University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER THREE

Final Report

* Please TYPE (including comments) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED paper copy.

PS III is a five-course equivalent integrated semester including half-time teaching and professional study in curriculum
design, leadership, advanced methods, and reflective practice. Intern Teachers are assigned full time to schools for the
semester during which they assume responsibility for approximately one-half of the teaching day. PS III professional study
is designed to complement and enhance the internship. The professional study components may occur on or off-campus
and are coordinated by the University Consultants in collaboration with Intern Teachers and school personnel.

Select the course in which you are registered:

Education 4571 Elementary Education Internship
Education 4572 Secondary Education Internship
Education 4576 Native Education Internship
Education 4578 Early Childhood Education Internship
Education 4582 Inclusive Education Internship
Education 4583 Technology in Education Internship

INTERN TEACHER: Brayden Gill

SCHOOL: Cardston High School
Grade Level(s): Social Studies 9 and Social Studies 10
Teacher Mentor: Kara Baldwin
Administrator: Ken McMurray
University Consultant: Rick Homan

Checklist

Final Conference Date: ✔ Date:

Review the Portfolio: ✔

Review the Professional Inquiry Project ✔

Intern Teacher Report and Signature

Teacher Mentor Report and Signature
Administrator Report and Signature ✔

University Consultant Report and Signature ✔

Complete Final Report submitted to Field Experience Office by UC

U of L: PS III Final Report: (Revised: April 2018) Page 1 of 5

 * Please TYPE (including comments) DIRECTLY onto this form.

PROFESSIONAL SEMESTER THREE: Final Report

University Consultant: Rick Homan

Intern Teacher: Brayden Gill

University Consultant Comments:

I very much enjoyed working with Brayden Gill during his PSIII Field Experience placement at Cardston High School during
the Fall of 2018, where he was assigned to teach a Social Studies 9 as well as a Social Studies 10-1 class. I found Brayden to
be a very positive and hard working young man who was consistently and thoroughly well prepared, who appreciated
constructive criticism and took great pride in trying a variety of teaching strategies that connected well to each topic as well as
his students abilities to understand.

Many student teachers struggle at times with classroom management and initially Brayden was no exception. However he
was very receptive to advice from his supervisors as well as colleagues and worked hard to establish and apply sound
classroom management skills and to forge stronger relationships with his students. Through my classroom observations I saw
Brayden using a variety of successful management strategies such as voice modulation, moving about the room, directing
questions to students who were off task, eye contact, positive feedback and recognition, adjusting group membership, and
using rewards when applicable; to name a few.

Brayden accepted the responsibility of being well planned to begin his PSIII on the proper foot, and successfully created a
number of excellent unit plans as well as lesson plans for the classes he was assigned. As well he frequently analyzed and
critiqued his teaching for improvement, he collaborated regularly with his mentor teacher for suggestions, and participated in
parent/teacher interviews; all adding to his understanding of the many responsibilities that a teacher has to the profession.
Brayden's Professional Inquiry Project exemplified his understanding of a need that all schools have. That being a safe, caring
and fun opportunity for a group of students who might not feel comfortable in joining sports groups, or who are not part of the
other more popular groups throughout the school. As a result he formed a Chess Club, and invited any students who were
interested to join. He made his room available on a specific day and time, encouraged them to bring their lunch and they
would learn the skill of chess and they could play the game with others who were interested, in a safe caring environment.

As previously mentioned but worth mentioning in more detail, Brayden did an excellent job of creating and implementing
detailed unit and lesson plans that closely followed the defined structure expected by the Faculty of Education at the
University of Lethbridge, and recognized by Alberta Education. He consistently created a variety of learning activities that
supported the related learning outcomes and that appealed to an array of learning styles as well as special needs. Many of his
activities were interactive and included visual support. His introductions included a review of significant content from the
previous lesson as well as an over-view of the lesson to follow. Lastly his lessons were sprinkled liberally with a variety of
questions to have the students think critically about their learning and to apply on-going formative assessment practice.

In conclusion I believe that PSIII has provided Brayden with an excellent opportunity to grow in his understanding of the
teaching profession and to add to, as well as refine his skills to become a more effective teacher, and he has taken full
advantage of that opportunity. It gives me great satisfaction, with the support of Brayden's mentor teacher Kara Baldwin, and
his supervising administrator Ken McMurray, to provide a PASS for his successful completion of PSIII.

I have read the complete Final Report and certify that the assigned grade is: PASS

University Consultant Signature Date

U of L: PS III Final Report: (Revised: April 2018) Page 2 of 5