University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER ONE Summative Report Student Teacher Megan fon, Schook St fan Fine Ars Soe! GraderSubjects Taught: |r. of Loc [Ddunrafi@-Ue preacher Associate: | (\/}y g Ur covet: | en Wa [ powers Nally) Wart Jor? { Instructions: + 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 wil fal ito the Meeting Expectations category, unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the Meeting Expectations catagory, please indica level of performance. + Some outcomes may not be applicable to your particular educational situation. Leave the space blank. + Atthe end of each section ofthe form, please provide comments in reference to the relevant KSAs and practicum outcomes. 4. PLANNING AND PREPARATION KSA#1 Teachors make reasoned decisions about teaching and foaming based on ther ongoing analysis of contextual vaiabes. KSA#9__Teachors uso the programs of study fo inform and direct planning instruction and assessment. KSA¥6 Teachors plan for Insiucton, translating curulum and outcomes into meaningful learning activites. KSA #9 Teachers use a broad range of instructional stratogies. KSA #13 Teachers dont and uso relevant learning resources. Planning and Preparation S| 1. Demonstrates knowledge and ski inthe subject mater ofthe lesson 2, Incorporates a variety of appropriate resources and instrucional and assessment strategies Into lesson planning. 7. Translates learning outcomes from the Alberta Program of Studios ino relevant and 7 appropriate learning objectives forthe lessons being taught. - 7. Takes into account students" prior learning, learning needs, interests, and 7 | "backgrounds. | 5. Organizes content into approp ‘Not Meeting ||| Expectations j| Meeting [Exceeding Expectations qo NNN te components and sequences for instruction. 1 6. Plans relevant content and activites suficiont forthe time alloted. ] 7. Prepares lesson plans for all lessons taught, using @ well-defined structure which includes learning objecive(s), an introduction and closure, detailed procedures and 1 1 instructions, Key questions, teaching strategies and student activities, and assessment cof lesson objectives. Integrates information and communications technology into instruction where appropriate 3 8, Oblans and organizes equipment and materials for instruction {Go COMMENTS: Megan was wiell prepewred | She Varied the achurhes and \esouns - tbr Leche lang were well thought out with allenhon Y detail dnd vewried neede inthe. Chassitoom | University of Lethbridge: P.S. | Summative Report (May 2, 2006)INSTRUCTION KSA #4 Teachers demonstrat knowedge of the conten they teach, KSA 85 Teachers idenily and respond 0 leaner ciforencas. [KSA #9 Teachors uso a broad ange of stuconal strategies. [KSA #10 Teachere apply a varaly of technologias lo meet students leaming naeds. Communication = ||Exceeding [Expectations 4. Uses clear, fluent, and grammatically correct spoken and writen language. 2, Uses vocabulary appropriate to students’ age, background and interests. Meeting ||) expectations 3. Modulates histher voice for audibly and expression. Tesson Introduction 4, Establishes set reviews prior learning, identifies lesson objective(s) and expectations, uses motivating attention-getters, provides an overview, and relates the lesson to previous learning as appropriate. ‘Genoral Lesson Development _ '6. Incorporates strategies for motivating students using relevant and interesting subject matter end actives. &. Explains and proceeds in small steps at an appropriate pace to suit the activity and sludent response, 7. Demonstrates subject matter competence during instruction. 8. Organizes and directs learning for individuals, small groups, and whole classes, 9. Provides clear directions, insvuctons and explanations. 70, Direéts efficent ransitions belween lessons and from one aciivily to the next during lessons. 77. Uses a variety of siruclional siatogies to address desired oulcomes, subject matter, varied leaming siyles and individual needs, = 12. Uses appropriate materials and resources. 13, Demonstrates flexibility and adaptablly. ‘Questioning and Discussion 114, Asks clearly phrased, well-sequenced questions at a varaly of cognitive levels. 18, Provides appropriate “wait-ime” after posing questions, 116, Seeks clarification and elaboration of student responses, where appropriate. 7, Leads and directs student parlispation in class discussion effectively and distributes questions appropriately. Foaus on Student Learning 18. Circulates in the classroom, intervening when necessary, checking on individual and ~ group understanding of actvityicontent. 7B, Recognizes and responds appropriately to Individual diferenes and group learning needs, 20, Reinforces student learning, building on previous leaming, reviewing, and receaching, Glesure | 21. Achieves closure for each lesson, consolidating concepts ‘through summaries, reviews, ote 22. Provides homework when appropriate and explains assignments fully ‘COMMENT: wepeclahions of a teacher | University of Lethbridge: P.S. | Summative Report (Mey 25,2008) Necans \esean Plans Were ak a. P53 quality | She is Well pe ed and Cepurty Cordersterned3. CLASSROOM LEADERSHIP AND MANAGEMENT KSA #7 Teachors create and maintain environments that ar condueive fo student eaming and understand student needs ‘or physical, soca, cultural and psychological secur. KSA #8 _Estabichesrlaionships wth students that spect human aig. 3 i ded H 2 33 35 3 ge Classroom Leadership aa 2 be 7. Assumes a leadership role in the classroom, taking charge of classroom actives, THI | "Ghoingconfidonce, ple, composite, end presen, ] | | 2. Creates and maintains an effective learning environment, selling high expectations and standards for student learning. 3. Demonsirates initative, enthusiasm and & commilmont to the sludents and subject, ‘models appropriate behaviours. “Establishes positive relationships and a classroom climate based on mutual Wust and respect Glassroom Management 5. Clearly defines and reinforces classroom procedures and routines. 6. Clearly communicates and reinforces expectations for appropriate student behaviour 7. Monitors student behaviour and is aware of student behaviour at all times. 8. Responds to inappropriate behavior promply, fly, and consistently, using appropriate low-key and higher level responses; follows schoo! discipine policies and procedures, SAUNINWN! [NNN] | Mecan beole om the. mae of & leacher She we ood Monagunent sills: She's ¢ and Sets up ¢ aur -eyopectah ons. Sl akeud to by @ naw Maracement stil) 4, ASSESSMENT lear CONCLSC 2 1snib KSA #11 Teachors ger and use information about students" learning needs and progress and assess tho range of learning objectives. Not Meeting Expectations Assossmont Meeting Expectations Exceeding | Expectations 1. Assesses student Ieaming using a variety of appropriate assessment techniques and instruments (e.g., observations, conversations, questioning, performance-based and N writion assessment) | 2. Provides timely and effective feedback on learning to students 3. Modifies and adapts teaching based on assessment data (e.g., uses alternative INI teaching strategies to re-teach where required) | 4. Explains to students how learning willbe assessed ‘5. Maintains accurate records of student progress. dre Hescusses Bay students needs - University of Lethbridge: P.S. | Summative Report (May 25, 2008) 5 a65t4sment is imbedded ue aesROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA #2. Teachers understand the legislated, moral and ethical framework within which thoy work KSA #16 Toachors engago In essessing the qual of hor toaching KSA #16 Teachers are able fo communica personal sion of ther own teaching. ‘Unacceptable |Acceptable Professionalism 1. Presents a professional appearance and manner. 2. Fulflls professional obligations (Le., punctuality, routine ad 3._ Demonstrates maturity and professional judgment 4,_ Demonstrates an interest in and a commitment tothe teaching profession. 1 | 5, Establishes professional relationships with the school community. 1 Al Professional Growth zs gee 8. Accurately assesses and docimenis the effeciveness ofossons,niiiesstengis and weaknesses and | [= | 7 ‘makes appropriate suggestions for improvements. : 7. Uses the resulls of student assessment and feedback to improve teaching practices and guide professional ‘growth. = = 8. Responds appropriately to feedback from others by listenin, interpreting and implementing suggestions. i 8. Devolops and communicates a personal vision of teaching. 10, Demonstrates wilingness to take "informed risks” to benefit student learning ‘Develops and presents a professional portfolio andlor growth plan Including goal, evidence of progress toward goals, reflections on growth, and future goals. Fifical Conduct 12, Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender, sexual orientation, gender identity, physical charactaristis, disabilly, marital status, age, ancestry, place of 1 origin, place of residence, socioeconomic background or linguistic background. 18, Treats students with dignity and respect and is considerate oftheir circumstances. “I 74, Does not divulge information about a student received in confidence or in the course of professional duties except as required by law or where to do so i in the best interest of the student 415, Does not undermine the confidence of students in teachers or other student teachers. teachers unless the eriem is communicated In confidence to propar ofcials ator fist informing the individual coneamed ofthe eticiem. | 17. Acs in a manner that maintains the honour and dignity of he profession. I 7i8-Does not speak on behalf of to Facully of Education, the Unversity of Lethbridge, the school, or the 1 | profession unless authorized to do so, ‘COMMENTS: 18. Does not criticize the professional competence or professional repulation of teachers or other student Z| Kofessional l Tm impressed with how Wel ohe presented herselt She was Well thowgh of by stage, Mans Dosihive comments } University of Lethbridge: P.S. | Summative Report (May 25,2008) 4‘SUMMARY ‘Areas for further growth: f 6 Megen conWnue te worle ovr ZT would Uke to see Aosestament aulls Overall comments (Strongest aspects of student's performance): \ \Noo! Ween was a fankashe PS! shwent teachey” Are ger in con& dence. throu: the proach eum. nis aleadu ab a P53, \euel: She 1s Gouna +o afresh teacher. T leole fonvarcl Yo her berg aco leque one daw « Cur childien ave in good hands > We a RECOMMENDATION OK [pass Cran []] weomevere* “if an incomplete grade is recommended, please attach a signed document providing reasons and recommendations for adaltional practicum experience. Note: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and the University Consultant. ‘Signatof®: Stugghi Teacher Dale asst Parad Deoorn bes) l, 2014 Sage: Toafor Yososire DecemBER IV, 2o\e Signature: Universiy Consultant Date Please submit the completed original 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 University Consultant. University of Lethbridge: P.S, | Summative Report (May 25, 006)