Faculty of Education

Introductory Field Experience

(5 Weeks)

Final Evaluation 2014-2015

Student Teacher:
Amanda Kary

Dates of Field Experience:

Fall 2014 (Nov. - Dec.)

ID Number:
1429734

School Name & Address:

Ecole Deer Meadow School
Olds, AB

Course (Select):
EDFX 325

School Telephone:
403-556-1003

Mentor Teacher(s):
Kris Dixon & Amy Christiansen

School District:
Chinooks Edge School Division

University Facilitator:
Enter University Facilitator Name

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

Grade 8 Math / Grade 6 Science

Distribution:
Students should retain a copy of the Final Evaluation form for their own record. Please note that potential employers
may ask for copy of this Final Evaluation.
A copy of this form will be emailed by the University Facilitator to the office of Undergraduate Student Services,
where it will be retained for a period of three years; no other copies will be retained by Mentor Teachers, University
Facilitators or employees of the University of Alberta without written permission of the Student Teacher.

It is recommended that the Student Teacher receive a grade of: Credit

Date: Enter Date

The purpose of this Field Experience Final Evaluation document is to provide evidence and communicate information
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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:

Suggested Topics
Not all need to be addressed.

School size
Special Programs
Special Needs Students in

class

Urban/Rural

Class size
Number of teachers

Ecole Deer Meadow School has approximately 450 students in grades 5 - 8. DMS is a rural school
located in Olds, Alberta.
Ms. Kary taught in a co-teaching, double class environment with 64 grade 8 students, 2 full time teachers
and one full-time educational assistant. This class has 9 students with individual programs, 3 of which
require assistive technology and more assistance.
The foundation of this classroom is in project based learning, collaboration and differentiation for all
students. It is a very dynamic environment!

Preparation, Planning and Organization

KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA C: Teachers use the Guide to Education and the programs of study to inform and direct planning, instruction and
assessment.
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 M: Teachers identify and incorporate relevant learning resources into their teaching.
Curriculum expectations

Content knowledge

Lesson Plans

Teacher evaluation including evidence:

Suggested Topics

Not all need to be addressed.

Organization
Time management
Diverse learning needs

Amanda used the outcomes form the Program of Studies when planning lessons for math. She
demonstrated strong understanding of the concepts, and used that to develop a clear plan for the series of
lessons covered. Her plans provided for differences in learning styles : SMART Board lessons, video,
using individual whiteboards, oral descriptions, mix of individual and group activities. She did find that
she expected students to move more quickly through the material than they did, but was able to adjust her
plan based on their needs.

Teaching Skills and Strategies

KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA D: Teachers understand the subject discipline they teach.
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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.

Suggested Topics
Not all need to be addressed.

Learning strategies
Instructional strategies
Student interest
Pacing

Sequencing/timing
Uses ICT
Cultural sensitivity

Flexibility

Differentiation of
instruction

Lesson/unit plans

Teacher evaluation including evidence:

Amanda planned out a sequence of lessons to cover the grade 8 math outcome on Solving Algebraic
Equations. Amanda was very aware of the pacing of her lessons and quickly realized that her planned
lessons would require much more time than originally thought.
Ms. Kary employed a great variety of instructional strategies to engage her grade 8 students. She used
everything from a paper snowball fight to get students looking at peers work in a safe, risk-free way;
to having students bodily model how to solve an equation by having them physically build the equation
holding life-size models of variables and integers. Amanda learned quickly to use formative assessments
each class to asses how well her students were progressing with the outcome. She used this information
to reexamine her plan for the following class and allowed for review of concepts students were struggling
with rather than simply plowing onto the next lesson in her plan book.

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

Communication with parents/guardians

Teaching/learning technologies

Voice and language

Teacher evaluation including evidence:

Ms. Kary did an excellent job at creating a feeling of mutual respect between herself and the students.
Very early in her practicum she developed an activity to help her learn the students names. No easy task
in a class of 64! She continued to keep students engaged through lessons and activities that used a variety
of methods for communicating goals, outcomes, instructions and content. Her use of SMART Board
lessons, and audio system within the room helped to engage students who might otherwise tune out.

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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

Adapted assessment
Record keeping
Reporting

Timely feedback

Teacher evaluation including evidence:

Ms. Kary works very conscientiously on her assessment strategies. She tried using immediate feedback
in class to judge how well students were learning the math outcomes (such as fist of five, or thumbs up or
down). She soon realized that students were giving feedback that did not reflect their true understanding.
Her first step was to get the students doing more practice work of the outcome. She then used an exit pass
assessment to get a snapshot of each students understanding. This gave her evidence of what needed to be
reviewed for the majority of the class as well as which students needed more one-on-one assistance.
This feedback was used immediately in the following lesson.
The summative assessment for the outcome taught was a performance assessment which had the students
solving 3 algebraic equations on a whiteboard with the teachers. This allowed the teacher to see exactly
how well each student learned the outcome.

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

Routines
Conflict resolution
Leadership

Transitions

Teacher evaluation including evidence:

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Amanda built great rapport with her grade 8 students. She began her practicum by asking each student to
write their name on a paper apple, she then had each student come up to her and present the apple along
with one thing they would like her to know about them. Ms. Kary then posted each name on a bulletin
board beside her desk, allowing her to learn the students names and personalities while observing them
in class. The students really respect how Amanda took the time to visit with each and every one of them
-- all 64! Amanda built some very deep relationships with a few special students, which shows a great
aptitude in her for working with this age group. She will be missed!
In class, Amanda maintained a tone of respect and expectation. She had some really fun learning
strategies to try with the class, and in return, she asked for quick transitions and good listening. This
is often a very difficult area for new teachers, but Amanda has started filling her toolbox with many
techniques for great classroom management.

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

Teacher evaluation including evidence:

Students in this class had previously identified their personal learning styles and preferences. Ms Kary
designed activities and lessons that allowed students to learn using their preferred style, by providing
multiple presentation styles (SMART Board, oral, written on board, interactive journals, manipulatives,
group and individual activities).
Ms Kary also provided one-one instruction both during classtime, and at recess breaks, to students who
struggled with some of the concepts.

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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

Collegiality
Team work

Appearance
Reflective

Teacher evaluation including evidence:

Amanda took her role as a teacher very seriously. She carried herself very professionally, and
appropriately. We enjoyed sharing with her our collaborative approach to teaching, and she participated
in that approach with us in our planning and instruction. She welcomed feedback, and always asked
questions about how she might improved a lesson, or reach more students. When in doubt about how to
handle situations, she asked for clarification. (ex. taking photos of students )

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

Teacher evaluation including evidence:

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Amanda showed a genuine desire to improve her lessons and delivery. She evaluated each lesson
thoughtfully, and put forth questions on how she might improve a lesson, or how to follow-up or continue
the next.

Other Comments:
I believe Amanda has a natural talent for teaching, from building meaningful relationships with her
students, to a natural understanding of how to sequence, pace and present concepts. Ms. Kary will be a very
organized and effective teacher, whom I would be very glad to have as my own childs teacher.
Amy Christiansen
As Amanda continues to gain classroom experience, it will only strengthen those skills she already
possesses innately. Her love for working with young people is very evident!
Kris Dixon

Student Teachers Comments:

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