AFX Student Teacher Midpoint Self-Evaluation

Field Experience Information:

Student Teacher:
Last Name: Hlus

First Name: Laramie

ID Number: 1436231

Course Number: EDFX 450

University Facilitator:
Last Name: Carpenter

First Name: Pamela

Mentor Teacher:
Last Name: Atkinson

First Name: Jesse

Placement Information:
Start Date (dd/mm/yyyy): 13/10/2015
Subject(s) and/or Grade Level(s):

End Date (dd/mm/yyyy): 11/12/2015

Biology 20, Chemistry 20, Math 20-3

School Information:
School Name: J.R. Robson High School

School District: Buffalo Trails Public Schools

School Address: 5102 46 Street

Postal Code: T9X 1G5

School Phone #: 780-853-4177

City: Vermilion, AB

Preamble and Instructions:

The Student Teacher, with guidance from the Mentor Teacher, is required to complete a formative
Midpoint Self-Evaluation. The purpose of this document is to provide the Student Teacher with an
opportunity to reflect on his/her growth as a teacher. The Midpoint Self-Evaluation should:
Be thoughtful and detailed
Include Mentor Teachers comments
Be completed by Monday of Week 5 of the AFX
Be discussed with the Mentor Teacher and the University Facilitator

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The purpose of this Field Experience Midpoint Self-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 Student 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 use all the space provided, only enough to provide necessary evaluation and
evidence. Recommended length is 200-300 words per category. Do not exceed the space provided; 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.

J.R. Robson High School is a public school found in the warm rural community of Vermilion. It
houses Grades 7 to 12 and offers a wide range of classes and a friendly atmosphere for the students to
learn from. There are about 350 students and staff within the school who take pride in their academic
expectations and athletic programs. The school offers several option classes that meet the needs of
many students including Industrial Arts, Foods, Multimedia Arts, Outdoor Education, French, Hockey
Skills, and Computers. There are also several community services that are offered by the school
including VIBE, which is Vermilion is Being Empowered, which helps develop the health and wellbeing of the entire school and community; as well as the Family School Liaison Program, which is a
counselling service for students and families. J.R. Robson also upholds a unique opportunity where
they maintain a partnership with Lakeland College to allow students to develop their knowledge of the
trades industry. They also offer programs such as Work Experience, RAP, and Green Certificate. I
have taken on three classes within the school as of week 4; Biology 20 with a class size of 18; Math
20-3 with a class size of 14; and Chemistry 20 with a class size of 15. I do not teach any students with
apparent special needs, however, I do work with students who have available accommodations for
exams and need another option in order to perform to the best of their ability.

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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.

Prior to starting my APT experience, I took the time to read the Biology 20 Program of Studies to
ensure that I understood which outcomes needed to be covered within the Human Systems unit. As I
began to observe more classes and started to think about what else I would like to teach, I read the
PoS for those classes as well so that I was sure that I would be covering everything necessary. For my
Biology 20, and Math 20-3 classes, I feel confident with the content that needs to be taught and I feel
that I have planned a well-rounded unit(s) for each class. Within my Chemistry 20 class, I feel that the
students have a very high expectation for me as it is an academically demanding class and they truly
want to be there. I feel insecure and unsure about my knowledge of the content and I am almost afraid
to answer their questions because I do not want to say something wrong. I have been working harder
on gaining more content knowledge for myself, and Nicole Polishuk has been very helpful in talking
me through the class and through her lessons she has planned; however, I just need to set aside more
preparation time for myself so that I do not have to rush each day. During my daily reflections with
Jesse, that is something that has been brought up multiple times, and I am genuinely working on
setting aside more personal time to prepare, plan, and mark. I feel that all of my lessons have gone
successfully, however it would be beneficial to myself and all of the students if I were more prepared
for each day.

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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.

Within my classes at J. R. Robson, I teach students with many different learning strategies. Some who
learn better when writing things down for themselves, some who learn better when drawing pictures,
some who need to watch a video for better understanding, some who can only work for a limited time
and then have a break, and some who appreciate a good old lecture. I feel that I plan a good balance of
activities for each class I teach. I understand that many students find it very difficult to sit and take
notes for 80 minutes so I try to incorporate a number of different instructional strategies in order to
meet the needs of all students. For many classes, I start by doing a form of review, usually with
whiteboards which are a great way to formatively assess students and keep track of what each student
may struggle with. Then I introduce new content with videos, power-point slides and lectures. During
the lecture, I draw multiple diagrams on the board so the students can see a visual for what they are
learning about, and I try to incorporate videos for an extra explanation. After lectures, I usually have
the students work on worksheets or textbook questions to practice what they have just learned.
Depending on student interest, what they learn from and what appreciate more, I can adjust my lesson
to meet their needs. No lesson is absolutely set in stone, so it is easy for me to adjust it to
accommodate students. However, there is a large amount of content that needs to be met within
Biology and Chemistry, so I do my best to offer a wide range of learning strategies while including all
of the necessary content. The first week of my APT opened my eyes about time management and
pacing of lessons. It is difficult to start out perfect, so I had extra activities planned in case we finished
quickly. As for my Math 20-3 class, most of the time, we finish what I have planned for the class
before our 80 minutes has ended. So it is just a matter of myself planning extra work that can be done,
and always being prepared. For my unit plans for each class, I feel that I have created a clear and
concise plan to follow that incorporates many different strategies and all content from the Program of
Studies. I have planned each day individually and have outlined the activities I will do in order to
achieve that outcome of the PoS.

Management and Classroom Climate

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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.

The classroom setting that I have created for myself and my students is a friendly one, in which all
students are welcome and encouraged to ask questions and create discussion. I maintain an open and
polite demeanor towards all my students and I try to make class time fun and enjoyable for all. That
means that my tone of voice and overall body language while teaching a class remains calm and
friendly. If there is a point in the class where I must deal with distracting students, I do so as quickly
as possible, and as polite and calm as possible, as to not take away from the other students learning
environment. If distractions persist, I will break my polite demeanor in order to deal with the student
as effectively as possible. This has led to me removing students from the class and talking to them in
the hall, as well as confiscating electronics that are taking away from their learning experience and
distracting other students. I feel that I have created great rapport with many of my students so far. I
take the time to talk individually with my students when I get the opportunity to, to ask about their
hobbies and what they enjoy or do outside of school. Many students have reacted positively to this
approach and I have learned a lot about my students interests. This makes me feel that the students
have become comfortable with me, and I hope that if they know that their teacher cares about their
personal lives, that they will appreciate their learning experience even more. My goal by the end of
my APT is to learn one interesting thing about all of my students, and have a conversation with them
that does not involve class content. Most of my students are quite engaged while learning; they will
take extra notes and ask many questions. However, there are a few students where it is very apparent
that they do not want to be in the class, so I am still working on creating a way that they will enjoy
their class time and participate in the lesson. This can be such things as creating a project that overlaps
with their interests, or perhaps just giving them a different resource that may be easier for them to
follow. As for transitions between activities within each class, I have learned that different classes
have different needs. In my Biology and Chemistry class, I have filled class transitions with
connections between the topics so that students can relate what we have learned about with where we
will be going to next. For my Math 20-3 class, I have learned that the class needs breaks so they
remain calm and do not become restless. Therefore, between activities, I give them a moment to relax
and organize themselves before we move on to the next activity.

Communication
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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.

During my APT, I have maintained a professional relationship with all students and staff and have
communicated professionally both orally and in my written language. My oral language with my
students and other staff reflects a respectful relationship. With my students, I create friendly and
confident lectures that makes it easy for them to ask questions, create conversation, and be assured
that their learning is productive. With other staff, I maintain a professional relationship, but I have
taken all opportunities to ask questions and learn from other teachers, as well as confide in them for
advice about my APT. I feel that it is important to create these relationships for future teaching
opportunities, so I have done my best to maintain a friendly relationship with all other teachers.
Everyone has been very helpful and I have learned so much just from my short time being at the
school. As for written language, I keep a journal with daily reflections that describes how my classes
went during the day, the feelings that I had during them, and how I will improve things for next time.
For communication with parents, I had the opportunity to sit in on the Parent Teacher interviews that
occurred in week 3. I did not get the chance to say anything about the students, as most of them were
there for a class other than Biology, however, it was a great experience to learn about the students and
their needs, and how to deal with different types of parents. With that being said, I find that it is
important to listen to the concerns and needs of students, as they will tell me what works for them and
how they learn best. I try my best to accommodate for individual students, but it is nearly impossible
to create an individualized lesson for each one, especially in classes with a lot of content. I will
provide them with different resources than what weve used in class, but to try and accommodate for
all students, I use a wide range of teaching strategies such as videos, powerpoints, lectures, diagrams,
games, practice questions, worksheets, and whiteboards.

Assessment Strategies
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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.

During my lectures in class, I try to ask as many questions of the students as possible in order to get
them thinking about the content and applying their knowledge. For some students, they require
accommodations, which includes adapted assessment strategies to give them the best opportunity to
display their knowledge. Some students get the opportunity to write exams in a different room with an
audio reader of the test. Some students get extra time on tests, as well as the use of a calculator, and
some students have the opportunity to work for 40 minutes and then have a short break before
continuing. As for assessments created in my classes, I have included a large variety of assessment
strategies such as textbook questions, worksheets, assignments, whiteboard review, labs, and games.
These strategies allow me to see where each student is at with the content, and shows me which
strategies that students react positively to so I can accommodate for them next time. As I receive
students work that is to be marked, I include positive feedback that will help them in their future work.
I also keep records of students marks and record which students I should meet and talk with to ensure
that they are understanding the content and will succeed in their assessment. As I get to know the
students more, I understand what they know and what they are capable of, so I continue to work with
them in a way so that they will get the most out of their learning experience. I also try to get
assignments and tests marked quickly and effectively so the students can see their work, learn from
their mistakes, and prepare for future assessments.

Understanding Students Needs

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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.

As mentioned above, I try to incorporate a wide variety of teaching strategies that accommodate for
many different student learning styles. For some students who are auditory learners, I provide power
point notes along with a detailed lecture that explains a lot of the content. For visual learners, I include
videos to help explain concepts, as well as diagrams during the lectures so they can see what we are
learning about. For the kinesthetic learners, I include strategies such as whiteboard reviews, lab
assignments, and games to review content. During my time here, I have been able to pick out the
students who struggle with the content. I make sure that I can pull the students to the side and ask
them what I can do for them in order to help them succeed. Many times, I have offered my assistance
to students outside of school hours to help go through the notes with them. I have also provided
individual students with different resources so they have a greater chance of understanding the
content. I have quickly learned that not all resources help all students, so I have done my best to
ensure that students know I can help them whenever they need, and I can provide extra resources for
them.

Professional Qualities and Attributes

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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.

During my APT, I feel that I have shown a strong work ethic and a desire to provide the best learning
atmosphere for students. Most of my classes are well planned and thought of and a have a variety of
activities for the students to do. However, there have been days where I feel very rushed and not
completely prepared for my lessons, so I have set a personal goal for myself to be more prepared and
to set aside more personal time to plan and gather resources. I feel that I am very personable and easy
to talk to, especially with other teachers. However, I feel that I have not taken full advantage of
speaking with and observing other teachers. So my goal to become more prepared for my classes will
allow for more free time during the school day so I will have that opportunity to learn from others. I
have also had the opportunity to become very involved with many of the other school activities and
extra-curricular activities. I volunteered to help Ms. Chapman with her Junior High Spooktacular
Volleyball tournament, getting team packages put together. I also volunteered to help with the VIBE
talent show which will be sometime in the beginning of December. I have chosen this activity as my
main extra-curricular activity in which I take most of the responsibility to plan for. We have had one
VIBE meeting so far, where we discuss the details of the Talent Show and this week I will be
compiling student videos together to make a promotional video that advertises the talent show and
builds excitement within the school. I also just recently volunteered to help with any of the high
schools curling teams, as I was an avid curler throughout high school and I would love the
opportunity to help coach a sports team. Throughout my APT, I feel that I have brought a great
attitude to my classes each day. I have never reflected a poor attitude or personal feelings toward
students. I enjoy my time being able to work with kids so I find it very easy to have a pleasant attitude
towards both students and staff. With a respectable attitude towards my classes, I also take pride in my
appearance at school. I wear professional and appropriate clothing that differentiates the students and
myself and portrays a message that I am eager to be there and be working with them.

Reflection and Self-Evaluation

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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.

Throughout my APT I have set personal goals as to how I will become successful as a teacher. One of
the main ways that I use to develop these goals is by reflecting each day with my mentor teachers.
This process allows me to see where I may have gone wrong during a lesson or perhaps where I
excelled and did well with my students. We also talk about what I have planned for each day, how I
plan to be successful with it, and what I am attempting to get from the students in doing so. Many
days have been successful during my classes; however, there are some days where I should have done
things different. These reflections with my teachers allow me to see things that I may not have noticed
myself, and give me a starting point for what I need to do in the future. For example, I need to work
on more efficient classroom management skills. Where I thought I was initiating an easy classroom
dynamic, my teacher noticed that students are beginning to take advantage of this and not use their
class time wisely. My goal is to set high expectations for the students and maintain those expectations;
meaning that I may have to discontinue my calm demeanor and become forthright with my students. I
also keep a written journal that holds my personal reflections from each day. This journal allows me to
keep track of my thoughts and feelings throughout the day, and provides a way to help remember what
has happened during my experience so far.

Additional Student Teacher Comments:

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Overall, I have truly enjoyed my experience at J.R. Robson High School so far. I have learned a lot of
what it takes to be a good teacher and I have developed strategies in order to do so. I am looking
forward to continuing with my experience and gaining more information.

Mentor Teacher Comments:

Fall 2015

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