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Faculty Advisor

Faculty of Education
Field Experience Final Report
Teacher Candidate:
School:
Associate Teacher(s):
Faculty Advisor:
Level 4 = exemplary Level 3 = good Level 2 = adequate Level 1 = unsatisfactory n/a (not applicable) = not
able to be assessed and/or observed
Note: Please refer to the rubric in the Field Experience handbook for a clearer description of each
competency level.
Overall Comments:
Placement Period:
School Board:
Grade(s) / Subject(s):
Approved by UOIT:
PASS FAIL
Brenna has completed a successful practicum placement in a JK/SK alternate day Kindergarten classroom. Brenna worked hard
to provide engaging activities and learn kindergarten level classroom management strategies, with great success.
Dr. S. J. Phillips P.S.
Stephanie Morissette
Sian Morris
Brenna Mcconnell
Kindergarten
Approved:
9475860826330407
Durham District School Board
N/A 4 2 3 1
A. COMMITMENT COMPETENCY
The Teacher Candidate:
1. demonstrates a positive rapport with students
3. promotes student self-esteem (e.g., reinforces positive behaviours, responds to student
contributions in a sensitive and thoughtful manner)
1 2 3 4 N/A
1 2 3 4 N/A
models and promotes polite and respectful student interactions 2.
Comments:
Brenna is very enthusiastic about teaching and students obviously respond to her warmth and positive attitude.
2012/09/04 2012/10/26 to
Page 1 of 5 Approved by UOIT Education: 9475860826330407
Comments:
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
B. COMMUNICATION COMPETENCY
The Teacher Candidate:
1. speaks clearly and understandably (e.g. pronunciation, modulation, volume, articulation)
2. uses correct oral conventions (e.g. mechanics of the English language as well as subject
specific terms and symbols)
3. uses effective and appropriate non-verbal communication (e.g. eye contact, facial
expressions, body language)
4. uses correct written conventions (e.g. mechanics of the English language as well as
subject specific terms and symbols)
5. writes clearly and understandably (e.g. appropriate size and script of text, legible text,
layout of board work, overhead, multimedia)
6. uses appropriate wait time (e.g. gives students appropriate time to process questions
before responding)
7. uses probing and prompting techniques (e.g. rephrases questions, provides clues)
8. models effective listening skills (e.g. demonstrates active listening, demonstrates
comprehension)
Brenna has a strong voice and communicates clearly modelling language usage appropriately. Her dramatic reading of stories is
excellent. Printing on charts is also exceptional for a beginning teacher.
Brenna is encouraged to vary the volume of her voice (i.e. sometimes very quiet and conspiratorial) for added effect. Brenna
used digital technology (laptop and data projector) to enhance her communication of content.
1 2 3 4 N/A
1 2 3 4 N/A
1 2 3 4 N/A
C. KNOWLEDGE COMPETENCY
The Teacher Candidate:
1. provides clear explanations demonstrating mastery of subject knowledge and related skills
2. responds to questions regarding lesson content, in a knowledgeable and appropriate
manner
3. builds upon student responses to expand and extend the discussion and learning
Comments:
Brenna brings many years of camp experience to the classroom. She is enthusiastic about teaching and learning and
communicates this to her students. Brenna clearly knows how to provide activities that will engage this age group.
Page 2 of 5 Approved by UOIT Education: 9475860826330407
1 2 3 4 N/A
N/A 4 2 3 1
1 2 3 4 N/A
1 2 3 4 N/A
D. PROFESSIONALISM COMPETENCY
The Teacher Candidate:
1. dresses and grooms appropriately
2. interacts respectfully with Associate Teachers, Faculty advisors and other Staff
3. accepts and uses constructive feedback in a positive manner
4. prepares appropriately for FA visit (e.g., scheduling visits, lesson plan ready, informs
office, area for FA to observe)
Comments:
Brenna works well in a team with her Associate Teacher and a high school Co-op student. Brennas Associate Teacher is very
happy with the way she interacts with students. She was also pleased that Brenna takes her feedback and acts on it right away.
Comments:
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
E. CLASSROOM MANAGEMENT COMPETENCY
The Teacher Candidate:
1. maintains a friendly, positive and professional disposition
2. demonstrates self-control (e.g. avoids power struggles, belittling statements and sarcasm,
uses appropriate voice volume)
3. promotes class safety and wellness
4. effectively utilizes non-verbal management techniques (e.g. circulation throughout the
class, eye-contact, pauses and proximity, while maintaining flow of instruction)
5. reviews rules or instructions to promote on-task behaviours as needed or appropriate
6. distributes materials in a well-planned and organized manner
7. gains attention of all students before teaching (e.g. circulates as needed, verbal cues,
pause, proximity)
8. uses strategies to maintain student attention throughout the lesson (e.g. circulates as
needed, verbal cues, pause, proximity)
9. deals with disruptive student behaviours in an appropriate manner
10. takes proactive and preventive measures as needed (e.g. considers potential problem
areas)
Brenna uses a wide variety of classroom strategies consistently to manage student behaviour. . She outlines clear expectations,
is consistent in her use of classroom routines (crisscross, hands up, etc.), is firm when a student needs redirection and uses
positive feedback to reinforce compliance.
Page 3 of 5 Approved by UOIT Education: 9475860826330407
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
F. PLANNING COMPETENCY
The Teacher Candidate:
1. demonstrates an understanding of the context in which the learning takes place (e.g. the
rationale of the lesson, how the lesson fits into the overall unit or long range plans)
2. includes appropriate Ontario curriculum specific expectations and other opportunities for
learning into plan
3. incorporates motivational techniques into plan (e.g. making topic relevant to students'
interests, allowing for student participation)
4. pre-assesses lesson (e.g. lists all resources, assesses layout of learning environment)
5. incorporates a variety of effective instructional strategies into lesson plan (e.g. teacher-
directed, student-centered, cooperative learning)
6. plans for consolidation of lesson (e.g. summarizes key components of lesson)
7. incorporates some type of application of the learning into plan (e.g. follow-up activity,
seatwork, homework)
8. sequences lesson components with sufficient detail and description (e.g. moves from
concrete to abstract, appropriately scaffolds, progresses logically)
9. lists a variety of key questions in plan (e.g. incorporates Bloom's Taxonomy)
10. allocates appropriate time for material covered
11. plans for opportunity(ies) for students to construct own knowledge as appropriate (e.g. use
of manipulatives, labs, hands-on activities)
12. ensures all materials are organized and ready for use and plans for effective distribution of
materials
13. considers some modifications and adaptations to address student needs
14. plans to gather evidence of student learning (e.g. summative and/or formative
assessment)
15. where possible, plans for effective use of technology to promote student learning
16.
ensures that the Field Experience Binder is organized and up-to-date, containing all of the
required elements
Comments:
For the purpose of this evaluation, Brenna demonstrated two science/language lessons as part of a unit on Apples.
Lesson plans were very detailed and contained all the required components from curriculum expectations to
consolidation. As this practicum occurred in October, many of the Junior Kindergarten students in this JK/SK class
have not yet mastered the ability to sit for any length of time and focus; Brenna planned a series of short interrelated
activities that accommodated limited attention spans.
Page 4 of 5 Approved by UOIT Education: 9475860826330407
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
1 3 2 4 N/A
N/A 4 3 2 1
N/A 4 3 2 1
G. IMPLEMENTATION COMPETENCY
The Teacher Candidate:
1. motivates students (e.g. makes topic relevant to students' interests, allows for student
participation)
2. gives effective instructions and directions (e.g. clear, logical, written, oral)
3. uses clear, concise and effective questioning techniques that incorporate a range of
thinking skills
4. encourages participation from all students
5. promotes meaningful dialogue with students to provide feedback during the
teaching/learning process (e.g. listens to responses, responds appropriately)
6. sequences the lesson components appropriately
7. demonstrates appropriate pacing and timing
8. makes effective transitions throughout the lesson (e.g. from conducting lesson to giving
instruction, to collecting and distributing materials)
9. employs several instructional strategies that engage all learners
10. adapts and modifies lessons to address student needs
11. adjusts lesson to circumstances (e.g. able to resume lesson after interruption)
12. provides students with opportunities to construct own knowledge (e.g. use of
manipulatives, labs, hands-on-activities)
13. incorporates some type of application of learning in the lesson (e.g. follow-uo activity,
seatwork, homework)
14. integrates effective use of technology to promote student learning as appropriate
15. consolidates lesson
Comments:
Brenna lead students through a variety of short activities that kept them engaged and gave them lots of opportunity to
move.
Page 5 of 5 Approved by UOIT Education: 9475860826330407

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