Faculty of Education PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT Student Teacher MICHAEL GREENO. JENNIE EMERY ELEMENTARY Grades/Subjects Taught: Gr Iwo - Social Studies, Math _ Teacher Associate: ToriNeoly-Whitg University Consultant: Deb Yanota. Dates of Practicum: FALL 2014 Scho Instructions * This is a summative report of the student teacher's performance at the end of the PSI practicum, based on expectations for that stage of teacher development. + For each practicum outcome below, place a check mark in the appropriate box to indicate the student teachers level of Performance: ether Not Meeting Expectations for the PSI level, Meeting Expectations, or Exceeding Expectations, (Most students ‘wil fal into the Meeting Expectations category, unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the Meeting Expectations category, please indicate level of performance. + Some outcomes may net be applicable to your particular educational situation. If you wish to indicate this, please put N/A in the. Imidale of the rating scale. * At the end of each section ofthe form, please provide comments in reference to the relevant KSAS and practicum outcomes. PLANNING AND PREPARATION KSA ‘1 Teechers make easoned decisions about leeching and learning based on ther ongoing analysis of contextual vanables. KSA #3. Teachers use the programs of study fo inform and creo planning instruction and aseesement KSA 6 Teachers plan forinsiructon, translating curculum and outcomes ilo meaningful learning ectvties: KSA #9 Teachers use a broad range of nstructonelsratoges KSA #19 Teachers denity and use relevant learning resources. Meeting Exceeding Expectations Planning and Preparation 1. Demonstrates knowledge and skils in the subject matter of the lesson. x 2. Incorporates a variety of appropriate resources and instructional and assessment x strategies into lesson planning 3, Translates learning outcomes from the Alberta Program of Studies into relevant and x appropriate learning objectives for the lessons being taught 4, Takes into account students’ prior learning, learning needs, interests, and backgrounds. x 5. Organizes content into appropriate components and sequences for instruction. x 6._Plans relevant content and activities sufficient for the time alloted. x 7. Prepares lesson plans for all lessons taught, using a well-defined structure which x includes learning objective(s), an introduction and closure, detailed procedures and instructions, key questions, teaching strategies and student activities, and assessment of lesson objectives, @Imegrates information and eommunicaione technology io lucien where T 7 approprate Obtains ane orsenzes equipment and meters or ntuton I x Comments: Mike always did his planning ahead of time. His lesson plans were always on my desk first thing each morning. The lessons included appropriate GLOs and SLOs. Mike used the Smartboard for activities ‘and games for many of his lesson. He demonstrated how to use Google Earth, as part of his Social Studies lesson,2. INSTRUCTION KSA #4 Teachers demonstrate knowledge ofthe content they teach, SAWS Teachers identity and respond to leamer dferences. KSAW9 Teachers use a broad range of nsructonal strategies. KSA 10 Teachers spply a vanety f technologies fo meet students" leaming needs. Communication Not Meeting [Expectations Meeting Exceeding Expectations, 1._Uses clear, vent, and grammatically correct spoken and written language. 2._Uses vocabulary appropriate to students’ age, background and interest. 3.__ Modulates hisiher voice for audiblity and expression. ‘Lesson introduction 4. Establishes set: reviews prior leaming, identfies lesson objective ling attention-getters, provides an overview, and rel General Lesson Development ‘5. Incorporates strategies for motivating students using relevant and interesting subject matter and activities. 6. Explains and proceeds in small steps at an appropriate pace to sult the activity and student response, 7._Demonsirates subject matter competence during instruction, Organizes and directs learning for individuals, small groups, and whole classes, Provides clear directions, instructions and explanations: 10. Directs efficient transitions between lessons and from on lessons. clvty to the next during 11, Uses a variety of instructional strategies to address desired outcomes, subject matter, varied learning styles and individual needs. 12. Uses appropriate materials and resources. 13, Demonstrates flexibilty and adaptability Questioning and Discussion 14. Asks clearly phrased, wel-sequenced questions at a variety of cognitive levels, 15, Provides appropriate ‘wait-time" after posing questions 16. Seeks clarfication and elaboration of student responses, where appropriate, 17, Leads and directs student participation in class discussion effectively and distibutes questions appropriately Focus on Student Learning 18. Circulates in the classroom, intervening when necessa group understanding of actvty/content. ‘checking on individual ana 19, Recognizes and responds appropriately o individual ferences and group earning needs, 20, Reinforces student learning, building on previous learning, reviewing, and re-teaching, Closure 21. Achieves closure foreach lesson, conscldating concepts through summaries, reviews, ele 22, Provides homework when appropriate and explains assignments fly NA Comments: Right from the beginning, Mike was very confident in front of the students. Mike had an assistent assigned to students in the class; he was good about making sure she worked 1-1 with those students, Although ‘Mike is a PE major, he taught 30 minutes of SS and 45 minutes of Math each day. He showed competence in both of these subject areas. May 28, 2008—Summatve Assessment3. CLASSROOM LEADERSHIP AND MANAGEMENT KSA 47 Teachers create and maintain environments tht are conducive fo student leaming and understend student needs for physica, social cutural and psychological security. KSA¥8 Establishes relationships win students that respect humen dignity i i | i Classroom Leadership 2 a a 1. Assumes a leadership on he dassroom,lakng charge of classroom aces, rs Stoning conden, poe, compose: a poserce, 2 Greais and maintains an elev erring envirnmer, sting High @xpedaons sn andar br stderr 3 Demonstrates inate, enthusiasm anda conmiment io he sidens ad HG x modal aporentats bores 4 Establishes pesitve relationships and a Gassroon Gimate based on mutual alana z respect Classroom Management Cleary defines and reforces classtoom procedures and ovine a 8._Cleary commurieates and refrees expectations fr epproprite aden Behaviour 2 7.__Monitrs sunt behaviour and is vare of student behaviour ata ines ; Responds to inappropriate behavior promt, fri, and canitely, wong 3 2eproprate low-key and higher level response, lows schos else ples and proces Comments: The students loved having Mike in the class, He made a point of getting to know the students. Mike was extremely positive and had a mutual respect with the students. When he was teaching, the class was very well controlled and the students always knew what her expectations were. The coaching that Mike has done (outside of this round) has benefitted him a great deal, 4, ASSESSMENT KSA #11 Teachers gather and use nformation about students’ learning needs and progress and assess the range of learning objectives. Taser? i i ig 1. Assesses student iearing ug vrei of eppopiale assessment techniques and instumens (eg ebserston, conversation, quesning,perlornencenated ans 5 ten seotetnt Provides timely and efocve feedback on leering Sar : 3. Modis and adapts teaching based on assesorent aaa (gees ATaive . teaching satgiestore oath whore rogeres) 4. elaine to students how iain wl be ass6600. z Manis ccuate records of student pore A Comments: Mike demonstrated his ability to assess student learning. He was responsible to keep track of student assignments (for completion), collect some marks, and write anecdotal comments on each of the students in his two assigned classes. May 25, 2008—Summative Assessment5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA #2 Teachers undersland the legisiatod, moral and ethical ramework within which they work KSA #18 Teachers engage mn assessing the quay oftheir teaching, KSA #16 Teachers are ebie to communicate @ personel vision oftheir own teaching. Professionalism 4. Presents a professional appearance and manner. x 2. Fulfils professional obligations (\e., punctuality, routine administrative duties), x '3._Demonstrates maturity and professional judgment. x ‘4. Demonstrates an interest in and a commitment tothe teaching profession, x 5.__Establishes professional relationships with the school community. x Professional Growth ly assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and x ‘makes appropriate suggestions for imorovements, 7. sec fe routs student asesariont arc eedback improve teaching paces and que professional x 88. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions, x 8,__Develops and communicates a personal vision of teaching, x 10. Demonstrates wilingness to take "informed risks" to benefit student learning. x 11. Develops and presents a professional portfolio and/or growth plan including goals, evidence of progress toward x Teflections on growth, and future goals, Ethical Conduct cls the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender, ‘sexual orientation, gender identity. physical characteristics, disability, marital status, age, ancestry, place of crigin, place of residence, socioeconomic background or linguistic background, 13 students with dignity and respect and is considerate oftheir circumstances, 14, Does not divulge information about a student received in confidence or in the course of professional duties except as required by law or where to do $0 isin the best interest ofthe student, 45. Does not undermine the confidence of students in teachers or other student teachers, 16. Does not citcize the professional competence or professional reputation of teachers or other student teachers unless the cnticism is communicated in confidence to proper officials after first informing the individual ‘concerned of the criticism, 17. Acts in @ manner that maintains the honour and dignity ofthe profession, 18, Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the profession Unless authorized to do so, ‘Comments: Mike was extremely professional. From the beginning of the round, he worked well with the TA and with the other PS 1 students who worked in the school, There was a mutual trust and professionalism with students and staff. Mike treated the students with dignity and respect ond this was reflecting in the way that the children treated him, May 25, 2008—Summative AssessmentSUMMARY: Areas for further growth: ‘Mike will benefit from more teaching time. He will need to work on varying his instruction and adding activities other than those found in teaching manuals. Overall comments (Strongest aspects of student's performance) Mike is fantastic with kids! His strongest performance was in his leadership and classroom management. With these strong skills already in place (due to all of the time he has spent working with kids through his coaching), Mike will be able to focus on student learning, Another strong aspect of Mike's performance was his willingness to help around the school. Mike assisted in a daily Grade 2 PE class, read with two Grade 3 boys (every day for 30 minutes), helped many teachers complete a school review questionnaire with their students, worked on the backdrop for the Christmas concert (with the other PS 1 students), helped two teachers when they had to move into their new portables and helped set up the stage for the concert. Working well with others is a huge part of teaching in @ school, Good luck in PS 2) Recommendation: X Pa o Fail Incomplete” “Fan incomplete grade is recommended, please attach a signed document providing reasons and recommendations for additional practicum experience. Note: The Teacher Associate is responsible for comploting this document, in consultation with the Student Teacher and. the University Consultant. Dec Uy Date Cc. Bai \2-6 4-2ery Criversiy Gonsant Date Please submit the completed original signed report to Field Experiences, Room TH423, Faculty of Education, the University of Lethbridge, and provide signed copies for the Student Teacher and for the University Consultant. May 25, 200¢—Summative Assessment