Lape ot Lethioridge University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER ONE Formative Assessment ‘Student Teacher: [Jennifer Davies School: (Galbraith Elementary Schoo! Grade/Subjects Taught: [Elementary Generalist Grade 2 Teacher Associate Lindsey Bedford University Consultant: [Jeffrey MacCormack Date: [Novernber 29, 2019 Tnetructions: ‘Suggestons/Azeas for Growth onthe ral page of the fom, ‘+The purpose of this form s io provide the student teacher wit specific feedback during the PSI Practeum (ED 360). + The teacher associate shoud complete this frm at regular intervals cig the pracicum (2.9. every week or every cher week) ‘Tha student teacher retain the completed form foster records its not submited othe Feld Experience Ofc. + To document he student eache’s rath ovr the practicum, selectiplacea checkmark, or week 1, woek 2, ec, in the appropiate level of performance fr outcomes boing assessed, Please ako provide some comments on Svengts/Praessinal Leaming Achieved ad + tismot necessary to selective a checkmark next each outcome every tne he forms complet ~ Teacher Associate may wish conceal on th 3-8 most relevant and significant strengths and areas for roth, depending on the situation. 4. PLANNING AND PREPARATION (ras #1, #2, #2, #0) 7 z ioe Planning and Proparation z5|_ 43 1, Demonstrates knowledge and skis inthe subjact matter ofthe lassons. (3) Cie 2 Incrporals a vary of appropri resources and isructonalasessment strategies ino lesson plans. (3) CLT tai Gy 3: Ta ering ones fan be Aber Pron of Sues pretax opera wanna ena T= |= Fe | bless bong buh) “4 Takes into account students’ rie aming, learning needs, interests, and background. (1.3.4) BIE Gi ae 5. Oris no pope oper ad eaves forse. (9) OI eo 6. Plans appropiate contnt and ates forte time alt. 3) Oo Delo \Ritontenekipamaimen eae crear, | (0 0 mo SnSasenerooleeonojeives 3) _| 8. Integrates digital technology ae resources into instruction, where approndte (2,3) Min clo 8, Obtains and organizes equipment and materials or nsruction. (3) De Ca 2. INSTRUCTION (ras #4. 44 #5) Rod |g ‘Communication 4b db Uses art nd rane cree pak ane itn gigs) CUO oo 2, Uses voesbulry appropiate fo students’ age, background and tress (8) Oloio Oo ‘3. Modulates hisher vole far audbilly and expression. (3) Cibolo Oo “4. Demonstates cull sensiviy communication and instveon (4,5). Oi E Lesson Introduction © oli omen od eomntiesen opeiasiemgecaomae gy nes TIT i] ovised: Septembor 20102. Instruction Continved OS 81,43, 4 #5) ‘General Lesson Development 6. Inoorportes strategies for motvatng students using relevant and interesting sujet malir are activins. (9. 4) LEE Bt 7 eee a an an ao aw an ir Sge eo 18._Demonsraes subjecl mater competence during hstucion 3) CCl tt ‘9. Organizes and directs Iering for individuals, small groups, ad whale Classes. (3.4) OO Po 0. Provides clear dectons, instructions and explanations. (3) OOO eo 1D ons ate esr an fon ee aio Pee) Coe iC a ee Ser 1 Vir apap an ror a) nes TER Sea | TS oe mic 15. Demonstrates Nexbilty and adaplably (1.3) DO oy tt es See eee ener Toe oo “7. Provides appropriate “wail-ine” air posing questions (3) it et 1 et Get rato a Seo 19, Leods and drects stent particpatin in class discussion fictive an dstrbues questions appropataly. (3) tT CTL pear oe am ch jon individual and group understanding af TH 7 [2 ce cana ncn Serr Sion 721. Recognizes and responds appropiate dvdual dAerences ard group larring needs (1,3. 4) DDI eo 2. Ros Sx eit n pis eam, eng, an reacting 6) CSE CI as ; FE aR ERSTE SARITA a Sooo 24, Provides homework when appropriate and expiahs assignments fly. (3) iE Cote . CLASSROOM LEADERSHIP AND MANAGEMENT (70s #1 2,43.) i il il Classroom Leadership J 5 5 Say eR HT A STI Saale Ciapars aan (03 | Greaes& mata an efecive Ising eofonrent seta heh pedals todas or shear (WPL ‘5 Danerstates nave, enfusiasn anda conmimantn he sont and subjct adel nooo tehavows(i3) || |/ | 1? | | “4 Esiablhes postive relationships and a classroom cimate based on mutual Wust and respect. (12,4) Eee ey ‘iasroom itanagemont e Clay densa rics caso posure) DIO Bic 5 Gieaty communists end veiorcs expects or apron Kuen bebavnw 6) To Idip elo 7. ibs nino diane de wou ais. peo Rani rapa i pop a ad ag aS AT TTT ate tesponses; folows school discipline poles and procedures (4) OOH ot UctL PSI Famatve Assessment Re: Sep 208) Student: Jennifer Davies Page 20144, ASSESSMENT 7053.4) a Ecce Assessment "Assesses sel aing rae sha vary oT appeasement eciqns a aka (9. obeanatns,crvetalrs, queen checking aly war, pefermance sed wien assossnen). (3) 2 Checks equ er unoerstr,) 3. Pros tinal ard otocbeedacon aig sudo) “© Weis rates acirg based on esesrant seg. mpl arava asin rage We eSS whe eure 4 5, plans aris ow rng wl eased) nojaqo 1] 9/3 JD} eer ojago J] FSI =I tte bolas [Eee andra era sro aue ea) ] 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES. (105 #1, 62.14.96) Professionalism Posrsa rolesal appearance and mame. (6) 4 2. Falls rosa batons, prea eine siistave de) (8) 3_Denenstaes may ad poesia ent (1,6) 5 Denanstates an inet a conritnet teaching pele (6) sabises prose raaortps wi fe sel commun 1) ‘Professional Growth. Acura asses and docs eevee Tene, vs Sighs ane WITS wd Halos PHOS SPIES Inproverens. (2) 7_Uses eres of erases a fad nprovs acing practised gu profesional goth) Responds prepay leedhxk arabes by ug ea an nplenentng saz 2) 8 Devsp nd communis apersoal vio ofeaheg ‘9, Davy and preseason ero serv plan iluSrg go, are FOr var OR CTO WA, SA fr gels. TC ct ia esponsas oa uaa aoarGg eb Ata Shel a sal and Gi plas ad cba owe login. Ehical Conduct. = 12. Raspes te ign ar his oT al persre win props a a, egw ae, ee, sal Oban, gad ay yea cartes, Sebi, mana dis, ap, rcs, pac oer, pa oleae, socecaromc bast rina, ssrod (5.8) 13. Tes sons win dy ard reapal ard corarate oe cesar, (56) Oa ies eines near on Ae ST TTS NOTTS | Gee nhebedton fon svt @ os rere tet at aera o TE Das OSE HOES ee ESN Hn SAS TS STEN TS TSN t Crane wp bee se etm etd esa 8 = TE Asn me al nts bea dt oe psn (.6 0 18. Does rt pea on bel fe Facil of Education, the University of Lathtrge, the school or he profession unless authorzndi doo.) | (SS SSSR =I fs} A 0 | ovo ooo] (Aon I I Ee UotL:PS 1 Famative Assessment fer Sp 2015) ‘Student: Jennifer Davis Page sofFEEDBACK ON PROFESSIONAL GROWTH Strengths / Professional Learning Achieved: larlad asa svong capable teacher ‘ae nvalved with students the vary ret day |-csking students quastions about themselves to get to know them ‘everytime feecback was raceved- added or changes inthe next lesson |stessoom management tas improved so much |-wating for students tobe ready before continuing lesson ot instructions |-engaging students when they are talking or off opie during lessons and intructone |-chunking directions into appropiate amounts fr grace 2 {seta rections, review drectons, checking to see if students understand L-montoring student understanding during lessons anc crections [monitoring student understanding during student werk tes [asks questions when you dont kaw haw to proceed “seking goed questions abou teasing practices [ery wing to take on dierent lessons and subjects ‘Suggestions | Areas for Grow: [ine end ofa dvection [working on asking G-chart questions [working on assessment ‘working on how to moniter reading and what strategies to teach students | Stopping whole class to give further rections chat should students do when they are done Living warning to clean up time at: PSI Fomatne Assossment Re Sop2019) ‘Student: Jennifer Davies [phasing questions for student crecion about behaviour tying nat use questions and more" naed you. 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