DocuSign Envelope ID: 85803E31-5BFE-4EE9-ADF2-C77066A24288

PROFESSIONAL SEMESTER TWO/THREE

FINAL REPORT
Spring 2023

PS II practicum offers a focus on unit planning and allows for the development of competence in the areas of
planning & preparation, instruction, classroom leadership & management, and assessment. 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. In this PS II/III final practicum experience, 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.

This final report is a summation of the PSII/III final practicum experience. The information reflects the student’s
growth and progress that demonstrates they have met the learning outcomes, expectations and responsibilities
identified for both Professional Semester II and Professional Semester III which are aligned with the
Alberta Teaching Quality Standards.

Intern Teacher: Meagan Lahoda

Course Title: Education 4571: Elementary Education

School: Westminster School

Grade Level(s): 3/4

Teacher Mentor: Alison Stewart

Administrator: Jeni Halowski

University Consultant: Arlene Purcell

Dates of Internship:
January 9, 2023 - April 21, 2023

Checklist

Final Conference Date: X Date: March 29, 2023

Review the Portfolio: X

Review the Professional Inquiry Project X

U of L: PS II/III Final Report: (Revised: November 2022)

DocuSign Envelope ID: 85803E31-5BFE-4EE9-ADF2-C77066A24288

University Consultant Comments:

I served as the university consultant for Meagan Lahoda in Meagan’s PSII/III Internship at Westminster
Elementary School during the Spring 2023 term. PSIII requires the intern to teach half-time for fifteen weeks.
In addition to formal observation of Ms. Lahoda’s lessons, I conducted the cohort’s seminars and engaged in
ongoing communication during visits to the school and by e-mail with Teacher Mentor, Alison Stewart, and
Administrator, Jeni Halowski.
Ms. Lahoda quickly built trusting and respectful relationships with kids in her class through consistently paying
attention to the details. She both models and expresses what respect and kindness look like: “Show me that
you are listening. That’s how we give in the classroom. Tell me after; I want to hear what you have to say. _
wanted to answer and her turn was taken away from her; that’s not showing respect.” She treats students in a
way that helps them understand how they can be responsible as partners in building a pleasant and
productive classroom environment. Kids approach her just to talk to her. They raise their hands politely to
speak. She sometimes opens a lesson with a conversation about how students spent their weekend or what’s
going on in their lives. One student made a point of telling me that I should give Ms. Lahoda a good grade
because she is so good at teaching!
Meagan’s reflective writings during the internship helped her hone her practice in the classroom. In addition to
reflecting on management strategies, she would write about big ideas, such as how exciting it was for kids to
be historians in social studies. She set two professional goals, one to do with alternative modes of
assessment, and the other looking at structured ways of observing classroom interactions. The second grew
into a Professional Inquiry Project which forms part of her professional portfolio. The portfolio also documents
achievements in the TQS throughout the internship.
Meagan prepared long-range plans covering from January through to April, unit plans for her assigned
subjects of social studies, gym, and language arts, and lesson plans for every class taught. Lesson plans were
complete and appropriately detailed with a variety of motivating activities. Carefully chosen resources such as
original source documents, storybooks, and media formed the basis of many lessons. A variety of hands-on
activities kept students engaged. The main goal of a lesson was often built on an essential question.
I observed a lesson on the fur trade which opened with a stimulating discussion prompted by an original
source photograph of an Indigenous woman with a Hudson’s Bay blanket. The lesson required students to
figure out what determined the locations of trading posts by looking at a map, a reading with guided questions,
and a trading game that called for higher level thinking skills.. Ms. Lahoda skillfully posed scaffolded
questions that took students from what they know to what they will need to learn. This progression was
characteristic of Meagan’s lessons in all subjects. She listens intently and responds with authenticity and
appreciation to students’ comments, using them as a springboard to further learning. She

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

3/30/2023
University Consultant Signature Date

U of L: PS II/II Final Report: (Revised: November 2022)

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University Consultant comments (Page 2 continued):

patiently gives wait time for students to think. Clear instructions create smooth transitions and confident
on-task behaviour. She often draws students’ attention to how they are learning: “ _ used the term oral
traditions in her comment; she is drawing connections to previous learning.”
Formative assessment through questioning, observation, and short feedback activities informed the
progress of a lesson, leading to re-teaching where necessary: “Stand up if you can think of _. Write one
word/sentence to describe _.” I observed one language arts lesson in which the assessment became a tool
for how to read sentences. When students were tasked with a fill-in-the-blank activity, Ms. Lahoda assured
that knowledge would be fairly assessed without confusion over the testing instrument by helping them
through the process: “Who has done a fill-in-the-blank?” Students are warned ahead of time about
challenging assessment activities: “Tomorrow we will debate the following question.”
Ms. Lahoda’s overarching philosophy of teaching is based on respectful behaviour among all class
members. This creates a climate of kindness and good manners, helping everyone feel safe and
appreciated. Accommodations were necessary for some students in the class so that they could be fairly
assessed on knowledge of content. Many of the activities were designed with built-in support for
differentiation, such as highlighting notes to help along with a visual, attention to vocabulary, and close
guidance of task work.
Ms. Lahoda’s lessons addressed FNMI knowledge and understanding in social studies units specifically on
First Nations History, and brought the Indigenous perspective to subsequent units. She included Indigenous
dance in physical education, and the Division consultant was invited as a guest teacher. First Nations
students in the class felt comfortable contributing their knowledge in class discussions.
As a PSIII intern teacher, Meagan became familiar with the policies and procedures of the school. She
attended the Teachers’ Convention. She adhered to the standards of the A.T.A. Code of Conduct in all her
interactions with staff, students, and community.
Megan Lahoda achieved excellence in every area in her PSIII internship. I am confident that Meagan would
be a first-rate candidate for any teaching position to which she aspires. Her future students will be very
fortunate indeed.

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

3/30/2023
University Consultant Signature Date

U of L: PS II/III Final Report: (Revised: November 2022)

DocuSign Envelope ID: 85803E31-5BFE-4EE9-ADF2-C77066A24288

Intern Teacher’s Descriptive Report:

During my final practicum at Westminster, I was able to achieve the teaching quality standards that I am held to
as a professional.

Building and maintaining positive relationships with students, guardians, peers, staff, my Teacher Mentor,
Administration and my University Consultant was my priority—relationships with students developed from
being involved. My participation in fun days and my genuine interest in the lives of students, such as their
weekend activities, family culture, and celebrations, showed students that I care. I built enough trust that
students felt comfortable and safe sharing past trauma, current worries, and personal stories and celebrations.
Parent and guardian relationships were established from a smile and wave during drop-off and conversations
about culture, behavioural concerns, and celebrations. I built positive relationships with peers and staff
members during lunch breaks, interactions throughout the school, and during professional development days
where I demonstrated leadership abilities. My relationship with all members of Westminster was also built
during my Circle of Courage presentation where others could see me in a leadership role. Lastly, I built
relationships when I listened and responded to feedback as it showed others that I respect and value their
knowledge and perspective.

My engagement in career-long learning and continuous reflection helped improve my current and future
teaching abilities. I attended South Western Alberta Teacher's Convention Association and Westminster
professional development days where I was willing to participate, learn, and collaborate. I also attended the
literacy meeting with Jody Babki where I was introduced to many literacy resources that I could use in the
classroom. Lastly, the development of my professional goals enhanced my knowledge of teaching and
including all students. My first goal focussed on classroom observation which allowed me to experience other
classrooms and different methods used while teaching. My second goal worked towards finding different
modalities to allow all students to participate in learning.

I entered practicum with skills in planning, instructional practices and assessment but it wasn’t until I
experienced it that I truly felt confident and gained the knowledge I need to be a successful teacher. As a
whole, I planned, adapted, and implemented short and long-term planning and implemented formative and
summative assessments throughout. My presence in the classroom began by setting clear expectations for
each classroom activity and gradually decreased their dependence on review and reminders as they gained
familiarity. My ability to adapt through schedule changes, unit plans, and lesson plans due to new learning
opportunities, learning capabilities, or unplanned changes in the classroom schedule was another necessary
skill that I required. In social I taught The Stories, Histories, and Peoples of Alberta. Units included were: (1)
First Nation Communities, (2) European Influence, and (3) Canada: a Changing Country. Highlights of these
lessons included the incorporation of “Questions to think about” where I gave students a question that related
to the following class. Students were to think about the question but not respond that day. “Historian for a day”
was a student-centred activity where students explored evidence and artifacts to make connections and
conclusions before I taught the material.

3/29/2023

Intern Teacher Signature Date

U of L: PS II/III Final Report: (Revised: November 2022)

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

For reading instruction, I implemented aspects of Lucy Calkins to achieve the division's comprehension
literacy program. Topics included character study using novels and research that worked towards opinion
writing. Some additional experiences included choosing appropriate literature for reading-level groups and
assessing students’ reading levels using scholastic. For physical education, I taught dance and hockey. I
scaffolded lessons so that students can build on skills and techniques with achievable goals. During hockey, I
implemented the “MVP” awards to 2-3 students who demonstrated the skill objectives for that day and their
reward was to put away the equipment. I ensured that all students were chosen at least once.

Establishing, promoting, and sustaining inclusive learning environments was a relevant and necessary focus
during my practicum. I worked on implementing aspects of the Universal Design for Learning framework by
allowing students to demonstrate their knowledge through different modalities such as clay moulding,
drawings, verbal classroom discussions, turn and talks, displays, and diagrams. Additionally, I provided
students with different ways to learn such as planning various visuals, movement activities, discussions,
exploration activities, sounds, and objects. To work on my goal, I adapted activities for different learning
abilities so that all students can work on the same idea. For example, I allowed a student to draw their
answers for a project since I wanted to understand their knowledge rather than their writing ability.

My passion for the foundational knowledge of Indigenous history, culture, and perspectives motivated me to
develop lessons that engaged students in Indigenous ways of knowing. To complement the curriculum, I
collaborated with my teacher mentor to invite the LSD Indigenous representative, Melanie Morrow, into our
classroom for an interactive lesson on the buffalo. During lessons, I incorporated individual, classroom, and
school values into learning about First Nation knowledge of the 7 Sacred Teachings. Additionally, I worked
alongside a Blackfoot student to teach a class on traditional Blackfoot dances during our dance unit in gym.
We also took the time to explain the meaning behind the dance and tradition. I also adapted my social
studies lesson around that student’s interest in sharing their drum with the class.
My last achievement was demonstrating an understanding of and adherence to the legal frameworks and
policies. This required me to know my school and division policies and values. I started by going through the
websites. Next, I completed the Lethbridge School Division training. I also led students out for a fire
evacuation which required me to know the emergency exits before this event. Regarding assessment and
communicating progress, I wrote report card comments for my classes and assigned grades. I also
co-designed a student-led conference with my teacher mentor.

At the end of my practicum, I am proud of myself and where I am at, but I will also acknowledge that there is
endless room for growth and improvement. However, my confidence as a teacher grew and I was able to
experience the pure joy that teaching has to offer.

3/29/2023
Intern Teacher Signature Date

U of L: PS II/III Final Report: (Revised: November 2022)

DocuSign Envelope ID: 85803E31-5BFE-4EE9-ADF2-C77066A24288

Teacher Mentor Comments:

I am pleased to provide a final evaluation for Miss. Meagan Lahoda. Meagan began her PS II/III teaching
practicum on January 9th, 2023, at Westminster School in Lethbridge. During her time at Westminster,
Meagan has taught in the grade ¾ classroom teaching, Social Studies, Language Arts (Reading) and P.E.

Meagan built positive and productive relationships with students, parents, and others in the school. Meagan
developed an excellent rapport with her students and excelled in managing the classroom behavioral
expectations. Students deeply respected Meagan’s authority and this was evidenced by the relationships she
made during the practicum. She also connected with staff which enhanced the school and practicum
experience further. Her ability to communicate (written and verbal) with students, staff and parents was
professional and demonstrated superior skills.

Meagan applies a current and comprehensive repertoire of effective planning, instruction, and assessment
practices to meet the learning needs of students. Meagan came to school each day driven to develop her
skills as a teacher. She was organized, well-planned, and demonstrated professionalism throughout the day.
She was ready and prepared to inspire all the students with universal and targeted supports to help students
achieve their daily learning goals. Lesson objectives were clearly stated at the beginning of each lesson,
unfamiliar content was creatively unwrapped, and lessons were thoughtfully and creatively presented.

Meagan engaged in professional learning throughout her practicum and participated in reflection to improve
teaching and learning. From the beginning of her practicum, Meagan demonstrated a strong desire to become
a better teacher, she adopted a feedback loop and welcomed professional conversations to improve her
performance and practice.

Meagan established, promoted, and sustained an inclusive learning environment where diversity is embraced
and every student is welcomed, cared for and safe. Meagan adapted materials for students identified with
ISP’s and created and sustained an environment where all students feel supported intellectually and
academically and are extended a sense of belonging in the classroom regardless of identity, learning
preferences, ability.

Meagan demonstrated an understanding of and adherence to the legal frameworks and policies that provide
the foundations for the Alberta Education system.

3/30/2023
Teacher Mentor Signature Date

U of L: PS II/III Final Report: (Revised: November 2022)

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Teacher Mentor Comments (Page 2 continued):

Meagan developed and applied foundational knowledge about First Nations, Metis, and Inuit for the benefit of
all students. Meagan created a unit centering around Alberta Indigenous history, culture, and values. This
approach combined with her comfort in foundational knowledge about First Nations, Metis, and Inuit for the
benefit of all students.

It has been an immense pleasure and honor to have Meagan in my classroom for her professional semester
and the opportunity to see her flourish and develop as a teacher. I look forward to sharing the profession with
you. All my very best.

3/30/2023
Teacher Mentor Signature Date

U of L: PS II/III Final Report: (Revised: November 2022)

DocuSign Envelope ID: 85803E31-5BFE-4EE9-ADF2-C77066A24288

Administrator Comments:
Meagan showed improvement and professional growth during his PS III internship at Westminster
Elementary School. Meagan worked hard to understand her role as a teacher and the responsibilities
she had in delivering curriculum in a meaningful way to all students she taught. Throughout her
internship Meagan showed growth in her understanding of the curriculums she taught and development
of her teaching skills to meaningfully deliver the curriculum, so students were engaged. This has allowed
Meagan to better meet the learning needs of all students in her classes.
Meagan demonstrated a strong ability to develop lesson plans as well unit plans. Her strong planning
allowed her to reflect on the learners in her classes and to implement teaching strategies that would have
the greatest impact on learning. These strategies varied day to day as well as across the classes she
was teaching. Regardless of the strategy Meagan used students were provided an opportunity to engage
in learning, which enhanced their understanding and knowledge of the topics being learned.
Meagan had the opportunity to teach to a diverse student population. This required her to understand
students’ ISPs and BSPs so she was able to provide the needed accommodations and modifications.
This provided her an opportunity to develop her toolbox of implementing strategies to meet the learning
needs of all learners. It will be important for her to continue to build upon her ability to meet the learning
needs of her students as she continues in the profession.
Through informal and formal observations, Meagan demonstrated her ability to teach the prescribed
curriculum. Meagan demonstrated a willingness to accept suggestions and a commitment and desire to
become a better teacher. She learned how to slow down her lessons and provide students time to
process and engage with the curriculum by incorporating a variety of instructional strategies.
Meagan worked to develop connections with the students she taught. She invested the time to get to
know the students as individuals, which helped her in teaching her students. It will be important for
Meagan to build connections and relationships with all members of the school community during her
teaching career. Caregivers are partners in the education of the child and having a strong relationship will
prove to be invaluable.
Throughout her internship, Meagan has shown she has the qualities that will help her find success as a
teacher. I would encourage her to continually look for opportunities to learn as an educator. As she
continues to push herself to work hard and continually improve she will be able to reach her potential as
an educator.

3/30/2023
Administrator Signature Date

U of L: PS II/III Final Report: (Revised: November 2022)

DocuSign Envelope ID: 85803E31-5BFE-4EE9-ADF2-C77066A24288

Administrator Comments (Page 2 continued):

3/30/2023
Administrator Signature Date

U of L: PS II/III Final Report: (Revised: November 2022)