Faculty of Education 3 PROFESSIONAL SEMESTER TWO SUMMATIVE REPORT ‘Student Teacher: Mr. Jeffery Williams Schoo Alexandra Middle School Grades/Subjects Taught: Humanities (Language Arts / Social Studies 8) ‘Teacher Associate: hs. Sara Jane University Consultant Mr. James Rempel Dates of Practicum: March 7th, 2016 ~ April 22", 2016 Tnatructione +The a summative por of th student teacher's performance atthe end ofthe PSII practicum, based on expectations for that stage of teacher development (ED 8800) "For each practicum outcome below, place a check mark in the appropriate box o indicate the student teacher's level of performance ether Not Meeting Expectations forte PSI level, Meeting Expectations, or Exceeding Expectations. (Most students wil fal into the Meeting Expectations category, unless ther Is clear evidence fr Not Meeting Expectaons or Exceeding Expectations) For students within the Meeting Expectatons category please indicate level of performance. _Althe end of each section, please provide comments in vefecence tothe relevant KSAS and practicum outcomes. THE STUDENT TEACHER: 1, PLANNING AND PREPARATION KSA'#1 Teacher make reasoned deisone stout teaching and leaning based one engoing analy of contextual variables SAS. Teachers use tho programs osu rer and Grct lang nsrucion and asessnet SAS Teaches pln or nsrucon. vanltng cuicalum and outcomes no meen earn aces. RSA#9_ Toscrars ase atrood range ofirauctona satis, SATS. Teachers ory ord use revert wamg rescues. : i i i i hoi: Ir Deena sig acs eur eter fer cn er ; spcnace resp saint o potas nace ad eta TE : ieee Thi aig ouznos fon na bats Pog oie sea : appropiate learning cbecives forthe lessons being taught. “Takes into sccount students prior leering, learing needs (cluding student IPPs), Interests, and student variables such as age, gender, socio-economic status and ‘culturalfingvistic backaround. “5 Organizes content into appropiate components and sequences for instruction Plans appropriate content and actives forthe ime alloted. Prepares leson plans fr al essons taught, using a wel-defned structure which inludes learning obectve(s), an introduction and closure, detailed procedures and instructions, key questions, teaching strategies, leaning actives, and assessment of lesson objectives. 'Propares unit plan) in subject major that include rationale, overview, leering uleames,teachingjlearing actites, and assessment plan integrates information and communications technology into instruction in subject major and other subjects, where appropriate 70. Obtains and organizes equipment end materials for instruction ‘Comments: Mr. Williams has approached each teaching and learning and activity in this practicum with a planning mind-set. His detail-oriented personality is an asset in a profession where there are many tasks to ‘constantly consider. During his time at Alexandra Middle School, Jeffery taught lessons related to grade eight Humanities (Spanish/Aztec Worldview) as well as facilitated numerous Flex Time sessions (Building May 25, 2008—Sunmatve Assessmentlenge, French Language Session, Picture Analysis Lesson). He approached each day with a plan for instruction, and often would let the students in on the learning either through conversations (feedback cycles) forthe daily (and weekly) agenda. He used and incorporated the Program of Studies and related documents into his lessons and “big idea” driving questions. His plans are meticulously detailed and organized and ‘contain all the necessary information needed to orchestrate the learning experience for his students. Mi. Wiliams planned both daily assignments (Journals, research tasks, letters, propaganda posters) as well as larger projects (Aztec/Spanish artifact summative project). Joffery is masterful in addressing diverse learning needs in the classroom. He sees the potential in students ‘and wants them to be successful. He adapted his existing lesson and unit plans to suit the needs of his ‘Students (a variety of ELL considerations) once he was able to determine what their struggles, strengths and interests were. He has demonstrated that he understands that teaching isa fluid and changing. Throughout this practicum he has shown his understanding of how a teacher must adapt, as well as change and modify their intentions and plans to meet the needs of their students. Jeffery is a reflective practitioner, constantly thinking about his instruction and refining his craft. | am confident that Jeff's personality and consciences nature will nurture his desire to reach and teach each student. Planning is a strength for Jeffery; he understands how to use the Understanding by Design structure to think. ‘about and plan his units as well as how to develop an assessment plan that matches his units of instruction. [As the practicum progressed, his ability to consider what he needs his students to know and then plan ‘effective steps along the way flourished allowing him to become even more effective in bringing to life his ‘wonderful lesson and unit plans 2, INSTRUCTION KSA Bf Teachers demonstrate knowledge fhe contort ey tach KSA5 Teacher gonty ond mepond to areraerences Sato Teachers uso road range ofinauctora sates SABO. Teaches apy @ vary of technaoges © meet students earing needs Not Meeting Expectations Mooting Exceeding Expectations ‘Uses Gear, fluent. ana grammatically correct speken nd writen anguoge, T ‘Uses voeabulany appropriate fo students’ age, background andinteress, ‘Modulates hater vole for audibly and exreston. Demonstrates cura sneiivy m communéaton and nstudion 5 Establshes set. reviews prior leaming identi lesson objective(s) and expectations uses ‘motvatng ienton gto, provides overtaw, and real the esson fo previous leaning es 2oproptaie 6. Incaporaes atetgies for movatng students using relevant and interesting subject mater 3 and aches. 7__Presents content in appropritey organized sequences fr nscton, ‘Explains and proceeds n ml seps at an appropriate pace to st he actly and stent a response @_Demonsvates subject matter competence during inatueton 7D. Organzes and directs leaming forinaivual, small g/Oups, and whole Gaases “T Provides clear arecions instructions, and explanations, 72_Drecsefcint transitions between lessons and Wom one actly tothe net 73. Uses a varity ofinuconal strategies fo address desired outcomes, subject mate, vared : Teaming styes and ndviualnesds (melding goas/bjecves of stort IPPs) "Uses a broad ange finetructonasrstegles speci to subject major 75. Uses spproprste materials a resources. L May 25, 2008—Surenav Assessment/ “16 Damronaaes Fenbiy and adapta. 17 Asks clear phased, wel-sequenced questions ata varety of cognitive levels : 18. Proves appropriate “wate” air posing avestons z 78. Seeks Gificaton and elaboration of student responses, where aporonriae a 720. Leace and dress student partapain in class dscussion eflecively and ciatibutes questions T rs appropri. l 21. Gculates inthe casroor,inervering when necessary, checking on individual and group s Understanding of activyfcotont 22_ Recognizes and responds appropriately fo ndiidual aerences and group Wearing needs, e 23. Reinforces student learn, bulking on previous learing reviewing. end teaching 724, Achieves Cosure for lessons, consolidating ees or concepts trough summaries, reviews, z ‘iscussins, and applications. 725. Provides homework when appropriate and exblains assignments ly : ‘Comments: Mr. Willams has an engaging and enthusiastic classroom presence. He has a voice that travels, ‘well and uses modulations and expression to keep his students’ attention for instruction. He has an easy, Confident presence in front of the class, which allows his students to easily buy in to what he is teaching. Mr. Williams will often use his voice, in both volume and tone, to refocus his students. He is very comfortable at the front of the class and this ease is evident no matter what topic he is teaching. The joy he feels in the teacher role is evident in the way he conducts himself. Along with poise, Jeffs focus on student learning is a ‘strength. He continually circulates through the classroom checking for understanding, offering feedback and intervening when necessary. He has an innate sense of how to be and talk with students in a way that ‘encourages their learning. Jeff has successfully attempted to move away from teacher-centered instruction, towards student-centered “approaches. He might consider further exploring ideas such as Tribes and Kagan as @ means to grow his instructional toolbox. Embedding these structures and strategies dally will strengthen his already broad instructional repertoire. He has made a very valiant effort to use a variety of methods (direct instruction, slecusion, grup wor structures (bow partners, thrkpalrhare) and activites (reenactments, graffiti |, twitter wall). (Mr. Williams understands the Importance of reinforcing prior learning for his students. He regularly embeds yesterday's content into the introduction to the new lesson. This strategy has been effective in helping his ‘Students connect their learning and reach an understanding of how all the learning lessons fit together to “chieve the outcome. Keeping the outcomes and lesson alignment in mind will be an important thing for Jett {to consider n the longer PSIll practicum. He has suggested that ensuring each lesson is meaningful and rich Is one of his goals for future practicum. 3. CLASSROOM LEADERSHIP AND MANAGEMENT KSA-#7 Teachers crea and maniain envionment hat are conducive to stuten aming and understand student need fr physica “Sol cultural ar payeologca secur. isa te Extbisheselatonehp wi students that respect human dant. Not Meeting Expectations Meeting Exceeding Expectations 1. Assumes a leadership role in the classroom, taking charge of classroom actives, Showing confidence, poise, composure, and presence. | Creates and maintains an effective earning environment, sting high expectations and . ‘Standards for student lasing, altendng to student variables such as age, gender, s0c0- ‘economic status and culturainguisic background, ay 25, 2005—Sunmatve Assesenent4° Demonstrates inilatve, enthusiasm and a commitment tothe students and subject, . models appropriate behaviours 7 Estabishes postive relationship and a Gasroom climate Based on mutual ust and ° respect. '5._Cleary defines and reinforces classroom procedures and routines. Z 6._Giearly communicates and reinforces expectations for appropiate student behaviour = 7. Monitors student behaviour and e aware of student behaviour at all times. a '8. Responds to inappropriate behavior prompiy, my, and consistent, using appropriate roan) Jow-key and higher level responses: folows schoo! discipline policies end procedures. ‘Comments: One of Mr. Williams’ strongest areas is his classroom leadership. He does a very good job at ‘showing confidence and composure and truly wants to build relationships with his students. This is evident both in individual relationships with his students and the way in which he interacts with the whole class. For ‘example, he is not afraid to be vulnerable and share his life with his students (sharing about his hometown, his experiences as a student, talking about what it was lke to move to Canada at a young age). This attribute ‘shows maturity on Mr. Williams part and leads to mutual respect within a classroom community. ‘Jeff has shown growth in clearly defining classroom expectations and routines. He has been open to feedback inthis area and has addressed specific sets of expectations in his lesson plans. He has had, and used. ‘opportunities to talk to individual students and large groups about behavior expectations. He is showing {growth and confidence in clearly framing for students what his expectations are throughout his lessons. ‘Students know how they are expected to behave, but more importantly they know that Jeff will help them to realize these expectations in a calm and caring way if need be. This attribute will be important should Jet ever have a more challenging group of students. There is no doubt that he has created a safe, caring, inclusive ‘environment in his classroom. His humanist approach within his classroom is something to be admired. Mr. Williams is constantly reflecting on his plans and making necessary changes as need arises. We have had conversations about the importance of balance in classroom leadership and management. | can say with Confidence that he has strong classroom management skills. He has the reflective personality needed to be Constantly thinking about what best management practices are, and how he is growing professionally in this ares 4, ASSESSMENT KSA#11 Teachers gator and use ifomaton abou students eaingnoods and progress and assess the ange of eaingobecves | x Expectations “Assesses student learring usin a varety of appropiate assessment techniques an Instument (e.g, obeervations,confeences, questioning, checking dally work : Derformence-based and writen assessments, quizzes, test) 2._ Checks frequent for understanding = '3._ Provides timely and elective feedback on learning to students z “4 Modifes and adapts teaching based on assessment data and student Ps (eg, employs : _aterative teaching tatogies to reteach where required). '5_ Analyzes and evaluates measurement data fo assess student earring a Explains to students how leamting wil be measured, = 7. Develops and maintains aoouate records of student achievement (eg. grade sheets : databases) and communicates results to students, parents and the school effectively. ay 25, 2008—Sunmatve Assessment‘Comments: Some of the assessment techniques | observed Jeff using include observations, checklists, formative quizzes, formative written feedback, rubrics, performance assessments and exit slips. Jeff uses @ wide variety of assessment practices and these tools are embedded throughout his lessons. LJotfery is diligent in the amount of feedback he gives his students. He demonstrated an awareness of the power of formative feedback by constantly reading, commenting on and conferencing with students during the learning process (Aztec/Spanish Artifact Summative). He is open to the idea of giving “feedback along the ‘way’ rather than at the end of a learning experiences. My conversations with him demonstrate his keen awareness of the importance of quality assessment. During this practicum, Jeff used Power Schoo! to record data and create report card comments. He recorded ‘grades as well as wrote strengths-based roport card comments. His report card comments reflected his Knowledge of his subject major and commented both on students’ academic achievement and their learner attributes. He also assessed using descriptors (meeting, approaching, developing, beginning) rather than traditional numbers. This Is commendable and shows maturity in his ability to adapt to an unfamiliar reporting ‘structure, 5, PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA #2 Teachers understand the lest, ora and etic ramewrk itn which they work SAIS Teachers engage assessing te quay of ter teaching. Sa 816 Teacher a aio comuncete «persona son of eirown teaching, UUnaceaptabio ll “L_Prasens a professional appearance and manner. 2. Fuifls professional obigaione (e., punctualiy, routine administrative duties) '3__Demonsirates maturity and professional judgment 4__Is knowledgeable about professional esues and demonstates commitment tothe teaching profession. “5 Estabishes professional elatonships with the educational communiy and wider community (where ‘nproprat) ‘6 Accurately asesses and documents the efeciveness of lessons, identifies strengths and weaknesses, and ‘makes appropriate suggestions for improvements 7. Uses the resis of student assessment and feedback fo improve teaching practices and guide professional ‘row 1. Responds appropriately to feedback rom others by listening, interpreting. and implementing suggestions. 8. Develops and communicatos a personal vision of teaching 10. Develops a professional portioio andor growth plan including goals, evidence of progress toward goals, ‘eflectons on growth, and future goals. 7 Carries out he oles and responeibiltes of teacher according tothe Alberta School At, school and dict poll and other relevant epson, 72. Applies the knowledge, skis and attributes forinerim certification appropriately. "73. Respects the dignty anc rights of al persons without prejudice a8 to race, religous beets, colour, gender, Soul orentaton, gender entity, physical charactenstes, disabilty, mata status, age, ances, place of fg, place of exidence, socioeconomic background, or ingustic Background. 74 Treats students wih dignity and respect andi considerate of thelr croumstances 15. Does not vue information received in confidence orn the course of professional duties about a student ‘2xcapt as requred by law or where todo 80s inthe best interest ofthe student. 76. Does nat undermine the confidence of students in teachers or oer student teaches. “7. Does not ce the professional competence or professional reputation of teachers or oer student teachers ay 25, 2006—Suneatve Assessment‘rless the orci is communicated in confonce Wo proper offclas afar frat inorming He avidoal ‘concerned ofthe etm, "7B. Acts ina manner that maintains the honour and ign of the profession 5 18, Does ot apsk on bea fe Facaty of Eaveatn, he Uriversyof Labrie, tesco or he rofesion o lnless authorized to do 80 Comments: Mr. Williams has demonstrated a professional appearance and manner throughout his practicum. He is willing to carry out the roles and obligation of a teacher within our school. He attended two staff ‘meetings, a professional learning community meeting, ELL team meeting, as well as a district professional development day focused on assessment. He was an active participant in these gatherings often bringing new insight to the topics of discussion. Jeff also was able to conference with several teachers while at Alexandra Middle School. He asked relevant, important questions about teaching and learning that will surely help him to ‘continue understanding who he is a8 a teacher. LJoff's life experience and worldview allows him to treat stu {deal of consideration for his students’ life circumstances. | recognize the authenticity and vulnerability he brings to his relationships with his students. Throughout this practicum he has whole-heartedly embraced the role of the teacher, learning all he can from each experience, reflecting along the way and then enhancing his practic ts with respect and dignity. He shows a great SUMMARY: ‘Areas for further growth: Joff has demonstrated consistent growth throughout this practicum. One area targeted for further growth would be expanding his knowledge and understanding of assessment. A second, area for growth would be Jeff's ability to plan “Just enough” activities for the time allotted. He consistently plans. While this isn't necessarily negative, it does impact the “wholeness” of the lessons taught as well his ability to tle lessons together. As he spends more time teaching | am confident that he will get a good ‘sense of how long students need to complete tasks. As well, Mr. Wiliams will need to continue to reflect on his practice as teaching is not a stagnate profession. His role will continue to change as we experience the transformation that education is about to undertake in the 21° Century. It will be teachers willing to grow, adapt and change who will be successful under this new framework. !see Jeff as this kind of educatort “This practicum has shown Jeff how demanding and rigorous the teaching profession can be. Jeff will need continued forethought, hard work and persistence that he demonstrated in Professional Semester Two, to ‘ensure success in his Professional Semestor Three placement. Overall comments (Strongest aspects of student’s performance): Mr. Williams is well liked by his students. He hhas made a concerted effort to build relationships with them and make them fee! important. Its through these relationships that he Is able to share his knowledge of his subject matter with them. He has a genuine desire for all students to succ possesses a contagious (and | think newfound!) enthusiasm for teaching the middle level learner. Jeffery has a willingness and openness to hearing feedback and attempting to improve his practice. This is an important trait as teaching is filed with constructive feedback and personal improvement. Mr. Wiliams has a strong desire to learn and improve his craft. Notably, he is impeccably reflective, always considering his role and how he might improve. These attributes make Mr. Wiliams a strong candidate for Professional Semester Three. Congratulations! ‘Teaching is the most rewarding of professions but also one of the most demanding. | wish Jeffery all the best 48 he invests time and energy into his journey of becoming a teacher of creative and critical thinkers. “ts the supreme art ofthe teacher to awaken. Joy in creative expression and knowledge.” ~ Albert Einstein May 28, 2008—Sunenatve Assessment| Note: The Tesefr Associates responsible for competing this document, n consultation withthe Student Teacher andthe aay eA Tee Lay Ae Sie oted signed original report to Feld Experiences, THA23, Faculty of Education the University of Letridge, copies fo the Student Teacher and forthe University Consutant ay 25,2005—Summatve Assessment