program of studies. Likewise, unit tests have reflected the outcomes/key questions of the units
covered and have been comprised of a variety of question types (short answer, multiple choice, graphic
organizers, ordering, matching, etc.). Review of material before tests has been a priority and has taken
many forms including matching games, student generated questions, practice questions, study guides,
and so on. After group work, students have been taught to provide assessment on the contributions
made academically and behaviourally by self and group members. Mandy has made it a practice to
check the majority of work assigned. In this way, she has been able to identify problems,
misconceptions, unfinished/missed work, etc. expediently.
Scores on weekly spelling and vocabulary tests, multiplication facts quizzes, and unit test percentages
have been reported to parents upon completion. In addition, unit tests have been sent home for parent
perusal and signature.
Mandy has maintained accurate and up-to-date student records which include the assignment title, type
of assessment (checkmark for formative/practice assignments; grade for summative assignments), and
grade achieved, where applicable.

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Understanding Students Needs

Related Knowledge, Skills and Attributes (Not all need to be addressed):
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. 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.

Mandy has carefully planned lessons/activities with students needs in mind. She has designed lessons
which have integrated an assortment of strategies to achieve the desired outcomes: individual, partner,
and group work; visual, auditory, and kinesthetic activities; projects which include writing, drawing,
speaking, and hands-on work; individual, peer, and teacher assessments; and traditional and technology
based techniques. In addition, she has capitalized on student interests and experiences when creating
unit and lesson plans. The study of paleontology and dinosaur fossils in Alberta, for example, fostered a
natural and much anticipated launching point for the story writing unit in Language Arts.
Mandys desire for all students to reach their potential and feel successful has been evident in the
expectations she has communicated with students, the standards to which she has held students
accountable, and the extra time she has spent catching up students who have missed work or those who
have needed additional help. However, she has not done for the student what the student is capable of
doing im/herself if equipped with the necessary tools, be that differentiated instruction, additional time
given for test completion, provision of a reader/scribe for test and story writing, use of manipulatives,
presenting students with choices as to how and when an assignment/test will be completed, etc.
Mandy has been very sensitive to the contextual variables that affect teaching and learning. When she
began her practicum, she was quick to realize that this class works more efficiently during the morning
hours but loses its stamina very rapidly after lunch. Therefore, she adjusted her planning to
accommodate this: establishing tighter boundaries for afternoon group work, scheduling tests in the
morning when possible, and adding an extra dose of enthusiasm to afternoon lessons, to name a few.
Likewise, she has adjusted her lesson planning on days where special events have been scheduled,
specifically Career Day and the Skate-a-thon. Instead of introducing new concepts or expecting the
completion of lengthy assignments, she designed simpler assignments of high interest. She also adapted
the schedule to gain as much productivity from the students as possible.

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Professional Qualities and Attributes

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
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.
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.

Mandy has conducted herself in a highly professional manner during both the extended portion of her
practicum as well as the full-time teaching part. She has attended two teachers conventions and several
PD activities, participated in and contributed to school collaborative days, joined in on our schools
beginning of the year staff meeting along with attending both elementary and all school staff meetings
in February, March, and April. She has cooperated well with other teachers, the administration, and
other educational personnel. She has shared valuable input, ideas, and methods with other teachers
when opportunities for such sharing have presented themselves. She has used discretion in handling
confidential student information and demonstrated sound professional judgement. In addition, she has
exercised responsibility for student management throughout the entire building.
Mandy has engaged in regular and rigours reflective analysis. She is keenly aware of her own strengths
and limitations and has consistently recognized areas where improvement is needed. She has
responded positively to feedback and suggestions from other teachers and administration, alike. She has
displayed a willingness to adapt and to explore new ideas and strategies in planning, instruction, and
classroom management. Her commitment to creating a quality learning environment for the Grade 4
students is without question.
Throughout her practicum, Mandy has demonstrated dependability and punctuality. She has
consistently arrived early, often before other teachers, to ensure that she is ready and prepared for the
lessons of the day. Likewise, she has often stayed late after school to put up bulletin boards, mark
student work, photocopy, and organize materials and equipment. Mandy has participated in extracurricular activities and school life where time has allowed her to do so. For example, she has served on
a retirement celebration committee, led a week of staff devotions, and helped with recess supervision.
Over and over again, she has proven to be a great asset to our school.

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Reflection and Self-Evaluation

Related Knowledge, Skills and Attributes (Not all need to be addressed):
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.

Mandy has a strong sense of self-awareness, both as an individual and as a teacher. She recognizes her
areas of strength and works to build upon these while seeking to improve areas in which she feels less
confident/competent.
Early in her practicum, Mandy identified two specific goals she wanted to pursue: developing useful and
timely assessment tools and identifying/implementing effective classroom management procedures. She
has explored and tried many different techniques which have been discovered through personal research
and/or conversation and deliberate consultation with experienced colleagues. Suggested approaches
have been experimented with in numerous ways and settings. Afterwards, she has carefully weighed
their pros and cons, their success rates in achieving desired outcomes, their overall value in promoting a
quality learning environment, and their practicality with regards to time/effort taken versus results
achieved. Successful methods have been added to her repertoire, others have been fine-tuned, and the
remainder have been discarded or replaced with new ones.
Mandy has consistently evaluated and reflected upon her instruction and lesson plans while teaching.
She has adapted quickly to the ever-changing environment of the classroom and recognized when
adjustments to the material, mode of instruction, schedule, etc. have needed to be made to ensure
meaningful learning for all students. Often it has been as simple as integrating a movement break into a
note-taking session or physically moving closer to a student who is having difficulty focussing, staying
on task, or behaving inappropriately. Both short and long term plans have been revised as needed.
In addition to informal daily conversations Mandy and I have had, we have set aside time each week to
reflect on, from both her perspective and mine, her performance in the classroom, daily lesson planning,
long term planning, assessment of student work, management of the classroom and student behaviour,
successes experienced, and areas where should would like to improve in the week that follows. Personal
insights about her teaching have reflected a maturity and a desire for continued growth in all areas of the
profession.

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Additional Mentor Teacher Comments:

It has been a sheer delight to have Mandy as a student teacher in my classroom. She is a gifted teacher
who demonstrates an undeniable love for her students. Her passion for teaching is evident in the time
and effort she puts into designing creative and meaningful lessons as well as providing opportunities
and support for each student to achieve success. She is a conscientious and hardworking individual who
goes above and beyond what is required or asked of her. As one of my colleagues shared with me after
walking into my classroom unexpectedly, You would never know that Mandy is a student teacher.
We are sad to see Mandy leave, but are confident she will be an asset wherever she goes.

Student Teacher Comments:

This practicum experience has awarded me with many invaluable opportunities for growth as I pursue
developing in my role as a teacher. Both Dan Richmond (my University Facilitator) and Laura
Campbell (my Mentor Teacher) continually encouraged and challenged me and their input is
irreplaceable. For me this experience helped develop my confidence specifically in the areas of
classroom management, communication, assessment, and the development and delivery of effective
lessons. The confidence I gained in these areas has made me better prepared and more eager to tackle
future teaching challenges.
By far, the highlight of this practicum has been the relationships I have built with my students. I strived
to keep my students interests at the forefront of everything I did in the classroom and placed a high
value on the little conversations and interactions I was able to have with each individual student. I found
that as I built deeper relationships with my students it was much easier to understand both their behavior
and learning needs within the classroom. Relationships are at the foundation of why I do what I do, and
this practicum has only served to reinforce and strengthen these convictions.
Another highlight for me has been learning to see and take advantage of teachable moments. These
moments came in many forms: teamwork discussions that spanned from gym class to Science class;
weaving dinosaur topics throughout Social Studies and Writing; using student work as exemplars;
praising positive behavior; the list could go on. All in all, I have learned that teaching is a very fluid
process, and that the connection between all the subject areas and real life is very strong if we allow it
to be.
This practicum experience will always be a very memorable and valuable part of my journey as a
teacher. It has prepared me in more ways than I could mention and made me even more excited about
my future years as a teacher.

Winter 2016

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