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PROFESSIONAL SEMESTER ONE

Summative Report

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Teacher Associate:

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Dates of Practicum:

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lnstructions:

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This is a summative report of the student teacher's performance at the end of the PSI practicum, based on expectations for
that stage of teacher development.
For each practicum outcome below indicate the student teacher's level of performance: either Not Meeting Expectations for
the PSI level, Meeting Expectations, or Exceeding Expectations. (Most students will fall into the Meeting Expectations
category, unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the
Meeting Expectations category, please indicate level of performance.
Some outcomes may not be applicable to your particular educational situation. Leave the space blank.

{. PLANNING AND PREPARATION

KSA #7 Teachers make reasoned declslons about teaching and learning 0ased on their ongoing analysis of contextual vaiables.
KSA #3 Teachers use lhe programs of study to inform and direct planning instruction and assessmenl.
KSA #6 Teachers plan for instruction, translating curriculum and outcomes into meaningful learning activities.
KSA #9 Teachers use a broad range of instructional strategies.
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Teachers identify and use relevant learning resources.

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2. lncorporates a variety of appropriate resources and instructional and assessment

strateoies into lesson olannino.
3. Translates learning outcomes from the Alberta Program of Studies into relevant and
aoorooriate learnino obiectives for the lessons beino tauoht.
4. Takes into account students' prior learning, learning needs, interests, and
backqrounds.

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1. Demonstrates knowledge and skills in the subject matter of the lesson.

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5. Organizes content into appropriate components and sequences for instruction.

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6. Plans relevant content and activities sufficient for the time allotted.
7. Prepares lesson plans for all lessons taught, using a well-defined structure which

includes learning objective(s), an introduction and closure, detailed procedures and

instructions, key questions, teaching strategies and student activities, and assessment
of lesson obiectives.
8. lntegrates information and communications technology into instruction where
aoorooriate.

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9. Obtains and organizes equipment and materials for instruction.

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University of Lethbridge: P.S. I Summative Report (May 25, 2006)

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2. INSTRUCTION
KSA #4 Teachers demonstrate knowledge of the content they teach.
KSA #5 Teachers identify and respond to learner differences.
KSA #9 Teachers use a broad range of instructional strategies.
KSA

#10 Teachers apply a variety af technologies to meet students' learning needs.

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Uses clear, fluent, and grammatically correct spoken and written language.

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Uses vocabulary appropriate to students' age, background and interests.

3.

Modulates his/her voice for audibility and expression.

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4. Establishes

set: reviews prior learning, identifies lesson objective(s) and expectations,

uses motivating attention-getters, provides an overview, and relates the lesson to
orevious learnino as aoorooriate.

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lncorporates strategies for motivating students using relevant and interesting subject

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matter and activities.

Explains and proceeds in small steps at an appropriate pace to suit the activity and
student response.

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Demonstrates subject matter competence during instruction.

Organizes and directs learning for individuals, small groups, and whole classes.

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Provides clear directions, instructions and explanations.

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12. Uses appropriate materials and resources.

Demonstrates flexibility and adaptabiliry

Leads and directs student participation in class discussion effectively and distributes
questions aooropriatelv.

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20. Reinforces student learning, building on previous,learning, revieryipg, and rg-teaching.

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21. Achieves closure for each lesson, consolidating concepts through summaries,
reviews, etc.

22. Provides homework when appropriate and explains assignments

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Focus on Sludent Learnina

18. Circulates in the classroom, intervening when necessary, checking on individual and
qroup understandinq of activitv/content.
19. Recognizes and responds appropriately to individual differences and group learning
needs.

15. Provides appropriate "wait-time" after posing questions.

16. Seeks clarification and elaboration of student responses, where appropriate.

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14. Asks cleady phrased, well-sequenced questions at a variety of cognitive levels.

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10. Directs efficient transitions between lessons and from one activity to the next during
lessons.
1 1. Uses a variety of instructional strategies to address desired outcomes, subject matter,
varied learnino stvles and individual needs.

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Lesson lntroduction

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Communication

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University of Lethbridge: P.S. I Summative Report (May 25, 2006)

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3. CLASSROOM LEADERSHIP AND MANAGEMENT

KSA #7 Teachers create and maintain environments that are conducive
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to student leaming and understand sfudent reeds

for physical, social, cultural and psychological security,
Eslab/ishes relationships with sfudenfs that respect human dignity.
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showinq confidence, poise, composure, and oresence.

2. Creates and maintains an effective learning environment, setting high expectations and
standards for student learnino3. Demonstrates initiative, enthusiasm and a commitment to the students and subject,
models aoorooriate behaviours.
4. Establishes positive relationships and a classroom climate based on mutual trust and
resDect.

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1. Assumes a leadership role in the classroom, taking charge of classroom activities,

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Classroom Manaoement

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5. Clearly defines and reinforces classroom procedures and routines.

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6. Clearly communicates and reinforces expectations for appropriate student behaviour.

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7. Monitors student behaviour and is aware of student behaviour at all times.

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8. Responds to inappropriate behavior promptly, firmly, and consistently, using

appropriate low-key and higher level responses; follows school discipline policies and
orocedures.

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4. ASSESSMENTf

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Assessment
1. Assesses student learning using a variety of appropriate assessment techniques and
instruments (e.9., observations, conversations, questioning, performance-based and
written assessment)

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2. Provides timely and effective feedback on learning to students.

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teachino strateoies to re-teach where reouired).

4. Exptains to students how tearning wil be assessed.fir5Jl

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5. Maintains accurate records of student progress.

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3. Modifies and adapts teaching based on assessment data (e.9., uses alternative

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University of Lethbridge: P.S. I Summative Report (May 25,

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5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES

KSA #2 Teachers understand the legislated, moral and ethical framework within which they work.
KSA #1

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Teachers engage ln assesslng the quality of their teaching.

#16 Teachers are able to communicate a personal vision of their own teaching.
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Presents a professional appearance and manner.

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Fulfills professional obligations (i.e., punctuality, routine administrative duties).

Demonstrates maturity and professional judgment.

Demonstrates an interest in and a commitment to the teaching profession.

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Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and
makes appropriate suqqestions for imorovements.
Uses the results of student assessment and feedback to improve teaching practices and guide professional
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Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions.

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Develops and communicates a personal vision of teaching.

10. Demonstrates willingness to take "informed risks" to benefit student learning.

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and presents a professional portfolio and/or growth plan including goals, evidence of progress
toward qoals, reflections on qrowth, and future qoals.

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Ethical Conducl

12. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender,

sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, place of
orioin. olace of residence. socioeconomic backoround or linouistic backoround.
13. Treats students with dignity and respect and is considerate of their circumstances.
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4. Does not divulge information about a student received in confidence or in the course of professional duties
exceot as reouired bv law or where to do so is in the best interest of the student.

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15. Does not undermine the confidence of students in teachers or other student teachers.
the professional competence or professional reputation of teachers or other student
teachers unless the criticism is communicated in confidence to proper officials after first informing the
individual concerned of the criticism.

16. Does not criticize

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17. Acts in a manner that maintains the honour and dignity of the profession.

18. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the
profession unless authorized to do so.

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University of Lethbridge: P.S. I Summative Report (May 25, 2006)

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SUMMARY
Areas for further growth:

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REGOMMEI{DATIOl'T

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TNooMPLETE.

"lf an lncomplete grade is recommended, please attach a signed document

providing reasons and recommendations for additional practicum experience.

Note: The Teacher Associate is responsible for completing this document, in consultation
with the Student Teacher and the University Consultant.

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Date

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Signature: University Consultant

Please submitthe completed oriqinal signed report to Field Experiences, Room TH423, Faculty of
Education, the University of Lethbridge, and provide signed copies for the Student Teacher and for the
U niversity Consu ltant.
University of Lethbridge: P.S. I Summative Report (May 25,

2006)