Beruflich Dokumente
Kultur Dokumente
Art 6, Art 7 Color, Art 7 Drawing, Art 8 101, Art 8 Mixed Media
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paC'tr'e Sloc'iafe:.ir Tammy Casson University Gonsultant: I Janice Rahn
Date Practi'oum March/April2016
This is a summative report of the student teacher's performance at the end of the PSll practicum, based on expectations for
that stage ofteacher development (ED 3600).
For each practicum outcome below indicate the student teacher's level of performance: either Not Meeting Expectations for
the PSlf level, Meeting Expectations, or Exceeding Expectations. (Most students wilt fall into the Meeting Expectations
category, unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the
Meeting Expectations category, please indicate level of performance.
Some outcomes may not be applicable to your particular educational situation. Leave the space blank.
At the end of each section of the form, please provide comments in reference to the relevant KSAs and practicum outcomes.
3. Translates learning outcomes from the Alberta Program of Studies into relevant and
approprlate learninq obiectives for the lessons beinq tauoht.
4. Takes into account students' prior learning, learning needs (including student lPPs),
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interests, and student variables such as age, gender, socio-economic status and
cultu ral/linq uistic backqround.
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5. Organizes content into appropriate components and sequences for instruction. L_i ti Li li 17
6. Plans appropriate content and activities for the time allotted. r: r:
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7. Prepares lesson plans for all lessons taught, using a well-defined structure which
includes learning objective(s), an introduction and closure, detalled procedures and
lesson obiectives.
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8. Prepares unit plan(s) in sub.ject major that include rationale, overview, learning
outcomes. teachinq/learnino activities. and assessment plan. t: r*l
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9. lntegrates informatlon and communications technology into instruction in subject major f**-:
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and other subiects. where aoorooriate. 1.. ... i
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Corhmunicatio'n,,
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1. Uses clear, fluent, and grammatically correct spoken and written language t: L ti
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2. Uses vocabulary appropriate to students'age, background and interests. n r-: t*: V T
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10. Organizes and directs learning for individuals, small groups, and whole classes. t^-; m t_: [: m
11. Provides clear directions, instructions and explanations. t_:
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12. Directs efficient transitions between lessons and from one activity to the next. I
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'13. Uses a variety of instructional strategies to address desired outcomes, subject matter,
varied learnino stvles and individual needs (includino student IPP ooals/obiectives).
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14. Uses a broad range of instructional strategies specific to subject major, rI il il t7 n
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15. Uses appropriate materials and resources. LI t: t_i m
16. Demonstrates flexibility and adaptability. rf
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4. Establishes positive relationships and a classroom climate based on mutual trust and r-*-"1
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GOMMENTS:
Mrs. Laplante has been working on this section throughout PSll and had improved along the way. She has become much better
at knowing where all of her students are at and developing positives relationships with them. I still think she can work on her
presence as a leader and on discipline actions.
4. ASSESSMENT
KSA #11 Teachers gather and use information about students' learning needs and progress and assess the range of learning obyectives.
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1. Assesses student learning using a variety of appropriate assessment techniques and
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instruments (e.9., observations, conversations, questioning, checking daily work
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oerformance-based and written assessments. ouizzes. tests)..
2. Checks frequently for understanding. ti
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3. Provides timely and effective feedback on learning to students. ltIJ V T] I
4. Modifies and adapts teaching based on assessment data and student lPPs
(e.q.. emplovs alternative teachino strateoies to re-teach where required). II t; t: m ti
5. Analyzes and evaluates measurement data to assess student learning. t: il 17 t-:
6. Explains to students how learhing will be measured
7. Develops and maintains accurate records of student achievement (e.9. grade sheets,
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databases) and communicates results to students. oarents and the school effectivelv).
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COMMENTS:
Mrs. Laplante has become better at organizing who she speaks with and as a result knows at what level all of her students are
at. She marks projects quickly and returns rubric in a timely fashion. Constant formative feedback happens. Students are aware
from day one of a project how they will be graded.
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1. Presents a professional appearance and manner. ll m
2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). It
3. Demonstrates maturity and professional judgment. tt I;I
4. ls knowledgeable about professional issues and demonstrates a commitment to the teaching profession. T:
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5. Establishes professional relationships with the educational community and wider community (where
annronriatp)
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Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and
makes appropriate suqqestions for improvements.
Uses the results of student assessment and feedback to improve teaching practices and guide professional
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8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. li
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9. Develops and communicates a personal vision of teaching. * m
10. Develops a professional portfolio and/orgrowth plan including goals, evidence of progress toward goals, r-:
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reflections on qrowth. and future qoals.
. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district
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13. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender,
sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, place of r*l m
orioin. olace of residence. socioeconomic backqround or linquistic backqround.
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14. Treats students with dignity and respect and is considerate of their circumstances. t-,; L{:
1 5. Does not divulge information received in confidence or in the course of professional duties about a student
exceot as reouired bv law orwhere to do so is in the best interest of the student. il m
16. Does not undermine the confidence of students in teachers or other student teachers.
17. Does not criticize the professional competence or professional reputation of teachers or other student
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teachers unless the criticism is communicated in confidence to proper officials after first informing the
individual concerned of the criticism.
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18. Acts in a manner that maintains the honou r and dignity of the profession. ruI Vt
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:rt,,',, :.'I::.SUM'M'A:RY
Areas for further growth:
Even though Mrs. Lapiante in 100% ready for her internship she can still work on her presence in the classroom. Her personality
is so kind and caring that I find she lacks disciplinary skills. Also, she had such great classes that there wasn't a need to work on
it regularly. I'd like to see her command the room by modulating her voice, making noises to get their attention, use repeat back
methods to make sure students are listening to her, circulating while lecturing and using proximity as a classroom management
technique. Mrs. Laplante needs to improve on demanding respect in the classroom. I would suggest that in her internship that
she venture out to see other teachers teach and to invite administration to come view some of her lessons.
:-:,r.,ij., RECOMMENDATION;
Note: The Teacher Associate is responsible for completing this document, in consultation
with the Student Teacher and the University Consultant.
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University Consultant
Please submitthe completed orjginal signed repofr to Field Experiences, Room TH423, Faculty of
Education, the University of Lethbridge, and provide signed copies for the Student Teacher and for the
University Consultant.