UNIVERSITY OF CALGARY WERKLUND SCHOOL OF EDUCATION UNDERGRADUATE PROGRAMS IN EDUCATION UC S40; FIELD INC PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT Pre-service Teacher: Jacob MacNeil ID#: 30061047 School: William Aberhart High Schoot Partner Teacher: Julie Baum Field Instructor: Jeff Turner NOTE: This isnot a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential ‘employers, however potential employers may ask for this assessment from the preservice teacher directly. ‘The purpose of ths sxweck fil experience I 0 fous onthe complex dimensions of social and cultural engagement in classroom leaning The rescvie teacher's field experience journal and portfolio and hers participation nthe eld placement should provide evidence of & rowing ability to act thoughtfully inthe clasroom and within he schos community, anda deepening understanding of Yearers and of the ‘nactment of eurculum and pedagogical relationships within a whole elas es ionment The narrative assessment should adres the pre: Servic leacher's growth in the emergent abi op fo, implement and assess lamin. i shoud also eonment on the pre-service teacher's ‘remth in elation tothe Teaching Quality Standard (2018), nealing he pre-service teacher's own goal tng refzctions throughout ld Experience. The following report on the preservice teachers work should be organized in ration othe questions: Wheres the work ‘particularly strong? What could the pre-sericetenher do 10 further hers professionel growth and development? You may aso want ‘onsier the elements assessed as prt ofthe midterm assessment, Take consistently demonstrates willingness and an emerging ability to connect with and develop appropriate professional relationships with students and schoo! staff at William Aberhart High School. He expresses a willingness to learn by requesting, accepting, and incorporating feedback from myself in a respectful and professional manner. Jake is always very professional with the staff and students at William Aberhart High School. He consistently demonstrates the ability to be self-reflective and uses that reflection for improvement. Jake can implement a strong yet caring and respectful command of the classroom through the use of his voice and interaction with students. Jake consistently treats others with fairness, respect, and integrity. He can demonstrate empathy and a concern for others that is evidenced in the way he interacts with them. He has proven time again to his students and fellow teachers that he truly is a caring teacher/person that enjoys engaging his students every day. Jake demonstrates the ability to plan and design learning activities for children that address the learning outcomes and goals outlined in the relevant programs of study. He can demonstrate an ability to plan individual lessons and units that attend to personalize learning and the needs of all students, In planning these lessons/units, he incorporates various instructional strategies and is, willing to work to design activities that are varied, engaging and relevant to his students. Jake demonstrates his ability to implement both formative and summative assessment and often examines the ways in which that assessment evidence can inform future lessons. He always holds high expectations for his students and himself by designing learning activitiUNIVERSITY OF CALGARY WERKLUND SCHOOL OF EDUCATION UNDERGRADUATE PROGRAMS IN EDUCATIO! i PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT meaningful, thoughtful, and based on an understanding of the students” backgrounds, prior knowledge and experiences. Jake had the opportunity to draw from the research that was given to him through his on-campus courses. He was able to share his understanding of Indigenous education and other critical topics during a Professional Development Day in November. During his next Field Experience with myself, he will have the opportunity to assess more frequently with a longer duration period. Jake will also be teaching Sports Medicine 10 next semester with Stephanie Maxwell, pore nea sees An Dosen Dae: Deen023 Opry Preservice Teacher's Signature: = vo go Vif Date: Dec, 11/20 > 3 Recommendation to the Office of Undergraduate Programs: Credit @ Non-Credit 0 ‘Was this assessment reviewed with the pre-service teacher? Yes Noo Please remember to also sign and date any additional pages and attach to this form. ‘= Please save this file as a PDF and ensure the pre-service teacher signs the PDF version of this Narr ‘Assessment. 1s Please provide the original Narrative Assessment (o the pre-service teacher and keep a copy for your own. records. '* The pre-service teacher is required to submit a copy of this Narrative Assessment to their Field Experience Instructor, as per the instructions of the Field Experience Instructor, in order to receive their final grade,