Lethioridge University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER TWO Summative Report Student Teacher! [Ohvisina Devos School [Brooks Composte High Scho! Grade/Subjects Taught: [Biology 20, Science 24, CALM 20 Teacher Associate: _|Marina Matson University Consultant: [Barry Byam Dates of Practicum [March 6 - April 12, 2017 Instructions: + This is a summative report of the student teacher's performance at the end of the PSII practicum, based on expectations for | that stage of teacher development (ED 3600). + For each practicum outcome below indicate the student teacher's level of performance: either Not Meeting Expectations for the PSII level, Meeting Expectations, or Exceeding Expectations. (Most students wil fal into the Meeting Expectations category, unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the ‘Meeting Expectations category, please indicate level of performance. + Some outcomes may not be applicable to your particular educational situation. Leave the space blank. + Atthe end of each section af the form. please provide comments in reference to the relevant KSAs and practicum outcomes. 4. PLANNING AND PREPARATION KSA #1 Teachers make reasoned decisions about teaching and leaming based on their ongoing analysis of contextual variables. KSA #3 Teachers use the programs of study to inform and direct planning instruction end assessment. KSA #6 Teachers plan for instruction, translating curiculum and outcomes into meaningful learning activities. KSA #9 Teachers uso a broad range of instructional strategies. KSA #13. Teachers identily and use relevant learning resources. Mesting Expectations Exceeding Expectations Not Mocting [Expectations land Preparation 7, Demonstrates knowledge and skils in the subject matter of the lessons including his/her subject major. S) incorporates a vary of appropriate resources and nsvucionaVassessment = Statogis nto lesson pans, 3, Translates learning outcomes from the Alberta Program of Studies into relevant and a appropriate learning objectives forthe lessons being taught. Takes into account students’ prior learning, learning needs (including student IPPs), interests, and student variables such as age, gender, socio-economic status and v cculturaVlinguistic background. 5. Organizes content into appropriate components and sequences for instruction. v T 6. Plans appropriate content and activites forthe time allotted. 7 I 7. Prepares lesson plans forall lessons taught, using a well-defined structure which includes learning objective(s), an introduction and closure, detailed procedures and fe instructions, key questions, teaching strategies, learning actives, and assessment of lesson objectives. @ Prepares unit plan(s) in subject major that include rationale, overview, learning a ‘outcomes, teachingllearning actives, and assessment plan, Integrates information and communications technology into instruction in subject major 7 and other subjects, where appropriate. 10, Obtains and organizes equipment and materials for instruction. iv ERMMENTSoveloped good habits in terms of making sure the students know what they wil be learning each day. She starts the lesson by introducing these objectives and even started giving students a hard copy of these objectives so twas very clear ‘what was expected of tehm, Her planning is thorough and detailed fr both her lesson plans and unt plans. She also worked hard to acquaint herself with our school prep room and materials and utilized these to enhance her lesson where possible. Over the course ofthe practicum her time management sks improved and will continue to do so as she gains more experience. University of Lethbridge: P.S. Il Summative Report (May 25, 2006) 1INSTRUCTION KSA #4 Teachers demonstrate knowiodge ofthe content they teach. KSA #5 Teachers identy and respond to earner diferences. KSA#9 Teachers use a broad range of insiructional strategies. KSA #10 Teachers apply a variety of technologies to mee! students'leaming needs. Communication Expectations Meeting Expectations Exceeding Expectations Uses clear, fluent, and grammatically correct spoken and writen language. Not Mecting 1. 2. Uses vocabulary appropriate to students’ age, background and interests. 3 Modulates histher voice for audibiliy and expression. 4. Demonstrates cultural sensitivity in communication and instruction. ‘Lesson Introduction 5. Establishes set: reviews prior eaming, identifies lesson objeciive(s) and expectations, Uses motivating atfention-getters, provides overview, and relates the lesson to previous learning as appropriate. ‘General Lesson Development 6. Incorporates strategies for motivating students using relevant and interesting subject matter and activities. 7._Presents content in appropriately organized sequences for instruction. Explains and proceeds in small steps at an appropriate pace fo sult the aclivily and student response. 8. Demonstrates subject matter competence during instruction. 10. Organizes and directs learning for individuals, small groups, and whole classes. SS 11. Provides clear directions, instructions and explanations, 12. Directs efficient transitions between lessons and from one activity to the next. x 19. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied learning styles and individual needs (including student IPP goals/objectives). 14. Uses a broad range of instructional strategies specific to subject major. 16. Uses appropriate materials and resources. 16. Demonstrates flexibility and adaptabilty ‘Questioning and Discussion 17. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels, 18. Provides appropriate “wait-time" after posing questions. x 19. Seeks clarification and elaboration of student responses, where appropriate, 20. Leads and directs student participation in class discussion effecively and distributes uestions appropriately. Focus on Student Learning 21. Circulates in the classroom, intervening when necessary, checking on individual and ‘group understanding of activty/content. 22. Recognizes and responds appropriately to individual differences and group learning needs. 23. Reinforces student learning, building on previous learning, reviewing, and re-teaching. Closure 24. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions, and applications. v 25. Provides homework when appropriate and explains assignments fully. v rather Seog suit is her fexibity and willngness to do whatever it takes to help the stents. She gave up many of her lunch hours to make sure that all student's needs were being met. Her questioning has developed and become much stronger University of Lethbridge: P.S. Il Summative Report (May 25, 2006) 2(CLASSROOM LEADERSHIP AND MANAGEMENT {or physical, social, cultural and psychological secur. KSA #8 Exlablches relationships with students that respect human dignity. KSA #7 Teachers create and maintain environments that are conducive to student lesrning and understand student needs Classroom Leadership Expectations, Expectations [Not Meeting Mesting Exceeding Expectations 7. Assumes a leadership role in the Classroom, taking charge of classroom activites, ‘showing confidence, poise, composure, and presence. v 2. Creates and maintains an effective leaming environment, setting high expectations and standards for student learning, attending to student variables such as age, gender, socio-economic status and culturallinguistic background, |S. Demonstrates initiative, enthusiasm and a commitment to the students and subject models appropriate behaviours. @_ Establishes positive relationships and a classroom climate based on mutual trust and respect. Classroom Management 5. Clearly defines and reinforces classroom procedures and routines. Clearly communicates and reinforces expectations for appropriate student behaviour. 6 7. Monitors student behaviour and is aware of student behaviour at all times. 3 |- Responds to inappropriate behavior promply, firmly, and consistently, using appropriate low-key and higher level responses; follows school discipiine policies and procedures. v {OMMENTS: having her as their teacher. 4. ASSESSMENT om the very Beginning of the practicum, Christina has had a very strong presence in the classroom. The ‘accepted her as the new classroom leader. Through her time here she was able to decide what style of managment she wanted in her classroom. She was able to easily stop any distracting behaviour and made sure that low-key. inappropriate behaviour ‘weas dealt with appropriately and didn't take away from the flow ofthe lesson. The students clearly respected her and enjoyed students immediatley KSA #11 Teachors gather and use information about students" feaming needs and progress and assess the range of leaming objectives. Assessment. Expectations Expectations | Not Meeting Meeting xeeeding Expectations 7. Assesses student learning using a varily of appropriate assessment techniques and instruments (e.9., observations, conversations, questioning, checking daily work ‘performance-based and written assessments, quizzes, tests). x 2. Checks frequently for understanding 3, Provides timely and effective feedback on learning to students. 7, Modifies and adapis teaching based on assessment data and student IPPs (e.g., employs alternative teaching strategies to re-teach where required) 5, Analyzes and evaluates measurement data to assess student learning, 881/818] 6. Explains to students how learning will be measured. 7. Develops and maintains accurate records of student achievement (e.g. grade sheets, databases) and communicates results to students, parents and the school effectively). FOMMENTS: practicum, Christina was able to assess her Biology 20 class in a variety of ways. Asher time here progressed she started using more formative assessment. Whether ths was a pen to pape test or @ whiteboard actvty that she montored athe class worked. Through this she was abe fo gauge student progress and evauiate her own teaching. She also did ditfeent projects and developed rubrics and checkist that wee given to the students. This made it very clear to the students wat was expected of ther. I would encourage Christina to thik about her feedback, especialy in regards to formative assessment, Sometimes the reflection that comes about rom this time isthe mast beneficial ime in regards to student learning University of Lethbridge: PS. II Summative Report (May 25, 2006) Si5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA #2__ Teachers understand tho legisiated, moral and ethical framework within which they work. KSA #15 Teachers engage in assossing the quality of ther teaching, KSA+#16 Teachers are abe to communicate a personal vision oftheir own teaching. Professionalism |lunaccoptabie 1._ Presents a professional appearance and manner. 2._Fulfils professional obligations (ie... punctuality, routine administrative duties) 3. Demonstrates maturity and professional judgment. |s knowledgeable about professional issues and demonstrates a commitment to the teaching profession. Establishes professional relaionships with the educational community and wider community (where appropriate). XI SI S15] 5 accoptans Professional Growth 6. Accurately assesses and documents the effectiveness of lessons, Identifies sirengihs and weaknesses and makes appropriate suggestions for improvements. 7. Uses the results of student assessment and feedback to improve Teaching practices and guide provessional growth, 8._Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions, 9. Develops and communicates a personal vision of teaching, 10. Develops a professional portfolio and/or growth plan including goals, evidence of progress toward goals, reflections on growth, and future goals, 17. Carries out the roles and responsibiities of a teacher according to the Alberta School Aci, school and district policies and other relevant legislation, 12. Applies the knowledge, skis and attributes for interim certification appropriately. I) RR Ethical Conduct. 13. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender, ‘sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, place of crigin, place of residence, socioeconomic background or linguistic background, 14, Treats students with dignity and respect and is considerate of their circumstances, v 15. Does not divulge information received in confidence or in the course of professional duties about a student except as required by law or where to do $0 isin the best interest of the student. 16. Does not undermine the confidence of students in teachers or other student teachers. 17. Does not criticize the professional competence or professional reputation of teachers or olher student teachers unless the criticism is communicated in confidence to proper officials after fst informing the individual concerned of the criticism. 16. Acts in a manner that maintains the honour and dignity of the profession, v 19. Does not speak on behalf of the Facully of Education, the University of Lethbridge, the school, or the profession unless authorized to do so. v COMMENTS: Dining her time at BCHS, Christina deployed herself in a very professional manner, She was always early and made sure she ‘was ready to go for each fo her lessons. She developed a good relationship with the educational assistants in the Science 24 lass, She also amde sure that in each assessment, any student who received accommodations got what they needed. She participated in our after school PLC time and also helped with parent teacher interviews. University of Lethbridge: P.S. Summative Report (May 26, 2006)SUMMARY Areas for further growth: would encourage Christina to continue to expand her variety of teaching methods. In PSII, she used many different forms, ‘such as labs, centers and online based quiz activities. Her fall back method does tend to be quite teacher focused. | would ‘suggest that she find more ways to put the focus on the students as she gain more experience. | would also encourage her to make sure she takes the time at the beginning of lessons or activities to take a moment and really establish set. Let the students know what they are going ot be doing and why. Give them some background information, or ask them some pre-assessment ‘questions so that they have a good idea of what will be happening next. In terms of assessment | would encourage Christina to think about feedback. A testis more than just the mark the students recieve. Giving them time to reflect, make corrections and have discussion is sometimes just as valuable as they assessment ise. Overall comments (Strongest aspects of student's performance): Christina did a great job during her time at Brooks Composite High School. Based on my experience, she will be successful in her chosen career path, One of Christina's greatest strengths is her organization. She made sure she was prepared for each {day and had the appropriate material available. Because she was so organized, she was also able to be quite flexible and adaptable. She bent over backwards to make sure students were able to get caught up and get extra help. Over many, many lunch hours, she had students in to work on missed projects or assessments, go over assessments and complete re-writes. She ‘was very patient with students, even when assignments were quite late, Her other main strength was her presence in the classroom. She never had any real behavioural issues, and I think this is because she made it clear to the students from the beginning that she was the classroom leader and asked for respect always. She was also able to foster positive student-teacher relationships which allowed her to connect with the students outside of just the content and get to know them. By doing this, she gained the respect of the students and this made her classroom management much easier. RECOMMENDATION [Vv pass [Faw [ incompvete * ‘if an Incomplete grade is recommended, please attach a signed document providing reasons and recommendations for additional practicum experience. : The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and the University Consultant. Cererexeis ACA 10,2017 ‘Signature: Student Teacher Date Wed WMhA— Aga to, 2017 9 ‘Signature: Teacher Associate Tt ath wD Please submit the completed original signed report to Field Experiences, Room TH423, Faculty of Education, the University of Lethbridge, and provide signed copies for the Student Teacher and for the University Consultant. University of Lethbridge: P.S. ! Summative Report (May 25, 2006) 5