EDUC 4020 – Practicum II

– Midterm
X EDUC 4020 – Practicum II
– Final

PRACTICUM EVALUATION FORM – YEAR 4

Teacher Candidate: Victoria Weinberger School: Herons Crossing School

Grades/Subjects Taught: Grade One Generalist Mentor Teacher: Donna McCann B.Sc and B. Ed.
Faculty Supervisor: Dr. Annie Davies Date: March 26, 2019

Most teacher candidates will demonstrate knowledge, skills, and attributes in the “Meeting Expectations”
category.

A checkmark in the "Beginning" column indicates that the teacher candidate's performance is acceptable
but in the early stages of development. A checkmark in the “Proficient” column indicates that the teacher
candidate consistently performs at a strong level. A checkmark in the “Not Yet Meeting Expectations”
column indicates that the teacher candidate is not performing at the minimum level of expectation.
Teacher candidates who are rated as not yet meeting expectations in two or more areas are at risk
of failing the practicum.

If an outcome has not been evident or the teacher candidate has not had an opportunity to demonstrate it,
the mentor teacher is asked to identify this as not applicable. For each category on the evaluation, the
rubric is shown above the corresponding evaluation section.

Professional Responsibilities

Not yet Beginning Developing Proficient

meeting In addition to
expectations developing:
Identifies and Does not know Has generally Makes an accurate Makes a thoughtful and
implements whether accurate assessment of accurate assessment of
specific teaching was impression of teaching teaching effectiveness
changes to effective or teaching effectiveness with with numerous
practice based achieved effectiveness and examples and examples. Solicits
on reflection outcomes and general makes specific feedback. Drawing on
and feedback resists suggestions for suggestions for extensive repertoire of
from mentor feedback; no improvement improvement skills, TC offers specific
teacher and suggestions for alternatives and
faculty improvement likelihood of success
supervisor
Understands Does not know Knows generally Has a strong Deeply understands the
the the some of the understanding of the expectations of teachers
expectations expectations of expectations of expectations of in Alberta; is able to
of teachers in teachers in teachers in teachers in Alberta; explain and fully
Alberta (code Alberta Alberta, but the is able to explain engages in the practices
of conduct, understanding is and give examples (such as creating a
organizational limited growth plan) and
structure, expectations of a teacher
growth plans) in Alberta
Collaborates Weak Cordial Relationships are Takes initiative to
with teachers, collaborations relationships; mutually supportive sustain relationships that
parents, participates in and cooperative; are mutually supportive
learners, and projects or events volunteers to and cooperative; takes
community as required participate in initiative in special
members projects or events projects or events
Engages with Engages in Engages in some Seeks out Seeks out opportunities
colleagues in little to no PD. PD. Limited opportunities for for PD and research.
professional No effort to professional PD. Actively Initiates important
learning share sharing with engages with contributions to the
knowledge or colleagues. colleagues in profession. Relationships
assume Participates in professional are characterized by
professional professional conversations. mutual support and
responsibilities. conversations in a Relationships are cooperation. Takes
Relationships limited way. characterized by initiative in promoting
with colleagues Maintains cordial mutual support and culture of professional
are negative relationships. cooperation. inquiry. Makes a strong
Participates with Participates in contribution to school or
school activities professional inquiry. district events
and projects when Volunteers to
invited to do so participate in school
events

Establishes Dishonest in Honest in Displays high Displays highest

professional interactions interactions with standard of honesty, standards of honesty,
and ethical with colleagues, integrity and integrity and
relationships colleagues, students, and confidentiality in confidentiality in
students or public; Some interactions with interactions with
public; inconsistency in colleagues, students colleagues, students and
Practices do serving students and public. Active public; challenges
not always may contribute to in serving students negativity. Proactive in
serve students inequity; Limited and ensuring fair serving students, seeking
well; Decisions involvement in opportunities; out resources when
are self- decision-making; Willing participant needed; Takes an active
serving; Does May need in decision making; role and ensures
not comply reminders about Complies with decisions reflect
with standards compliance with standards and professional standards
and regulations standards and regulations and comply with
 regulations regulations
Demonstrates Does not make Is able to connect Is able to connect Is able to connect theory
deep connections theory and practice theory and practice and practice using
thinking between theory in general ways by using examples examples that link
through and practice that relate to the current and previous
seminar specific classroom classroom contexts to
responses, context current educational
lesson initiatives and theoretical
critiques, and underpinnings. Analyzes
journal own professional
reflections. identity within
experiences of theory
and practice contexts

PROFESSIONAL RESPONSIBILITIES (KSAs b, l, n, o,

p)

1. Identifies and implements specific changes to practice X

based on reflection and feedback from Mentor Teacher and
Faculty Supervisor
2. Understands the expectations of teachers in Alberta (code X
of conduct, organizational structure, growth plans)
3. Collaborates with teachers, parents, learners, and X
community members
4. Engages with colleagues in professional learning X
5. Establishes professional and ethical relationships X
6. Demonstrates deep thinking through seminar responses, X
lesson critiques, and journal reflections
Comments:

Throughout her practicum Victoria met all the requirements for professional responsibilities.
Great work!

Planning for Learning

Outcomes Not yet Beginning Developing Proficient
adapted from meeting In addition to
Alberta expectations developing:
Education
Teaching Quality
Standard
Uses programs Lacks Outcomes have Outcomes reflect Outcomes reflect
of study to set outcomes or some learning learning goals with significant learning
learning goals they are goals but purpose sequence and link goals (not activities)
phrased as and link to other to other learning with clear sequence
activities rather learning is and connection to
than learning sometimes unclear previous and future
outcomes so learning with
goal is unclear integration where
appropriate
Analyzes Lacks Some awareness Aware of resources Consistent use of
resources (e.g. awareness of of resources for classroom use resources for
programs of resources to and professional classroom use and
study, teaching support development professional
materials, learning development
textbooks) to
select
appropriate
teaching
strategies and
design relevant
learning
experiences
Translates Lacks Outcomes have Outcomes reflect Outcomes reflect
outcomes into outcomes or some learning learning goals with significant learning
coherent short, they are goals but purpose sequence and link goals (not activities)
medium, and phrased as and link to other to other learning with clear sequence
long range activities rather learning is and connection to
plans than learning sometimes unclear previous and future
outcomes so learning with
goal is unclear integration where
appropriate
Demonstrates Displays little Displays limited Plans reflect Plans reflect
understanding of or no range of familiarity with a familiarity with a wide
pedagogies understanding pedagogical range of effective range of effective and
appropriate to of the range of approaches pedagogical creative pedagogical
the discipline pedagogical suitable to the approaches in the approaches in the
approaches discipline discipline discipline including
suitable to the recent developments
discipline
Demonstrates Weak Some knowledge Good knowledge Systematically
knowledge of understanding of learner of development acquires information
learner of child development and and differences about development and
development development differences (e.g. (e.g. interests and learner differences
and differences and interests and cultural heritage) in (e.g. interests and
and uses this characteristics cultural heritage) groups of learners cultural heritage) and
knowledge to of learners (e.g. but not and often clearly uses this
plan learning interests and consistently incorporates this in information to inform
experiences cultural integrated into lesson planning; lesson planning;
heritage) planning; some reasonable appropriately high
Unrealistic expectations are expectations expectations
expectations of unrealistic
learners
Develops Learning Learning Learning Learning experiences
activities and experiences experiences experiences are appropriately
assignments that have single require mainly challenge student challenging and highly
are clearly correct recall; minimal thinking; some engaging for almost all
aligned with response; no choice; suitable choice in how they students
learning goals, choice; not for some learners complete tasks
require deep suitable for all
thinking and learners
support student
engagement
and choice
Plans for Plans are only Sometimes plans Usually plans for Consistently plans for
multiple paths suitable for for multiple paths multiple paths to multiple paths to
to learning for some students to learning learning for learning for
individuals and individuals and individuals and groups
groups of groups of learners of learners
learners

Planning For Learning (KSAs a, c, d, f)

1. Uses programs of study to set learning goals X

2. Analyzes resources (e.g. programs of study, teaching X
materials, textbooks) to select appropriate teaching strategies
and design relevant learning experiences
3. Translates outcomes into coherent short, medium and long X
range plans
4. Demonstrates understanding of pedagogies appropriate to X
the discipline
5. Demonstrates knowledge of learner development and X
differences and uses this knowledge to plan learning
experiences
6. Develops activities and assignments that are clearly X
aligned with learning goals, require deep thinking and
support student engagement and choice.
7. Plans for multiple paths to learning for individual and X
groups of learners
Comments:

Victoria was consistently planned and ready to teach. She used the resources available to her
to plan and implement effective teaching methods.

Facilitating Learning

Not yet meeting Beginning Developing Proficient

expectations In addition to
developing:
Uses a variety Learning Learning Learning Learning experiences
of teaching experiences have experiences experiences are appropriately
strategies to single correct require mainly challenge student challenging and highly
engage learners response; no recall; minimal thinking; some engaging for almost all
in rich learning choice; not choice; suitable choice in how students; students
experiences suitable for all for some learners; they complete modify learning to task
learners; few some students are tasks; most to suit their needs or
students are engaged students are interests
engaged engaged
Incorporates the Digital Some use of Digital Digital technology
appropriate use technology digital technology technology promotes innovation and
of digital employed in enriches learning dialogue to support
technologies trivial ways or learning
not at all
Communicates Students are not General Communicates High expectations
and monitors always aware of communication of expectations of communicated clearly;
high and expectations; expectations; high quality work multiple strategies to
achievable little effort to some monitoring and monitors monitor student
expectations in monitor learning of learning student learning understanding
student-friendly to meet these
language expectations

Scaffolds Students are not Provides students Provides students Equips students with the
student provided with with some of the with the knowledge, skills, and
understanding knowledge, skills knowledge, skills knowledge, strategies for successful
including or strategies for and strategies for skills, and learning
knowledge, learning learning strategies for
skills, and successful
strategies learning
Provides clear Explanations Students require Clear and Rich explanations with
explanations have major errors clarification to accurate analogies and
with rich or omissions; complete tasks; explanations; scaffolding to make
language and students vocabulary is vocabulary is concepts clear; rich
examples communicate a appropriate but appropriate for vocabulary; anticipates
lack of unimaginative; the students; misunderstanding and
understanding little student invites student checks for
involvement participation and understanding
thinking
Analyzes and Does not check Sometimes Regularly checks Uses questions, prompts
responds to for checks for student for and assessments to
student understanding; understanding; understanding; check for individual
misconceptions general feedback feedback is not provides student understanding;
always specific feedback provides feedback that is
timely and specific and
improvement focused
Engages in Closed questions Mostly closed Some low level Questions advance high
discussions and with minimal questions or questions but level thinking and
inquiry that challenge, many questions with many challenging metacognition; students
invite high students are not predetermined questions; generate questions and
level thinking engaged in responses; some genuine involve peers in
and discussion students are not discussion with discussion
engagement of engaged in significant
all students discussions participation
Paces lessons Lesson is hurried Lesson is Lesson pace Lesson is flexible and
appropriately or tedious so few unevenly paced provides time for well paced for all;
for all students students are so not all students all students to be provides time for
including time engaged are engaged intellectually reflection and
for reflection engaged consolidation of
and closure understanding

FACILITATING LEARNING (KSAs e, i, j, k, m)

1. Uses a variety of teaching strategies to engage learners in X
rich learning experiences
2. Incorporates the appropriate use of digital technologies X
3. Communicates and monitors high and achievable X
expectations in student-friendly language
4. Scaffolds student understanding including knowledge, X
skills, and strategies
5. Provides clear explanations with rich language and X
examples
6. Analyzes and responds to student misconceptions X
7. Engages in discussions and inquiry that invite high level X
thinking and engagement of all students
8. Paces lessons appropriately for all students including time X
for reflection and closure
Comments:

Assessment

Not yet Beginning Developing Proficient

meeting In addition to
expectations developing:
Uses assessments Does not elicit Single method of Questions and The teacher is
to identify learner student monitoring student various regularly “taking the
needs and adjusts understanding; learning; lacks a assessments used pulse” of the class;
instruction assessment clear way to elicit to collect evidence formative assessments
including varied results do not understanding of learning; lesson designed to inform
ways of influence from students; plans indicate responsive decision-
addressing plans assessment results possible making
misunderstandings are occasionally adjustments based
used to design on prior
 lesson plans for assessments
the whole class,
not individual
students
Creates Assessments Assessments are Assessment tools Assessment tools
assessment tools are not somewhat align with clearly align with
that align with congruent congruent with outcomes with outcomes and have
outcomes with outcome instructional assessment criteria very clear assessment
and lack clear outcomes but criteria
assessment criteria not clear
criteria
Develops learner Students are Students are Students are aware Students understand
understanding of not aware of partially aware of of the standards of and may contribute to
learning goals and assessment assessment high quality work; assessment criteria
achievement criteria; no criteria; minor Some students Students engage in
expectations to peer or self- efforts to involve engage in peer and peer and self-
promote self- assessment is peer and self- self-assessment assessment
monitoring encouraged assessment
Provides specific, Feedback is Feedback to Feedback is High quality feedback
timely, absent or poor students is vague accurate and is specific, supportive,
constructive quality and not focused on specific and focused upon
feedback to help improvement improvement
students monitor
their own learning
Reflects on Little to no Has a generally With students, With students, parents,
assessment data reflection on accurate parents, or or colleagues, makes
with students, lesson’s impression of colleagues, thoughtful and
parents, and effectiveness, lesson’s assesses lesson’s accurate assessment of
colleagues assessment effectiveness and effectiveness lesson’s effectiveness
data over a assessment data based on and assessment data
period of time over a period of assessment data over a period of time
or through a time or through a over a period of or through a series of
series of series of lessons time or through a lessons and offers
lessons or and ways to series of lessons thoughtful alternatives
alternatives improve and offers to better achieve
alternatives to instructional outcomes
better achieve
instructional
outcomes

ASSESSMENT (KSAs k)
1. Uses assessments to identify learner needs and adjusts X
instruction including varied ways of addressing
misunderstandings
2. Creates multiple and varied assessment tools that align X
with outcomes
3. Develops learner understanding of learning goals and X
achievement expectations to promote self-monitoring
4. Provides specific, timely, constructive feedback to help X
students monitor their own learning
5. Reflects on assessment data with students, parents, and X
colleagues
Comments:

Victoria used both formative and summative assessment strategies, including thorough
observations, anecdotal record keeping, pre-assessments and show what you know tasks to
assess student learning.

Classroom Environment

Not yet meeting Beginning Developing Proficient

expectations In addition to
developing:
Makes Little knowledge Has a general Is aware of Seeks out information
reasoned of contextual knowledge of contextual about contextual
decisions in variables; does contextual variables that may variables that may
response to not recognize variables influence students influence students
contextual importance
variables (e.g.
gender, SES,
culture)
Plans a Classroom is not Classroom is Monitors and Consistently monitors
classroom always safe usually a safe place eliminates physical and eliminates
environment and emotional physical and
that is hazards to create a emotional hazards to
physically, safe learning create a safe learning
socially, environment environment
culturally and
psychologically
secure
Creates and Much classroom Some classroom Little time is lost is Instructional time is
manages time is lost due time is lost due to due to effective maximized due to
effective to inefficient partially effective routines; efficient routines;
classroom routines; poor classroom routines; management of students take initiative
routines and management of handling of groups groups and in managing groups
procedures to groups and and materials is materials is and materials, routines
ensure positive materials; inconsistent; successful; are well understood
student students don’t students follow students follow and may be initiated
behaviour know how to routines with routines with by students; teacher
follow prompting; minimal response to student
established inconsistent prompting; teacher misbehavior is
routines; little or monitoring of response to student sensitive to individual
no monitoring of student behaviour misbehaviour is students’ needs
student consistent,
behaviour respectful, and
effective
Creates a Interactions are Interactions are Teacher Teacher demonstrates
respectful and often negative or generally demonstrates care genuine warmth,
ethical learning insensitive; respectful but may and respect; caring and sensitivity
community students are reflect occasional interactions among to students as
that disrespectful to inconsistencies, students are individuals; students
encourages one another and favouritism, and generally are respectful to
learners to teacher does not disregard; students respectful; teacher teacher and peers
take risks, deal with are sometimes responds creating an
build trust, disrespectful disrespectful to one successfully to environment where all
embrace student another and teacher disrespectful students feel valued
diversity, and behaviour response has behavior between and comfortable
increase self- uneven results, students; students taking intellectual
confidence making students may be somewhat risks
cautious cautious about
intellectual risks

ENVIRONMENT (KSAs g, h)

1. Makes reasoned and fair decisions in response to X

contextual variables (e.g. gender, SES, culture).
2. Plans a classroom environment that is physically, socially, X
culturally and psychologically secure
3. Creates and manages effective classroom routines and X
procedures to ensure positive student behaviour
4. Creates a respectful and ethical learning community that X
encourages learners to take risks, build trust, embrace
diversity, and increase self-confidence
Comments:

Victoria's calm and respectful presence was a valuable addition to our classroom. She
followed routines and implemented procedures which resulted in positive student behaviour.

MENTOR TEACHER FEEDBACK ON PROFESSIONAL GROWTH

Strengths/ Professional Learning Achieved:

Ms. Weinberger is well-planned and always prepared for her day at school. She clearly thinks through
objectives and lessons. Her lessons are logical, well-prepared and engaging for the students. She uses
technology to support her teaching and the learning for students.

Victoria has been an active member of our grade one team where she shares ideas, resources and
materials with others in order to enhance the learning of all students.

She engages in all opportunities for professional development as offered by the school and willingly
speaks up to join in the conversation and to add her own ideas. She participated in numerous PL Days,
teachers convention, CSM meetings, Grade One curriculum planning days, and a math workshop on
problem solving in the K-3 classroom.

Victoria demonstrates a positive, professional attitude when communicating with students, parents and
staff.

She interacts with all learners in the classroom where she is constantly circulating and providing support
where it is needed, she provides positive feedback and accommodations as needed.

When dealing with student behaviours, Victoria is able to support the student in a calm and respectful
manner and always respects the dignity of the student.

Victoria uses a variety of assessment techniques, including Fountas and Pinnell reading assessment,
Words Their Way Spelling inventory, anecdotal notes, I can statements, checklists, and has been exposed
to Real Time Reporting. She demonstrated knowledge and use of formative and summative assessment
techniques throughout her practicum

Victoria was a valuable addition to my classroom where she built positive relationships, adjusted well to
the new routines and expectations. She will be a valuable member of any staff!

Suggestions/ Areas for Growth:

Victoria is encouraged to continue to work on developing assessment tools and strategies that best support
her and the learners in the classroom which can vary depending on the grade and subjects being taught.
She is encouraged to continue to work on consistently documenting student learning using My
Blueprint/online digital portfolios and PowerSchool in order to enhance parent engagement in their child's
learning.
 TEACHER CANDIDATE RESPONSE TO FEEDBACK ON PROFESSIONAL GROWTH

Growth Plan:
As a teacher candidate I always feel that I naturally build relationships with my students and co-teachers.
I feel confident in my abilities to plan and facilitate lessons that are engaging and varied, to meet learner
needs. Grade 1 has taught me so much and has given me the opportunity to facilitate and assess many
early numeracy and literacy programs. In addition I was able to participate in the Grade 1 team inquiry,
"Giving back to the community", by developing collaborative long range plans and actioning the plans. I
have found it fulfilling and natural for me to take on the role of instructional leader in the classroom. I
feel ready and eager to have a class of my own!

As I move forward I would like to focus my attention on making valuable and meaningful formative
assessments. In the latter half of my practicum I took the initiative to create age appropriate self-
assessments with my class. In addition I involved my class in the creation of rubrics which made task
expectations clear and achievable for all students. I saw such growth in the children through their
engagement with specific assessments linked to the I can statements. I plan to continue practising this and
becoming more creative with using arts-based assessment opportunities. I also plan to focus on making
observation notes and descriptive feedback. I have seen the advantage of direct and timely feedback to
guide and motivate my students. Finally, as I conclude my work with with Grade 1, I will be focusing on
Powerschool and Real Time Reporting. Doing so will equip me with the skills and knowledge I need in
my first year of teaching.

Faculty Supervisor Comments:

Victoria was placed in a Grade 1 classroom for her final 14 week practicum.She is very much a self-
starter and quickly built a strong relationship with her Mentor Teacher.Her personable ways, warmth and
engaging teacher presence contributed to the caring relationships she was able to foster with her Grade 1
students.Her conscientious and creative approach to teaching and learning was consistent throughout the
entire practicum.

Victoria is ready to enter the teaching profession. She can be trusted to take on all responsibilities
required of her and to demonstrate professionalism. Her background as a dance teacher has shaped her
relational abilities. She is a team-player and a reflective practitioner who has much to offer, as a teacher
and a school staff member.

Victoria is to be congratulated on a strong, all-round performance in her final practicum. She has met or
exceeded all KSAs required for Interim Certification. I am delighted to support her application for
employment. I can be contacted for further information as required.

madavies@mtroyal.ca

Mentor Teacher Signature (McCann, Donna): Donna McCann Mar 31, 2019 10:40 AM

Teacher Candidate Signature (Weinberger, Victoria): Victoria Weinberger Apr 4, 2019 6:37 AM

Faculty Supervisor Signature (Annie Davies): Annie Davies, PhD Apr 7, 2019 5:59 PM
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Form: 6395