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University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER ONE
Summative Report

Student Teacher: Christopher Jensen School: Lakeview School

Grade/Subjects Taught: Grade 4
Teacher Associate: Mandy Reimer University Consultant: Ard Biesheuvel
Dates of Practicum: November 14 - December 15, 2022
Instructions:
 This is a summative report of the student teacher’s performance at the end of the PS I practicum, based on expectations for that stage of teacher
development (EDUC 3500).
 For each practicum outcome below select the student teacher’s level of performance: either Not Meeting Expectations for the PS I 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. (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
the lessons being taught. (3) X
4. Takes into account students’ prior learning, learning needs, interests, and background. (1, 3, 4) X
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. Integrates digital technology and resources into instruction, where appropriate. (2, 3) X
9. Obtains and organizes equipment and materials for instruction. (3) X
COMMENTS:

Chris consistently has well planned lessons that meet curriculum outcomes and engage students in learning. He
is organized in his planning and thoughtful in his prepping for activities during the lesson. Chris asks good
questions about students in order to guide his planning and has grown in his ability to diversify his lessons. Even
through basic daily planning he was able to try different tools, assessments, and processes. I appreciated his
willingness to try things, and the reflective nature he displayed following his teaching time.

Revised: November 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,
provides overview, and relates the lesson to previous learning as appropriate. (3) X
General Lesson Development
6. Incorporates strategies for motivating students using relevant and interesting subject matter and activities. (3, 4) X
7. Explains and proceeds in small steps at an appropriate pace to suit the activity and student response. (3) X
8. Demonstrates subject matter competence during instruction. (3) X
9. Organizes and directs learning for individuals, small groups, and whole classes. (3, 4) X
10. Provides clear directions, instructions and explanations. (3) X
11. Directs efficient transitions between lessons and from one activity to the next. (3) X
12. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied learning styles and
individual needs.(3, 4) X
13. Uses appropriate materials and resources for teaching. (3) X
14. When appropriate, uses resources that accurately reflect and demonstrate the strength and diversity of First Nations,
Métis, and Inuit. (5) X
15. Demonstrates flexibility and adaptability. (1, 3) X
Questioning and Discussion
16. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. (3) X
17. Provides appropriate “wait-time” after posing questions. (3) X
18. Seeks clarification and elaboration of student responses, where appropriate. (3) X
19. Leads and directs student participation in class discussion effectively and distributes questions appropriately. (3) X
Focus on Student Learning
20. Circulates in the classroom, intervening when necessary, checking on individual and group understanding of
activity/content. (3) X
21. Recognizes and responds appropriately to individual differences and group learning needs. (1, 3, 4) X
22. Reinforces student learning, building on previous learning, reviewing, and re-teaching. (3) X
Closure
23. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions, and
applications. (3) X
24. Provides homework when appropriate and explains assignments fully. (3) X
COMMENTS:

Chris communicates well with the class and some students have even commented on his clear, easy to
understand instructions. He has a calm demeanor and isn't phased easily. He's also grown significantly in his
wait time between asking questions, or when the class is settling down to listen. When comfortable Chris will use
more variation in his voice, but can continue to work on showing excitement or grabbing students attention with
more expression.
Chris did a great job of circulating around the classroom to ensure work was on task, give feedback to students,
give assistance, or check on group work. He did this whether he was teaching, or I was teaching and I really
appreciated his helpfulness in the room.
An area of classroom management this class is working on daily is their transitions between activities and
classes. As Chris learned the dynamics of this room, and my own expectations, he really worked hard to also
instill the expectations, and slow down before moving into a transition to set students up for success.

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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,
composure, and presence. (1, 3, 4) X
2. Creates & maintains an effective learning environment, setting high expectations & standards for student learning. (1, 2) X
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:
Management of the classroom is a huge area of growth for Chris. I think the students level of energy, struggle to
listen, and overall distractions in a classroom came as a bit of a surprise to Chris. He has had many great
conversations with me, put my strategies into practice, tried some of his own, and really grown in how he
manages the room. He can continue to work on wait time, and ensuring he has all (or most) students attention
before he begins or continues talking, as well as trying some of his own attention getters, or management
strategies.
A huge piece of managing a classroom can be student groupings or desk arrangements. Chris was always very
much a part of these decisions and I appreciated the insight and thought be put into helping me with this. He
knew the students well, and definitely built mutual trust and respect between himself and the class!

4. ASSESSMENT (TQS #3, #4)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Assessment
1. Assesses student learning formatively using a variety of appropriate assessment techniques and instruments
(e.g. observations, conversations, questioning, checking daily work, performance-based and written assessments). (3) X
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 (e.g. employs alternative teaching strategies to re-teach where
required). (3, 4) X
5. Explains to students how learning will be assessed. (3) X
6. Develops and maintains accurate records of student progress.(3) X
COMMENTS:

At the elementary level assessments can look quite different from our traditional tests. I noticed Chris was
always in tune with how he was going to know if students understood the concepts, and he used a variety of
tools in order to determine this. Chris created quizzes, tests, exit slips, and learned through student
achievement which questions worked, and that sometimes wording or formatting can hinder students
performance. He had a great pulse on where students were at and asked good questions about how he could
differentiate or meet students so they could all show success.

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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. Demonstrates an interest in and a commitment to the teaching profession.(1, 6)
X
5. Establishes professional relationships with the school community. (1) X
Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and makes appropriate suggestions for
improvements. (2) X
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
Professional Learning Tool. (2) X
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
legislation. (6) X
Ethical Conduct
13. 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)
14. Treats students with dignity and respect and is considerate of their circumstances. (4, 5, 6) X
15. 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) X
16. Does not undermine the confidence of students in teachers or other student teachers. (1) X
17. 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
18. Acts in a manner that maintains the honour and dignity of the profession. (1, 6) X
19. 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:
Chris was always well prepared, on time, and demonstrated true professionalism in how he conducted himself
with myself, the students, and other staff. He worked in other classrooms observing and assisting, and all other
staff had nothing but positive things to say.
He has shown significant professional growth in the way he reflects, adapts, and meets the large variety of
student needs in a classroom.
Chris was very aware of social norms, and showing respect to all students no matter their background. He
showed great care in planning lessons to demonstrate this also.

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SUMMARY Additional Comments next page 

Areas for further growth:
Chris has learned a lot about literacy and I think we may have peaked his interest into the great world of teaching
students to read and write. I encourage him to keep looking into some of this as no matter what grade level he
ends up in, I think he will benefit from these foundational skills.
Chris has grown so much in how he manages the class and I believe with continued focus on this he is building a
foundation to have strong classroom management.
As he moves into different grade levels I encourage him to try out different ways of differentiating. Many of the
lessons he taught didn't need a strong focus on that, but he did have thoughtful reflections on how that could
look.

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

Chris is calm, and in an elementary classroom this was a huge strength. Students truly appreciated his level
headedness and kind, encouraging nature. Chris is mature and has a good understanding of the challenges and
joys of this profession. Throughout our chats and reflections he has a great understanding of this profession
which I believe will set him up for success. Chris is well planned and willing to try many new things, even if it
pushes his comfort zone. He has many strengths in the gym teaching students a variety of skills and sports and
the students really enjoyed the lessons he planned in there! Chris is very kind and did a great job of connecting
with different students and asking great questions to build relationships when he felt they weren't the best. He
was incredibly helpful in the classroom and always willing to work with students in large groups, small groups, or
individually.
I so appreciated and enjoyed working with Chris throughout this practicum. He came in ready to learn, ready to try
new things, and ready to work hard. He was a great asset to our class and I know he has a bright future in
education!

RECOMMENDATION

X PASS FAIL INCOMPLETE *

*If an Incomplete grade is recommended, please send a signed document

providing reasons and recommendations for additional practicum experience to
the University Consultant who will forward it to Field Experiences and Student
Program Services.

12/16/2022
___________________________________________________ _________________________________
Signature: Student Teacher Date

12/13/2022
___________________________________________________ _________________________________
Signature: Teacher Associate Date

12/19/2022
___________________________________________________ _________________________________
Signature: University Consultant Date

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ADDITIONAL COMMENTS
Chris thank you for taking all the time you did to pour into this class, and to make my job more fun. I learned a
ton from you also and really appreciated working with you. I know our class will for sure miss you. You had a
really neat way of making students feel special, and valuing their ideas (even when they were blurting or off
topic). You were up for anything, and I appreciated all your PE expertise, social and science lessons, and
especially your willingness to create art projects, and maps out of clay. Wishing you all the best as you continue
your education journey!

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