Seminar

EDUCATION 2500 Report

Student Report To be completed by
Ed 2500 Instructor
*Please TYPE (including comments) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED original.
Student: Assumpta Smallwood Fall
Ed 2500 Instructor: Beth Cormier Semester: Spring
Section: Ed. 2500 OLA Summer
Year: 2020

Instructions:
• For each learning outcome below select the student’s level of performance: either Not Meeting Expectations, Meeting Expectations, or Exceeding
Expectations. Most students fall somewhere within 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.
o Not Meeting Expectations = no or little evidence of meeting an expectation or criterion.
o Meeting Expectations = varying levels of consistency and/or quality in satisfactorily meeting an expectation or criterion.
o Exceeding Expectations = consistent exemplary performance in meeting an expectation or criterion.

The EDUC 2500 student will be able to:

1. Understanding of Teaching as a Profession
• describe relationships among fundamental aspects of contemporary education. (e.g. school, student, teacher,
community, curriculum)

Expectations

Expectations

Expectations
Not Meeting
• describe issues and ethical concerns related to the teaching profession.

Exceeding
• identify teachers’ professional responsibilities.

Meeting
• recognize the richness and complexity of teachers’ working realities.

a) identify current trends in education. ✔

b) describe ways schools connect to and reflect the local community. ✔
c) describe contextual variables that affect teaching and learning. ✔
d) describe ethical issues unique to the teaching profession. ✔
e) recognize the range and nature of teachers’ professional responsibilities. ✔
f) recognize the richness and complexity of teachers’ working realities. ✔
Comments:
Assumpta participated fully in classroom discussions, reflections, and forum posts that explored the nature of the teaching
profession. Her reflections demonstrate an understanding of the range of teacher responsibilities and the richness and complexity
of teaching. She developed greater appreciation for the importance of inclusive education practices and Indigenous perspectives.
Her thoughtful participation in exploring and sharing current educational issues demonstrates a broad understanding of current
trends in Education.

Revised: September 2019

 Expectations

Expectations

Expectations
Not Meeting

Exceeding
2. Personal/Professional Attributes

Meeting
• demonstrate skills and attributes required to become an effective teacher.

a) participate in and contribute to seminar activities in a positive and collaborative manner. ✔

b) demonstrate enthusiasm and passion as a learner. ✔
c) demonstrate confidence, composure, and poise. ✔
d) demonstrate critical and analytical thinking skills during discussion and reflection. ✔
e) demonstrate flexible thinking when considering issues during discussion and reflection. ✔
f) demonstrate creative thinking during discussion and reflection. ✔
g) show maturity in judgment. ✔
h) demonstrate commitment to and interest in teaching. ✔
i) show leadership and initiative through active involvement of self and with others. ✔
Comments:
Assumpta willingly participated in all course activities. She demonstrates confidence, enthusiasm, and a genuine love for learning.
She showed initiative and leadership through her contributions to class discussions and through the additional thought she gave to
most aspects of the course. Her approach to each assignment was creative and thorough. She is clearly committed to teaching
and working with youth.

3. Professional Growth and Reflection

• communicate effectively, verbally, non-verbally, and in writing.
• reflect critically and analytically on own teaching and learning experiences.
• make an informed decision relative to teaching as a career.

Expectations

Expectations

Expectations
Not Meeting

Exceeding
• develop a sense of own professional identity.

Meeting
• identify teachers’ professional responsibilities.
• understand the richness and complexity of teachers’ working realities.
a) identify how past experiences have contributed to consideration of a career in teaching. ✔
b) document professional learning from seminar experiences. ✔
c) connect classroom experiences in the practicum with learning from the seminar. ✔
d) critically analyze and interpret course content and experiences. ✔
e) self-assess and accurately evaluate progress throughout the seminar course. ✔
f) respond to feedback by listening to, evaluating, and responding to suggestions. ✔
g) engage in thoughtful decision-making. ✔
h) communicate in writing effectively (handwriting, spelling, punctuation, grammar; syntax, and word choice). ✔
Comments:

Assumpta’s reflections are consistently genuine and meaningful to her own interests and experience. She
reflects with depth and explores questions, connections and examples. She demonstrated passion as a learner
by exploring additional resources and including her observations in her reflections. Her inquiry project was
also very meaningful and in-depth. Assumpta expresses herself well in writing and continually works on
mechanics and conventions.

U of L: Ed 2500 Seminar Report (Revised: Sep. 2019) Student: Assumpta Smallwood Page 2 of 4
 Expectations

Expectations

Expectations
Not Meeting
4. Relationships

Exceeding
Meeting
• establish a positive rapport with members of the learning community.

a) establish and maintain positive and respectful relationships with peers. ✔

b) establish and maintain positive and respectful relationships with university personnel. ✔
Comments:
Assumpta demonstrated interest in her peers and was a supportive participant/contributor in group activities.

5. Teaching Skills and Attributes

Expectations

Expectations

Expectations
Not Meeting

Exceeding
• demonstrate skills and attributes required to become an effective teacher.

Meeting
• reflect critically and analytically on his/her teaching and learning experiences.
• communicate effectively, verbally, non-verbally, and in writing.
a) plan effectively for instruction. ✔
b) organize instruction effectively. ✔
c) provide clear direction and instruction. ✔
d) engage peers in effective learning using appropriate instructional approaches. ✔
e) communicate verbally effectively (tone, volume, expressiveness, grammar, language). ✔
f) communicate non-verbally effectively (gestures, expressions, eye contact, congruence between verbal and non-verbal
communication). ✔
g) write effectively during instruction (handwriting, spelling, punctuation, grammar, syntax, word choice). ✔
h) monitor and respond appropriately to peers’ questions and behavior during instruction. ✔
i) self-assess the effectiveness of own teaching. ✔
Comments:
Assumpta put a lot of careful thought into her lesson, and she clearly enjoyed delivering it your peers. Her questions were meaningful and creative,
and her big ideas were clear. Assumpta’s enthusiasm and energy came through in her instruction. She modeled excellent articulation and expression.
She was also in tune with learner responses. She offered positive reinforcement, and adapted her instruction as needed. Her self-reflection was
comprehensive and detailed, with concrete goals for future lessons.

U of L: Ed 2500 Seminar Report (Revised: Sep. 2019) Student: Assumpta Smallwood Page 3 of 4
 Expectations

Expectations
6. Professional Conduct and Ethics

Not Meeting
• demonstrate personal and professional conduct and attributes as defined by the Faculty of Education Standards of Professional Conduct.

Meeting
• explain issues and ethical concerns related to the teaching profession.
a) act in a manner that respects the dignity and rights of all persons without prejudice as to race, religious beliefs, color, gender, sexual orientation,
physical characteristics, age, ancestry or place of origin.
✔
b) act in a responsible manner, which includes being punctual, dependable, trustworthy, consistent, and reliable. ✔
c) recognize that attendance in practicum courses and professional semesters is a professional responsibility. ✔
d) criticize (verbally or in writing) the professional competence or professional reputation of others only in confidence to proper officials and only
after the other person has been informed of the criticism. ✔
e) respect the confidentiality of information about pupils, peers, school personnel, or faculty received in confidence or in the course of professional
duties. ✔
f) act in a manner that maintains the honor and dignity of the profession and the University of Lethbridge. ✔
g) does not make representations on behalf of the Faculty of Education, the University of Lethbridge, the school, or the profession. ✔
Comments:
Assumpta was consistently open minded and respectful during all course conversations and reflections. She is clearly committed to
creating a safe and inclusive community for all learners.

7. General Comments:
It was a pleasure having Assumpta in this online class. She has a lot to offer a classroom and school, and I hope she continues to
grow confident in her abilities.

I appreciated your consistently positive attitude and genuine interest during the course, Assumpta, and I wish you much success.
Thank you for adding to our community of learners!

Recommendation: Date:

✔ PASS Recommended for Admission Signatures:

PASS but Not Recommended for Admission

EDUC 2500 Student
FAIL Not Recommended for Admission

EDUC 2500 Instructor

U of L: Ed 2500 Seminar Report (Revised: Sep. 2019) Student:Assumpta Smallwood Page 4 of 4