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PS III Final Report for Crystal Kensley

Professional Semester III Final Report

Faculty of Education
Field Experiences
Fall Spring Semester, 2013 (Please check appropriate semester)
Professional Semester III is a five-course equivalent integrated semester including half-time teaching and
professional study in curriculum design, leadership, advanced methods, and reflective practice. Intern Teachers are
assigned full time to schools for the semester during which they assume responsibility for approximately one-half of
the teaching day. PS III professional study is designed to complement and enhance the internship. The
professional study components may occur on or off-campus and are coordinated by the Faculty Mentors in
collaboration with Intern Teachers and school personnel.
Place a checkmark () in front of the course in which you are registered
Education 4571 Elementary Education
Education 4572 Secondary Internship
Education 4573 Special Focus Internship
Education 4574 Fine Arts Internship - Art or Drama
Education 4575 Fine Arts Internship - Music
Intern Teacher Crystal Kensley Grade Level(s) Kindergarten
School Mike Mountain Horse Elementary Administrator Chris Harris
Teacher Mentor Krista Seaman Faculty Mentor Sharon Mombourquette

Intern Teachers Descriptive Report:
Concise statement of my teaching time:
For my final professional semester I was in the kindergarten classroom
at Mike Mountain Horse School. My experience in the kindergarten
classroom has definitely taught me a lot about teaching children in their first
years of school. I focused on creating lessons that would engage kinesthetic,
auditory and visual learners. This was really important to me because I know
that each student learns differently and at different rates. I think it is also
important to keep in mind the significance of being flexible. There are
multiple intelligences in one classroom so it is important to utilize different
methods for teaching multiple concepts. My lessons included the use of
technology such as the smart board, smart notebook, PowerPoint
presentations, and the CD player for the Jolly Phonics program. I always
prepare my lessons in advance using the Learn Alberta website and the
Alberta Program of Study for Social Studies, English Language Arts,
Mathematics, Health and Physical Education. I have also included FNMI
content into the Kindergarten curriculum. Furthermore, I continued to use
the Handwriting Without Tears and Jolly Phonics programs as they have
proven to be successful in the Kindergarten classroom.
Throughout my final professional semester I was able to plan units
and individual lesson plans using the backward by design model, which
PS III Final Report for Crystal Kensley
focuses with the end in mind. I was able to meet general and specific
outcomes in each program of study in the Alberta curriculum. I used the
program of study for English language arts, mathematics, social studies,
physical education, and health for kindergarten. I planned each lesson and
unit with the end in mind. I was able to assess the students skills using
formative and summative assessment methods. I have also used various
resources suitable for the students age level and learning abilities. I used
resources from the learn Alberta website and the University of Lethbridge
curricular lab. During my final professional semester I taught fifty percent of
the time, which included core subjects in kindergarten that were inter-
curricular during circle time and centers.
KSA # 1: How contextual variables affect teaching and learning.
Throughout my final practicum I have been very flexible. I have had to
adapt to the grade I am teaching by using language the students
understand. I have changed some of my lesson plans depending on how the
students responded to my instruction. For instance, if the students were
struggling with a concept I rephrased my instruction or tried to use a
different example that may be more effective. I am very aware of all of the
students in my class and their abilities. I have made reasoned judgments in
numerous situations and have adapted my lessons using different strategies
that have proven to be more effective. I have used self-reflection for all of
my lessons after I have taught them. If certain approaches were not working
I made note of them and made sure to change or adjust my teaching for
consecutive lessons.
KSA #2: Responsibility and accountability of teachers to
communicate and enforce expectations held of them under the
certification of teacher s regulations.
Throughout my final professional semester I used the Learn Alberta
Website and the program of study for English language arts, social studies,
physical education, mathematics, and health to guide all of my lessons. I
included many skills and outcomes, and if possible, tried to make them
inter-curricular as well. Most of my lesson plans for circle time and centers
were inter-curricular including outcomes for math, social studies, health and
English language arts.
KSA #3: The purpose of the Guide to Education and programs of
study for subject disciplines you teach.
I met this KSA with my unit plan in social studies for teaching, I am
unique and I belong. Every lesson was outlined with skills and outcomes,
assessment methods, resources, and a detailed procedure. During our circle
time and centers, students learned about being unique and special. They
also learned about numerous ways that they belong within a family,
friendship and community.
KSA #4: Subject Disciplines you teach.
During my third and final practicum, I planned units and taught
English language arts, social studies, mathematics, health, art, and music. I
also focused my professional development project on incorporating FNMI
PS III Final Report for Crystal Kensley
content into the kindergarten curriculum.
KSA #5: All students can learn, albeit at different rates in different
In my kindergarten class, I had two students who were coded with
speech delays. These students required extra support and guidance. While
the class practiced their printing, one of my students required a pencil grip
and a rubber seat placed on her chair. These extra tools were used to
support this little girl and enable her to focus on her printing and participate
in all activities. The other little boy received extra speech therapy. However,
as much as possible, they were always part of the group and there was
always an emphasis on including them, rather than separating and
diversifying the group. Individual Program Plans were created for these
students and goals were determined based on their individual needs.
I also differentiated instruction to accommodate the religious beliefs of
a child in my classroom. Rather than have a student complete a project that
they feel uncomfortable with I changed the activity so that academically he
could still learn the same concepts and have the same outcomes but change
the images we used for visuals. For instance when the class made turkeys,
this student made a peacock. These minor changes were very important to
make because it still allowed my student to participate and trace his hand
and label the feathers 1-10. He was still able to practice his numbers using a
different image that made him feel more comfortable.
I focused on making my classroom a positive environment for all
students. It is an inclusive classroom and recognizes multiple paths for all
learners. It is very important to recognize visual, auditory and kinesthetic
learners because every one learns in different ways. As a teacher I want to
guide students and provide them with learning opportunities that will
benefit them the most. Also I think it is very important to incorporate
resources available to aid students learning. For instance using modified
scissors and pencil grips can change the way a student prints their letters
and cuts paper.
During this practicum I have also presented tiered lessons that
incorporated differentiated instruction. This is important to integrate in the
classroom because it allows each student to reach their full potential and
meet the outcomes we are oriented towards.
At Mike Mountain Horse there is a great support team that assisted
students in my classroom with any extra help they needed. This is very
important to me because it is so important that each student receives all
the help they can get whether it is academic, or social. I am very grateful
that there is an FNMI liaison and a group of counselors available to assist in
each students learning.
KSA #6: The purpose of short, medium, and long range planning.
As this practicum was modeled as a first year teaching career, I had
the opportunity to get to know each student on his or her first day of school.
Our kindergarten class had staggered entry, which allowed me to interact
with each student and get to know each of them right from the beginning.
PS III Final Report for Crystal Kensley
Staggered entry allowed my teacher mentor and myself to do an initial
assessment for each student so that we knew what his or her strengths and
weaknesses were entering kindergarten. I was able to use this information
to develop long- range plans, unit plans, and lesson plans.
KSA #7: Students needs for physical, social, and cultural and
psychological security. Classroom Leadership and Management.
After two Professional Development days where we discussed the 7
habits of highly effective people I was able to focus on bringing the best me
into the classroom. My preparation, planning and organization allowed me
to develop classroom routines that were effective for student learning. I
focused on classroom management strategies that work in full group, small
group and individual situations.
Throughout the semester my teacher mentor and I established many
classroom routines and rules. These routines are necessary in order to
engage students in an effective classroom environment. My classroom
management plan contained numerous strategies and focused on
maintaining a happy and healthy classroom.
KSA #8: Importance of respecting students human dignity.
Since September, all the students have been recognizing and
displaying positive attitudes in the classroom. We have been working on
being kind to one another and enforcing the golden rule. The students have
also learned about the seven teaching and have shown their knowledge of
each teaching during every school day. My encouragement and positive
feedback about their work has definitely encouraged the students to
continue and keep up the good work. I believe it gives the students
confidence when they receive positive feedback.
I participated in a presentation at the University of Lethbridge during
my first professional semester called teacher as performer. This
presentation taught me the importance of ensuring that all students are
okay before walking away. I think that I have enforced this ideal in my
classroom as I respect every student and staff member in my classroom.
KSA #9: There are many approaches to teaching and learning;
instructional strategies.
Everyday the students separated into groups of five or six and to
complete centers for the week. The centers consisted of 4 adult led centers
and free centers. At the adult led centers the students worked on literacy-
based activities that are guided by the assistant in the class, the parent of
the day and myself or teacher mentor. At free centers the students chose a
play-based center to attend and independently moved their name on the
centerboard that corresponded with the center of their choice. At each of
the adult led centers students practiced their spelling, grammar, and writing
skills. They also worked on their listening skills, math outcomes and their
reading comprehension. There are three adult led centers each week where
the students use their creativity to make crafts that correspond with
literature we have read in the classroom. Students in the kindergarten class
were placed into four different groups based on their initial assessment in
PS III Final Report for Crystal Kensley
letter, number, color and shape recognition at the beginning of the year.
These groups were given color names and traveled around to the different
centers together each week. At the adult led centers, students would listen
to the activity and perform a specific task to reach a specific outcome. At
the free centers the students could choose a center that offered play based
activities. Every week each student would do all of the same activities and
would receive extra help and/ or guidance if they needed it.
KSA #10: The functions of traditional and electronic teaching /
learning technologies.
One of the goals that I set for myself at the beginning of PS3 was to
become more familiar with the use of technology in the classroom. During
my final practicum I have become more familiar with all of the functions
available on the smart board and smart notebook program. I have
challenged myself to use the smart board more often and have created new
ways of taking attendance using the smart board that makes it interactive
for my students. I have used technology in my classroom to engage the
students and enhance their learning.
The kindergarten class received two ipads for use throughout the day.
I recently went to an information session at Probe Elementary where a
collaborative community met and shared great apps available for the
kindergarten age level. These apps were applied to the kindergarten ipads
and will be used during center time in the upcoming months. The use of
technology in schools is very important to start at a young age because the
kindergarteners are like sponges. They soak everything up. The ipads are
interactive and provide literacy games that will sharpen the students skills
in technology use and visual and/or verbal skills while using certain
KSA #11: The purposes of student assessment.
Throughout my practicum I was able to assess the students academic
and social behaviors in the classroom. I began the school year in September
with the Kindergarten children and promptly did an initial assessment for
the students in the morning and afternoon classes. In the initial assessment
my teacher mentor and I assessed what the students knew coming into
Kindergarten. We questioned the students about their knowledge in letter,
number, color and shape recognition. We also assessed each childs
pronunciation of beginning and end sounds. We took note of their pencil
grips; if they knew their dominant hand or needed guidance in determining
their dominant hand. Finally we asked the students to print their names so
that we could see their printing abilities at the beginning of the year.
I used many different methods for formative and summative
assessment for, of and as learning. During center time I used anecdotal
notes to keep a record for each student that corresponded with the general
and specific outcome for that center. These notes were very helpful when I
started my first report cards to the parents. I was able to record student
behavior, listening skills, and academic achievements. The anecdotal notes
were also very helpful to assess and record student skills in cutting, pasting
PS III Final Report for Crystal Kensley
and printing abilities.
The summative assessment this term was stated in the first term
report cards. In Kindergarten there is a morning and afternoon class at my
school. My teacher mentor and I shared the responsibility of preparing all
the report cards. I prepared the report cards for the morning class and my
teacher mentor prepared the report cards for the afternoon class. After all of
the report cards were complete we switched classes and ensured that all
report cards were edited and accurate.
KSA #12: The importance of engaging parents, purposefully and
meaningfully, in all aspects of teaching and learning.
One of my goals at the beginning of the year was to create and
maintain relationships with parents. I welcomed all of the parents into the
classroom and introduced myself. Our school hosted a meet the teacher
night where I was able to communicate more with all of the parents and my
Newsletters were sent home informing parents of special upcoming
events and information they needed to know. There is also a blog set up by
my teacher mentor on the class website. The blog is a great way to
communicate with parents and I will definitely create my own blog in the
I have included the link in my eportfolio to the learn Alberta website
for parents to read about the numerous ways they can become involved in
their childs education. Engaging parents and having their support is
significant to every students learning and I intend to always keep in contact
with each childs parent and/or guardian.
KSA #13: Student learning is enhanced through the use of home
and community resources.
To effectively incorporate the surrounding community into the
classroom, we went on a field trip to the local fire hall. We also went on a
field trip to Nicholas Sheran Arena three times where the students were able
to invite their parents to come and skate together. Furthermore, we had a
guest speaker in our classroom from Safety City. All of these information
sessions were very informative for our students.
KSA #14: The importance of contributing, independently and
collegially, to the quality of your school.
To contribute and be a part of the school community, I have attended
a parent council meeting to become more involved and knowledgeable
about what it happening in the school community. I have also contributed to
grade level snack days for the staff and participated in parent teacher
KSA #15: The importance of career long learning.
Here I have chosen to include a list of the professional development
days and sessions I participated in. I learned so much from the PD days that
we had. These all help me grow as a teacher and become more
knowledgeable in my focus and the communities around us.
From June-Dec 2013 I have participated in numerous professional
PS III Final Report for Crystal Kensley
development seminars. At Mike Mountain Horse I completed the program 7
habits of highly effective people. These meetings helped me recognize the
importance of life long learning and career development. I was able to
identify my priorities and focus on ensuring that I am the best that I can be
in order to help and teach others. I also completed a series of professional
development seminars that were offered by the Alberta Teachers
Association and focused on classroom management; techniques that work,
teachers and parents; same goals different roles and engaging students.
These seminars were very helpful and effective for my teaching practice
because I learned a lot of great strategies that will be very helpful in the
classroom. I will continue to keep up with professional development each
year and attend as many professional development sessions that I can to
strengthen my teaching practice.
KSA #16: Overall vision of the purpose of teaching.
This is my vision statement as a teacher in the classroom, school, and
community. My final professional semester allowed me to gain experience in
four key areas; planning, classroom management, instruction and
assessment. During September and October I was able to plan for adult led
centers, free centers, staggered entry, full group activities, and library and
computer classes. I planned lessons that incorporated the theme of that
specific month. The theme for each month often indicated what some of the
lessons would focus on. In November and December my teacher mentor and
I decided to switch teaching blocks so that I would have the opportunity to
teach all of the core subjects and blocks by the end of my semester. In
November and December I planned for circle time, full group activities,
computers, jolly words, and library.
During my final practicum at Mike Mountain Horse in the Kindergarten
classroom I learned a lot about classroom management. The most important
aspect that I will take away with me is ensuring that all students are quiet
and listening before giving instruction. I know that classroom management
is necessary and significant to learning because students will have a difficult
time focusing and learning if they are distracted by the actions or behaviors
of their classmates.
I have also learned a lot about proper instruction and repetition. The
students in the Kindergarten class showed me that they learn really well
with repetition. I have also practiced making my instruction simple using
language that the students understand. One way of giving instruction that I
found to be very effective was saying the instruction and then asking the
students the order in which they will achieve a certain outcome.
Furthermore, my instruction was also very effective when there were
demonstrations given or visuals that provided the students with further
understandings or recognition of what I was verbally saying.
Throughout the semester my professional growth plan included goals
of improving on using technology in my lessons. I want to become more
familiar with the smart board and the functions that are possible to use for
teaching. I have also focused on incorporating FNMI literature and content
PS III Final Report for Crystal Kensley
into the kindergarten classroom

Intern Teacher Signature Date
This page is to be attached to the Intern Teachers Report.
School Administrator Comments:
NAME OF INTERN: Ms. Crystal Kensley
DATE: August thru December, 2013
EVALUATOR: Chris Harris, Assistant Principal
Crystal Kensley has c!"lete# her Pr$ess%nal Se!ester Three &PSIII' "ract%c(! $r!
the Un%)ers%ty $ Leth*r%#+e *y teach%n+ hal$ t%!e %n a K%n#er+arten classr! at M%,e
M(nta%n Hrse Ele!entary $r! A(+(st -./ -012 t Dece!*er -0/ -0123
Th%s $r! %s #es%+ne# t "r)%#e $ee#*ac, $ll4%n+ the c!"let%n $ an Intern
Teach%n+ Place!ent at Mike Muntain Hrse !lementary "chl3 It %s *ase# ("n
the Teach%n+ 5(al%ty Stan#ar# 6 Inter%! Le)el/ (s%n+ the 7Kn4le#+e/ S,%lls an#
Attr%*(tes8 s(""rte# %n the Pr)%nce $ Al*erta/ De"art!ent $ E#(cat%n3
Teachers 4%th an 7%nter%! cert%$%cate8 are e9"ecte# t #e!nstrate cns%stently that they
Knowledge, Skills and Atti!"tes #o$i%ien
13 Conte't"al (aia!les a$$e%t tea%)ing and leaning3
They ,n4 h4 t analy:e !any )ar%a*les at ne t%!e an# h4 t
res"n# *y !a,%n+ reasne# #ec%s%ns a*(t the%r teach%n+ "ract%ce
an# st(#ents8 learn%n+3
-3 T)e st"%t"e o$ t)e Al!eta ed"%ation s*ste+, They
,n4 the #%$$erent rles %n the syste!/ an# h4 res"ns%*%l%t%es an#
acc(nta*%l%t%es are #eter!%ne#/ c!!(n%cate# an# en$rce#3
PS III Final Report for Crystal Kensley
Knowledge, Skills and Atti!"tes #o$i%ien
23 T)e -"-oses o$ t)e G"ide to Ed"%ation and
-oga+s o$ st"d* ge+ane to t)e s-e%iali.ation o
s"!/e%t dis%i-lines t)e* ae -e-aed to tea%), They
,n4 h4 t (se these #c(!ents t %n$r! an# #%rect the%r "lann%n+/
%nstr(ct%n an# assess!ent $ st(#ent "r+ress3
;3 T)e s"!/e%t dis%i-lines t)e* tea%), They ha)e
c!"lete# a str(ct(re# "r+ra! $ st(#%es thr(+h 4h%ch they ac<(%re#
the ,n4le#+e/ cnce"ts/ !eth#l+%es an# ass(!"t%ns %n ne r
!re areas $ s"ec%al%:at%n r s(*=ect #%sc%"l%nes ta(+ht %n Al*erta
>3 All st"dents %an lean, al!eit at di$$eent ates and in
di$$eent wa*s, They ,n4 h4 &%ncl(#%n+ 4hen an# h4 t
en+a+e thers' t %#ent%$y st(#ents8 #%$$erent learn%n+ styles an# 4ays
st(#ents learn3 They (n#erstan# the nee# t res"n# t #%$$erences *y
creat%n+ !(lt%"le "aths t learn%n+ $r %n#%)%#(als an# +r("s $
st(#ents/ %ncl(#%n+ st(#ents 4%th s"ec%al learn%n+ nee#s3
.3 T)e -"-ose o$ s)ot, +edi"+ and long te+ ange
-lanning, They ,n4 h4 t translate c(rr%c(l(! an# #es%re#
(tc!es %nt reasne#/ !ean%n+$(l an# %ncre!entally "r+ress%)e
learn%n+ ""rt(n%t%es $r st(#ents3 They als (n#erstan# the nee# t
)ary the%r "lans t acc!!#ate %n#%)%#(als an# +r("s $ st(#ents3
?3 St"dents0 needs $o -)*si%al, so%ial, %"lt"al and
-s*%)ologi%al se%"it*, They ,n4 h4 t en+a+e st(#ents %n
creat%n+ e$$ect%)e classr! r(t%nes3 They ,n4 h4 an# 4hen t
a""ly a )ar%ety $ !ana+e!ent strate+%es that are %n ,ee"%n+ 4%th the
s%t(at%n/ an# that "r)%#e $r !%n%!al #%sr("t%ns t st(#ents@ learn%n+3
A3 T)e i+-otan%e o$ es-e%ting st"dents0 )"+an
dignit*, They ,n4 h4 t esta*l%sh/ 4%th #%$$erent st(#ents/
"r$ess%nal relat%nsh%"s that are character%:e# *y !(t(al res"ect/
tr(st an# har!ny3
B3 T)ee ae +an* a--oa%)es to tea%)ing and
leaning, They ,n4 a *ra# ran+e $ %nstr(ct%nal strate+%es
a""r"r%ate t the%r area $ s"ec%al%:at%n an# the s(*=ect #%sc%"l%ne
they teach/ an# ,n4 4h%ch strate+%es are a""r"r%ate t hel" #%$$erent
st(#ents ach%e)e #%$$erent (tc!es3
103 T)e -"-oses o$ taditional and ele%toni% tea%)ing 1
leaning te%)nologies, They ,n4 h4 t (se an# h4 t
en+a+e st(#ents %n (s%n+ these technl+%es t "resent an# #el%)er
cntent/ c!!(n%cate e$$ect%)ely 4%th thers/ $%n# an# sec(re
%n$r!at%n/ research/ 4r# "rcess/ !ana+e %n$r!at%n/ an# ,ee"

113 T)e -"-oses o$ st"dent assess+ent, They ,n4 h4
t access the ran+e $ learn%n+ *=ect%)es *y select%n+ an# #e)el"%n+
a )ar%ety $ classr! an# lar+eCscale assess!ent techn%<(es an#
%nstr(!ents3 They ,n4 h4 t analy:e the res(lts $ classr! an#
lar+eCscale assess!ents %ncl(#%n+ "r)%nc%al assess!ent %nstr(!ents/
an# h4 t (se the res(lts $r the (lt%!ate *ene$%t $ st(#ents3
PS III Final Report for Crystal Kensley
Knowledge, Skills and Atti!"tes #o$i%ien
1-3 T)e i+-otan%e o$ engaging -aents, -"-ose$"ll*
and +eaning$"ll*, in all as-e%ts o$ tea%)ing and
leaning, They ,n4 h4 t #e)el" an# %!"le!ent strate+%es that
create an# enhance "artnersh%"s a!n+ teachers/ "arents/ an#
123 St"dent leaning is en)an%ed t)o"g) t)e "se o$
)o+e and %o++"nit* eso"%es, They ,n4 h4 t %#ent%$y
res(rces rele)ant t teach%n+ an# learn%n+ *=ect%)es3 An# h4 t
%ncr"rate these res(rces %nt the%r teach%n+ an# st(#ents8 learn%n+3
1;3 T)e i+-otan%e o$ %onti!"ting, inde-endentl* and
%ollegiall*, to t)e 2"alit* o$ t)ei s%)ool, They ,n4 the
strate+%es 4here*y they can/ %n#e"en#ently an# clle+%ally/ enhance
an# !a%nta%n the <(al%ty $ the%r schls t the *ene$%t $ st(#ents/
"arents/ c!!(n%ty an# cllea+(es3
1>3 T)e i+-otan%e o$ %aee3long leaning, They ,n4
h4 t assess the%r 4n teach%n+ an# h4 t 4r, 4%th thers
res"ns%*le $r s("er)%s%n+ an# e)al(at%n+ teachers3 They ,n4 h4 t
(se the $%n#%n+s $ assess!ents/ s("er)%s%n an# e)al(at%ns t select/
#e)el" an# %!"le!ent the%r 4n "r$ess%nal #e)el"!ent act%)%t%es3
1.3 T)e i+-otan%e o$ g"iding t)ei a%tions wit) a
-esonal, o(eall (ision o$ t)e -"-ose o$ tea%)ing,
They are a*le t c!!(n%cate the%r )%s%ns/ %ncl(#%n+ h4 %t has
chan+e# as a res(lt $ ne4 ,n4le#+e/ (n#erstan#%n+ an# e9"er%ence3
45, T)e* ae e'-e%ted to a%)ie(e t)e Tea%)ing 6"alit*
Crystal has a +# (n#erstan#%n+ $ +ra#e le)el e9"ectat%ns/ an# 4hat
her st(#ents sh(l# *e a*le t acc!"l%sh thr(+h(t the schl year3
Crystal "lans e$$ect%)ely3 She has year "lans (tl%n%n+ )ar%(s the!es
an# t"%cs t *e st(#%e#3
K%n#er+arten "lann%n+ %s #%$$erent than "lann%n+ at ther le)els an#
Crystal has ta,en c(es $r! her !entr teacher %n ter!s $ t"%cs t *e c)ere# an#
s(++este# t%!el%nes3
Crystal has e$$ect%)ely #e)el"e# a se<(ence $ learn%n+ "lans that c)er
*th shrt an# ln+ ter! e9"ectat%ns3
K%n#er+arten %s all a*(t #%$$erent%at%n an# crssCc(rr%c(lar learn%n+ an#
%t %s e)%#ent that Crystal %s a*le t c!*%ne a )ar%ety $ act%)%t%es an# s,%lls t
ach%e)e the learn%n+ +als she has set $r her st(#ents3
Crystal %s "re"are# $r her lessns3 All $ her !ater%als are rea#y 4ell %n
a#)ance3 Her t%!e %n class %s s"ent 4r,%n+ 4%th her st(#ents3
Crystal has a +reat 4r, eth%cD
PS III Final Report for Crystal Kensley
Crystal8s lessns %n)l)e !(lt%!e#%a an# are %nterest%n+ t her st(#ents3
They are en+a+e# *y the )ar%ety $ act%)%t%es that cc(r %n class an# ha)e !(lt%"le
""rt(n%t%es t "ract%ce the%r learn%n+ %n lar+e +r(" an# s!all +r(" en)%rn!ents3
Crystal %s a*le t "lan an# e$$ect%)ely e9ec(te s!all an# lar+e +r("
A )ar%ety $ techn%<(es are (se# t hel" st(#ents learn %n Crystal8s class3
A(#%try/ K%nesthet%c an# V%s(al learners can all e9"er%ence s(ccess %n Crystal8s
Crystal #es a )ery +# =* $ re%n$rc%n+ %nstr(ct%ns an# e9"ectat%ns
thr(+h(t her lessns3 She !#els 4hat she 4ants an# %s "at%ent 4%th st(#ents
that re<(%re !re t%!e t +ras" cnce"ts3
Crystal has %ncrease# her cn$%#ence le)el %n #ele+at%n+ %nstr(ct%nal
act%)%t%es t ther a#(lts %n her classr!3
St(#ents %n Crystal8s class are $a!%l%ar 4%th "rce#(res an# are a*le t
e$$ect%)ely trans%t%n $r! lar+e +r(" %nstr(ct%n t s!all +r(" act%)%t%es3
Crystal has ta,en cnstr(ct%)e s(++est%ns an# %ncr"rate# the! %nt
her %nstr(ct%n techn%<(es3
Crystal %s a*le t e$$ect%)ely (se <(est%ns t enc(ra+e st(#ent
res"nses an# t +a(+e the%r le)el $ (n#erstan#%n+ $ cnce"ts an# t !a,e
Crystal (ses a cal!/ clear )%ce t +%)e %nstr(ct%ns t her st(#ents3 She
has %!"r)e# %n her (se $ %ntnat%ns an# %n$lect%ns 4h%le shar%n+ cntent/ +%)%n+
%nstr(ct%ns r "r)%#%n+ $ee#*ac,3
A%%o++odations $o Indi(id"al St"dent Leaning Needs7
Crystal %s a4are $ the ran+e $ nee#s $ st(#ents %n her classr! an# %s
a*le t #%$$erent%ate t !eet the%r nee#s3
Crystal %s a*le t a#=(st %nstr(ct%ns/ <(est%ns r act%)%t%es 4hen
necessary t !eet st(#ent nee#s3
St(#ents %n Crystals class are cn$%#ent an# 4%ll%n+ t as, <(est%ns 4hen
they #n8t (n#erstan#/ %n#%cat%n+ that they $eel sa$e an# c!$rta*le3
Crystal sets the tne3 She %s a*le t +a%n st(#ent attent%n an# $c(s %n a
car%n+ !anner3 It %s e)%#ent that she %s res"ecte# %n her classr!3 I ha)e en=ye#
4atch%n+ her cn$%#ence +r4 )er the c(rse $ her PS III r(n#3
PS III Final Report for Crystal Kensley
It %s a""arent that Crystal cares a +reat #eal $r the st(#ents %n her char+e
an# the !anner %n 4h%ch she crrects *eha)%(rs r re#%rects st(#ent attent%n
re$lects her car%n+ nat(re3
Crystal has #e)el"e# a sa$e/ cal!/ an# n(rt(r%n+ "lace $r her st(#ents3
Her e$$ect%)e r(t%nes an# !ana+e!ent style are cns%stent an# a+e a""r"r%ate3
These r(t%nes hel" st(#ents t (n#erstan# Crystal8s e9"ectat%ns an# t a)%#
(nstr(ct(re# trans%t%n t%!e *et4een act%)%t%es3
Ehen crrect%n+ st(#ent *eha)%(r/ Crystal cnt%n(es t (se a cla!/
clear )%ce t as, st(#ents t re$lect n the%r act%ns an# s(++est ther/ !re
a""r"r%ate *eha)%(rs3
Crystal (ses s(*tle c(es t re#%rect st(#ent *eha)%(rs 4%th(t
%nterr("t%n+ the $l4 $ her lessns3
K%n#er+arten %s all a*(t $r!at%)e assess!ent an# Crystal #es a )ery
+# =* $ "r)%#%n+ cns%stent enc(ra+%n+ $ee#*ac, t her st(#ents3
Crystal #es a +# =* $ c!!(n%cat%n+ her e9"ectat%ns t her
st(#ents3 She then (t%l%:es a )ar%ety $ assess!ent techn%<(es t !n%tr %n#%)%#(al
st(#ent +r4th3
Crystal (se# the K%n#er+arten assess!ent "ac,a+e t %#ent%$y st(#ent
stren+ths an# areas $ nee#3 The assess!ent "ac,a+e %ncl(#es letter rec+n%t%n/
n(!*er rec+n%t%n/ sha"es/ cl(rs an# s%!"le !ath3
Crystal 4as a*le t e$$ect%)ely (se the c(rrent K%n#er+arten re"rt car#
$r!at t #e!nstrate st(#ent a*%l%t%es an# nee#s3 She als t, an act%)e rle %n
"arentFteacher cn$erences %n N)e!*er3 She han#le# hersel$ %n a )ery
"r$ess%nal/ car%n+ 4ay3
Crystal %s a*le t 4r, clla*rat%)ely 4%th "arents/ cllea+(es/ an#
a#!%n%strat%n t *est !eet the nee#s $ her st(#ents3
Crystal has *een )ery !at(re an# "r$ess%nal3 She %s 4%ll%n+ t as, $r
hel" 4hen she nee#s %t an# %s 4%ll%n+ t rec%"rcate3
Crystal %s )ery re$lect%)e/ #(r%n+ (r *ser)at%n $ll4C("s 4e #%sc(sse#
se)eral t"%cs relat%n+ t *est "ract%ces an# %t 4as e)%#ent that Crystal ha# "(t
th(+ht %nt the reasns 4hy she #es the th%n+s she #es %n her classr!3
Crystal +en(%nely cares $r an# %s #e#%cate# t her st(#ents an# the%r
Crystal has $%t %n )ery 4ell 4%th (r ,%n#er+arten tea! an# treate#
teachers/ classr! ass%stants an# "arent )l(nteers al%,e 4%th c(rtesy an#
PS III Final Report for Crystal Kensley
Crystal 4r,e# har# t #e)el" "s%t%)e relat%nsh%"s 4%th the st(#ents %n
her class3 It 4as clear t !e that she (n#erstan#s the %!"rtance $ *(%l#%n+
strn+/ "s%t%)e relat%nsh%"s %n schls3
Crystal has *een a "s%t%)e cntr%*(tr t M%,e M(nta%n Hrse8s schl
c!!(n%ty3 Crystal has ta,en "art %n (r PD sess%ns th%s year that centere# n the
Lea#er %n Me "r+ra! 4here she 4as %n)l)e# %n s!all +r(" an# %n#%)%#(al
re$lect%ns a*(t a )ar%ety $ t"%cs3
Crystal has #ne her "art t "r!te the sa$e/ car%n+/ clla*rat%)e nat(re
$ (r schl *th %n an# (t $ her classr!3
As 4%th all teachers at (r schl/ I 4(l# enc(ra+e Crystal t *e
"ract%)e %n *(%l#%n+ "arent an# st(#ent relat%nsh%"s3 GThe tele"hne %s y(r *est
$r%en# (nless %t %s r%n+%n+H %s a "hrase I (se <(%te $ten t #e!nstrate ta,%n+ th%s
Crystal has *een %n)l)e# %n schl tea!C*(%l#%n+ act%)%t%es 4h%ch
cntr%*(te t the sense $ c!!(n%ty %n the schl3
Crystal has #e!nstrate# 4hat I *el%e)e t *e the t4 !st %!"rtant
character%st%cs %n teachers3 She +en(%nely cares $r her st(#ents an# she %s a*le t
*(%l# e$$ect%)e/ "s%t%)e relat%nsh%"s 4%th st(#ents/ "arents an# sta$$3 I a!
cn$%#ent that these attr%*(tes 4%ll *e the $(n#at%n $ her $(t(re as an e#(catr3
Crystal has ta,en a#)anta+e $ the ""rt(n%ty she has ha# t learn $r!
(t K%n#er+arten tea!3 She %s a !re acc!"l%she# teacher that 4hen she starte#
4%th (s %n A(+(st3 Th%s %s the ,%n# $ +r4th that 4e e9"ect $r! all teachers/ an#
es"ec%ally thse that are ne4 t the "r$ess%n3
Crystal has *een an asset t (r ,%n#er+arten tea!/ as 4ell as (r ent%re
schl3 I ha)e $elt )ery c!$rta*le an# cn$%#ent %n her a*%l%ty t "r)%#e re4ar#%n+
learn%n+ e9"er%ences $r (r st(#ents3 Than, y( $r all y(r har# 4r, Crystal3
S%+nat(re $ E)al(atr S%+nat(re $ Intern Teacher
E)al(atr &"r%nt' Intern Teacher &"r%nt'
PS III Final Report for Crystal Kensley

School Administrator Signature Date
This page is to be attached to the Intern Teachers Report.
Teacher Mentor Comments:
It has been a pleasure having Crystal Kensley share my Kindergarten classroom during her Education 4500
Internship. Crystal and I took a team approach to her practicum. Kindergarten is a difficult level to split
teaching assignments according to curriculum. We have to Kindergarten classes! and e did split the
teaching time in half! ith the e"pectation of fle"ibility that is much needed in Kindergarten. Crystal taught
Centers! Computers! and a full group inter#curricular activity each eek for the first to months. We
sitched Centers for Circle $ime and %ournals or &ook &uddies for the second to months. $his alloed
Crystal to get an idea of all activities offered in a Kindergarten setting. We ould both be responsible for
common group time! such as snack time! recess! and table ork arm#up on a daily basis.
Crystal is a competent teacher. 'he is ell organi(ed and prepared. 'he shos a desire to learn and
improve by the )uestions she asks. I tried to leave the classroom during Crystal*s teaching to allo her to
fully develop her on classroom management style. In Kindergarten! e can have more adult bodies than a
normal classroom. $his is an incredible advantage! hoever! can be )uite intimidating hen you are not
used to it. $hrough )uestions! discussions! and being in the situation! Crystal as able to learn from and
successfully utili(e these e"tra bodies to best help our students.
Crystal participated in all activities as a staff member! such as staff meetings! +, days! -eport Cards!
+arent#$eacher Intervies. 'he has connected ith a fello intern at our school to ork together on their
+, pro.ect for her internship. 'he has .oined the staff handbell choir after school! and ill participate in
the Christmas presentation e perform at a senior center.
I am very happy to have orked ith Crystal. I have no doubt that she ill do a great .ob as a teacher. I
look forard to hearing here her degree takes her! and hope to cross paths as colleagues again in the
PS III Final Report for Crystal Kensley

Mentor Teacher Signature Date
This page is to be attached to the Intern Teachers Report.
Faculty Mentor Comments:
Crystals PSIII Internship took place in a kindergarten class at Mike Mountain Horse School.
This placement provided her with the opportunity to demonstrate a variety of teaching strategies
that were appropriate for instruction, effective learning, and assessment.
Crystal began the internship with long-range plans, which she used to develop theme plans.
Crystal worked to find a method of theme planning that provided her with a clear vision of the
direction for each theme. These theme plans were then used to develop detailed daily lesson
plans for large group as well as learning center activities. Technology was successfully
integrated into her plans.
The internship started in September and this provided Crystal with the opportunity to work with
children who were just entering school. She worked to make adjustments in her teaching in
order to match the needs of the early learners. Throughout the internship, Crystal continued to
reflect and refine as she worked to establish her teaching style. She was positive with the
children and established an effective learning climate.
Crystal demonstrated an understanding of current formative and summative assessment
practices. Her assessments included observation, conversations, and performance-based
tasks. She used the assessment information to support each learner and to contribute to the
students report cards.
Crystal reflected on her teaching and has used this reflection as a means for growing as a
professional. She participated in school based professional development as well as ATA
workshops specifically for beginning teachers. Crystal connected with other kindergarten
teachers through Collaborative Communities professional development. She has also
participated in staff activities by joining the staff handbell choir.
Crystal has met all the requirements of the Internship and has demonstrated the KSAs required
of successful beginning teachers.
I have read the complete Final Report and certify that the assigned grade is PASS.

Faculty Mentor Signature Date
September 2000