Midpoint Evaluation Form

STUDENT TEACHER AFX MIDPOINT SELF-EVALUATION

Preamble
At the midpoint of the field experience, the Student Teacher, with guidance from the Mentor Teacher, is required to
complete a formative Midpoint Self-Evaluation. The purpose of this document is to provide the Student Teacher with
an opportunity to reflect on his/her growth as a teacher.

Instructions
The Midpoint Self Evaluation should:
Be thoughtful and detailed
Be complete by
the Monday of Week 5 of the APT
Be discussed with the Mentor Teacher and the University Facilitator
Include Mentor Teachers comments
Be signed by student Teacher, Mentor Teacher, and University Facilitator

Faculty of
Education
University of
Alberta

AFX
Student Teacher
Midpoint Self-Evaluation

Student Teacher:
Kimberley Davies

Dates of Field Experience:

October 14, 2014
to
December 12, 2014

ID Number:
1399806

School Name & Address:

Timberlea Public School
107 Brett Drive, Fort McMurray, Alberta

Course:
EDFX 425
University Facilitator:
Rod Hyde

School Telephone:
(780) 743-5771
School District:
Fort Mcmurray Public School District

Subject(s) and/or Grade level(s):

Grade 1

Mentor Teacher(s):
Lisa Skinner

Click here to enter date

Date
____________________________________
Signature of Student Teacher

____________________________________
Signature of Mentor Teacher
____________________________________
Signature of University Facilitator

Signatures indicate that the University Facilitator and Mentor Teacher have received and read the evaluation report.
Last updated 11/12/2014 3:33 AM

The purpose of this Field Experience Midpoint Evaluation document is to provide evidence and communicate information
regarding Student Teacher performance based on the Knowledge, Skills and Attributes (KSAs) for Interim Certification.
Comments reflect strengths and areas for growth in each category.

Description of the school and context of teaching:

School size
Suggested Topics
Not all need to be addressed.

Special Programs
Special Needs Students in class

Urban/Rural
Class size
Number of teachers

Timberlea Publc School is an urban school Grades K to 6, in Fort McMurray with 539 students and 25
teachers. Timberlae values multiculturalism in their classrooms, they presently have 170 ESL students.
Currently, I am teaching 20 Grade one students. In Mrs. Skinners classroom, there are no special needs
children. Timberlea Public School has many special programs in the school which include: the apple
program, intramurals, early childhood development and the tribes four agreements. In addition, the school
has a school counselor, speech pathologist and a learning coach available to aid teachers in effective
teaching.

Preparation, Planning and Organization

KSA A:
KSA C:
KSA D:
KSA E:

Teachers understand that contextual variables affect teaching and learning.

Teachers use the Guide to Education and the programs of study to inform and direct planning, instruction and assessment.
Teachers understand the subject discipline they teach.
Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.
Curriculum expectations
Not all need to be addressed. Content knowledge
Lesson Plans

Suggested Topics

Organization
Time management
Diverse learning needs

Student Teacher evaluation including evidence:

To date, I have progressed to teaching 50% of the Grade 1 curriculum. I am teaching the Science unit on
colour as well as representing numbers from 1-20 in mathematics. Additionally, I teach Ms. Skinners
calendar lessons which aid students in their mathematics and language arts outcomes. Since starting in Ms.
Skinners classroom, I have been teaching the students their letter sounds through the use of jolly phonics.
Ms. Skinner and I work closely together and are proactive in making lessons and discussing plans for the
next day for language arts, social studies, art and health. Thus, lessons are organized, prepared and
reviewed the day before class.
I am doing my best to incorporate and accommodate many different learning styles. For example, during
the colour unit, I had the students cut out pictures of different colours to cater to the tactile learners. Using
the Promethean board in all of my lessons or the whiteboard benefits the visual learners. Saying the letter
sounds benefits the auditory learners. It is important to integrate many different learning styles into lesson
plans to help with diversity in the classroom.
It has taken me awhile to adjust to time management at the grade one level. There are many students at
higher learning levels than other students. I have had to make adjustments and be flexible in my lesson
plans in order to accommodate students that are done early. For example, Ms. Skinner has provided me
with extra math work pages for the students to have more practice if they finish early. As well, students

can work on their number words using Ms. Skinners number word cards.
In addition, I have also written two unit plans to aid me in organizing the units I am doing in math and
science. Having a unit plan keeps me on track and helps me with my lesson plans.

Teaching Skills and Strategies

KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA I: Teachers know and use a broad range of instructional strategies.
KSA J: Teachers use both traditional and electronic technologies to meet students learning needs.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.

Not all need to be addressed.

Suggested Topics

Learning strategies
Instructional strategies
Student interest
Pacing

Sequencing/timing
Uses ICT
Cultural sensitivity
Lesson/unit plans

Flexibility
Differentiation of instruction

Student Teacher evaluation including evidence:

In Ms. Skinners classroom, there are three students who do not know their alphabet. To assist these
students in better understanding their letter sounds and excel in reading, every day I review the letters with
flashcards during silent reading. In the past two weeks, students have progressed substantially. To help
students, I have been keeping track of the letters they know daily, and I am recording little sayings that go
along with the word. For example, with the letter I, the one student remembered it better when I told her
that the little dot above the I is the letters eye.
It is very important to be flexible as a teacher. Your day is not set in stone; many things may come up such
as an assembly or students may need extra help. For example, Ms. Skinner and I made up a lesson on
syllables for language arts. After teaching the lesson and having the students work on the worksheet, we
realized it was much too difficult. We instantly switched the lesson to what we would be doing the next day
and discarded that lesson.
I use Ms. Skinners flipcharts on the Promethean boards every day for the colour unit as well as the math
unit. I go through objects that are orange, black, etc. with the students; I go over their math worksheets
with them or show them an example in their workbook. Occasionally, when a page is not on the flipchart, I
will take a picture of it and paste it on the board for the students to go through as a class.

Communication
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are characterized
by mutual respect, trust and harmony.
KSA J: Teachers know how to use and how to engage students in using traditional and electronic technologies to present and deliver content,
communicate effectively with others.
KSA L: Teachers know how to develop and implement strategies that create and enhance teacher, parent, and student partnerships.

Suggested Topics
Not all need to be addressed.

Oral and written language

Listening skills
Voice and language

Communication with parents/guardians

Teaching/learning technologies

Student Teacher evaluation including evidence:

To aid the students with their words, I will sound out every letter in the word. If a student is stuck on a
word, I will do the action from their jolly phonics which seems to help the students. It is important to
praise the student throughout spelling the word to increase their confidence.
During the second week of school, I got the opportunity to go to parent teacher interviews. In Fort
McMurray Public, they have parent teacher interviews before report cards go home. Although I did not
speak to the parents, I learned how to communicate through listening to Ms. Skinner. She gave the parents
many materials in math and language arts to help the students practice at home. This was new to me, and I
feel is most valuable to the parents and students. She went through how the students will be assessed, and
it seemed that all the parents were very grateful for all of this.
Throughout my lessons, I walk around when the students are doing partner or individual work. If students
need assistance, I will stop and help the students. I assist them if they need help or congratulate them for
their work.

Assessment Strategies
KSA K: Teachers gather information about their students learning needs and progress by using a variety of assessment strategies.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.

Suggested Topics
Not all need to be addressed.

Appropriate questioning
Assessment variety
Formative/ Summative
Timely feedback

Adapted assessment
Record keeping
Reporting

Student Teacher evaluation including evidence:

Ms. Skinner uses a 4 scale rubric when assessing the students for report cards. I use this ratio for every
specific outcome, through looking at the students workbooks in math and science. This 1-4 rubric takes
into account how much help the student needs while doing their work and their understanding. I keep
record of this in my plan book as well as Ms. Skinners assessment binder.
During my first week, I pulled students aside to assess them on their sticker chart book. This is a book
with different words students sound out by themselves. If they get the word correct, then they get a sticker
beside the word. This sticker book was shown to parents at parent teacher interviews as students are to be
practicing them at home.
This week, Ms. Skinner and I will be taking students aside to sound out their color words and number

words. This assessment will be used on their report cards, which are sent home in two weeks. The students
will get a checkmark for if they know the word and a blank if they do not.

Management and Classroom Climate

KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA G: Teachers create and maintain environments that are conducive to student learning and understand student needs for physical, social,
cultural and psychological security.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are characterized
by mutual respect, trust and harmony.

Suggested Topics
Not all need to be addressed.

Class tone
Rapport with students
Student engagement
Transitions

Routines
Conflict resolution
Leadership

Student Teacher evaluation including evidence:

The students come in every morning and write in their agenda for the day. After this, they do their morning
work which is usually a worksheet on math or language arts. Then the students come to the back mat for
circle where we do jolly phonics, star student, calender and read stories.
During my lessons, I ask the students many questions or point out items in a book to engage the students.
The students seem to enjoy this and love being able to speak out in class.
Right now the whole school is doing Kind Every Time, where the students are taught to be kind to
everyone. Ms. Skinner read the students a book where if you say something nice it fills someones bucket
but if you are bullying someone, you are emptying their bucket. To go along with this, the students are
Understanding Students Needs
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities. Teachers understand the need to vary their plans to accommodate individuals and groups of students.
KSA I: Teachers know and use a broad range of instructional strategies and know which strategies are appropriate to help different students
achieve different outcomes.

Suggested Topics
Not all need to be addressed.

Planning that includes all students and learning styles

Alignment of strategies to student needs
Use of varied resources to differentiate instruction
Assists all learners
Understands contextual variables that affect teaching and learning

Student Teacher evaluation including evidence:

During every lesson a few of the students have difficulties, especially with math and language arts. When it
is time to do individual work, Ms. Skinner and I will walk around and make sure everyone is on track.
Then we will go straight to those students that need help. We give them one on one help through the whole
worksheet so they do not fall too far behind. This is so that we understand all the students needs.
I use many different resources to help my lessons such as the phonics books to help students with sounding
out the word, number flashcards, and alphabet flashcards. Also, we are starting to use ipads with our

language arts groups to teach students to sound out words.

Professional Qualities and Attributes

KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are characterized
by mutual respect, trust and harmony.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
KSA N: Teachers know the importance of contributing, independently and collegially, to the quality of their school.
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their vision,
including how it has changed as a result of new knowledge , understanding and experience.

Suggested Topics
Not all need to be addressed.

Work ethics
Initiative
Attitude
Commitment

Interpersonal skills
Energy
Appearance
Reflective

Collegiality
Team work

Student Teacher evaluation including evidence:

I come into the school early every day and organize everything for that day. I dress appropriately for the
school day.
Additionally, I stay late every day to help Ms. Skinner get everything ready for the next days activities. I
have my lesson plans ready a day or two before so that I can go through them with Ms. Skinner.
Also, I help Ms. Skinner with supervision and stay in the classroom during lunch to assist the supervising
teachers with managing the class. I stay inside in the classroom for recess to help students finish their work
and prepare for the upcoming lesson by setting out the workbooks, photocopying or setting up for art
lessons.
Ms. Skinner and I work together with every lesson. When she is teaching a lesson, I walk around and help
the students, as well as aid her with classroom management. While I am teaching, Ms. Skinner does the
Reflection and Self-Evaluation
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their vision,
including how it has changed as a result of new knowledge, understanding and experience

Suggested Topics
Not all need to be addressed.

Establishes specific strategies to meet professional goals

Demonstrates oral/written reflective practices
Engages in goal setting
Communicates overall vision of teaching

Student
Teacher
evaluation
including
evidence:
I write my
reflections
in my plan
book everyday
and take notes on what did work and what did not work in
my lessons. I also keep record of Ms. Skinner advice on my lessons, as to what worked and what could be
Ms. Skinner and I go over goals for the next day and the goals she has for me in the next week with my
student teaching. She has helped me choose the classes and units she wants me to teach the students.
I help out with intramurals on Thursdays by staying inside and supervising the grade 4-6 activities in the
gym. I assist the students when they have troubles with managing the class and am giving the gym teacher

a break from supervising every day.

Additionally, I will be helping organize the Christmas concert with Ms. Skinner. We will be putting up
Christmas decorations, seting up the gymnasium and organizing the students that day.

Mentor Teacher Comments: