Lam Jennifer 1434186 w17 450

Advanced Field Experience Final Evaluation
Field Experience Information:

Student Teacher:
Last Name: Lam First Name: Jennifer
ID Number: 1434186 Course Number: EDFX 450
University Facilitator:
Last Name: Kunyk First Name: Gerald
Mentor Teacher:
Last Name: Siemens First Name: Valerie
Placement Information:
Start Date (dd/mm/yyyy): 15/02/17 End Date (dd/mm/yyyy): 28/04/17
Subject(s) and/or Grade Level(s): Math 7, Physical Education 7,8,9, Daily Physical Activity 8,9,
PLACE (Practical Learning and Community Education) program PE
School Information:
School Name: Clover Bar Junior High School District: Elk Island Public Schools
School Address: 50 Main Blvd Postal Code: T8A 0R2
School Phone #: 780-467-2295 City: Sherwood Park
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 time according to the facultys retention schedule; 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): 24/04/2017
Winter 2017 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.
Clover Bar Junior High School is a middle-class, suburban school in Sherwood Park. It is a school housing
students in grades 7 to 9 and labeled as a sports academy offering programs for both male and female soccer and
hockey. Clover Bar educates on average 435 students a year, and therefore is a decently small school. This school
year there are 390 students. Because of the small number of students at the school and the close proximity in
which all classes are located, it allows for a strong community to be built between not only students but teachers
and administration as well. Clover Bar offers a large variety of programs and services to their students including
but not limited to: junior high honours, PLACE program, adapted programming, community service and
leadership. They also have a broad spectrum of extra-curricular classes that students can take for options including
shop, art, drama, band, digital scrapbooking and French. There is currently 36 staff members at the school, 23 of
which are teachers.
Students are generally well behaved, (in the sense of Junior High students!) and extreme behaviors, addictions or
misbehaviors are rarely present in Clover Bar. Most of the core subjects have around 25-30 students in them.
Courses that are options or daily physical activity tend to have as few as 9 to as many as 30 students.
The unique thing about Clover Bar Junior High is the Practical Learning and Community Education (PLACE)
program. This program offers students with moderate cognitive disabilities the abilities to focus on academic
skills that are applied in daily life and increase knowledge of the community and the world. PLACE currently
works with nine students in a safe and inclusive environment, having a teacher and three aids working with the
students. Sometimes these students are integrated into option classes such as art and physical activity classes with
their peers.
Within each of the classes students may have learning disabilities and therefore placed on an ISP (Individual
Support Plan). Teachers work with these students so that they are able to learn along side their peers, but are given
assistance where seen fit to ensure every student is experiencing success.
There are 15 different classes with approximately 26-32 per class. Each class has physical education 3 times in a
six-day cycle. The school has a sense of community and is very student centered. Students have been given
ownership of their learning experience and are held accountable for being responsible for their own learning.
Within this environment, Jenny took on the role of a physical education teacher where she taught a badminton
unit and started a track and field unit to three grade nine classes, two grade eight classes and two grade seven
classes. Jenny also taught a Grade 7 Math class, Daily Physical Education and PLACE program where she had
the opportunity to teach various lessons or observe.

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.
Jenny was prompt and prepared every day. She arrived to the classroom each morning and was ready
with all of her lesson plans and teaching supplements.
Jenny has shown to be very well prepared and organized for her math classes ahead of time. She had the
opportunity to observe four different teachers at different grade levels prior to taking on the teaching
herself. She prepared her classes to make the math material understandable and suitable for the different
classes. She was organized from beginning to finish.
She graded materials she assigned in a quick and efficient matter. Her analysis of the students
understanding was always very much the same perspective of the teacher she worked with and her
planning revolved around what she believed the students understood and that which they needed further
clarification or just plain review. Her planning and delivery of her physical education classes was
exemplary as well and she was a natural.
Jenny was flexible in her planning as well. As is typical within any school setting, there were
interruptions to the day: field trips, tournaments, extracurricular activities, needles, high school
presentations, etc. Jenny was able to accommodate these changes in plans and adjust her lessons and
discussions accordingly so as to end a class period at an appropriate place, which could easily be
resumed the next day. This was particularly important in math.
Jenny recognized the need for several learning styles and would incorporate as many as she could within
each lesson. She utilized the visual component of the SMARTboard in conjunction with verbal
discussion and explanations in her math classes. She encouraged discussion and allowed for student
responses; Jenny also recognized alternative ways to involve students by doing things like bringing them
up to the board to show their solution or by incorporating them in a demo in the gymnasium.
Every day, at the end of the day Jenny ensures she is prepared and organized for the next day. Her plan
book, paperwork, classroom and resources were all ready so that both she and the students had a good
start to the next day. As her practicum continued, she adjusted and continued to improve upon her
organizational skills to find what worked best for her in this environment.

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.
Jenny attempted a variety of teaching strategies from teacher demonstrated to student self- exploration to
different questioning and probing techniques to lead students in the right direction. Jennys opening and
closing skills for each lesson have developed tremendously throughout her practicum period. She is a
very effective speaker commanding attention from her classes in a timely manner. Her use of class time
was very effective being sure not to rush the lesson, always checking for understanding and then
allowing for practice time in class. Her knowledge of the material she presented in both her math and
physical education classes was very high and she was able to explain material at all different levels. She
encouraged discussion in class and commented on positive student participation. The examples and
demonstrations Jenny used throughout her lessons were excellent and valid for her students. She used
very appropriate references for explaining material to the students.
Jenny also provided a safe atmosphere where students were encouraged to participate in class
discussions and demonstrations, to share their thoughts and ideas and not be afraid of saying the wrong
thing or making a mistake. Jenny made connections and relationships with the students, which helped
them, feel comfortable approaching her for information or further understanding. Jenny quickly realized
that student motivation can be significantly impacted through her interaction outside of the classroom.

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.
Jenny came in to a classroom where certain behaviors and expectations have been established and she
was able to successfully maintain those same behaviors and expectations while she was teaching.
Students were attentive and engaged during class discussions and activities. If a student was not paying
attention, Jenny often spoke directly to that student or gave a gentle gesture to encourage the student to
refocus. Jenny also would very quickly diffuse a situation by changing the seating arrangement or
relocating a student to facilitate a better working environment when necessary. This was particularly
helpful in her math class.
Jenny often successfully attempted to work one on one with students as class activities would allow in
both the gymnasium and the classroom. She facilitated this by circulating around the room/gym during
work/practice sessions, observing student answers/techniques and helping where she could see students
struggling.
Jenny had a good rapport with the students where she could joke and tease with them. She recognized
early the boundaries that needed to be established between teacher and friend. She recognized that it
could quickly become a level of ease and comfort for the student that could then take away from her
control and expectations within the class so she maintained a friendly, yet professional demeanor.

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.
Jenny communicates very well with the students both on an instructional level and at a personal level.
She learned the necessity for clear, direct instructions as well as being able to determine when directions
needed to be changed. Jenny is very aware of the difficulty in using ones voice in the classroom and
readily adopted methods that worked for her to attain an environment in which she could give
instruction. She made a point to move around the classroom area and communicate with several
students within a class period. She was always positive, excited to be doing what she was doing, and
never hesitated to let the groups know how pleased she was (or sometimes wasnt) with their efforts
during a class. She not only showed this verbally but demonstrated this through her body language (a
smile, a clap of her hands, etc.)
Jenny was very comfortable using the whiteboard and smartboard in the classroom. She varied the
teaching techniques and media with which she conveyed information to her classes.
Communication is a strength for Jenny and she consciously focuses on improving communication
between herself and the students. She was aware of each student she was asking questions to and
encouraged all students to participate by calling individually on them. She varied her questioning
amongst students with their hands up and students that were not quite so bold. She also seemed to
balance questioning between both genders within the room.
Jenny learned to increase her wait time to ensure all students are ready to begin class and know exactly
what she needs them to do. When the noise level in the classroom has increased to an unacceptable
point, Jenny is very capable of projecting her voice and getting the attention of the students in order to
get them back on task. Jennys use of presence, tone and voice allows students to recognize how they
should be behaving while still maintaining a positive and encouraging learning environment.

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.
In the math classroom Jenny uses a variety of questioning techniques and tries to ask questions that are
beyond fact and recall but instead push students to start thinking more critically. Jenny also constantly
participates in formative assessment through verbal discussions, practice questions and worksheets, all
with the intent to discover which content may need to be revisited or further investigated.
Jenny is conscientious about inputting all marks into PowerSchool (the online grade program accessible
by parents and students) so that students and parents are aware of their current achievement. Jenny
recognizes the benefit of reporting both formative and summative assessments to students and parents
and all assessments have been returned to students promptly so that they can utilize them to further
study and prepare.
Jenny was also cognizant of the importance of using rubrics in the physical education environment for
not just the sole purpose of evaluation but the fact that they provide good technical clues for the skills
she was teaching to the students.

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.
Because Jenny taught at all three grade levels and more than one class in each grade, she soon became
well aware of the different skill level of the students. She was adept in finding what worked best for
different individuals and different groups of students and presented the material in a way that these
varying individuals and groups could learn. She was very perceptive in her expectations as far as game
play versus individual skill and modified the games to fit the needs of the group.
Her teaching abilities and understanding of different learner needs were always evident.
Jenny recognized that students require information in many different ways. She would often rephrase
math concepts in different ways so that students could understand the information being discussed. She
would encourage students to describe or explain a math concept in their words also, to help facilitate
further understanding and differentiation.
Jenny utilized many different learning strategies in class including: individual work, partner work and
class discussion. She recognizes the need to incorporate as many techniques as she can and she works
hard to enable that within the limitations of the classroom.
Jenny also recognized that students answering I dont know often did know more than what they
would initially offer and she would prompt them to encourage thinking and discussion so that students
could then feel success.
Jenny also had the opportunity to work with our special needs class once a week and her desire and
passion for all students was truly evident as she identified very quickly what worked well with this
group and how she could bring out the best experience for all of them.

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.
Jenny shows a great deal of initiative in recognizing what needs to be done and goes ahead and does it.
She is flexible and adjusts well when things do not go as planned. She is cheerful and shows a genuine
like for the students. Jenny has shown to be a willing participant in any extra-curricular activities
involving herself where time allows. She has taken on the role of badminton coach and put countless
hours in mornings, afterschool and weekends. She was professional in her manner and her appearance.
She is very committed to teaching and was always striving to be better or to improve somewhere. She
was more than willing to participate in student-parent-teacher interviews.
Jenny is efficient, prompt, organized and willing to improve her strategies and techniques. She is willing to
try anything at least once in the hopes to improve her teaching practices and classroom experience for
students.
Jenny is confident, professional and a positive addition to her surroundings.

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.
Jenny demonstrated a commitment to reflect on her daily experiences and teaching practices of her own
as well as those that she observed. She does not hesitate to try a variety of approaches and evaluates
accurately those that worked for her and those she did not find as successful (in her opinion). She
genuinely sees what it takes to be a good teacher and strives to plan very good and enjoyable lessons for
her students.
Jenny recognizes the need and benefit for reflection and self-evaluation. Reflecting is a skill that allows
a teacher to continue to create an engaging and interactive learning environment and Jennys reflecting
and self-assessing is a task I am sure she will utilize through every step of her career.

Additional Mentor Teacher Comments:
I would most welcome Jenny to be a colleague in the teaching profession! Many of my colleagues would
also feel this way. I wish her all the positives that come with being a teacher and strongly feel that many
students will be fortunate to have her as their teacher.
In my opinion, Jenny is going to be an excellent educator. She will create a classroom conducive to
learning where students are excited and engaged. She has a handle on classroom management and
behavior. She is excited about the concepts or sport she is teaching, and consequently the students
become excited to learn.
Student Teacher Comments:

Throughout the course of my nine-week practicum, I have become more and more comfortable in the
classroom/gym setting and I have gained insights on what it truly means to be a teacher. I have learned
that providing variation of teaching styles such as teaching using the smart board, individual work,
partner work, teacher led activities, and technology in lessons keeps students engaged and interested in
their learning. When it comes to my relationships, I have found it easier to connect with some students
and classes easier than others and the more I did, the more respect I gained from the students. I built
relationships with many of my students by finding common ground and by talking to them on a regular
basis in a casual manor rather than an authority figure to establish a trusting relationship. With each day,
I took on more and more responsibility and was very organized and well planned. This practicum has
given me the opportunity to experience a great deal of what it takes to be a teacher from planning to
assessment. I also took on the responsibility of coaching the boys and girls junior and senior badminton
teams which I will continue to coach until the end of the season, which wraps up shortly post practicum.
Coaching has been a nice change of pace from teaching and has given me the opportunity to connect
with more than just the students I teach and has allowed me to see my students and connect with them in
a different environment separate from the classroom. Time has flown by so fast and it saddens me to
think that my time at this school with my mentor teacher, students, and the staff members has come to an
end. Overall, I have had an amazing experience at Clover Bar with some ups and downs, I have learned
so much and I look forward to what my future teaching career has in store for me.

Lam Jennifer 1434186 w17 450

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Advanced Field Experience Final Evaluation

Field Experience Information:

It is recommended that the Student Teacher receive a grade of:

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Description of the school and context of teaching

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Jenny is confident, professional and a positive addition to her surroundings.

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Student Teacher Comments:

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