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University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER ONE
Summative Report

Student Teacher: Ty Wetter School: Vulcan Prairieview Elementary School

Grade/Subjects Taught: social 6, math 6, art 3/4, guided reading 5/6
Teacher Associate: Lori Helland University Consultant: Tracy Inaba
Dates of Practicum: November 6, 2023 - December 14, 2023
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:

Ty spends a lot of time planning and preparing. He demonstrates a good understanding of the program of
studies and plans age appropriate activities. His lesson plans are detailed and well written with defined learning
objectives. In the past couple of weeks he is much more organized with the materials needed for each lesson
and is trying to implement technology with his mac book. One area that Ty still needs to improve in is taking into
consideration the students that are on IPP's and implementing plans accordingly. Making modifications to his
lesson plans and implementing to ensure that all have the ability to succeed is crucial. He also needs to plan
for his learning support worker who is regularly in our math class. Giving clear instructions and plans will also
benefit all students.

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:

Ty demonstrates clear communication and has a natural classroom voice. His "teacher voice" still requires
some development but that will come. He also needs to work on making his writing on the board larger and
more legible. Ty has really improved his lesson pace, taking things much more slowly and in smaller steps.
Making sure he continues to use the optimal teaching model of - I do, we do and you do will really help his
overall lesson success.
I have really appreciated how flexible Ty has been, especially in these past couple of weeks. It is a busy time of
year and changes to the time table and extra activities must allow for flexibility. Ty very much rolls with the
punches and adjusts accordingly.
Ty is beginning to see a much larger global classroom perspective. This is still an area for growth but he is now
circulating in the classroom much more easily and able to help students out accordingly.
Ty completed a lesson on Hiawatha and the peace maker.

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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:
Ty is quite comfortable in a classroom setting. He has established good connections and made positive
relationships with the students. The students are eager to tell him about their days and share stories with him.
He has developed a level of respect with them and clearly communicates classroom expectations. Ty is still
working on following through and not just using false threats as a form of discipline. Another area that Ty needs
to continue to work on is developing relationships within the school community and getting involved in extra
activities outside the classroom.

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:

Ty was able to implement various assessment techniques. He used exit slips, performance based tasks, daily
work, unit tests, questioning and check-ins to help him gauge a level of understanding of his students. He was
good at providing verbal feedback and discussing student work in a non threatening way that respects the
students work.

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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:
I have seen considerable improvement in the past couple of weeks. Ty is kind, helpful and treats all of the
students and myself with respect. He has acted with confidence and professionalism. He has built strong
relationships with the students but needs to continue that throughout the rest of the school community.Ty is very
good at taking feedback and trying to make changes and implement the changes into his lessons.He is reflective
and makes necessary changes to his lessons. Ty has now shared his portfolio with me. He has done some self
reflection and added his teaching philosophy as well as some information about himself. I would also encourage
Ty to pick professional learning goals prior to the beginning of PS2 and stick with them instead of changing them
throughout the practicum.

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SUMMARY Additional Comments next page 

Areas for further growth:
* continue to work on IPP accommodations and how to best use the assigned learning support teacher.
* Creating connections with other staff and getting involved in an activity outside of the classroom.
* Continue to work on implementing technology in the classroom
* FNMI lessons
* Set growth plans prior to practicum and stick to them and work towards improvement
* Global perspective of the entire class
* board writing legibility

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

* Relationship building with the students/building rapport
* Personable, kind and good communication with students and TA
* Lesson planning and preparation
* Subject area and skills and knowledge
* oral communication and classroom voice

RECOMMENDATION

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.

___________________________________________________ _________________________________
Signature: Student Teacher Date

12/12/2023
___________________________________________________ _________________________________
Signature: Teacher Associate Date

___________________________________________________ _________________________________
Signature: University Consultant Date

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ADDITIONAL COMMENTS
Thank you Ty for all your hard work in PS1. I have seem some incredible growth from you in these past 6
weeks. You have established relationships with the students and they are also going to miss having you in the
class. Keep in touch and let me know where you land for PS2. Best wishes with the rest of your education
degree.

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