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11/04/2014
EDU 428 and 429 Evaluation Form -- Internship Practicum January 6 April 11, 2014
Student name: School: Evaluated by: Associate Teacher Supervisor
Name:
How to use this form?
The Iollowing guidelines apply to supervisors, associate teachers, and student teachers.
1. This Iorm is designed to be Iilled in electronically.
2. Please carry out Iour evaluations. At the end oI each evaluation, write overall comments about the period oI evaluation.
3. Save a copy oI the evaluation on your computer, send one PDF copy to the student teacher and one PDF copy to the Practice Teaching Office, Bishops University (bkreugerubishops.ca.)
4. Ensure your written comments are similar to your verbal comments made during the post conIerence.
5. On the Iourth evaluation, along with commenting on that speciIic observation, please write overall comments about the practice teaching, check oII whether the practice teaching was overall satisIactory or unsatisIactory, sign
the Iorm, and email oI Iax it to the Practice Teaching OIIice. Electronic signatures are acceptable.
6. The schedule Ior the Iirst, second, third and Iourth evaluation is as Iollows: 1
st
evaluation: by January 24
th
/ 2
nd
evaluation: by February 14
th
/ 3
rd
evaluation: by March 14
th
/ 4
th
evaluation: by April 4
th

Notice of Concern
If you are concerned about the student teachers practice teaching as of the first evaluation, please contact the Practice Teaching OIIice. A Notice of Concern Iorm will be completed with notes on speciIic support the student
teacher will receive. Delaying the use oI this Iorm will shorten the amount oI time the student teacher has to put into eIIect the suggestions Irom the associate teacher, supervisor and Director oI Practice Teaching. An electronic
Iorm can be completed and submitted directly to the Director oI Practice Teaching.
Teacher Training Professional Competencies Emphasis for 4
th
year students
When Items to Evaluate Competencies
In the Pre or Post ConIerence Long term planning
Learning intentions (Lesson objectives)
Lesson plan coherence
Learning activities preparation
Evaluation plan
3: Develops teaching/learning situations appropriate to the students concerned and the subject content with a view to developing the
competencies targeted in the programs oI study.
5: Evaluates student progress in learning the subject content and mastering the related competencies.
7: Adapts his or her teaching to the needs and characteristics oI students with learning disabilities, social maladjustments or handicaps.
8: Integrates inIormation and communications technologies (ICT) in the preparation and delivery oI teaching/learning activities and Ior
instructional management and proIessional development purposes.
In Observation oI the Teacher
In Action
Presence
Monitoring individual students
Questioning
Evaluation Ior learning
Class procedures (managing behaviour)
Rapport/respect
Languageoral use/written evidence
2: Communicates clearly in the language oI instruction both orally and in writing, using correct grammar.
4: Pilots teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing
the competencies targeted in the programs oI study.
5: Evaluates student progress in learning the subject content and mastering the related competencies.
6: Plans, organizes, and supervises a class in such a way as to promote students learning and social development.

In the Post or Pre ConIerence Disciplinary and cultural knowledge
ProIessional interactions/Ethical stance
ReIlective practice
1: Acts as a proIessional inheritor, critic and interpreter oI knowledge or culture when teaching students.
9: Cooperates with school staII, parents, partners in the community and students in pursuing the educational objectives oI the school.
10: Cooperates with members oI the teaching team in carrying out tasks involving the development and evaluation oI the competencies
targeted in the programs oI study, taking into account the students concerned.
11: Engages in proIessional development individually and with others.
12: Demonstrates ethical and responsible proIessional behaviour in the perIormance oI his or her duties.





Erin Flynn Alexander Galt Regional High School
Tracey Comeau
2
11/04/2014

PRE-CONFERENCE: Please situate the student along the continuum and comment on the students strengths and areas where adjustments are needed.

Descriptor First pre-conIerence Second pre-conIerence Third pre-conIerence Fourth pre-conIerence
Plans logically sequenced lessons, in knowledge & skill building increments, that are
linked to a competency.
Major Adjustment Exceeds
Needed Expectations
Major Adjustment Exceeds
Needed Expectations
Major Adjustment Exceeds
Needed Expectations
Major Adjustment Exceeds
Needed Expectations
States what will be learned, how it will be learned and what will be assessed.

Selects diverse instructional approaches, taking into account and adapting to the needs
and special interests oI the speciIic group.

Connects activities logically to the learning intention. The timing, equipment, and
materials management support the eIIective execution oI the lesson.

Links assessment and evaluation plans to the lesson objectives and indicates the process
Ior giving Iormative Ieedback and, where pertinent, gathering data Ior reporting


Comments:

First pre-conIerence Second pre-conIerence Third pre-conIerence Fourth pre-conIerence
Teaching Load
1st Observation: 1anuary -25 2nd Observation: 1anuary 27-February 14 3rd Observation: February 17-March 14 4
th
Observation: March 17-April4
Subjects: English Subjects:
English Subjects:
Social Studies
Subjects:
Cycle/level: 1 Cycle/level: 1 Cycle/level: 1 Cycle/level: # students:
x x x x
x x x x
x x
x x
x x x x
x x x x
3
11/04/2014

During our first pre-conference, Erin very
clearly explained her intentions for the lessons
to unfold. She was able to explain the short
term and long term goals and worked out the
necessary modifications that would be needed
to assure student success due to the Modified
program the students are following.
Erin continues to be able to clearly explain
the intentions for her lessons. She is quickly
becoming comfortable taking the students
needs and varying abilities into
consideration when planning her lessons.
She is able to readily identify her learning
goals and expected outcomes with ease.

Erin is very good with explaining and
linking her objectives with her planned
activities.

It is evident when talking with Erin in her
pre-conferences that she is thinking about
things and planning knowing what her
desired outcomes are.

The fact that she has come to really know
her students so thoroughly has helped guide
her in her choice of learning activities and
learning experiences so that she can lead the
students successfully towards the desired
learning outcome.

Erin continues to excel.

OBSERVATION OF THE STUDENT TEACHER IN ACTION: Please situate the student along the continuum and comment on the students strengths and areas where adjustments are needed.

Descriptor First observation Second observation Third observation Fourth observation
Shows conIidence, poise and enthusiasm throughout the lesson, when getting the
students attention and in sustaining their engagement during diIIerent activities.
Major Adjustment Exceeds
Needed Expectations
Major Adjustment Exceeds
Needed Expectations
Major Adjustment Exceeds
Needed Expectations
Major Adjustment Exceeds
Needed Expectations
Sets up the learning, careIully observes and circulates around the class in order to monitor
student learning, and involves students in identiIying their learning through eIIective
lesson closure.

Facilitates Iocused student learning by asking eIIective open and closed questions.

Uses inIormal methods to quickly detect student diIIiculties (questioning, analysis oI
student answers, observation and Ieedback, and so on).

Employs eIIective classroom procedures allowing students to interact well on learning
tasks. Is able to anticipate and deal with unexpected behaviour.

Interacts with students showing obvious rapport and respect.

Uses accurate and engaging oral and written communication in the language oI
instruction.


Comments:

First observation Second observation Third observation Fourth observation
x x x x
x x x
x x x x
x x x
x x x x
x x x x
x x x
x
x
x
4
11/04/2014

During the first observation Erin taught a
mini lesson to help prepare the students for a
project. Her instructions were varied and
clear. She verified student understanding
with questions and by circulating. It would
do Erin well to circulate even during her
teaching to help use proximity to keep her
easily distracted students on task.

During the second observation, Erin was
reading the selection of a novel with the
students. She paused at appropriate times to
verify and question the comprehension of
her students. At one point she spoke to one
young man who was not following along.
This was the second warning. Erin needs to
be willing to follow through with the
consequences she sets out for her students.
It is evident through each moment of the
class that Ms Flynn has the respect of her
students and that she is able to get this
because they feel the respect from her.

Erin brings a great amount of enthusiasm to
her lessons. Her bubbly nature comes
through her lessons.

Erin is using a variety of strategies to help
monitor student progress in a positive
manner. She circulates much more
consistently through the class and her
positive reinforcement has helped several
students be willing to take a chance and push
themselves in their writing. This is due to
the way Erin helps to create a positive
working environment for her students where
they do not fear taking the risk of making
errors.

Erin has become more consistent with following
through with students and feels much more at
ease when she is faced with placing
consequences for students and their choice of
behaviour. This was a long process for Erin, but
she has demonstrated that she can do it
consistently and thorugh discussions it is evident
that she realizes the importance of accountability
with regards to a students choice of behaviour.

Well done Erin!!!
5
11/04/2014
POST-CONFERENCE: Please situate the student along the continuum and comment on the students strengths and areas where adjustments are needed.

Comments:

First post-conIerence Second post-conIerence Third post-conIerence Fourth post-conIerence


Ms Flynn is becoming comfortable with the
courses she is teaching including their
modified nature.

Erin appears very at ease with the Galt
community including her colleagues in the
staffroom.






Due to limited time, the post conference for
this observation did not happen. General
discussion ensued in the following days.




It is encouraging to see a pre-service teacher
be at ease with changing a lesson mid-stream
taking notice of the needs and the
preparedness of the students in the moment.

It has been a pleasure to work with Erin. Her
ability to self reflect will serve her well in the
future. It will allow her to adjust as needed to
the changes each day will bring in a classroom.

Erin is a positive addition to a staffroom. She
should feel confident in her abilities. A balance
of pride in ones work and humililty in ones
abilities is a valuable set of qualities to posess as
a young teacher heading into an experienced
staff in a new school.

Descriptor First post-conIerence Second post-conIerence Third post-conIerence Fourth post-conIerence
Demonstrates thorough and detailed knowledge and understanding oI the discipline and
its cultural context.
Major Adjustment Exceeds
Needed Expectations
Major Adjustment Exceeds
Needed Expectations
Major Adjustment Exceeds
Needed Expectations
Major Adjustment Exceeds
Needed Expectations
Interacts appropriately with members oI the school community.

Explains the relevance oI teaching decisions and identiIies appropriate adjustments.

x x
x x x x
x x x x
x x
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11/04/2014
First Evaluation. Status oI Competency Development: Please situate the student on the continuum below and comment on the students strengths and areas where adjustments are needed.
Does not yet meet practicums Meets practicums Exceeds practicums
expectations at this time expectations at this time expectations at this time





Signature: Date:

Second Evaluation. Status oI Competency Development: Please situate the student on the continuum below and comment on the students strengths and areas where adjustments are needed.
Does not yet meet practicums Meets practicums Exceeds practicums
expectations at this time expectations at this time expectations at this time





Signature: Date:

Third Evaluation. Status oI Competency Development: Please situate the student on the continuum below and comment on the students strengths and areas where adjustments are needed.
Does not yet meet practicums Meets practicums Exceeds practicums
expectations at this time expectations at this time expectations at this time





Signature: Date: February 25, 2014


January 23, 2014
February 17, 2014

x
x
x
Comments: Ms Flynns ability to connect with her students was apparent very early on. With the Iew students who are hesitant to trust, she is working very hard to get to know them and earn
Their respect.
Comments: Erin continues to blossom in the classroom. Her students are responding very well and a routine has been well established.
Comments: Erin continues to excel. She is able to meet the needs oI her students and pull them Iorward with their academic endeavours because oI the relationships she helps Iacilitate. Her students
know she cares and in turn they strive to meet her expectations. She should continue to use this to gradually pull even more out this group oI previously very reluctant learners.
7
11/04/2014
Fourth Evaluation. Status oI Competency Development: Please situate the student on the continuum below and comment on the students strengths and areas where adjustments are needed.
Does not yet meet practicums Meets practicums Exceeds practicums
expectations at this time expectations at this time expectations at this time





Signature: Date:


Summary Comments






Based on my observations I recommend that the Practice Teaching be considered successful+ unsuccessful
Date: Signature:



4
th
vear Outcome Statement
The graduating teachers recogni:e teaching as an intellectual pursuit and a social responsibilitv, demonstrate the qualities of responsible and autonomous practitioners who show a capacitv for ongoing critical
reflection, potential for leadership, and commitment to the transformative power of education.
April 7, 2014
x

x
Comments:
Erin entered this practicum with a lot of uncertainty with regards to the content and the clientel. She was given a lot of freedom early on with the two remedial/modified classes and she
soared! She was able to build positive working relationships with these students that helped facilitate an eagerness to complete work. Previously hesitant writers were writing because of
her efforts, previously hesitant workers were meeting deadlines because of her recognition of their needs and how to get them successfully from the beginning of an assignment to the end.
I commend Erin for taking this very independent practicum on without hesitation. She has been a pleasure to work with.