Lethbridge University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER ONE e Report Sart Student Teacher: Meaan Bos | seheot: Bow Island Elem, Grade/Subjects Taught: | Grade, | —al| | TeacherAssociate: | Linda Gatz University Consuttant: | Jenna Lowe Dates of Practicum: | Woy ie — Dee 15/16} Instructions: + This is a summative report ofthe student teacher's performance atthe end ofthe PSI practicum, based on expectations for that stage of teacher development. + For each practicum outcome below indicate the student toacher's level of performance: ether Not Mesting Expectations for ‘he PS! level, Meeting Expectations, or Exceeding Expectations, (Most students wil fal inte the Meeting Expectations catagory, uniess 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 | + Atthe end of each section of the form, please provide comments in reference to the relovant KSAs and practicum outcomes. 4. PLANNING AND PREPARATION KSA#1__ Teachers make reasoned decisions about teaching and learning based on ther ongoing analysis of contextual variables. KSA 39. Teachers use the programms of study fo inform and direct planning instruction and assessment KSA 6 Teachers plan for nstucton, translating curiculum and culcomes nto meaningful leaming activites. KSA#9 Teachers use a broad range of instructional strategies. KSA #13 Teachers ident and use relevant leaming resources. Exceeding Expectations Planning and Preparation 1. Demonstrates knowledge and sklls inthe subject matter ofthe lesson, Z incorporates a varely of appropriate resources and instructional and assessment w stratogis into losson planning. Lil 3. Translates leaming outcomes from the Alberta Program of Studies info relevant and | Z| appropriate learning objectives forthe lessons being taught Li Takes into account students’ prior learning, learning needs, infarests, and ral iz backgrounds. L 5. Organizes content ino appropriate components and sequences for instruction 6. Plans relovant content and activitis sufficient for the time alloted. a 7, Prepares lesson plane for all lessons taught, using 6 well-defined stucture which ‘eludes laving obecve(s, an ioducton and closure, deta procedures and | -— 7 instructions, key questions, teaching strategies and student activities, and assessment ‘of losson objectives. intogrates information and communications Techndlegy ino inaruction where Cimit appropriate = 8. Obtains and organizes equipment and materials for instruction, ie | ‘COMMENTS: a Breaking down teaming outcomes is paramount for individual’ success. Youve done a commendable job, ‘ “grade one world! astering this in the Proceauees + iastedetions ace interpreted of different levels + youve done seme great “thinking en your feet to adapt + adjust for student success, University of Lethbridge: P.S. 1 Summative Report (ay 2, 206) 1INSTRUCTION KSA #4 Teachers demonstrate knowladge ofthe content they tach KSA 85 Teachers dently and respond to learneraferoncos. KSA #9 Teachers uso a broad rang ofincirucional strategies. KSA #10 Teachers apoly a variety of technologies fo meat students leaming needs. Communication. Inot Meeting [Expectations 1._Uses clear, fuent, and grammatically corract spoken and witten language || meeting Expectations 2. Uses vocabulary appropriate to students’ age, background and interests. 3, Modulates his/her voice for aulblity and expression Lesson Introduction 4, Establishes set: reviews prior learning, [denies lesson objective) and expectations, uses motivating atlenion-getters, provides an overview, and relatas the lesson to previous leaming as approoriate ‘General Lsason Development 5. Incorporates strategies for molivating students using relevant and interesting Subject mattor and activites. ‘6. Expiains and proceeds in small stops af an appropriate pace lo sul the acliviy and ‘student response. 7._ Demonstrates subject matter competence during instruction 8._Organizes and directs learning for individuals, small groups, and whole classes, 9. Provides clear directions instructions and explanations. 10. Direcis efficient transitions between lessons and Fom one acivily fo the newt during lessons. 17. Uses 2 variety of instructional svatogios to address desired outcomes, subject mater, varied learning styles and individual needs. 12. Uses appropriate materials and resources, 19, Demonstrates flexibility and adaptability. ‘Questioning and Discussion 14, Asks clearly phrased, well-sequenced questions at a variely of cognitive leves 15, Provides appropriate “waitsime" after posing questions, 16. Seoks claiteation and elaboration of student responses, where appropriate, 17. Leade and directs student participation i class diecussion efleively and distributes questions appropriate ‘Focus on Student | 16. Gircilates In the classroom, Ifervening when necessary, checking on Individual and ‘group understanding of activity/content. 78, Recognizes and responds appropratoly o ndvidual @feronces and group learning needs. 20. Reinforces student learning, building on previous learning, reviewing, and reeaching, Closure 21. Achieves closure for each lesson, consalidaling Concepis Through Summaries, reviews, et. 22, Provides homework when appropriate and explains assignments ful. E ‘COMMENTS: Set —sludent participedion at whiteboard | editing! & Questioning— good patience + control when rainstorm individwal undérstanding Pwhen you're explaining, & edit same concept, Stop+ reteach to group: Me Univer ot SAGE As, Bina Rot ay 8,200)3, CLASSROOM LEADERSHIP AND MANAGEMENT KSA #7 Toachors create ard maintain environments tet ere conducive fo student coming ard understand stasent needs for physica socal, cultura and psychovgic! secur, KSA ne _Estanicnes relatanships wa atudonts that respect numen dig. Classroom Leadership 1, Assumes a leadership role in the classroom, aking charge of classroom aciviles, showing confidence, poise, composure, and presence. 2 Creates and maintains an effecve leaming environment, sting Figh expaclalions and Standards for studont learning & Demonstrates iat, enthusiasm and a corimiimant ioe sudonis and wobec, | [— | [— models appropriate behaviours & Establishes positive relstonships and a lassroom climate based on mutual wust and TRIN ste respect. a E Giassroom Managamant ae 5. Clearly defines and reinforces classroom procedures and routines, _ || 6. Cleary communicaies and relnforces expectations for appropriate student bohavour | | Cc 7, Monitors sidant behaviour and is aware of student behaviour a altimes. WY . Responds to appropiate behavior prompt, ni. and consistently, using = bpropite low-key and higher lve responses olows school cscipline paces and Civic procera. - COMMENTS: The students see you as another teacher! Quick respense te individual needs TAIN 4, ASSESSMENT KSA#IT Teechars gether and use information about students learning neads and progress ant assess the range of earning =|! Expectations Not Meeting Expectations Meeting Expectations ‘Assessment 1. Assesses student leating using a varely of appropriate assosemont Techniques and instruments (.g., observations, conversations, questioning, peformance-based and | [ wren assessment 2. Provides timely and ofecve feedback on loaning to students 3. Modifies and adapis teaching based on assessment data (e.g., ses atemaive IF teaching strategies to reteach where required) 2 4, Explains to students how learsing willbe assessed NAILS IN A A 5. Maintains accurate records of student progress. fe COMMENTS: Excellent Math + Spelling recerd keeping University of Lethbridge: P.S. | Summative Report (May 25,2008) 35. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA#2__Toschors understand tho legislated, moral an othical ramework within who they wark. KSA #15 Teachers engage in assessing the qualty of thor IKSA'816 Teachers are abl o communicate a parzanal vision oftheir own teaching. Professionalism 1. Presents a professional appearance and manner. Fulfts professional obligations (te, punctuaty, routine administrative duties) Demonstrates maturity and professional judgment. || Juraccortabie ALL ININININTSIINT RIRINTINY {coer Demonstrates an interest in and a commitment to the teaching profession Establishes professional relationships with the school community E Professional Growth 6. Accurately assesses and documonis ihe effediveness of assone, Garilies Srengths and weaknesses and ‘makes appropriate suggestions for improvements. 7. Uses the results of student assessment and feeaback fo mnprove teaching praclices and guide professional grow, Responds appropriately to feedback from others by listening, intrpreting, ana implementing suggestions. 8 9. Develops and communicates a personel vision of teaching. 10. Demonstrates wilingness to take “Informed rsks" ta benefit student learning, 77. Develops and presents professional portfolio andlor Growih plan lnuding goals, evidence of progress toward goals, reflections on growth, ané future goals, Effiea! Conduct 12, Respects the dignity and rights ofall parsons without prejudice as 10 race, rolgious beliefs, colour, gender, ‘sexual orientation, gender idently, physical characteristics, disabilty, marital status, age, ancestry, place of ‘origin, place of residence, socioeconomic background or linguistic background. 419, Treats students with cignty and respect and is consideraie of their circumstances. J 14. Does not divulge information about a student received In confidence ori the course of professional duties ‘except as raquired by aw or wher® to d0 60 is inthe best interest ofthe student. ‘Does not undermine the confidence of students in teachers or other student teachers. ‘Does not enicize the professional competence or professional reputation of teachare or other atudent teachers unless the critclsm is communicated in confidence to proper officals afer fist informing the individual concerned of the ertcsm. 17. Acts in a manner that maintains the honour and dignity ofthe profession, 8. Doss not speak on behalf of tho Faculy of Education, the Univeraly of Lofibridge, ihe schoal, or the profession unless authorized to do so. Z ‘COMMENTS: i IA 15, 76 ya University of Lethiridge: P.S. | Summative Report (May 25,2006)SUMMARY ‘Areas for further growth: ee gee uw a attention 1 ES Ch Cie iar fees ets Keep ve o thes of Lets0ons, upteat fev GES [i jpegs Overall comments (Strongest aspects of student's performance): fine ye Taught the ads ered al quart kal hee seernint vy Commitments fo eye parish Uurthy gous tr wee whic’, writ take yar far! Fponk you fe" ding aera frusns tains! tial fo etry the chgcovery & Cole rue) RECOMMENDATION [7] pass | ran [| oompcere * “if an Incomplete 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. M fo Dec 12 Jib rae zo olinda ok Bee. 12] I¢ 7” Signatare® University Consultant 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 25,2006)