University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER Three

Formative Assessment

Intern Teacher: Colby Evans Person Providing Feedback Name:

School: River Valley School Larry Sampson
Grade/Subjects Taught: K-4 PE and Grade 8 classroom ✔ Teacher Mentor University Mentor
Date: November 10 Administrator

Instructions:
• The purpose of this form is to provide the intern teacher with feedback during the PSIII internship.
• The Teacher Mentor should complete this form at least three times during the practicum.
• The Intern Teacher retains the completed form to include in his/her PS III Report; it is not submitted to the Field Experience Office.
• Select the level of performance for outcomes being assessed. Please also provide some comments after each section and on the final page of the form.
• It is not necessary to assess each outcome every time the form is completed – Teacher Mentors may wish to concentrate on the most relevant and
significant strengths and areas for growth, depending on the situation.

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) ✔

2. Incorporates a variety of appropriate resources and instructional/assessment strategies into lesson plans. (3) ✔

3. Translates learning outcomes from the Alberta Program of Studies into relevant and appropriate learning objectives for ✔
the lessons being taught. (3)
4. Takes into account students’ prior learning, learning needs (including student IPPs), interests, and student variables ✔
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) ✔

6. Plans appropriate content and activities for the time allotted. (3) ✔

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, and ✔

assessment of lesson objectives. (3)

8. Prepares unit plan(s) in subject major (Student Learning Guides for CTS) that include rationale, overview, learning ✔
outcomes, teaching/learning activities, and assessment plan. (3)
9. Integrates digital technology and resources into instruction in subject major and other subjects, where appropriate. (2, 3) ✔

10. Prepares long-term plan(s) for the subjects taught – semester plans (elementary) or course outlines (secondary). (3) ✔

11. Obtains and organizes equipment and materials for instruction. (3) ✔

COMMENTS:
Mr. Evans has planned very well for each lesson. His lesson plans always start with the outcomes which are great
to see and most effective. He has started to develop unit plans that are detailed and focused on making lessons
engaging and active for students. Mr. Evans has also started teaching in the classroom and has been very
prepared for each lesson. All the necessary files for his presentations have been well organized and prepared.
He has also been very organized for Google Classroom which has been great to see and something very
important to learn. Being prepared in PE is very important and almost essential for success. Mr. Evans has
consistently been prepared for each lesson with all the necessary materials.

Revised: February 2020

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) ✔

2. Uses vocabulary appropriate to students’ age, background and interests. (3) ✔

3. Modulates his/her voice for audibility and expression. (3) ✔

4. Demonstrates cultural sensitivity in communication and instruction. (1, 4, 5) ✔

Lesson Introduction
5. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations, uses motivating attention-getters, ✔
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) ✔

7. Presents content in appropriately organized sequences for instruction. (3) ✔

8. Explains and proceeds in small steps at an appropriate pace to suit the activity and student response. (3) ✔

9. Demonstrates subject matter competence during instruction. (3) ✔

10. Organizes and directs learning for individuals, small groups, and whole classes. (3, 4) ✔

11. Provides clear directions, instructions and explanations. (3) ✔

12. Directs efficient transitions between lessons and from one activity to the next. (3) ✔

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)
14. Uses a broad range of instructional strategies specific to subject major. (3, 4) ✔

15. Uses appropriate materials and resources for teaching. (3) ✔

16. When appropriate, uses resources that accurately reflect and demonstrate the strength and diversity of First Nations, ✔
Métis, and Inuit. (5)
17. Demonstrates flexibility and adaptability. (1, 3) ✔

Questioning and Discussion

18. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. (3) ✔

19. Provides appropriate “wait-time” after posing questions. (3) ✔

20. Seeks clarification and elaboration of student responses, where appropriate. (3) ✔

21. Leads and directs student participation in class discussion effectively and distributes questions appropriately. (3) ✔

Focus on Student Learning

22. Circulates in the classroom, intervening when necessary, checking on individual and group understanding of ✔
activity/content. (3)
23. Recognizes and responds appropriately to individual differences and group learning needs. (1, 3, 4) ✔

24. Reinforces student learning, building on previous learning, reviewing, and re-teaching. (3) ✔

Closure
25. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions, and
✔
applications. (3)
26. Provides homework when appropriate and explains assignments fully. (3) ✔

COMMENTS:
Another important part of a successful PE program is learning all the students' names. He has been
complimented by many people on his ability to remember all students' names which is especially impressive
considering there are about 300 students. He continues to have a great PE teacher mentality of being able to joke
around with the students which has really helped him to excel at making connections and relationships with the
students. His voice and instruction have also been noticeably great as he has developed a whole-part-whole
approach to giving PE instructions. Giving students smaller techniques to focus on with each whistle.

U of L: PS III Formative Assessment (Rev: Feb 2020) Intern: Colby Evans Page 2 of 6
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, ✔
composure, and presence. (1, 3, 4)
2. Creates and maintains an effective learning environment, setting high expectations and standards for student learning, ✔
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) ✔

4. Establishes positive relationships and a classroom climate based on mutual trust and respect. (1, 2, 4) ✔

Classroom Management
5. Clearly defines and reinforces classroom procedures and routines. (4) ✔

6. Clearly communicates and reinforces expectations for appropriate student behaviour. (4) ✔

7. Monitors student behaviour and is aware of student behaviour at all times. (4) ✔

8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate low-key and higher level ✔
responses; follows school discipline policies and procedures. (4)
COMMENTS:
Colby has also excelled at the classroom management side of teaching particularly because of his ability to build
relationships with the students. He is very confident in his ability to lead the students which is especially
noticeable considering he teaches double classes with approximately 50 students. He has developed some great
routines with the students which shows in these large class sizes. For the classroom, he has developed some
great habits and routines as well. Students in grade eight know his expectations and are able to follow the
routines of the class as he has recently begun to teach some Social Studies and Science.

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 ✔
assessments, quizzes, tests). (3)
2. Checks frequently for understanding. (3) ✔

3. Provides timely and effective feedback on learning to students. (3) ✔

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)
5. Analyzes and evaluates measurement data to assess student learning. (3) ✔

6. Explains to students how learning will be measured. (3) ✔

7. Develops and maintains accurate records of student achievement (e.g. grade sheets, databases) and communicates ✔
results to students, parents and the school effectively). (3)
COMMENTS:
Colby has started to focus on assessment since his last formal evaluation. He has followed along with the
assessment practices in the gym, using our rubrics and formally assessing on multiple subjects. Colby has also
learned how to use PowerTeacher where we have been formally assessing the PE students on skills, teamwork,
safety and participation. In the gym, he has also created an exit skill where he has received multiple compliments
from many teachers. His “exit ticket” in the gym has really given him an opportunity for students to quickly show
what they have learned in the class while also maximizing activity. Since Colby has begun teaching in the
classroom as well, he has learned some important practices that he has put into his daily routine. He has created
some excellent rubrics that he attaches onto the assignment or into Google Classroom so students will know the
expectations. He has reinforced the expectations at the beginning of each lesson so students are prepared.

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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) ✔

2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). (6) ✔

3. Demonstrates maturity and professional judgment. (1, 6) ✔

4. Is knowledgeable about professional issues and demonstrates a commitment to the teaching profession.(5, 6) ✔

5. Establishes professional relationships with the educational community and wider community (where appropriate). (1) ✔

Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and makes appropriate suggestions for ✔
improvements. (2)
7. Uses the results of student assessment and feedback to improve teaching practices and guide professional growth. (3) ✔

8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. (2) ✔

9. Develops and communicates a personal vision of teaching. (4) ✔

10. Reflects upon achievement of the various competences in the Teaching Quality Standard and inquiry-based goals through the completion of the ✔
Professional Learning Tool. (2)
11. Develops and presents a professional portfolio to colleagues, including the Teacher Associate and University Consultant. (2) ✔

12. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district policies and other relevant ✔
legislation. (6)
13. Applies the teaching competencies for interim certification appropriately. (6) ✔

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 ✔
background. (4, 5, 6)
15. Treats students with dignity and respect and is considerate of their circumstances. (4, 5, 6) ✔

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 ✔
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) ✔

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)
19. Acts in a manner that maintains the honour and dignity of the profession. (1, 6) ✔

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) ✔

COMMENTS:
When it comes to attributes and professionalism, Colby has really excelled. You would never guess that he is still in
University and 22 years old. He has many skills that usually take young teachers years to learn such as patience,
responsibility and empathy for each learner. Every staff member in the school knows Colby as he has developed
positive relationships with all of them. He is also always looking to improve and looking for constructive ways to get
better and learn new techniques. He has taken on many extra curricular opportunities such as running an early
risers program for students who need extra movement time before school while also coaching a middle school
volleyball team. He has handled all these responsibilities in a very professional and respectful manner.

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 FEEDBACK ON PROFESSIONAL GROWTH
Strengths / Professional Learning Achieved:
Strengths
Ability to build relationships with students and make those important connections
Desire to learn new techniques and take on many new challenges
Working with students with a positive and empathetic manner
Preparation and lesson planning that is completed well in advance
Initiative that you honestly don’t see in University students and seems like he has been teaching for years
Ability and willingness to take on extra curricular activities with a positive attitude
Confident in his abilities but still willing to learn new approaches
Ability to take feedback and immediately apply it to his teaching
Immediately earned the respect of students who appreciated his positive and calm approach
Teaching voice is very calm which helps to direct the flow of the classroom
Constant willingness to accept new challenges and new responsibilities
Very reliable and is always planned and prepared for each day
Honestly have nothing but good things to say about Mr. Evans. He is really taking advantage of this opportunity. He
really does seem like he has been teaching for a long time and is prepared for the profession.

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 Feedback on Professional Growth … continued

Suggestions / Areas for Growth:

The areas for growth in the final month of his practicum would be to continue to challenge himself. We will also be
incorporating an FNMI unit in the gym where he will have the opportunity to focus on that aspect of the TQA. Keep
up the great work Colby.

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