SUMMATIVE EVALUATION

Student Name: Faculty Cooperating

Adrianne Rome Supervisor: Catherine McLaren Teacher: Lori Patterson
Date: School: Grade/Subject:
November 16, 2016 Waverly Park 2
Assessment and Evaluation NM D CM NA "TTFTTNFOU
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Considers assessment (framework) while constructing lessons.
(How will students demonstrate their learning?) Delivery of Instruction NM D CM NA
Performs pre-assessment of students skills, knowledge, or
experience Lesson purpose is clearly evident to students
Has considered /used a variety of assessment strategies & Makes use of teachable moments
tools Instructions are clear & concise for students
Checks for student understanding during lesson Exemplars have been utilized to enhance student
understanding
Discusses assessment practices & results with the CT
A variety of instructional strategies is evident during
Feedback to students is provided in a timely fashion lesson
Identifies students who need assistance during & following Student groupings have been considered to enhance
lessons learning
Utilizes questioning techniques to enhance learning
Demonstrates understanding of assessment as / for / of
learning Engages students in active thinking during lessons
Matches assessment strategies to learning outcomes / targets Demonstrates enthusiasm for teaching
Student input into assessment development & criteria is Projects a teacher presence/voice during delivery (ie
practiced/considered comfortable, confident, etc.)

Planning and Preparation for Learning NM D CM NA Has a good command of the spoken and written
language used for instruction
Knowledge of subject matter
Provides closure to lessons.
Familiarity with MB curriculum
Lesson flow is appropriate (time allotments for
Clarity of Lesson Plans
activities).
Lessons demonstrate activating, acquiring, and applying
strategies of lesson content NM Not Meeting Does not meet expectations in this
Assessment data was considered/used to inform instruction. area for a pre-service teacher in this placement
ICT has been utilized or considered in lesson delivery & for
student learning D Developing Demonstrating effort & growth in this area
Necessary lesson resources / materials are utilized and CM Consistently Meeting Demonstrates the skill set
available expected of a pre-service teacher in this placement
Cultural sensitivity/diversity is evident in lessons
NA Not applicable Area listed is N/A to the lesson under
Differentiated instruction is evident (ie. MIs, Learning Styles,
abilities, interests) observation
Classroom Engagement & Environment NM D CM NA Professional Responsibilities NM D CM NA
Classroom is a safe environment where students are
engaged in learning Aware of division and school policies
Has the attention of most students prior to beginning
a lesson Arrives early and prepared for lessons / day
Confusion is rare with interruptions and transitions Stays late to prep and attend necessary meetings
skillfully managed Perfect attendance
Classroom routines are evident and adhered to
Discusses behavioral expectations & invites student Maintains confidentiality regarding staff &
input when applicable students
Is consistent, fair & respectful Has developed professional relationships with CT
Practices proactive discipline and manages and other staff
disruptions well Seeks feedback and suggestions and acts upon
Fosters positive interactions with students them
Is a team player
Maximizes learning time
Expresses high expectations for student behavior & Practices good judgement
skillfully adheres to them Self reflects / sets goals
Expresses high expectations for academic Aware of and demonstrates student teaching
performance requirements:
Contacted school in advance and provided CT
with student teaching information package.
Contacted supervisor in advance
Family communication & school Community NM D CM NA Presented criminal record and child abuse
Involvement registry checks
Aware of and incorporates students culturally Notifies school and CT in advance due to
sensitive perspectives & beliefs in lessons illness or emergency
Effort made & is comfortable communicating and Maintains a professional dress code
being involved with family meetings / conversations Maintains student records (attendance,
Follows up on assignments marks, etc)
Participates in extracurricular events at the school Provides a lesson plan in advance of an
observed lesson

** Note: Many areas require discussion with the teacher

candidate & the cooperating teacher as well as observation
to assess accurately
 SUMMATIVE EVALUATION

COMMENTS COURSE KEY INDICATORS

Identifies goal(s) for placement and completes goal(s) reflections.
- class of 20 students with varying needs (1 pending psych st Actively observes the classroom & becomes aware of classroom management &
1st Placement 1
assessment, 1 new to Canada - EAL, 4 other EAL students); Yr
routines.
some behaviour issues Becomes familiar with students & develops rapport with both staff and students.
Course # 01:271
Develops professional relationships.
- good teacher presence in the classroom; students responded 5 weeks Term I Fall
Becomes familiar with the role of the education assistant and understands the
2 Formal
positively to her direction and wanted to please her; developed Observations by
importance and function of classroom assistants in the support role for student
strong rapport with students Cooperating
learning.
Based on the cooperating teachers units that are being taught, the preservice teacher
- enthusiastic about teaching; volunteered constantly to do more Teacher(s) & Faculty
will develop and teach 2 lessons per week for the final 3 to 4 weeks. Complete lesson
than required Supervisors
plans must be constructed. Cooperating Teachers may assist pre-service teachers in
- takes initiative; looks to see what needs to be done and which the development of lesson plans.
students require help; hard worker 2nd Placement 1st Identifies goal(s) for placement and completes goal(s) reflections.
- reflects consistently on her lessons; always well prepared; Yr Actively observes for 1st week while participating in classroom routines and assisting
welcomed suggestions from CT and FS and acted on them; very Course # 01:371 with individual students.
7 weeks Term II May do some collaborative teaching with cooperating teacher.
willing to learn Spring Assumes responsibility (with assistance) for at least 2 subject areas for a minimum of 5
- grew in classroom management skills - takes control and 2 Formal weeks. At senior levels, preservice teachers become responsible for at least 2 blocks
manages the learning activities well Observations by on the time table. Complete unit and lesson plans must be constructed. Assistance
- aware of individual needs; differentiates and readily Cooperating may be required.
Teacher(s) Preservice teachers may team teach at the discretion of the cooperating teacher for
helps/modifies for students needing assistance 3 Formal subjects they are not assuming full responsibility.
- seeks resources but still modifies to suit lessons plan/outcomes Observations by Active participation in all classes is expected at all times.
being taught Faculty Supervisors
- taught more than 2 lessons/week; keen to try new/own ideas Identifies goal(s) for placement and completes goal(s) reflections
- assessed student work from lessons taught by CT (took home 3rd Placement 2 nd Informal observation is expected in the first week of September. NO formal record of
written observation sheet is expected.
so that class time could be spent with students) Yr
With commencement of the final 5 weeks, the first week will be spent informally
- co-taught and added engaging activities to the mini-unit on Course # 01:474
observing, establishing rapport & professional relationships, actively assisting in
6 weeks Term I Fall
Owls (ordered owl pellets for dissection activity; purchased book 2 Formal
classroom routines and preparing for teaching.
and stuffed owl for classroom; brought a real stuffed owl for Observations by
Team teaching with the cooperating teacher may occur to transition into a minimum
of 3 weeks full time teaching. Complete unit and lesson plans are required. Some
display) Cooperating
assistance may be needed.
- Celebration of Learning: stayed throughout; cleaned classroom Teacher(s) & Faculty
Being a reporting period, preservice teachers will participate in the reporting process,
Supervisors
prior to start; took photos and created PowerPoint slideshow of providing assessment results to the cooperating teacher, and assist whenever
"Show and Read" and pellet investigations; hung owl art and requested. Involvement in student-lead parent teacher conferences is recommended.
research 4th Placement 2nd
Identifies goal(s) for placement and completes goal(s) reflections
- Signature
professionalof Faculty
attitudeSupervisor:
and presentation: attended staff meetings Yr
Arrives prepared and confident. Displays an ease of rapport with students and
professional relationships. Is actively involved within the life of the school.
before school,
Preservice punctual;
Teacher reliable
Comments and Signature: Course # 01:475
Understands differentiation and possesses strategies for classroom management.
7 weeks Term II
- This
supervised/taught class during
placement has been a wonderful readingexperience.
assessmentsI performed Spring
Maintains classroom routines while demonstrating independent initiative in planning,
bycouldn't have asked for a better cooperating teacher!CT
CT; observed reading assessments performed by 2 Formal
assessing, & delivering instruction. Displays team spirit and collaborative philosophy.
Displays a professional demeanor reflective in personal presentation & belief that all
- built relationships with other staff Observations by
students are able to learn.
Cooperating
Assumes full time teaching for 5 weeks. Unit plans and lesson plans must be
Teacher(s)
Suggestions for further development: 3 Formal
completed independently. Planning processes must reflect a variety of grade
- Continue to build
0 knowledge of assessment strategies and tools appropriate strategies. Assessment should support as, of, and for learning
inDays Absent:
order Plan
to align them fortargeted
with alternative dates: N/A
outcomes and student needs.
Observations by
Faculty Supervisors
practices.
Above all, displays readiness to the full time role as a classroom teacher.
- This placement has not presented great difficulties re:
classroom management; some situations may be more
challenging. Continue to develop your own routines that will work
well in various classroom settings and with various age groups.