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University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER TWO
Summative Report

Student Teacher: Sydney Andres School: Sinkut View Elementary School

Grade/Subjects Taught: Language Arts, Science, P.E., Social Studies, Math, Art
Teacher Associate: Jana Jensen University Consultant: Darlene St. Georges
Dates of Practicum: March 8, 2021 to April 30, 2021
Instructions:
• This is a summative report of the student teacher’s performance at the end of the PS II practicum, based on expectations for that stage of teacher
development (EDUC 3600).
• For each practicum outcome below select the student teacher’s level of performance: either Not Meeting Expectations for the PS II 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 select level of performance.
• Some outcomes may not be applicable to your particular educational situation. Leave the space blank.
• At the end of each section of the form, please provide comments in reference to the relevant teaching competencies and practicum indicators.

1. PLANNING AND PREPARATION (TQS #1, #2, #3, #4)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Planning and Preparation
1. Demonstrates knowledge and skills in the subject matter of the lessons including his/her subject major. (3) X
2. Incorporates a variety of appropriate resources and instructional/assessment strategies into lesson plans. (3) X
3. Translates learning outcomes from the Alberta Program of Studies into relevant and appropriate learning objectives for X
the lessons being taught. (3)
4. Takes into account students’ prior learning, learning needs (including student IPPs), interests, and student variables
X
such as age, gender, socio-economic status and cultural/linguistic background. (1, 3, 4)
5. Organizes content into appropriate components and sequences for instruction. (3) X
6. Plans appropriate content and activities for the time allotted. (3) X
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, learning activities, X
and assessment of lesson objectives. (3)
8. Prepares unit plan(s) in subject major that include rationale, overview, learning outcomes, teaching/learning activities,
and assessment plan. (3) X
9. Integrates digital technology and resources into instruction in subject major and other subjects, where appropriate. (2, 3) X
10. Obtains and organizes equipment and materials for instruction. (3) X
COMMENTS:

Sydney incorporates a variety of instruction into all of her lessons. These range from short movies, digital
technology such as power points, picture books, oral First Nations stories, games, physical movement and more.
This range of introducing content keeps the students involved and focused on learning. Sydney has lessons
prepared and supplies ready to go before students enter the room and students respond well to seeing what
they are going to be doing and that she has cared enough to set things up. Ms. Andres took on several units in
our classroom and taught an entire Science unit on the Muscular System, a P.E. unit on basketball and an Art
unit on Color Theory and Landscapes. All units were well planned and various assessments were used
throughout.

Revised: February 2020

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2. INSTRUCTION (TQS #1, #3, #4, #5)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Communication
1. Uses clear, fluent, and grammatically correct spoken and written language. (3) X
2. Uses vocabulary appropriate to students’ age, background and interests. (3) X
3. Modulates his/her voice for audibility and expression. (3) X
4. Demonstrates cultural sensitivity in communication and instruction. (1, 4, 5) X
Lesson Introduction
5. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations, uses motivating attention-getters, X
provides overview, and relates the lesson to previous learning as appropriate. (3)
General Lesson Development
6. Incorporates strategies for motivating students using relevant and interesting subject matter and activities. (3, 4) X
7. Presents content in appropriately organized sequences for instruction. (3) X
8. Explains and proceeds in small steps at an appropriate pace to suit the activity and student response. (3) X
9. Demonstrates subject matter competence during instruction. (3) X
10. Organizes and directs learning for individuals, small groups, and whole classes. (3, 4) X
11. Provides clear directions, instructions and explanations. (3) X
12. Directs efficient transitions between lessons and from one activity to the next. (3) X
13. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied learning styles and
individual needs (including student IPP goals/objectives).(3,4) X
14. Uses a broad range of instructional strategies specific to subject major. (3, 4) X
15. Uses appropriate materials and resources for teaching. (3) X
16. When appropriate, uses resources that accurately reflect and demonstrate the strength and diversity of First Nations,
X
Métis, and Inuit. (5)
17. Demonstrates flexibility and adaptability. (1, 3) X
Questioning and Discussion
18. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. (3) X
19. Provides appropriate “wait-time” after posing questions. (3) X
20. Seeks clarification and elaboration of student responses, where appropriate. (3) X
21. Leads and directs student participation in class discussion effectively and distributes questions appropriately. (3) X
Focus on Student Learning
22. Circulates in the classroom, intervening when necessary, checking on individual and group understanding of
activity/content. (3) X
23. Recognizes and responds appropriately to individual differences and group learning needs. (1, 3, 4) X
24. Reinforces student learning, building on previous learning, reviewing, and re-teaching. (3) X
Closure
25. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions, and
X
applications. (3)
26. Provides homework when appropriate and explains assignments fully. (3) X
COMMENTS:

Sydney's instructional skills are her strong point. I have really appreciated her flexibility and find it to be beyond
her experience. While seasoned teachers struggle to adapt and make on-the-fly changes, Sydney seems to do
it seamlessly. Due to circumstances in our school I have had to act as teacher in charge for much of Sydney's
time in my room. When I have had to take care of an issue in the school she has stepped in, taken over my
lesson, jumped into small group instruction and fit in perfectly. On other occasions she had planned a lesson but
had to reschedule it and she willingly and happily changed things up. Sydney's self-assessment of her own
teaching is very mature and shows a willingness to improve. On a couple occasions she noticed students did
not understand so she changed her sequence of unit teaching and retaught what kids might have missed. Ms.
Andres is Part First-Nations and has shared many stories and First Nations content that has really enriched our
classroom.
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3. CLASSROOM LEADERSHIP AND MANAGEMENT (TQS #1, #2, #3, #4)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Classroom Leadership
1. Assumes a leadership role in the classroom, taking charge of classroom activities, showing confidence, poise,
X
composure, and presence. (1, 3, 4)
2. Creates and maintains an effective learning environment, setting high expectations and standards for student learning,
X
attending to student variables such as age, gender, socio-economic status and cultural/linguistic background. (1, 2)
3. Demonstrates initiative, enthusiasm and a commitment to the students and subject, models appropriate behaviours.(1,3) X
4. Establishes positive relationships and a classroom climate based on mutual trust and respect. (1, 2, 4) X
Classroom Management
5. Clearly defines and reinforces classroom procedures and routines. (4) X
6. Clearly communicates and reinforces expectations for appropriate student behaviour. (4) X
7. Monitors student behaviour and is aware of student behaviour at all times. (4) X
8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate low-key and higher level
responses; follows school discipline policies and procedures. (4) X
COMMENTS:
Early on in Sydney's Practicum she was using our classroom procedures effectively. Students quickly saw her
as the other teacher in the room and responded very well to her management. She responds quickly to
inappropriate behavior and I never felt I had to step in to 'rescue' her, she had individual behavioral issues
handled.

4. ASSESSMENT (TQS #3, #4)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Assessment
1. Assesses student learning, formatively and summatively, using a variety of appropriate assessment techniques and
instruments (e.g., observations, conversations, questioning, checking daily work, performance-based and written X
assessments, quizzes, tests). (3)
2. Checks frequently for understanding. (3) X
3. Provides timely and effective feedback on learning to students. (3) X
4. Modifies and adapts teaching based on assessment data and student IPPs (e.g., employs alternative teaching strategies
to re-teach where required). (3, 4) X
5. Analyzes and evaluates measurement data to assess student learning. (3) X
6. Explains to students how learning will be measured. (3) X
7. Develops and maintains accurate records of student achievement (e.g. grade sheets, databases) and communicates
X
results to students, parents and the school effectively).(3)
COMMENTS:
Ms. Andres used a variety of ways to assess student's understanding. She wrote quizzes and tests, organized
Kahoot reviews and more. During Art lessons she was particularly good at providing immediate and long term
feedback that students used to make changes and improvements. Sydney was very good at recording scores in
my grade book and filed completed and graded work into individual student files. I appreciated that she did all
the marking of quizzes and tests that she gave and then used those tests to identify where instruction might
have been improved.

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5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (TQS #1, #2, #4, #6)

Unacceptable

Acceptable
Professionalism
1. Presents a professional appearance and manner. (1, 6) X
2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). (6) X
3. Demonstrates maturity and professional judgment. (1, 6) X
4. Is knowledgeable about professional issues and demonstrates a commitment to the teaching profession.(5, 6) X
5. Establishes professional relationships with the educational community and wider community (where appropriate). (1) X
Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and makes appropriate suggestions for
X
improvements. (2)
7. Uses the results of student assessment and feedback to improve teaching practices and guide professional growth. (3) X
8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. (2) X
9. Develops and communicates a personal vision of teaching. (4) X
10. Reflects upon achievement of the various competences in the Teaching Quality Standard and inquiry-based goals through the completion of the
X
Professional Learning Tool. (2)
11. Develops and presents a professional portfolio to colleagues, including the Teacher Associate and University Consultant. (2) X
12. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district policies and other relevant
X
legislation. (6)
13. Applies the teaching competencies for interim certification appropriately. (6) X
Ethical Conduct
14. 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 origin, place of residence, socioeconomic background or linguistic X
background. (4, 5, 6)
15. Treats students with dignity and respect and is considerate of their circumstances. (4, 5, 6) X
16. Does not divulge information received in confidence or in the course of professional duties about a student except as required by law or where to
X
do so is in the best interest of the student. (6)
17. Does not undermine the confidence of students in teachers or other student teachers. (1) X
18. Does not criticize 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. (1, 6) X
19. Acts in a manner that maintains the honour and dignity of the profession. (1, 6) X
20. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the profession unless authorized to do so. (6) X
COMMENTS:
Sydney started each day being in the classroom early and prepared. She was always willing to get the classroom
ready and organized to receive students and took the opportunity to greet them at the entry door each morning as
they arrived. Her commitment to the profession is apparent as I know she took work with her each evening in order
to complete plans, mark tests and improve the next days lessons. Sydney attended my parent/teacher
conferences and at appropriate times added to the conversation in a professional and positive way. Other
teachers in our school have commented on Sydney's professionalism and have invited her to visit their rooms
because of their confidence in her conduct. Sydney is a team player and helps in the school setting where she can
including playground duty with me and others even when it was not expected.

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SUMMARY Additional comments next page à

Areas for further growth:
Any improvement I could suggest for Sydney would be minor and easily corrected through years of teaching.

Before turning students over to their assigned work it would be beneficial to make sure all directions are given and
that students understand exactly what is expected. This practice will keep you from having to call them back to
attention for clarification. Granted, students aren't always listening or fully engaged and instructions have to be
repeated anyway.

Asking students who don't have their hands up is always a challenge but watch for those who are 'hiding out' or
trying to avoid participation.

Overall comments (Strongest aspects of student’s performance):

Sydney was a pleasure to have in my room. I was nervous to host my first student teacher but I have had a very
positive experience. Sydney stepped right in and picked up classroom routines and management styles very
quickly and there were no issues or changes to the behaviors in our room. the students respect her as the other
teacher authority in the room and respond very well to her correction and leadership. When she is teaching they
approach her with questions and stopped coming to me for help.

Sydney is solid in her teaching skills and is good at using a variety of teaching tools including technology, oral
teaching, games, and more. She is confident in her knowledge of subject matter and is particularly adept and
talented in Art.

Ms. Andres was professional, well-like and an asset not only to my classroom but also to the school community.

RECOMMENDATION

X PASS FAIL INCOMPLETE *

*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. The Teacher Associate, Student Teacher, and University
Consultant will receive a copy of the report once signed.
4/27/2021
_________________________________
____________________________________________________ Date
Signature: Student Teacher
4/27/2021
_________________________________
____________________________________________________
Date
Signature: Teacher Associate
4/27/2021
_________________________________
________________________________________________
Date
Signature: University Consultant

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ADDITIONAL COMMENTS

Best of Luck to Sydney. I look forward to seeing her success as a classroom teacher and to the asset she will
be to a school community.

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