DocuSign Envelope ID: 228FF92A-61E7-45AC-A96C-8C7CA1841779

University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER TWO
Summative Report

Student Teacher: Cody Chipman School: Stirling School

Grade/Subjects Taught: ELA 9, ELA 20, JH Options
Teacher Associate: Morgan Schaufele University Consultant: Jenna Lowe
Dates of Practicum: Mar 6, 2023 - April 20, 2023
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:

Cody has worked hard to improve and develop his subject-area knowledge. He shared with me that he
intentionally designed a poetry unit plan for ELA 9 because he wanted to learn more about poetry himself. I
appreciated this honesty and vulnerability, as well as the fact that he made efforts to read a range of poetry
himself as he prepared (and refined) his lesson planning and corresponding assessments. By the end of the unit,
Cody had experimented with a variety of instructional strategies that pushed both himself and the students. His
unit culminated with a "poetry cafe" in which students performed original poems in front of their peers in the
school theatre. Cody came in early to prepare the theatre and he made every effort to create a safe and
comfortable performative atmosphere.

Revised: February 2020

DocuSign Envelope ID: 228FF92A-61E7-45AC-A96C-8C7CA1841779

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:

One of the major refinements Cody made in his lesson planning was organizational. At the suggestion of his UC
(Jenna Lowe), Cody began distinguishing between what he would do over the course of a lesson, and what his
students would do at each step along the way. By doing so, Cody built reminders into his lesson plans to be
cognizant of his students, and how to activate them as learners throughout each stage of the lesson.

U of L: PS II Summative Report (Rev: Feb 2020) Page 2 of 6

DocuSign Envelope ID: 228FF92A-61E7-45AC-A96C-8C7CA1841779

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
X
responses; follows school discipline policies and procedures. (4)
COMMENTS:
This is one of Cody's strengths. I think that his experience as a student-athlete and as a coach help augment his
leadership in the classroom. He is keenly aware of his students' behaviour and degree of engagement. He made
every effort to develop positive working relationships with his students this term, and I can see him continuing to
do so over the course of a much longer PSIII. Cody also had the opportunity to accompany students on two field
trips (one to Theatre Calgary, and one to hear JR LaRose speak). I was encouraged to see Cody take the
opportunity to connect with students and staff in meaningful ways on both occasions.

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:
I was impressed with the timeliness and quality of Cody's feedback to students. Utilizing Google Classroom and
Hapara as learning management systems, Cody provided specific qualitative feedback to students (in real time)
regarding their writing. He spent a significant amount of time making sure that students understood how to
improve. Cody also worked to develop thoughtful summative assessments and worked closely with me to
understand fair evaluation practices.

U of L: PS II Summative Report (Rev: Feb 2020) Page 3 of 6

DocuSign Envelope ID: 228FF92A-61E7-45AC-A96C-8C7CA1841779

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:
Cody was professional in manner, dress, and conduct throughout his PSII. He integrated well with staff, and took
feedback very well. It was clear to me that Cody wants to improve and develop into an effective teacher. He treated
all his students with consistency and kindness.

U of L: PS II Summative Report (Rev: Feb 2020) Page 4 of 6

DocuSign Envelope ID: 228FF92A-61E7-45AC-A96C-8C7CA1841779

SUMMARY Additional comments next page à

Areas for further growth:
I think it will be important for Cody to continue to grow as an ELA teacher by familiarizing himself with a wide range
of quality texts. I encourage Cody to continue to read and write and develop his own library of favourite works.
I also encourage Cody to expand his range of assessments. He had a number of opportunities to develop writing
assessments (and provided a lot of feedback to students on their writing), but hasn't yet had an opportunity to
design and implement a summative test/exam.
I would also like to encourage Cody to seek out professional development/learning resources that connect him
with quality ELA instruction. The broader his network of resources (and professionals), the stronger his teaching
will be.

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

The strongest aspects of Cody's teaching to date are his leadership, presence, and awareness in the classroom.
He was very aware of the relative success of each lesson, and always strove to improve. I also appreciated his
willingness to accept feedback and make efforts to improve his teaching craft. He and I maintained a productive
dialogue throughout PSII and I am confident he will continue to work hard and refine his instructional abilities
throughout PSIII. I was also impressed with the efforts Cody made to connect with students and staff while in our
school. He seems a genuine teacher (and learner) and I am sure he will continue to grow in the coming months
and years.

*NOTE: For some reason, I cannot click the "Pass" button below. For the record, I recommend that Cody PASS
PSII. Thanks!

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.
4/19/2023
_________________________________
____________________________________________________ Date
Signature: Student Teacher
4/19/2023
_________________________________
____________________________________________________
Date
Signature: Teacher Associate
4/19/2023
_________________________________
________________________________________________
Date
Signature: University Consultant

U of L: PS II Summative Report (Rev: Feb 2020) Page 5 of 6

DocuSign Envelope ID: 228FF92A-61E7-45AC-A96C-8C7CA1841779

ADDITIONAL COMMENTS

U of L: PS II Summative Report (Rev: Feb 2020) Page 6 of 6