Associate/Mentor Teacher's Summative Report

Universiiv

To be completed at the end of the practicum.

nrWindsniTEACHER CANDIDATE:

Consecutive: OCT

fl))

ASSS6TATE TEACHER: Mr. J. O'Neill and Ms. K.

BOARD:

FEB

:) AIR #)

(First Name)

(Last Name)

C})

Kerri

O'Neil

GRADE(S) and or SUBJECT

DEC

Concurrent: UAV fr1

Miehl

scHoo 1, Cardilal Carter Secondary

Grade 10 Academic English

Greater Essex County DSB

(fi

Windsor Essex CDSB (6-t St Clair CDSB

(fi'

Lambton Kent DSB

(f;

Other:

LEGEND
EXEMPLARY@)

good/"*".11ent teaching skills in applying the most appropriate content and methodology to meet leamers' needs. Actively seeks
a reflecttve approach to independently modifl teaching practice. Consistently explores and extends undelstanding ofprofessional
Uses
feedback,
sro\rth and responsibility, includilg respecting confidential information about !tu4q4s.

Displays

r..y

PROFICIENT(D

Displays sound tI-aching skills in applying appropriate content and methodology to meet learners' needs. Requires mrnimai assistance in respondlng
to suggestions for improvement. Demonstrates ability to apply reflectrve thought successfully in a variety of teaching situations. Displays solid
understanding ofprofessional growth and responsibiliry, including respecting confideniial informati94 ebout students.

ADEQUATE (4J

Displays adequate understanding ofteaching skills. Content andmethodology selected are generally appropriate and/or adequate to meet leamers'
1eeds.'Requiris some assistance in responding to suggestions for improvement. Limrted modificatrons rn teaching practice are implemented as a
result ofreflection. Displays basic understanding ofprofessional growlh and responsibilif,v, which may include respecting confidential infomration
about srudents.

DOES NOT MEET EXPECTATIONS (D)

Displays unsatisfactory understanding of teaching ski11s. Content and methodology are generaliy inappropriate and/or inadequate to meet the learners'
nee-ds. There may be some response to suggestlons for improvement but has difficulty in reflectrng on practice and implementing modifications.
Altl-rough there may be some understanding of the needs lor professional growth and professional responsibiiily, there is minimal evidence in
practice. which may include respecting confidential inforrnation about s1u4ents.

E:

EXEMPLARY

: P = PROF'ICIENT : A:

ADEQUATE

I D:

PERSONAL AND PROFESSIONAI FACTORS

DOES NOT MEET EXPECTATIONS

E

{:

{"4

The teacher candidate:

1.
2.
3.
4.
5.
6.

Models professional and appropriate conduct

Cooperates with members of the school community
Dresses professionally and appropriately
Is punctual and prepared for school
Compietes assiqned tasks satisfactorily
Responds positively to constructive feedback

7.

Practices independence and initiative

8.

Actively participates in the 'life' ofthe school

{.*

qi
ff:
Sr

fii

:*i
C
Ci

f.r

t;
C,

n/a

ft

#
(:

{+

Comments:

Ms, O'Neil has creatively planned and organized several lessons to wrap up our Short Story Unit. She has used a variety of methods to
take up student homework, to present information to students, and to engage students in activities. Ms. O'Neil has been consistently
professional with students and staff at Cardinal Carter.

COMMITMENT TO STUDENTS AND STUDENT LEARNING

G";

(:

{.:

i1]

fr

The teacher candidate:

1.

Shows awareness

3.
4.

Incorporates awareness of how socio-culfural differences impact

student leaming into iessons
Demonstrates a positive rapport with students
Encourages active student participation in the leaming process

Prnnrotes resnectful

2.

Comments:

ofhow children develop and leam

il interactions in the school

(r
,

{:,

{,

$
Cr

i]

r}

nla

{lt

*
f'

fi

Using knowledge of various students'required accomodations, Ms. O'Neil has incorporated Differentiated lnstruction strategies into her
lessJns and aciivities. She has been a visible presence in the classroom, circulating to converse one-on-one with students, to monitor
student progress and to keep students on task in group activities. She has also worked with individual students on rough drafts of written
work to provide feedback before accepting the students'final submissions.

.Associate/lVlentor Teacher' s Summative Report, p. 2.

TEACHING PRACTICE
4.. Curriculum

&

O'NCiI

Kerri

nJa

.:

{:,

f,l

{,-r

{_:}

{}

{..!

#
,;

{..1

{:
{:i

Subject Matter Competence

The teacher candidate:

a
2.

TEACIIER CANDIDATp,

Domonstrates accurate knowledge ofcurriculum content

Differentiates instruction for leamers

tinnal

r;.

{:

lal

{,.

Comments:

instru, ctional expectations. She has a lso used a varie ty of

for siudents to demonstrate their lt]arning. Ms. O'f,leil
activities
a
nd
assignments
generated
of
a
variety
has
and
a$sessment strategies
gr oups.
pairs,
small
in
and
has provided opportunity for students to work independently, in

fii.

B.

Ottleiiias designed very detailed lesson plans which outline her intended

Planning and PreParation

annrnnri efe and relevart inslnrctional

5.
6.
.
'7

Ci

Links daily lesson plans and long-range plans

nrractinilc in leccnn n]anni

{.

*.

Sr

Plans engaging introriuctory actlvltles

Plans effectrve culminating actlvities
Uses technology effectivelY
iec fnr qfrdeniq in anni

tt

(.-i:

{*

nler

ti
learn

e,

G}

61

nJa

(.i

{e.

3.

{-l

r.

*
C:
*

{i
ft
{:

s
*

tt

f;

{_..r

{}

(:

{j

{""\

(..:

Comments:

'long-range plans outlined the progression of

Ms. O'Neil has provided several opportunities for students to apply nt]w learning. Hel
precise.
Her use of technology, with Powerpoint
and
plans
detail'
?d
were
lesson
daily
smaller to larger assignments, and her
presentations and related video clips, enhanced her Iessons and bror rght variety to ttte classroom.

C.

Lesson Execution

nla

{"..j

(e,:

{.}

(:,

("i

t*i

t61

(}

fi

{.,}

{_oj

{*"J

(J

t:

{.,..1

{..;

{r

i;'

{tJ

{:

{-l

trJ

\-.1

1"j

l-,

candidate:

pr"sents material in an accurate and meaningful manner to sfudents

2.

Sequences leaming experiences 1ogica1ly

ffentirrclrr p.oeoeq shrderrts in fhe learnins orocgss

and adaptability in lesson delivery and

5-De*"rstr"t"s flexibility
pacin g

itinnc cfleetiwelv

'7

Provides effective feedback and individual attention

fi

(ol

1-.'':

{-,J

context

i,i

1..,r

L$

{:,

Comments:
flexibilitywith timing and order
Ms. o,Neil has shown growth in fluency and accuracy in her lesson presentation. She has demonstrated
used in class to present
has
o'Neil
Ms.
that
methods
of
variety
The
moments'.
'teachable
with
spontaneo;s
of events in class, and
information and to engage students show her willingness to try new things.

1.
2.
3.

Kerri

TEACHER CANDIDATE: O'Neil

Associate/Mentor Teacher's Surnmative Report, p. 3.

clarify, ar-rd with appropriate volume an4 expression

Speaks with clariry,
Models appropriate oral communication ircluding phrasing,
tical form, and enunciation
Displays sensitivity to individual leamers by tailomrg a variely of

Comments:
Ms. O,Neil speaks with confidence and clarity and has shown progression in addressing students with more formal language in olass.
She consistently uses students' names when addressing them and is comfortable in front of the class.

Learning Environment, Classroom Management and Motivation.

1.

Supports a classroom environment conducive to ieamin

Values the inCividuality of all leamers, and responds in an inviting

3.

Handies classroom/school sched

Displays and models good time management and organizationel siqllq

2.
4.

Comments:

r,,fl.-CrN"if nur adapted to our pre-established classroom routines and has incorporated them into her lesson planning. The timeline
given in her detailed lesson plans accounts for the full 75-mlnutes alloted to each period. She has consistently designed lessons and
ictivites that are broken into shorter segments to maintatn studeni engagement and focus. Ms. O'Neil continues to work towards
developing her own classroom management style.

OVERALL ASSESSMENT:
Areas of Strength:
Ms. O'Neil has been professional, organized and
punctual throughout her placement at Cardinal Cafter.
She has embraced trying new things in her lesson
planning and in making changes when needed. Ms.
O'Neil has dedicated appropriate time to long{erm
planning and lesson preparation. Ms, O'Neil is working
to develop her professional toolbox of Dl approaches,
assessment strategies, and classroom management

Provide suggestions for improvement:

Ms. O'Neil continues to work on developing her own classroom
management style. She continues to be aware of herself as a model to
students, and thus continues to work on modelling more formal language
when speaking to students.

techniq ues.

your OVERALL assessment by checking ONE box OI{LY.

will be receiving a 'oilorderlini" or "Unsatisfactory" Summative report, consultation with the Faculty Advisor is
required. A supplemental assessment form for additional comments is available.

Please indicate

*If

the teacher candidate

ffi

Satisfactory

Dates of Absence(s):

fi]

*Borderline

none

report, nol necessarily agreement with its content)

*Unsatisfactory