Practicum Office

Faculty of Education
Queen’s University, Kingston, ON

Queen’s University – B.Ed./Dip.Ed. Program

Summative Practicum Assessment

Candidate Name: Lisa Liang School: Malvern Junior Public School

Associate Teacher: Rebecca Chahine Gr/Sub: 4/5 combined classroom

Board: Toronto District School Board Date Completed: November 16, 2018 Days Absent: 0

Overall Rating: Exceeds Expectations Practicum Dates: October 29-November 16, 2018
Document is valid and verified by the Practicum Office, Faculty of Education, Queen’s University.

Queen's
Digitally signed by Queen's University at
Kingston
DN: c=CA, st=Ontario, l=Kingston, o=Queen's

University at University at Kingston, ou=Faculty of

Education, Practicum Office, cn=Queen's
University at Kingston,
Kingston email=practicum.office@queensu.ca
Date: 2018.11.14 09:15:29 -05'00'

I – Professionalism
1. Initiative & dependability
Exceeds Expectations
Effectively assumes appropriate degree of responsibility for the classroom
Takes initiative to contribute to students’ learning in many ways Exceeds Expectations

2. Discretion & professional judgement

Uses appropriate professional judgement and discretion in relation to interactions with Exceeds Expectations
students
Demonstrates sound judgement in dealing with parents, peers and colleagues Exceeds Expectations

3. Response to mentorship
Exceeds Expectations
Invites and incorporates Associate Teacher feedback to improve teaching practices
Uses self-reflection and assessment information to inform next steps for the candidate’s
Exceeds Expectations
teaching practice
Demonstrates progress towards achieving teaching and learning goals Exceeds Expectations

Comments, next steps:

It was a pleasure to mentor Lisa Liang in my Grade 4/5 combined classroom. She is a very responsible, hard working and a very
professional teacher candidate. She was reliable, punctual and always engaged and involved with the students. Lisa Liang took initiative
to participate in many extra curricular activities (coding club, Ecoschool club, homework club, and math club). Lisa engaged in
professional conversations and reflected daily on her lessons and the needs of the students. Lisa Liang used the feedback to improve her
lessons and communicated via email, text and in Google Classroom to prepare for the daily and weekly schedules. Lisa Liang supported
student groups on three field trips (trip to Queen's Park, trip to Rouge Park and a trip to the Scarborough Museum). Her presence made
these field trips possible and helped ensure student safety while travelling by TTC. Lisa Liang participated in Parent Teacher interviews
with parent permission. She offered strengths and suggestions for next steps when possible.

Page 1 of 4
II – Supporting a Community of Learners
1. Promoting a safe and trusting learning community
Demonstrates skill and consistency in using routines and monitoring classroom
Exceeds Expectations
behaviours in order to maintain a safe and supportive classroom environment for all
students
2. Promoting student independence
Structures activities so that students learn to identify their strengths and weaknesses, Exceeds Expectations
make decisions about next steps, and monitor their progress towards expectations
Comments, next steps :
Lisa Liang provided additional support for students with a diverse range of strengths and needs. She quickly got to know the students and
what they needed to be successful. Students respected and appreciated her support in all curricular areas. Lisa Liang is patient and
fostered a safe and inclusive classroom environment. She was consistent with the rules and routines of the classroom. She volunteered
to help students at homework club throughout her placement. Lisa Liang will be missed by the students in room 108. In a class of 32
students of a combined grade, I will miss her support and positive attitude. It was a pleasure to reflect on the progress of the students
with Lisa Liang.

III – Planning and Preparing

1. Use of curriculum documents
Creates learning activities using the appropriate curriculum expectations in ways that Exceeds Expectations
provide engaging learning for all students
Demonstrates sound knowledge of appropriate subject matter Exceeds Expectations
2. Sequencing of steps in a lesson or unit
Creates developmentally appropriate lessons in ways that connect students’ prior Exceeds Expectations
knowledge to appropriate next steps and new learning
Plans for appropriate student involvement and follow-up activities Exceeds Expectations
3. Differentiation
Designs learning and assessment activities that are deliberately differentiated based on Exceeds Expectations
students’ needs
Demonstrates understanding of use of appropriate accommodations and modifications for
Exceeds Expectations
individual students
4. Resources
Gathers from others or creates appropriate resources to support the intended teaching, Exceeds Expectations
learning and assessment
Uses a range of resources to support the development of information literacy skills Exceeds Expectations

Comments, next steps :

Lisa Liang is knowledgeable of the curriculum for both Grade 4 and 5 and used it to effectively plan her lessons. She was well organized
and sequenced her lessons to meet the needs of the students. Using Google Classroom, she offered feedback to help the students
improve on projects in Science and Social Studies. Lisa Liang is very resourceful and planned engaging activities such as Kahoot and
she requested "lunch and learn" sessions to improve her knowledge of Google Classroom.

Page 2 of 4
IV- Lesson Presentation
1. Instructional strategies
Uses a wide variety of appropriate teaching strategies based on students’ interests and Exceeds Expectations
needs, as well as current research on effective teaching practices
2. Lesson management
Uses a variety of effective strategies for managing materials, time and learning activities Exceeds Expectations
to meet needs of all learners
3. Awareness of classroom dynamics
Exceeds Expectations
Adapts and modifies teaching and learning activities based on student responses

Works to engage students both in the learning and with each other Exceeds Expectations

4. Appropriate and effective use of language

Exceeds Expectations
Expresses ideas, directions and options clearly

Models a standard for oral and written work Exceeds Expectations

5. Engaging all learners

Uses effective questioning Exceeds Expectations

Effectively uses strategies such as wait time and checking for understanding to engage all
Exceeds Expectations
students in learning
Comments, next steps :
Lisa Liang's classroom management was effective. She was aware of the needs of each student and effectively supported students with
assignments. She was patient, kind and well respected by the students. Lisa Liang's instructions were clear and she created visuals that
helped students remember what was expected of the students for each lesson she taught. The slide show with visuals was added to
Google Classroom for students to refer to when needed.

V- Assessment
1. Assessment for learning
Effectively uses appropriate assessment strategies and recording devices to collect and Exceeds Expectations
record information on how student learning is progressing
Helps students to use this information for next steps Exceeds Expectations
2. Assessment as learning
Creates opportunities for student self-assessment to help students to identify their No Opportunity to Demonstrate
learning needs
Helps students to create appropriate, short-term curricular, personal or learning skill
Exceeds Expectations
goals
Makes judgements about achievement in fair, transparent and equitable ways Exceeds Expectations

3. Assessment of learning
Constructs and uses a variety of assessment strategies and recording devices that are Exceeds Expectations
aligned with instruction and yield an accurate and adequate picture of achievement
Makes judgements about achievement in fair, transparent and equitable ways Exceeds Expectations

Comments, next steps:

Lisa Liang worked with my support to use the assessment for learning to plan lessons. For example, students completed Leaps and
Bounds assessment tasks in Math. Lisa Liang used this assessment task to plan for her Math lessons. She assessed students
throughout her lessons. She arrived at the end of a Math unit and she began the next Math unit. Students will complete an assessment at
the end of the unit when Lisa Liang will not be present. She has created smaller assessment tasks such as Kahoot for assessment of
learning. She offered feedback to students on inquiry projects for both Science and Social Studies and gave students time to improve
their projects. She created a quiz using Google forms. Lisa Liang creatively displayed student work on the bulletin boards in the
classroom and in the hallway. I did not ask Lisa to create an opportunity for student self-assessment to help students identify their
learning needs as I already have tasks for this prepared. Students participated in a Google Form in which they looked at the learning
skills criteria and then they wrote an example of how they demonstrate this skill. They also completed a self-assessment progress report
card 6 weeks into the school year.

Page 3 of 4
Comments:

Page 4 of 4