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University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER THREE

Final Report

PS III is a five-course equivalent integrated semester including half-time teaching and professional study in curriculum
design, leadership, advanced methods, and reflective practice. Intern Teachers are assigned full time to schools for the
semester during which they assume responsibility for approximately one-half of the teaching day. PS III professional study
is designed to complement and enhance the internship. The professional study components may occur on or off-campus
and are coordinated by the University Consultants in collaboration with Intern Teachers and school personnel.

Education 4576: Indigenous Education Internship

INTERN TEACHER: Emma Engel

SCHOOL: Piitoayis Family School

Grade Level(s): 1/2

Teacher Mentor: Pam Grapentin

Administrator: Mike Jones

University Consultant: Barbara Jemmott

Checklist

Final Conference Date: Date: November 30, 2021

Review the Portfolio:
Review the Professional Inquiry Project

U of L: PS III Final Report: (Revised: January 2021)

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University Consultant Comments:

Emma Engel is a kind, thoughtful, and generous person who was placed in a complex Grade One classroom
at the Piitoayis Indigenous Family School. She grew in confidence and knowledge and demonstrated
perseverance and patience throughout her PSlll practicum.

In Emma’s classroom, it was obvious that she cared for her students. She was aware of her students’
strengths and needs and responded to them as individuals. She worked to develop a 'teacher voice' and view
herself as the teacher in charge. Finding the right balance between student involvement and appropriate
responses was challenging but Emma rose to the occasion and approached every day as a new opportunity to
create a calm tone in the classroom and celebrate student learning. By consistently communicating her
expectations, students started to develop an understanding of what was acceptable behavior.

During her practicum, Emma created unit and lesson plans that documented General and Specific Learning
Outcomes from the Alberta Program of Studies and provided a variety of formative and summative
assessments to ensure that objectives were met. She strove to create lessons that appealed to a variety of
learning styles, and she included land-based learning when it was appropriate. When students were engaged
in a learning task, she circulated the classroom, intervening when necessary to support individual and group
understanding of the activity and content. She encouraged students and modified tasks to meet the needs of
individual learners.

Emma’s Professional Inquiry Project was to create a resource/guide for implementing land-based learning in
an elementary classroom. The purpose of this project was to provide teachers with a resource full of activities
about land-based learning and the Indigenous perspective that tied into learning on the land. Emma brought
the Indigenous Voice into the classroom through reading stories by Indigenous authors, sketching nature at sit
spots and connecting lessons with the students’ Indigenous heritage. She collaborated with the Indigenous
Education Learning Leader at the school and implemented what she had learned into her teaching.

Emma and her TA developed a strong, collaborative relationship. She was open to feedback and implemented
suggestions that were given. She spoke positively about her students, peers and the teaching profession and
maintained her enthusiasm at every stage of her practicum. Emma’s class was always very busy, and she had
a variety of responsibilities that were unique to the learning community. She participated in ‘smudges’ in the
morning and offered breakfast and lunch to her students. Emma also had the opportunity to be the teacher in
charge when Guest Teachers were in the class. She welcomed this challenge and the students responded
positively to her. Emma also worked with Educational Assistants and Behavior Specialists who were regularly
present in the classroom.

I have read the complete Final Report and certify that the assigned grade is Pass

11/30/2021
University Consultant Signature Date

U of L: PS III Final Report: (Revised: January 2021)

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University Consultant comments (Page 2 continued):

Emma conducted herself in a professional manner throughout her practicum and adhered to the
Professional Code of Conduct. She developed a professional eportfolio and submitted weekly reflections.
She fulfilled her supervision duties and participated in Parent/Teacher interviews.

I have read the complete Final Report and certify that the assigned grade is Pass

11/30/2021
University Consultant Signature Date

U of L: PS III Final Report: (Revised: January 2021)

DocuSign Envelope ID: CBCF62B3-39A0-4394-A3CB-6835904BC699

Intern Teacher’s Descriptive Report:

For my final practicum as an intern teacher, I was placed at Piitoayis Family School for 16 weeks teaching a
grade 1/2 class. During my time at Piitoayis I taught science and literacy daily.

Instruction:
Throughout my practicum experience I implemented land-based learning which fit well with the Science units,
Small Crawling and Flying Animals, and Hot and Cold. We went out and looked at different ecosystems and
animals on the land and observed them, then students drew them. The students also used their sit spots and
senses to learn what was going on around them. Being out on the land during these units taught the students
and myself that everything and everyone is connected. It also provided real world examples of what we were
learning. I have learned that land-based learning is so important and teaches students the curriculum in a fun
and captivating way, it allows them to see and experience what they are learning in real time and be one with the
land. Aside from learning on the land I created lessons that involved an abundance of class discussions and
hands on work such as drawing what they were learning. My focus with these lessons were to invite creativity
and encompass all learning styles as best as I could. I was able to differentiate these lessons by having those
who were further along go into depth with what they were creating and have those who struggled draw or
discuss their understanding of the topic. My goal with every lesson that I taught was to incorporate the VARK
method (visual, auditory, reading/writing, and kinesthetic) so all students learning needs could be met and
everyone had the same opportunity to learn.

Technology and First Nations, Metis, and Inuit Integration:

Incorporating technology into my lessons became something I did frequently. I discover early on my student’s
retained information from videos more so than me standing at the front of the room. I found different videos
online depending on what we were doing, some incorporated movement and others were read alouds that
focused on literacy. I also incorporated tech by using music in my lessons which the students enjoyed.
Integrating First Nations, Metis, and Inuit knowledge into my lessons was something at the forefront of all my
lessons. Being in an Indigenous school I created lessons that highlighted and celebrated different Indigenous
cultures as well as their ways of passing on knowledge. I made sure all my lessons focused on oral literacy and
had some sort of discussion piece so everyone could share their experiences and opinions.

Assessments:
During my practicum I was able experience multiple different types of formative and summative assessment.
Early on I was given a small group to do guided reading with, I was responsible for assessing where they were at
in terms of their reading abilities. I would create attainable goals for my students to reach after every session to
help progress their reading abilities and confidence in reading. I used different programs such as literacy sprints
and learned about Fountas and Pinnell. In science I tested their knowledge on the butterfly lifecycle, my TM and
I went around and had them recite it based off of a lifecycle wheel they made.

11/21/2021

Intern Teacher Signature Date

U of L: PS III Final Report: (Revised: January 2021)

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Intern Teacher’s Descriptive Report (Page 2 continued):

Planning and Preparation:

During my practicum I always came prepared with lesson plans and unit plans ready for the day. I was also
able to create my first long range plan which I found made my everyday planning easier because I already
had an idea of what I needed to do for the day. Having these ideas in place also gave me the opportunity to
collaborate with my TM on potential lessons because we both knew what outcome was being taught that
day. I think as student teacher it is easy to become overwhelmed with everything on your plate so being
prepared and knowing what you are going to be teaching should always be your priority.

Personal and Professional Attributes:

During this practicum I have been able to strengthen and understand the importance of fostering effective
relationships with both staff and students. In my school I learned quickly how important trust is to my
students so I wanted to be able to know them and understand them so I could gain their trust and build
healthy relationships with them. That way I could teach them and learn from them.

Final thoughts:
I am incredibly grateful for my time at Piitoayis Family School, the staff, and students there from day one
welcomed me in as a member of the PFS family, I am so thankful for this. I have learned so much about what
it means to be a teacher and how it is so much more than teaching curriculum and outcomes, I have been
able to grow as a teacher as well as an individual. I am so appreciative to have been placed in a class filled
with incredible students and a teacher mentor who supports me and wants to see me succeed. I will take
what I have learned at PFS with me wherever I go next, but a piece of my heart will remain at this school with
these students.

11/21/2021
Intern Teacher Signature Date

U of L: PS III Final Report: (Revised: January 2021)

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Teacher Mentor Comments:

It’s been a pleasure hosting Emma Engel in my grade 1/2 classroom since September 2021. Emma has an
innate ability to foster relationships with students. She builds trust with the students by engaging in everyday
conversation and by maintaining consistency within the classroom. Conversations deepened with time and
were reciprocal. While Emma got to know the students, the students were able to get to know her in return.
This lead to connections and a strong classroom culture based on respect and community. Emma engages
with the students at recess time by playing soccer, tag, and other games with them. She shows that she
cares about the students and they have developed a meaningful relationship with her.

Emma has gained knowledge of teaching students with not only developmental and learning challenges but
also those who have experienced trauma. She has grown in her ability to be flexible, to redirect, and
accommodate students who may be experiencing a difficult time learning or who need that extra time to get
ready for learning. Emma is very gentle in her approach with the students. She is respectful, and takes the
time to listen to their needs. She also sets expectations and is learning to be firm when needed.

Emma has been learning to create meaningful experiences for the students by sharing her lesson plans prior
to, and thinking about how to engage each student. She asks herself if the lesson is coming from an
Indigenous perspective, thinking about how she will assess student learning and make any modifications
necessary for differentiation. Emma is open to receiving feedback and suggestions from her partner teacher
and others, and is willing to take risks to implement new teaching strategies and ideas. Emma was observed
by a colleague of mine and she took the feedback and learned strategies to incorporate into her lesson the
next day.

Emma enhanced her understanding of Indigenous world views, culture and language by participating in
Blackfoot language, drumming and song. She led smudge and engaged in planning and discussion about
our grade team’s inquiry, how do you know winter’s coming? Emma reads about Indigenous teachings,
participates in PD sessions regarding Indigenous ways of knowing and incorporates them as she sees fit into
student lessons. For example, Emma learned about the importance and connection of heart, mind, body
and spirit to Indigenous people. She took this knowledge, connected it to curriculum and applied it to her
lessons in science. Emma referenced the Cree calendar teachings into her unit on Hot and Cold and read
Indigenous stories to students in Literacy. Emma understood the importance of leading with our 4 core
values; Ceremony/Spirituality, Kindness, Observation and Independence. She would reference our school
values throughout the day and use them as guiding tools in speaking with the students and throughout
lesson planning. Emma consistently demonstrated the conduct expected of a reasonable, caring,
knowledgeable adult who can be entrusted with the care and education of students. I wish her all the best in
her teaching career.

11/29/2021
Teacher Mentor Signature Date

U of L: PS III Final Report: (Revised: January 2021)

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Teacher Mentor Comments (Page 2 continued):

11/29/2021

Teacher Mentor Signature Date

U of L: PS III Final Report: (Revised: January 2021)

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Administrator Comments:

It was my pleasure being able to observe the teaching practice of Emma Engel during the past seven
weeks of my contract at Piitoayis Family School (PFS). I was able to make those observations numerous
times informally and once formally on November 16, 2021. It is important to note that my temporary role
with PFS has limited the observations that I was able to take part in.

Many of the students at PFS come from complex backgrounds and similarly exhibit complex learning,
social and behavioural needs. Accordingly, staff working with these students require strong relationship
building skills and an awareness of the effect of trauma on student readiness for learning. Emma clearly
showed a high degree of patience and clear expectations of student work and behaviour. It was very
evident that she had strong relationships with students and appropriate responses to their behaviours and
learning needs. In my observations of her on many occasions, it was evident that children had trust in
Emma to support their emotional and learning needs. Her calm manner was underlain by high and
appropriate expectations of student behaviour.

In her teaching practice, Emma shows that she has well thought out expectations for lesson outcomes.
She was aware of and flexibly implemented differentiation of tasks connected to the learning needs of the
students. She is learning to use multiple ways to engage students in oral learning activities that allow
each student to have the ability to receive feedback. I have found her very responsive to feedback in this
regard and active in pursuing new understandings of practice.

It is clear that Emma is eager to work with colleagues to develop strategies to improve her practice. She
was an active participant in staff professional learning and dialogue. I feel that Emma's skill set and her
thoughtful and intentional efforts to improve her practice will serve her well in her work in this profession.

11/30/2021
Administrator Signature Date

U of L: PS III Final Report: (Revised: January 2021)

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Administrator Comments (Page 2 continued):

11/30/2021
Administrator Signature Date

U of L: PS III Final Report: (Revised: January 2021)