UNIVERSITY OF

r- ' r- ^, r>\/

Faculty of Education Undergraduate Programs in Education Pfione: (403) 220-5639 Fax: (403) 282-8479

YEAR 2 - EDUC 508 FIELD EXPERIENCE III NARRATIVE ASSESSMENT OF STUDENT'S LEARNING IN THE FIELD
PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT NOTE: This is not a letter of reference and will not be distributed by the Facidly ofEducation to potential employers STUDENT AdamElford PARTNER TEACHER Shauna Keir SCHOOL Senator Patrick Bums School

FIELD INSTRUCTOR Bonnie Shapiro

The purpose of this four-week field experience is to focus on complex dimensions o f social and cultural engagement in classroom learning. The student's Learning Portfolio and his/her participation in the field placement should provide evidence of a growing abihty to act thoughtfully in the classroom and wifbdn the school community, and a deepening understanding of learners and of the enactment of curriculum and pedagogical relationships within a whole class context. The Narrative Assessment should address the student teacher's growth in the emergent ability to plan for, implement, and assess learning. It should also comment on the student teacher's growth in relation to the relevant KSAs, including, the student's own goal setting and personal/professional assessment throughout the Field experience. The following report on the student's work should be organized in relation to the questions: "Wliere is the work particularly strongV" "iVliat could the smueiit ao to further nis/hef professional grunih and ilevciopinenl?"

Adam has worked with me in my classroom for the last four weeks. Adam brought many skills with him into the classroom and developed others over the last 4 weeks. He communicated with me via email prior to his placement and took the initiative to book a meeting prior to his start date. This afforded him a better sense of the school setup, schedule and what classes he would be workmg with. Adam arrived in November and immediately started integratmg himself into the classroom. He started learning the students' names and was comfortable and confident in moving around the classroom offering support when he saw the need. Adam was thoughtful in his questions and was able to recognize and maintain fbe structure and routines ahready established in the classroom. Adam moved around the classroom well and the students accepted him quickly. Adam was often aware of his position and the impact that his position had on the students. He often got down to the level of the student rather than leaning over them and I would encourage him to make that a consistent part of his practice. Adam transitioned into his own teaching with effective intermediate steps. We started wifb me teaching one lesson and him teaching the next using the same lesson plans. We separated the classes and each taught smaller groups simultaneously. We co- planned and co-taught other lessons. Adam planned and executed all science and some math lessons in the last week. His lessons, lesson plans, curricular ties, timing and materials were well thought out and prepared in advance. His own personal knowledge was well demonstrated. Adam demonstrated that he was organized and efficient. He used multiple forms of media in his lessons, including class discussions, individual reflection, labs. Partner Teacher's Signature Student Teacher's Signature
'[^/^' ^'ji^i

Date Date ^ Credit Q No

ISJA>.

(i

^ ..c^/cZ.

T A ^ W J O ^

Qg^,

6^ ? 0 \ ' Z .

Recommendation to the Office of Un^rgraduate Programs: Was this assessment reviewed with the Student? ^ Yes

Non-Credit

* Please remember to also sign and date any additional pages and attach to this form. * Please ensure the student signs the.Narrative A s s e s s m e n t * Piease provide the original and one copy of the Narrative Assessment to the student teacher.
The student teacher is responsible to submit the original to the Undergraduate Programs Office, EDT 940.

visual demonstrations, video and group work. Adam marked both science and math quizzes and created his own math quiz during the time he was here. The students appreciated that the class experiences were interesting and varied. Adam participated in the larger school program in many ways. He was a supervisor on a field trip, attended parent teacher interviews, worked with the grade nine team as a part of our Friday CTF work and involved himself in school spirit activities. Adam was able to assess a situation and decide where he would be of the greatest assistance; the fact that he stepped up and took initiative on his own is a great skill to bring to any group. Adam was engaged in all aspects of tbe day to day work of the classroom, he took attendance, marked, was part of a fire drill and lunch time supervision. Adam questioned and made astute observations on all aspects of the classroom experience. We discussed and looked at both formative and summative assessment in the context of our lessons. We also discussed, using specific students as examples, the personalization of learning for students with different needs. Adam was able to see that much of the personalization of learning comes from building relationsliips and understandiirg the students individual strengths and needs. As we all do, Adam has some areas for growth that we have discussed. He will need to have a more authoritative presence in the classroom. Reminders for the students of what the expectations are should be more frequent. I would reconunend that he develop more strategies to ensure the entire group is engaged. Waitnig to start lessons or stopping lessons to wait until all students are focused on the task should be happening more often. Depending on the grade that is being taught more repetition in instructions both verbal and written would be beneficial to ensure the group knows what they are to be doing. Adam and I did discuss classroom set up and basic management techniques. I imagine he w i l l be more confident enforcing those pieces when it is his own classroom. Adam consistently demonstrated that he was able to take feedback into consideration and often demonstrated that he was able to put suggestions into action immediately. He learned quickly from one lesson to the next and adapted lessons accordingly. I was impressed with Adam's ability to make those adaptations in very short periods of time without apparent stress. It is my pefsonal belief that Adam will make a great teacher and will be an asset to any school community.