,\ssociatelNlento r Teacher's Formative Rep

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TEAcHER cANDTDAT". chartrand

Mitchel

(Last Name)

(First Name)

ASS'.TATE TEACHER: Shannon Munson

scHool: Vincent Massey Secondary

GRADE(S) and/or SUBJECT: SCH4U, SCH4C

BOARD: GreaterEssexCounfyDSB(.)WindsorEssexCDSB(

St.ClairCDSB(l'; LambtonKentDSB(i-)

Other:

LECEND
Displays verv good./excellent teaching skills in applying the most appropriate content and methodology to meet learners' needs. Actively seeks
feedback. Uses a retlective approach to independentty modifr teaching practice. Consistently explores and extends understanding ofprofessional
ility. includine resoectrns confidential intbrmation about students,

PROFICIENT

(D

Displays sound teaching skills in applying appropriate content and methodology to meet learners' needs. Requires minimal assistance in responding
to suggesfions for improvement. Demonstrates ability to apply reflective thought successfully in a variety of teaching situations. Displays solid
Lrnderstanding ofprofessional growth and responsibility, including respecting confidential information about students.

ADEQUATE (4)
Displays adequate understanding of teaching skills. Content and methodology selected are generaily appropriate and/or adequate to meet learners'
needs. Requires some assistance in responding to suggestions for improvement. Limited modifications in teaching practice are implemented as a
result of reflection' Displays basic understanding of professional growth and responsibility, which may include respecting conlidential information
about students.

DOES NOT Mf,ET EXPECTATIONS (D)

Displays unsatisfactory understanding ofteaching skills. Content and methodology are generally inappropriate and/or inadequate to meet the learners'
needs. There may be some response to suggestions for improvement but has difficulty in rellecfing on pracrice and implementing modifications.
Although there may be some undentanding of the need for professional growth and professional responsibility, there is minimal evidence in practice,
which may include respectfurg confidential information about students.

EXEMPLARY : P = PROFICIENT : A:ADEQUATE

PERSONAI A.\D PROFESSIONAI, FACTORS
E=

D =DOES

NoT MEET EXPECTATIoNS

The teacher candidate:

l. \lodels prot'essional and

2. Cooperates wtrh members

3.
-1.
5.
6.

ot rhe school
Dresses prollssionally and a
Is punctual and prepared for school

Completes assigned tasks satisfactori

Responds positively to constructive tbedback

8. Actively particiDates in the 'lii-e'

of the school

Mitchel is always the utmost of respectful to staff and students at the school. He carries himself in a professional manner at all times.
He is prepared and punctual for school and class time and completes his assigned tasks in an exemplary fashion. He converses and
reflects regularly with me and strives to make improvements daily. He is independent in his tasks and decisions in the ctassroom, but
always making sure it is in congruence with what the classroom rules and expectations that have already been set. He is looking
fonvard to helping out with the curling team and is looking for other ways to be involved as well.

CO}IMITMENT TO STUDENTS AND STUDENT LEARNING

The teacher candidate:
Shows awareness ofhow children develoo and leam
Incorporates awaleness of how socio-cultural differences impact
sfudent learning into lessons
Demonstrates a positive ra
active student
tior in the I
Promotes respectful pupil interactions in the school

i.
2.

3.
5.

Mitchel is very aware of how students learn and is very perceptive even during the lesson so that he can adjust and enhance the

learning. He understands and takes into consideration the differences between students, both in how they learn, their exceptionalities
as well as socio-cuitural and other differences within the class dynamic. He works hard at creating a posiiive rapport, making sure to
offer extra support when needed. He accomodates learners that need extra time or have to work with the LST during class iime. He
questions effectively...calling on students and asking a variety of questions in the classroom during teaching. He is jure to be clear of
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\ssociate/Nlentor Teacher's Formative Report' p. 2.

TEACHER CANDTDATE: Chartrand

Mitchel

TEACIIL\G PRACTICE

.\.

Curriculum

&

Subiect Matter Competence

The teacher candidate:

Demonstrates accurate knowledge

1.
2.
J.
{

ofcurriculum content

Dilferentiates instn:ction ibr learners

Sets clear instrucrional expectations
Uses etTective strateqies to assess student leami

Comments:
curriculum, but effectively
r'rrii"n"fr knowledge of course content is extremely accurate. He is well versed in chemistry, not only the
importance of not just memorizing
relates to the community, careers and future post-secondary life experience. He stresses the

to understand the four categories

material, but truly understanding it for the long term. He is clear about what is expected and is working
criteria and how they fit into
(thinking, application, communiiation and knowledge) and learning more about Learning Goals and success
quizzes, unit test) based on
(in
class
assignments,
lssessments
to
develop
beiun
placements.
He
has
the classroom for his next
instruction techniques on
student feedback he will review and answer questi;ns as necessary. He is also learning more differentiated

B.

Planning and PreParation

The teacher candidate:

and relevant instructional resources

3.
4.

Links daily lesson plans and

Includes keY questtons in lesson

6,

Plans etfective culminatins activities

&
9.

Plans ooportunities tbr students to apply new learni

Keeps an up-todate and well

Comments:
day'
vr]i"n6i'i'"" irepared excellent lessons and is continuing to refine the parts of a lesson, building new strategies and activities day by
between SCH4G e
He is constantly reflecting on the content of what he is teaching, aware of the difference in how/what material is taught
will need it for in the
and SCH4U. We discuss the goal of what they should learn long term, and he also mentions to them what they
of what a
future. He plans in class assigiments, quizzes and has designed one unit test. Mitchel has used technology to show a video
,,mole', is, and looks to use il riore in the'future to benefit leaining. The topics we are learning now work best with overhead and chalk
board and multiple opportunities to practice. He is excellent in that regard.

C.
t.
2.
3.

Lesson Execution

pie sents materiai ilr ao accuate and meaningful manner to students

Sequences learning experiences

logicaliy

5.

Uses a variety ofstlategies to motivate students

Etfectivelv etrsases students in the
Demonrb"tes ilexibility and adaptability in lesson delivery and

"7.
8.

Handles lesson transitions effectivel

Provides effective feedback and individual altenflon
Utilizes a variety of questions with fluidity withrn the leamtng

4.

Comments:

in which he is teaching as well as the prerequisite knowiedge needed for each lesson. He works to
(SCH4C). He
understand what the students come to class with (knowledge) and how long since some of them have taken science
further
or
need
in
a
concept
lost
if
they
are
aware
very
the
students,
of
needs
adapts his volume, pace and questioning to the
with many
ciarificaiion and practice. He is able to tielp students individually and effectively. He used eifective questioning techniques'
in
multiple
questions,
answers
well
as
explain
as
student
to
respond
to
able
is
also
tevels of difficulty in the required responses. He
ways to ensure learning.

rulitlneili i*are of the content

TEACHER CANDIDATS; Chartrand

.\ssociate/Nlentor Teacher's Formative Report, p. 3.

D.

l;litchel

Communication

'f he teacher candidate:

with clanry, and wlth
riate volume and
b{odels appropnate oral communicatron including pfuasrng,
tbrm. rnd enunciation
Displays sensitivity to rndividual leamers by tailoring a vanery
nonverbal stratesies to enhance leerni

3.

of

Comments:
When Mitchel speaks in class, students immediately stop and listen to him. lf anything, he needs to just ask them to quiet down and
they listen. His tone, level of volume and clarity in voice are very effective in the classroom.

E.

Learning Environment, Classroom Management and

llotivation

The teacher candidate:

l.
2.

Suoports a classroom environment conducive to leamr

Values the individualily of all leamers, and responds in an inviting
mannr

3.
l.

5.

Handles classroom/school scheduline routires effectivel

Displavs and models good time management rnd orsanizational skills
Uses appropriate classroom management strate

Comments:
Mitchel encourages a positive environment that allows leaming to happen in both classes that are being taught (SCH4C, SCH4U). He
does an excellent job of identifying what each learner needs, and makes sure to help during work time. He is adapting to school
routines, having only one period off between teaching mornings and starting again in the afternoon with another teacher. He uses
proximity control as well as his voice to gain student attention and to keep them on task.

OVERALL ASSESSMENT:
Provide suggestions for improvement:

Continue leaming TACK

Continue leaming of learning goals and su@ess criteria
Ensure marking schemes coincide with above material

Overall Performance Assessment: If a teacher candidate is experiencing serious difficulties in the placement and is at risk of receiving
"Borderline" or "Unsatisfactory" Summative report, consultation with the Faculty Advisor is required.

Dates of Absence(s):

p14

entor Teache4s) or Pnncipal submittine this

ignarure of teacher candidate

Indicates receipt of the report, not necessarily agreement with its content)

Associate/Nlentor Teacher's Formative Report, p' 4'

o
C
o

TEACHER CANDIDATE:

The report has been reviewed with the teacher candidate

The teacher candidate has signed the Associate/Mentor Teacher's Formative Report
of Education
The teacher candidate has Nbt signed the Formative report. Please contact the Faculty