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UNIVERSITY OF SASKATCHEWAN

COLLEGE OF EDUCATION INTERNSHIP FINAL ASSESSMENT FOR 402.15

Allison de Hoop
Date: December 3, 2012 at ___________________ School: ______________________ School Address: _____________________________ School Phone: Co-operating Teacher(s): ______________________ Teaching grade(s) and areas: Kindergarten, Grades One and Two: all subject areas CO-OPERATING TEACHERS ASSESSMENT 1. The Contextual Description of the teacher, learner, subject matter and community: Allison de Hoop has completed her internship at _______ School. _______ is a small town with a population of about __________________ that is situated ______________. _______ _________________________________ Allisons internship was in a Kindergarten/grade one/two split with a variety of student needs and backgrounds. The class has a core of students who were born and raised in ________, as were their parents. As well as those students there are several new students whose families have moved to________ for a variety of reasons. The Kindergarten/grade one/two split class has a few students with exceptional needs that include behavioural exceptionalities, learning disabilities, Autism, developmental delays and speech delays, as well as students who need enrichment. Allison took a very active part in the planning for all those students. Along with her cooperating teacher, she had the chance to be part of a behaviour management team that included the Student Support Teacher, Student Support

Consultant, Educational Psychologist, Youth and Child Counselor, and the school administrators to make plans for a student with severe behaviour exceptionalities. During this process, Allison completed a training course in Non Violent Crisis Intervention. Along with the Student Support Teacher and the classroom teacher, Allison also worked to develop programming for an Autistic student in the class. She modified work and created assignments that allowed each student in the class to have success. Allison demonstrated that she is a teacher who can identify a problem, take charge and handle the situation without being asked. Throughout her internship, Allison showed endless patience to all the students. She proved herself to be responsible, reliable and mature. She is a natural teacher who is able to think on her feet at all times. 2. The Summary of Extended Practicum performance based on program goals: Allison eagerly took on more and more classroom and teaching responsibilities as her internship progressed. At the midterm point, she had been teaching Kindergarten math and grade one/two sound of the day since the beginning of the year. She added arts education, grade two guided reading and spelling, Kindergarten, grade one and grade two physical education and Kindergarten storytelling and acting. Allison and her cooperating teacher also taught a co-generated English Language Arts unit on Rules and Responsibilities. While teaching, Allison had the chance to incorporate Smart Board technology into her lessons. She actively took part in the noon and recess supervision with her co-operating teacher. Since the beginning Allison showed that she was a strong intern. She consistently showed the with-it-ness of a more experienced teacher. Her lessons were always well planned, well prepared and linked to the curricular outcomes. She considered each student as an individual learner and took into consideration what supports he/she would need to be successful. She always showed care and compassion for each individual student in the class. Allison modeled appropriate behavior and actions for the students to follow in listening, respect and cooperation. Allison took the responsibility of her Professional Growth Portfolio very seriously. She took time to reflect several times a week on her lessons and see the changes needed or areas for improvement often without the advice of her co-operating teacher. She gained the respect of every student in the class because of her caring personality and that fact that she had effective classroom management. Allison also gained the respect of her fellow staff members by becoming part of the team. She was always willing to help out at school or in the community with anything that needed to be done. Allison directed a high school play in ______________ which included many hours of rehearsal and gathering props. Allison made it a priority to correspond regularly with parents by phone calls or emails home and by writing in the students communication books. She took a very active part in the reporting process and added positively to the parent/teacher/student conferences. Allison has shown that she is a true professional in every way.

UNIVERSITY OF SASKATCHEWAN

COLLEGE OF EDUCATION INTERNSHIPASSESSMENT Signature page I, Allison de Hoop, carefully read and discussed this evaluation with my co-op teacher and internship facilitator. Date: December 3, 2012 _______________________________________________________________________ Intern's Signature Intern's Student Number Permanent Address and Phone

_______________________________________________________________________ _ Co-op Teacher's Signature Principal's Signature Internship Facilitator Signature _______________________________________________________________________ _ Cooperating Teacher's Name Principal's Name Internship Facilitator Name

SUMMARY OF PROGRESS TOWARDS PROGRAM GOALS The teacher candidate Allison de Hoop has achieved in the following areas:

1. Support broad areas of student growth by providing varied and constructive learning opportunities
Demonstrated proficiency and growth: Ensured the engagement of all students in learning and the thoughtful use of questioning and discussion. Built rapport with students through discussion based activities and school community involvement. Worked to strengthen relationships with each student to enhance engagement during classroom activities. Encouraged all students to try tasks independently whether the task was academic, physical, social or personal. Allowed students to work at their own pace, at alternate work spaces and with the resources needed to be successful. Provided scaffolding support to learners. Used appropriate wait time after asking questions. Made time to work one on one with students. Used a variety of teaching methods and instructional strategies in unit and lesson plans that differentiated to the learning styles in the class. Included students in self-assessment and creation of criteria for assignments. Used oral and written cues when giving explanations and instructions. Regularly reminded students to do their best work and what they should strive to achieve. Made use of peer support that was student focused and task oriented. Used strategic seating arrangements to maximize learning.

2. Affirm dignity and respect for individuals (students, families, colleagues)


Demonstrated proficiency and growth: Continued to ask questions about background of students to understand where they were coming from. Promoted respect at all times. Demonstrated patience and kindness to all. Used positive language when a student responded with an incorrect answer or completed work incorrectly. Demonstrated a careful, respectful classroom management style, which created a

learning environment where students were free to focus on learning and positive interaction. Established expectations in an effort to be pro-active rather than reactive. Mediated small group misunderstandings in the class and at recess. Consistently used positive reinforcement and appropriate praise during lessons. Established a strong teacher presence in the classroom. Attended and contributed positively to meetings with parents and support staff for the needs of students in the class. Was responsible with confidential information.

3. Strive to support social justice and ecological responsibility


Demonstrated proficiency and growth: Promoted respectful listening behavior from all students, carefully modeling the behavior herself. Provided supports for students whose learning was affected by socioeconomic status. Facilitated a rotation so students with exceptionalities had reading partners. Worked with behavioural team to observe staff working with a student with behavioural exceptionalities. Participated in meetings with co-operating teacher and behavioural team to develop programming for a student with behavioural exceptionalities. Chose wording carefully when explaining to the class why a particular student had learning supports in place. Asked students to reflect and analyze the supports necessary to assist people with special needs. Had conversations with the students about times when it is difficult to work in the classroom and then changed the environment accordingly. Lead by example with regards to recycling and using reusable water bottles and coffee mugs. 4. Develop as a critical reflective practitioner who connects practical

and theoretical knowledge


Demonstrated proficiency and growth: Identified own professional goals for the improvement of teaching. Realistically evaluated and reflected on teaching performance keeping the best interest of students in mind. Recognized if a strategy was not used at the appropriate time and made goals for the future. Listened to and respected the opinions of others. Receptive to feedback from supervisors.

Motivated to learn and grow professionally. Demonstrated that she could identify a problem, take charge and handle the situation without being prompted. Participated in and observed other grade levels in order to reflect on practice and grow professionally. Able to determine if a student needed more support and then provided it. Approached student dealings in an empathetic and compassionate manner. Had a common sense approach to problem solving allowing for student empowerment in resolving disputes. Solved student conflicts quickly and efficiently.

5. Create a positive community in the classroom and school Demonstrated proficiency and growth: Demonstrated and modeled for students how to be an inclusive class. Maintained a positive, fun learning environment while ensuring students were on task. Worked with the behavioural analysis team (consisting of students support teacher, classroom teacher, child and youth counselor, educational psychologist, student support consultant, principal and vice principal) to make plans to support a student with behavioural exceptionalities. Communicated with Educational Assistant on a regular basis about tasks and for student support as well as assessment purposes. Worked with colleagues to co-teach subjects. Worked to become a team player on the staff at _______ School. Efficiently transitioned class to new fellow students and new or different teachers. Made a conscious effort to provide individual support to students with learning disabilities. Volunteered to work in the evening at School Open House, Community Hall Fundraiser, and Christmas Concert and by directing a play. Demonstrated initiative by voluntarily assisting and cooperating with others, making significant contributions to the school community. Demonstrated enthusiasm in hand gestures, facial expressions and modulation of voice and movement. 6. Build instructional competence and strong teacher identity Demonstrated proficiency and growth: Incorporated outcomes and indicators from provincial curriculum documents into unit and lesson plans. Instructional goals and objectives were chosen to support curriculum and student needs.

Planned units to include adaptive dimension, resource based learning, and a variety of student activities and teaching strategies. Used the adaptive dimension to create engaging lessons that address individual student needs and interests. Selected resources that incorporated First Nations, Inuit and Metis perspectives and demonstrated a conscious effort to respect cultural diversity. Selected sessions at professional development days that supported appropriate professional goals. Incorporated SMART board technology into lessons. Acted in a professional manner at all times. Was able to adapt teacher behavior (i.e. appropriate language) to different grade levels and ages. Constantly refined and developed assessment strategies that provided goals for future student instruction. Used Power School, a program to track formative and summative assessments of the outcomes in the various subjects of student learning, using the assessment tool she had developed to back up her evaluation. Participated in assessment and evaluation practices to report student progress to parents, including an active role in report cards. Consistently identified areas in lessons to improve upon and then proceeded to make adjustments to teaching, demonstrating self-directed professional growth. Thoughtful and caring professional.

TEACHER CANDIDATES SELF-ASSESSMENT INCLUDE INDICATORS OF PROFICIENCY, GROWTH AND FUTURE GOALS I quickly gained the confidence to begin my teaching career by becoming familiar with the staff and students at ________School. I taught and planned for three grade levels, focusing on cross-curricular learning in my units. I would try different teaching methods and activities with different age levels and discover what was successful. I complemented direct instruction, guided reading, viewing, and thinking with student questioning and encouraged higher levels of thinking under Blooms taxonomy. I will continue to promote student learning through interactive instruction and experiential learning, such as role playing, peer learning, discussions and group inquiry. These methods facilitate classroom management and differentiated instruction as well as the growth of students social and communicative skills. My internship involved valuable learning about support systems for students with exceptionalities. I sat on a behavior analysis team for one of my students. Through this case I had the opportunity to participate in Non-Violent Crisis Intervention training, where I learned and used strategies that will be valuable in my future work all students. Additionally, when a new student with autism came to us I adapted lessons and activities for him with independence as a goal. Concentrating on assessment for learning gave me a strong motive to keep parent connections open and positive. I learned that a team oriented approach with parents is important for student success. I made frequent use of student work, participation, oral questioning, and checklists for assessment purposes. In addition, I value working one on one with students through subject interviews, editing of student work and reading together as assessment of learning. I broadened my experience by working with other students and teachers in the school. I directed a play for a dessert theatre, visited several other classrooms, and was introduced to the Distance Learning Centre. Outside the school circle I enjoyed the opportunities to participate in and volunteer for community events. I value community involvement and the positive effects community collaboration has on students, school staff, and parents or community members. During collaborative efforts with my cooperating teacher and other staff I learned to reciprocate ideas and information and also to value constructive criticism. I regularly reflected on my lessons and actions, focusing on goals to improve my teaching skills for the future. I will continue to reflect on my teaching as my attitude towards teaching involves constant development and growth. I want to learn how I can further help all students thrive as whole and competent members of society.

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