WERKLUND SCHOOL OF EDUCATION

UNDERGRADUATE PROGRAMS IN EDUCATION

EDUC 465: FIELD EXPERIENCE II
FIELD EXPERIENCE INSTRUCTOR NARRATIVE ASSESSMENT
INDIVIDUAL/GROUP LEARNING IN CLASSROOMS

Student’s Name: Natasha Loader ID#: 10124169 Date: April 28, 2016

School: Centennial High School

NOTE: This is not a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential
employers., however potential employers may ask for this assessment from the student directly.

The purpose of this four-week Field experience is to focus on complex dimensions of individual/group learning in classrooms. The student’s
Learning Portfolio and his/her participation in the Field placement should provide evidence of an emerging ability to act thoughtfully in the
classroom and within the school community, and a preliminary understanding of learners and of the enactment of curriculum and pedagogical
relationships within the classroom environment. The Narrative Assessment should address the student teacher’s growth in their initial ability to
plan for, implement and assess learning. It should also comment on the student teacher’s growth in relation to the KSAs, including the student’s
own goal setting reflections and personal/professional assessment throughout the field experience. The Field Experience Instructor’s assessment
should also address the student’s overall participation in both collaborative and cohort learning assignments including D2L and the final
presentation assignment. The following report on the student’s work should be organized in relation to the questions: Where is the work
particularly strong? What could the student do to further his/her professional growth and development? You may also want to consider the
course outcomes as a method of organizing the assessment.

Natasha has spent four weeks as a pre-service teacher at Centennial High School—a large, Grade 10-12,
school located in the south part of the city of Calgary, Alberta. Natasha teaches English 10-1 in a class of
thirty-four gifted learners. A few of the students require support with literacy skills, providing Natasha with
opportunities to both observe and implement examples of differentiated instruction.

Natasha develops a wonderful rapport with her students and recognizes each student’s individual strengths,
needs, and interests. She establishes and maintains professional relationships with students, teachers,
support staff, administrators, and community members. Natasha approaches all teaching situations with a
positive attitude and willingness to learn—the students are very responsive to her knowledgeable, genuine,
and caring manner. Natasha is critically aware of both her successes and areas for growth in teaching—a
conscientious and reflective practitioner. She welcomes feedback and puts suggestions into practice.
Natasha connects with students by making the language of Shakespeare accessible, connecting to it to
present day expressions and using straightforward, colloquial language as needed. She is mindful of the
fine-line between relatability and professionalism.

Natasha demonstrates thoughtful attention to the planning process. She begins with the program of studies
and considers the diverse needs of the learners in her class. Natasha makes student engagement a priority
and values opportunities for peer interaction and dialogue. She creates cohesive lessons that flow naturally,
beginning to end. Natasha utilizes a variety of resources and approaches to appeal to the diverse learning
styles of her students. Natasha anticipates ways to differentiate instruction to support and extend learning.
She is effective in team teaching and individual teaching situations. Natasha imbeds opportunities for
formative assessment into her lesson plan, checking for understanding at multiple stages in the activity. She
looks for creative ways to introduce and build on learning experiences, broadening the reach by tapping into
various interests of students, such as: competitive games, Shakespeare rap, and appropriate humour.

Field Instructor’s Name:

Signature

For Field Experience II: Individual/Group Learning in Classrooms, the recommendation is:
Credit ( X )
Non-Credit ( )
Natasha shows flexibility in planning, taking the students outside to read on a beautiful day—she is
responsive to students’ interests and models lifelong habits of reading for enjoyment.

Natasha circulates during classroom activities: observing student progress and engagement with tasks;
responding to student questions; and providing timely feedback. She engages students in ways that support
and develop strong classroom community. Natasha uses effective strategies to gain student attention and
maintains consistent classroom routines. She appears at ease in front of the class and has a natural
teacher presence. The students respond to Natasha’s enthusiastic tone and respect the boundaries of her
firm, but fair, expectations. She is aware of group dynamics and holds students accountable for their
actions. Natasha uses pro-active strategies for dealing with classroom management, planning several short
interactive tasks—silent reading, Kahoot, and TedTalks—for the end of the day, as a means of keeping the
learners engaged in on-task behaviour.

One area for growth recognized by Natasha is to further develop her strategies for reaching the students
that choose not to engage. She hopes to find ways to capture their attention—an important and noble goal
in the planning process and experience of teaching. With continued attention, I have no doubt that Natasha
will become masterful in this area too.

Evaluative Statement – Natasha has met the KSAs associated with EDUC 465.

Field Instructor’s Name:

Signature

For Field Experience II: Individual/Group Learning in Classrooms, the recommendation is:
Credit ( X )
Non-Credit ( )