Knecht Tracy 1037546 w16 425

Advanced Field Experience Final Evaluation
Field Experience Information:

Student Teacher:
Last Name: Knecht
First Name: Tracy
ID Number: 1037546
Course Number: EDFX 425
University Facilitator:
Last Name: Elizabeth
First Name: Fargey
Mentor Teacher:
Last Name:
Clevette
First Name: Jeremy
Placement Information:
Start Date (dd/mm/yyyy):
08/02/2016:
Subject(s) and/or Grade Level(s):
End Date (dd/mm/yyyy):
15/04/2016:
Math 7 PE 7
School Information:
School Name:
School Address:
School Phone #:
Eastview Middle School

3929 40 Ave
(403) 343 - 2455
School District: Red Deer Public Schools

Postal Code:
T4N 2W5
City: Red Deer
Distribution:
Students should retain a copy of the Final Evaluation form for their own records. Please note that
potential employers may ask for a 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:
Final Grade (Credit or No Credit): Credit
Date (dd/mm/yyyy): 12/04/2016
Winter 2016
Page 1 of 11
The purpose of this Field Experience Final Evaluation document is to provide evidence and
communicate information regarding Student Teacher performance based on the Knowledge, Skills and
Attributes (KSAs) for Interim Certification.
For each category, the Mentor Teacher should provide comments that reflect strengths and areas for
growth in each category. Evidence and specific examples should be provided.
You do not need to fill the space provided; recommended length is 200-300 words per category. Write
only enough to provide necessary evaluation and evidence. Please do not exceed the space provided, as
lines of text that extend beyond the text box will not appear on printed copies; there is space for extra
comments at the end.
Use the KSAs and suggested topics as they relate to the category to guide your comments, not all need
to be addressed.
Description of the school and context of teaching

Suggested Topics (Not all need to be addressed): school size, urban/rural, special programs, class size, special needs students in class,
number of teachers, etc.
Eastview Middle School is a grade 6 - 8 school with around 700 students in the city of Red Deer, AB.
Eastview is a full inclusion school, utilizing educational assistants in many classes and providing a
Learning Assistance Centre with two special education teachers. The school has a number of high needs
students. The school utilizes the pod system in each, grouping a selection of four classrooms in a pod.
The four classrooms rotate through four teachers in the pod: math, language arts, social studies, and a
science teacher. Students expand outside of the pod for their option classes. There are 8 classes of Grade
7s, so most teaching assignments are specialized. Tracy was able to teach four grade 7 Math classes as
well assist in various other classes including a Phys. Ed. 7 class. Eastview Middle Schools class sizes
are approximately 28 - 30 students with a full inclusion model.
Winter 2016
Page 2 of 11
Preparation, Planning and Organization

Related Knowledge, Skills and Attributes (Not all need to be addressed):
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.
Suggested Topics (Not all need to be addressed): curriculum expectations, content knowledge, lesson plans, organization, time
management, diverse learning needs, etc.
Mrs. Knecht was well prepared for her lessons. She shared the preparation and planning of daily lessons
with me ahead of time to make sure she was on the right track. She would prepare after school, and very
often continued her prep work at home during the evenings. She would arrive at school around 8:30 each
morning ready to teach. Tracy was well planned in that she would have a general outline of the topics
she would be teaching and was able to successfully execute the planning of two full math units in her 9
weeks. All the materials that were needed for the lesson were in place before students walked into the
classroom. Tracy also quickly realized that daily plans need to be flexible and easily adapted to changes
in the school schedule because of special events or if more or less time was needed on a lesson. Tracy
was able to change her plans on the fly in order to meet the needs of all students.
Winter 2016
Page 3 of 11
Teaching Skills and Strategies

KSA D: Teachers understand the subject discipline they teach.
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, sequencing/timing, flexibility, instructional strategies, use of ICT,
differentiation of instruction, student interest, cultural sensitivity, pacing, lesson/unit plans, etc.
Tracy arrived with some knowledge of the Math 7 curriculum and combined with her enthusiasm for
education, enabled her to enhance her instructional delivery. The information Tracy wasnt familiar
with, she made an effort to learn. She was always looking ahead in the textbook preparing for upcoming
lessons and activities. Tracys imagination allowed her to make classroom work creative and interesting
for students. Mrs. Knecht realizes that differentiation of instruction is a work in progress and all
teachers continue to learn and use new strategies.
Tracys good use of questioning techniques helped to engage students. If a student didn't know an
answer she would lead the student towards the correct one. When she posed a question to the students
and the answer was not given right away, she would wait and give the students a chance to think about
what was said. Tracy takes advantage of wait time so students are not rushed and they take the time to
think and answer questions thoroughly and correctly.
Tracy utilized many different strategies and materials in order to encourage learning. Tracys lessons
often included hands on activities or computer-based resources, all used correctly in order for all
students to feel success. Through the use of a word wall for each unit Tracy was able to build a
connection between the words and concepts at hand.
Winter 2016
Page 4 of 11
Management and Classroom Climate

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, routines, rapport with students, conflict resolution, student engagement,
leadership, transitions, etc.
Mrs. Knecht has a great rapport with her students here at Eastview. Tracy made numerous visits to the
school before her practicum started, so she could learn all the students names. She shows a sincere
interest in them as individuals and is consistently fair. Tracy constantly searches for ways to make her
teaching more interesting and more informative. She knew the difference between being friendly with
all students and being the students friend.
Mrs. Knecht also found that creating a seating plan for each individual class was a huge benefit in
accomplishing this. Tracy set up the classroom with her seating plans and desk arrangement allowing for
a positive learning environment for all. Her daily classroom routines and positive rapport with the
students helped Tracy with increasing student engagement as well as ensuring a positive classroom
climate. Tracy worked really hard on this aspect of teaching and is continuing to improve on this daily.
Mrs. Knechts expectations were clear and remained constant throughout her practicum as well as
flexible when needed.
Winter 2016
Page 5 of 11
Communication
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, communication with parents/guardians, listening skills,
teaching/learning technologies, voice and language, etc.
Mrs. Knecht has strong communication skills with teachers and most importantly the students. Tracy
visited and observed other classrooms. She would ask questions of other teachers to add to her ideas for
lessons. She was not afraid to try different ideas to find the best way for students to grasp and retrieve
the information.
Tracy maintained a daily schedule for her class that she would write on the board each day. This
practice allowed for students to have an idea of what was expected when they entered the room.
Tracy became well versed with Google Classroom and used this tool to help communicate students
expectations for assignments and for the class.
Tracy also had the privilege of attending student led conferences during this practicum. Here she had
the opportunity to see the many ways we communicate with the parents.
Winter 2016
Page 6 of 11
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, adapted assessment, assessment variety, record keeping,
formative/summative, reporting, timely feedback etc.
Tracy used many different types of assessments during her nine weeks here at Eastview. During her
time at Eastview, Tracy taught two units to completion. One unit was a project-based unit (Probability).
Within her probability assignment, Tracy created many different assignments; these assignments were
adapted for the different levels of learners in our classroom.
The majority of the work that was completed daily by the students was assessed instantly. Mrs. Knecht
believed that the students should receive feedback as soon as possible after completing an activity. This
was very beneficial for her as well as the students. Students were held accountable for their daily work
and also received instant feedback.
Various assessment techniques included Rubrics, Checklists, as well as an in depth project based unit
where different portions of the assignment were assessed both formally and informally.
Winter 2016
Page 7 of 11
Understanding Students Needs

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, etc.
Tracy has a great understanding of students needs. Eastview Middle School is focused on inclusion and
Tracy had to work with students with different abilities of learning. She would give certain students
more time on assignments and homework to ensure that they took their time and answered questions
properly. For her final assessment in the probability unit three different versions of the exit pass were
created in order for students to have an authentic assessment. She was always available for help before
and after school, or at lunch for those students who struggled.
Winter 2016
Page 8 of 11
Professional Qualities and Attributes

KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
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, interpersonal skills, collegiality, initiative, energy, team work, attitude,
appearance, commitment, reflection, etc.
Mrs. Knechts strongest attributes include organization and a calming feeling, which are both key to
teaching middle years students. When put into situations that she is unfamiliar with, she reacts calmly
and makes them feel safe.
Tracy is always professional in the way she dresses and her manner. She understands that a teacher
needs to act professionally while at school as well as outside of school.
Mrs. Knecht also showed initiative throughout her practicum at Eastview. She planned and helped
organize a grade 7 event Pi Day She also helped to organize and supervise the schools Tanki Club, a
computer game club that was run at lunchtime once a week. She knows the commitment it takes to be a
teacher and is up for the challenge.
Winter 2016
Page 9 of 11
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, etc.
Tracy would reflect and self-evaluate throughout the day without even knowing it. We would discuss
various educational decisions regularly, and very often immediately. This was very evident when she
was teaching four classes of grade 7 math. She would reflect on each lesson and continually improve
and adapt the lesson as the day went on. Mrs. Knecht was also not afraid to try new things in the
classroom and reflect on the effectiveness of her activities.
Winter 2016
Page 10 of 11
Additional Mentor Teacher Comments:

It was my pleasure to have Tracy Knecht as a student teacher. She has given so much time and effort to
my students and to me. It is evident Tracy has the caring nature and flexibility to be a great teacher. I
have really appreciated Tracys friendliness and professionalism. I am confident in saying that Mrs.
Knecht will have a successful teaching career.
Good luck in your career as a teacher Tracy!
Student Teacher Comments:

Thank you, Mr. Clevette, for an amazing experience at Eastview Middle School and in your classroom. I
was always made to feel very welcome, and my confidence grew as you showed trust in me,
encouraging me to take the reins in your classroom.
I am very thankful for the many opportunities provided to me in both my extended portion of practicum,
as well as in the past 9 weeks. I was introduced to the staff immediately, and was also made to feel I was
part of the team in this respect. I was also encouraged to take part in as many activities as I could, which
I was more than happy to do. The support I received truly made me feel like a part of the Eastview
family. I was welcomed to all staff meetings, included in discussions during group gatherings, and
invited to share ideas in team meetings.
Through daily reflections surrounding both lesson plans and classroom management, as well as having
daily discussions with Mr. Clevette, I feel I have made a large transformation in my understanding of the
teaching profession. This real life experience has brought my training to life, giving me the initial
experiences I needed, in the classroom.
I have enjoyed the challenges that I have been faced with and am happy to have been included in the
behind the scenes workings of all that is included in making a positive environment for all students and
teachers.
Thank you for having me in your classroom and sharing your knowledge and experience with me.
Tracy Knecht
Winter 2016
Page 11 of 11

Knecht Tracy 1037546 w16 425

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Advanced Field Experience Final Evaluation

Field Experience Information:

First Name: Tracy

Course Number: EDFX 425

First Name: Fargey

First Name: Jeremy

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

End Date (dd/mm/yyyy):

Eastview Middle School

(403) 343 - 2455

School District: Red Deer Public Schools

City: Red Deer

Date (dd/mm/yyyy): 12/04/2016

Description of the school and context of teaching

Preparation, Planning and Organization

Teaching Skills and Strategies

Management and Classroom Climate

Understanding Students Needs

Professional Qualities and Attributes

Reflection and Self-Evaluation

Additional Mentor Teacher Comments:

Student Teacher Comments:

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