Professional Semester III Final Report

Fall

Spring

Faculty of Education
Field Experiences

Semester, 20

(Please check appropriate semester)

Professional Semester III is a five-course equivalent integrated semester including half-time teaching and professional
study in curriculum design, leadership, advanced methods, and reflective practice. Intern Teachers are assigned full
time to schools for the semester during which they assume responsibility for approximately one-half of the teaching
day. PS III professional study is designed to complement and enhance the internship. The professional study
components may occur on or off-campus and are coordinated by the Faculty Mentors in collaboration with Intern
Teachers and school personnel.

Place a checkmark () in front of the course in which you are registered

_____ Education 4571
Elementary Education
Education 4572
Secondary Internship
Education 4573
Special Focus Internship
Education 4574
Fine Arts Internship - Art or Drama
Education 4575
Fine Arts Internship - Music
Intern Teacher

Lacey MacLeod

Grade Level(s)

Grade 3

School

Vincent Massey Elementary

Administrator

Cody Edwards

Teacher Mentor

Lindsay Steiner

Faculty Mentor

Richard Lane

Intern Teachers Descriptive Report:

The experience Ive had in my PSIII internship has been more than rewarding!
I have no doubt in my mind that teaching is my definite career path because of this
experience. Vincent Massey staff welcomed me into their school with open arms and
bright smiles. I had the opportunity to teach 50% in grade three for the full fourteen
weeks of my internship. I was responsible for teaching Social Studies, Art, and all
aspects of Language Arts, including Reading, Writing and Spelling. I also had the
opportunity to take students on field trips, volunteer at a Family Fun Night, attend a
School Council meeting, staff meetings and lead Student Led Conferences. The
wonderful group of students I was given had a variety of learning styles and a range
of abilities. This not only created a challenge for me as a pre-service teacher, but
allowed me to be immersed in the diversity found in every classroom.

During my time in grade three at Vincent Massey I taught all concepts of

Language arts. I completed a persuasive writing unit with my students to start off
the internship. Students were able to explore the concepts associated with
persuasive writing as well as create their own persuasive advertisement as a final
project. As a cross-curricular opportunity, I then let the students create their own art
project in correlation to their advertisement. Next in writing I had the students work
on writing assignments that allowed them to reflect on their life and where they see
themselves in the future. This allowed students to explore concepts like sentence
structure, punctuation, and grammar as well as reflect and grow as individuals,
something I believe is important at every age. I chose this writing project because I
believed it would motivate students to want to write, and I am pleased to say it did.
Increasing motivation towards literacy was one of my goals in grade three
this year. I implemented a fresh new way of Guided Reading (Daily 5), as well as
encouraged students to pick appropriate books at their reading and interest levels. I
created Daily 5 stations to be highly motivating by implementing concepts like
game, competition and performance. This proved to motivate students in a way I
have never seen before. As the teacher, I would make sure to be enthusiastic about
reading activities and tasks to act as a literacy role model for my students. I am
pleased to say that the motivation towards literacy from my students was obvious
and extremely rewarding to see as the teacher.
This semester I had the opportunity to introduce an inquiry based project
through the Social Studies curriculum in grade three. This assignment allowed
students to be in charge of their own learning and explore the concept of
researching. In the beginning, I realized as the teacher how much work it takes to
effectively deliver an inquiry based project or lesson. I soon learned that
expectations for learning and the outcomes needed to be clear for students to avoid
confusion, arguments between students and unmotivated attitudes. I continued to
deliver collaborative activities and mini assignments weekly to allow my students to
become more effective at working with others. This was a big lesson for me as a
new teacher. I realized that there needs to be a balance between inquiry based
learning and direct instruction.
My time in grade three these past few months allowed me the opportunity to
explore methods of assessment including both formative and summative
assessment. Exploring formative assessment techniques such as, entry tickets, KWL
charts, mind-mapping, exit tickets, and observation just to name a few, proved to
be useful when assessing my students knowledge and progress. I learned that
making expectations clear and concise makes for easier assessment. Consistently
observing and giving feedback was a goal I strived for. I also learned how important
it is to have evidence of assessment. Implementing a grade book and a folder for
students work immediately allowed me to have evidence of the students learning.
This was helpful in completing my very first set of report cards. I have a new

appreciation for how hard teachers work to deliver authentic feedback to celebrate
students success, and address developing skills.
In addition to writing report cards, I had the opportunity to run Student Led
Conferences for my students. It was such a rewarding experience watching my
students guide their parents around the classroom and celebrate what theyve been
learning with me. I found this way of parent interaction to be beneficial because
students had the opportunity to feel a sense of accomplishment, and as the teacher
it showed me more about the student.
Managing and maintaining an effective classroom environment can prove to
be one of the greater challenges as the teacher. My goal this internship was to
further establish the way I manage a classroom to ensure a positive and caring
learning environment. I realized quickly that this means to be flexible with
strategies dependent on the task that had been given to my students. For example,
I have come to understand classroom management for an art lesson may look
different than a spelling lesson. I believe my classroom management skills have
improved, and I felt very comfortable exploring new techniques to see what might
work with my teaching style. I whole-heartedly believe classroom management
during this internship was not an issue for me because of the time and effort I spent
building a relationship with each and every student.
In conclusion, this experience teaching at Vincent Massey has exceeded my
expectations. My love and passion for teaching has grown so much in the short
months I have spent here. My philosophy of teaching has been molded in so many
ways, and I am so confident that educating children is my niche. I can honestly say I
woke up every single day excited for a new adventure with my students. My biggest
take away from this experience is how much my teaching philosophy relies on
building a strong, authentic relationship with each student. I believe this experience
has been so positive for me in all aspects whether it be classroom management, or
teaching a lesson in general because of the relationship I worked hard to build and
maintain with each and every student. I am forever grateful for how much my
students taught me these past four months and am self-assured that I have become
a more confident, effective and enthusiastic teacher because of them. I am so
pleased to say that I was a part of Vincent Massey Staff these past few months, and
I will cherish the relationships and new lessons I have learned as I move on in my
journey as an educator.

Intern Teacher Signature

Date

School Administrator Comments:

Miss MacLeods entry plan to Vincent Massey School included meeting with
the classroom teacher prior to starting in the classroom, as well as meeting with the
school administration team. During my conversations with Lacey she asked
questions to learn about classroom and school operations, and was interested in the
school goals and current initiatives. Miss MacLeod completed a Teacher Professional
Growth Plan and we reviewed this together. Lacey has demonstrated an eagerness
to take on new responsibilities and is willing to help where needed around the
school.
During an observed Social Studies lesson Miss MacLeod provided her
students a range of learning opportunities to effectively meet diverse learner needs.
This included teacher-led instruction with classroom conversation ideas recorded on
the whiteboard at the front of the room. In our post-conference meeting, Miss
MacLeod recognized the importance of visually representing ideas in the classroom
to support visual learners. Students also participated in a Think-Pair-Share
Cooperative Learning strategy to have the class reflect on examples of quality of life
from the assigned reading. Additional strategies implemented during the lesson
included independent student work time and the inclusion of YouTube Videos to
further illustrate the concept of quality of life. The students were engaged
throughout the lesson, and Miss MacLeod prompted further thinking as she moved
around the classroom.
Vincent Massey School has invested considerable professional development
resources into the implementation of Comprehensive Literacy strategies into our
Language Arts programming. I had the opportunity to observe Miss MacLeod
implement a similar instructional approach with her novel study lesson focused on
the text, Stone Fox. This involved Lacey working with a small group of students with
a similar reading ability. Prior to the lesson Miss MacLeod described to me her
reasoning for the targeted reading intervention, which was to support
comprehension levels of the reading selection. To formatively assess student
comprehension following the provided reading time, Lacey incorporated Senteo
Interactive Response System technology into the lesson plan. This technology
enabled Miss MacLeod to gain important feedback, in a safe, engaging and
confidential manner.
An important attribute Miss MacLeod brings to the classroom and the
profession is her reflective nature. Lacey was open to feedback and I observed her
integrate new ideas from coaching conversations into her practice. After observing
Lacey in the grade 3 classroom I have a high level of confidence in her instructional
abilities. I have also appreciated her participation at staff meetings and interactive
nature with students on the playground. Lacey has been outstanding addition to

the Vincent Massey School community. I would not hesitate in recommending Miss
Lacey MacLeod for future teaching positions and wish her all the best in her career.

School Administrator Signature

Date

Teacher Mentor Comments:

From January to April 2016, I had the pleasure of working with Lacey MacLeod
during her PSIII Internship. She immersed herself into our grade three classroom
working with students in the areas of Language Arts, Social Studies, and Art.
Practicum responsibilities included teaching objectives in each subject, adapting
programming for students on Individual Support Plans, and successfully
implemented her own classroom management strategies and reward system. She
was actively involved in our school and district community with her contributions in
staff meetings, a School Council meeting, weekly supervision, and field trips. Lacey
is an exceptional teacher. She has an in depth understanding of the concepts she
teaches and has an excellent rapport with her students.
Miss MacLeod uses instructional techniques appropriate for grade three
students and enhances provides engaging learning experiences. In her lesson
planning, Miss MacLeod uses the effective teaching practices of modeling, large
group instruction, guided practice and independent practice. The students in Miss
MacLeods class participate in a wide variety of grouping situations. At different
times students are given the opportunity to work individually, in small groups, and
in large groups. For example, Miss MacLeod has created cooperative learning groups
as well as skill-levelled groupings to use throughout her practicum. These groups
are used in a variety of structures. For instance, as part of Miss MacLeods Language
Arts program, students worked in small groups in Daily 5 Comprehensive Literacy
centres. Miss MacLeod observed students read on a weekly basis by following this
balanced literacy model.
Some of the students in Miss MacLeods class have diverse learning needs.
She meets their needs in these groups through differentiated instruction. Miss
MacLeod is flexible in her planning as she modifies to changes and needs of her
students. For instance, in lessons observed, Miss MacLeod adapts her program to
meet student needs through small group settings, one-on-one assistance, and
adjusted assignments. Lessons are geared to appeal to all learners as Miss MacLeod
ensures students are involved in kinesthetic, auditory, and visual activities. For
example, her lessons have incorporated seated directions, a SMARTBoard chart,
video clips, games, and community circle.

Miss MacLeod uses a variety of classroom management techniques to

achieve classroom control. This includes positive reinforcement of desired student
behaviour. To help remind students to follow routines during class time Miss
MacLeod will often praise those children following the classroom procedure and
rewards them with Mac Money. She is also conscious of highlighting positive
student transitions between activities, as well as during group and individual work
time. Miss MacLeod uses several attention getting devices. Before she begins to
speak she asks for eyes to be looking at her, she asks students to put down their
pencils, sit, and then focus on her. She gives clear directions and checks for
understanding before students begin, in order to ensure students know what to do
and where to go. These strategies result in an efficient use of time and more on task
behaviour.
Miss MacLeod uses a wide variety of technologies including whiteboard,
textbooks, computers, SMARTBoard, and other auditory, print, and visual media.
Lacey was responsible for completing computerized grade three report cards with
comments about the progress of each individual student. Miss MacLeod created
permission forms for parents and developed teacher made worksheets and
assessment tools. Miss MacLeod gathers information about her students through a
variety of sources. She communicates with parents in the hallways, through the
written agenda, as well as phone calls home. She collects student assessment data
through rubrics, checklists, tests, and quizzes.
I have enjoyed working with Miss MacLeod this term. Her dedication to
students and her commitment to quality education are evident through her
thoughtful lesson planning. Laceys energy and personality was a great asset for our
Vincent Massey staff, parents, and students. I wish Lacey all the best and look
forward to working with her in the future as she begins her teaching career.

Mentor Teacher Signature

Date

Faculty Mentor Comments:

Since I reside in Medicine Hat, this was a local practicum placement so I was
able to make on-site visits to make classroom observations and have kept contact
with Lacey Macleods mentor teacher and administrator by e-mail and personal
visits. I have also been involved with seminar instruction groups with Lacey and her

fellow Intern. The following constitutes a summative statement on my evaluation of

the success of Lacey in her practicum, based on the above sources of information.
Lacey had a very good practicum. She worked hard in all aspects of her
duties, displaying both an excellent level of professionalism and technical
competence. She consistently functioned like a fully qualified teacher rather than an
intern.
She is resourceful, takes on challenges with a positive attitude and great
energy, won the respect of staff and students alike, and provided a positive learning
environment for her students. Her mentor teacher was positive in her reports from
the beginning to the end of the practicum. Every indication I have from my own
personal observations confirms his impressions.
Some particular strengths of Laceys internship warrant mention. She went
beyond expectations is many ways by helping out at her school. For example, she
independently hosted a Student Led Conference, working with students and
parents. She spent time with students at noon hours helping them with their work.
She attended School Council Meetings. She also volunteered at a Family Fun Night
at her school. Further, her strong work ethic is found in, among other things, her
well prepared lessons, the energy she put into making those lesson relevant for her
students, her willingness to take on new tasks and working with other teachers
outside of school hours. She took an interest in Professional Development by
attending her Teachers Convention and the Beginning Teaching workshops. Her
strong work ethic speaks to both her professional integrity and her character as a
person.
Lacey clearly knows her content. Her high level of knowledge in elementary
education has been noted; she brings disciplinary expertise to her teaching. In
transmitting that knowledge, she is a dedicated teacher. She is highly responsive to
feedback and makes changes as a result of suggestions. She shows appreciation for
new ideas and suggestions and acts on them. She employs a variety of teaching
strategies, is able to link individual lessons into a whole understanding for students,
is able to engage students, facilitates interactive lessons for students, has good
classroom management skills, is aware of student needs, works to motivate
students, and evaluates students in a timely and appropriate manner.

I have read the complete Final Report and certify that the assigned grade is PASS.

Faculty Mentor Signature

Date