Lethbridge of Lethbridge, Faculty of Education i] PROFESSIONAL SEMESTER TWO Summative Report Student Teacher: ‘School Kea} Sheol GraderSubjcte Taught ral Dates of Practicum [instructions | + This is a summative report of the student teacher's performance at the and of the PSI practicum, based on expectations for that stage of teacher development (ED 3600), + For each practicum outcome below indicate the student teachers level of performance: either Not Meoting Expectations for the PSII level, Meeting Expectations, or Exceeding Expectations. (Mest students wil fall into the Meeting Expoctations category, unless there is clear evidence for Not Meeting Expectations or Excooding 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 [Lt Atthe end of each section of the form, please provide comments in reference tothe relevant KSAs and practicum outcomes. | 4. PLANNING AND PREPARATION ‘KSAT Teachers make reasoned decisions about teaching and leaming based on their ongoing analysis of contextual variables. KSA #3 Teachers use the programs of study o inform and erect planning instruction and assessment KSA #6 Teachers plan for nstucton, translating cumculum and outcomes info meaningful leering aches. KSA#9 Teachors use a broad range of insrucional strategies. KSA #13. Teachers idenify and use relevant lemming resources. 2 Q i |e RH Planning and Preparation 26 as Pe i cedar aS RG foramen 2 ncoxporates a variety of appropriate resources and instucionalassessment _ strategies into lesson plans, °F Translates learning outcomes from the Abbera Program of Studies ino relevant and ~ appropriate learning object “Takes into account students Interests, and student variables such as age, gender, socio-economic status and culturalingustc background. '5 Organizes content into appropriate components and 1uences for instruction 6 Plans appropriate content and actives forthe tine alloted. 7. Prepares lesson pans forallessons laugh. using a well dened sruclure which inclides learning objecive(s), an nfoducton and closure delaled procedures end instructions, key questions, teaching svalegies,learing actives, and assesment of _lesson objectives 3. Prepares unt pana) in subject major tht nud rand overview, fearing _, oulcomes,teachinglearing activites, and assassment plan. Integrates information and communications technology inp inairuci in Subject major Jeera O@o 10. Obtains and organizes equipment and materials forinstucton. (e)re)! COMMEND ihe waa atuays all pepe! 7% Snstiuc Pin chaseco ww Aster plano Sal eeee Co Cony Fee, University of Lethbridge: PS. 1 Summative Report (May 26, 2006) 1 Colo} 0 jad olo|clofesss. ojo! @ zSa of Lethbridge, Faculty of Education a] PROFESSIONAL SEMESTER TWO Summative Report ‘Student Teacher: instructions: + This is a summative report ofthe student teacher's performance atthe end ofthe PSil practicum, based on expectations for that stage of teacher development (ED 3600), + For each practicum outcome below indicate the student teachers level of performance: either Not Meoting Expectations for ‘Meeting Expectations, or Exceeding Expectations. (Mest students wil fall inio the Moeting Expectations 3s there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the 9 Meeting Expectations category, please indicate level of performance. ‘Outcomes may not be applicable fo your particular educational situation. Leave the space blank. 4. PLANNING AND PREPARATION 'KSA31 Teachers moke reasoned decisions about teaching and leaming based on their ongoing analysis of contextual variables. KSA #3. Teachers use the programs of study o inform and direct planning insructon and assessment KSA #6 Teachers plan forinstucton, translating cumculum and outcomes info meaningfa leering athe. KSA#9 Teachers uso a broad range of instructional strategies. KSA #13. Teachers idenity and use relevant lemming resources, 2 g : |e | Planning and Preparation 26 ag Pie a ee cera TIS RG setae incorporates a variety of appropriate resources and insruchonaassessment strategies into lesson plans, e OR °F Translates learning outcomes fom the Abeta Program of Studies info relevant and O/O}0|0 OOO Oo} old Interests, and student variables such as age, gender, socio-economic status and cultralinguistc background. ‘5 Organizes content into appropriate components and sequences fr instruction, 6. Plans appropriate content and activities for the time alloted 7. Prepares lesson plans forall lessons taught, using a welldefined siucture which includes learning objective(s), an introduction and closure, detalled procedures and instructions, key questions, teaching strategies, learning activities, and assessment of _lesson objectives. ' Prepares unt plan(s) in subject major that induds range, overview, earning : (O)ICiKe) 410. Obtains and organizes equipment and materials for instruction. OO! aes otuays all pesponsel Fnstiucl fio chases wih Lecter plore Shel ereee cy Cony Fe, University of Lethbridge P.S. I Summative Report (May 26 2006) 1 OCIO 0 [AC 0 [ojojofssssss, oO Q O dojo! @2, INSTRUCTION 'KSA#H Teachers demonstate knowledge ofthe content hey tech, KSAWS_ Teachors dently and respond t loaner cifroncee, KSAW9 Teachers use abroad range of nsiscona strategies. KSA1810 Teachers anpy a variety of technologies o meet students leaming need, Not Meeting Communication Expectations Meoting 1 Uses clear, fluent, and grammatically correct spoken and wien language. Ofgsraee Expectations 2. Uses vocabulary appropriate to students’ age, background and interests, 3. Modulates hisiher voice for audibly and expression. 4. Demonstrates cultural senstvy in communication and instruction. eee ROO ieee | Lesson introduction, 5. Eslablishes set roviews prior eating, Weniiies ison objecive(s) and expectations, "uses motivating altenion-getters, provides overview, and relates the lesson to Ql Roee previous learning as appropriate ‘General Lesson nt Incorporates strategies for motivating Sudents using relovanl and inferesting subject ‘matter and activites, 7._Presents content in appropriately organized sequences fo instruction, ', Explains and proceeds in small stops at an appropriate pace to sult the acivily and student response. 9. Demonstrates subject matter competence during instru Seeceile) 10, Organizes and directs learning for individuals, small groups, and whole lasses. CeeCiolic 11, Provides clear directions, instructions and explanations 12, Directs efficient transiions between lessons and from one activity to the next. cojodade|[o 13. Uses a variaty of instructional strategies to address desired outcomes, subject matter, ‘varied learning styles and individual needs (including student IPP goalslobjectves). Iago OORCd@gO joo ROO] | Oo} Coo 14, Uses a broad range of instructional strategie spacific to subject major. 15, Uses appropriate materials and resources. 16. Demonstrates flexibility and adaptability ‘Questioning and Discussion 17. Asks dearly phrased, well-seoquenced questions ata variety of cagntve levels, | 18, Provides appropriate“wattime” ater posing questions 19. Seoks clarification and elaboration of student responses, where appropriate jd ladle! 20. Leads and dreds Stadentpariipalion in cas discussion effecively and distibules | __ questions appropriately " lopdo| dodo Focus on Student Learning 21, Circulate in the ciassroom, intervening when Necessary, checking on ndiviGual and ‘group understanding of actvtylcontent "2B, Recognizes and responds approprietely to individual diferences and group loarning needs. 23. Reinforces student leaming, building on previous learning, reviewing, and re-teaching. Odie ood aeol ‘Closure: QO] olga ooo 24, Achieves closure for lessons, consolidaling Meas oF coneople Hough summaries, reviews, discussions, and application. 25. Provides homework when appropriate and explains assignments fly. Col cjol |o Olol colo) eae Arouledlge phout Sha University of Lethbridge: P.S. il Summative Repor (Moy 25, 2006) Lau AL sad abe % aolel pr Enlewuaterg anteels Fnsliuchiene Bs ‘ SOQ Oe ecg a g » §0 XO SOO] | x R f3. CLASSROOM LEADERSHIP AND MANAGEMENT KSA17 Teachers create and malian environments tha are conduc to shusentleaming and understand student needs for physical soci, cultural and 5 secant. KSA#8_Estalshes ralsonshins with students tat respect human dignity. ‘Classroom Lé Excooding Expectations: eadership 7 Assumes a leadership role inthe Gassroom, taking charge of assroom acivitios, ‘showing confidence, poise, composure, and presence, % Creates and mainiains an efecive learning environment soting igh expocialone and standards for student learing, attending to student variables such as age, gender, 'Sodo-economic status and culirallingusic background. ‘F Demonstratesinilave, enthusiasm and a commitment too sudonls and subject, models appropriate behaviours. Establishes postive relalonships and a dasstoom cimale based on mutual Wust and respect, Classroom Management 8. Cleary defines and reinforces classroom procedures and routines. 6. Cleary communicates and reinforces expectations for appropriate student behaviour 7. Monitors student behaviour and is aware of student behaviour at al times, 1. Responds fo inappropriate behavior promplly, fimly, and consistenly, using appropriate low-key and higher level responses; follows school discipline policies and procedures. @ QO OOO Olean © 00d [olojo jokes. 0008 [alal@ o 0 000 jolofo ja’ Ood lololo jo eet Students ant ware 4. ASSESSMENT me Va. ws cofidiet [KSAT Teachers gather and use information sbout students leaming needs and progress and assess ont § & ‘ AX P range of tearing objectives. Assessment Not Meeting Expectations | 3 | i. Assesses student learning using a variety of appropriate assessment techniques and instruments (e.g, observations, conversations, questioning, checking daly work performance-based and written assessments, quizzes, tests). —— 2. Checks frequently for understanding, 3. Provides timely and effective feedback on learning to students. O10 O [Esra “Modifies and adapts teaching based on assessment data and student IPPs (.g., employs allemative teaching strategies to re-teach whore requied). 5. Analyzes and evaluates measurement data to assess student earning, ing willbe measured. 6. Explains to databases) and communicates resulls te students, parents and the schoo! effectively) O° QO! lO QO Q IO | 7. Develops and mainiains accurate records of student achievement (e.g. grade sheets, Se TOQOOD! O Hesston ORO EAR Q Sececels ee COMMENTS: “Dibke wuel a woke van fhe University of Letnridge: P.S. 1 Summative Report (ay 25,2006)ROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES ‘KSA #2 Teachers understond tne lepsated, moral and ethical ramewerk thin which they work [KSAW5 Teachors ngage in ess0csig the quall of tol oaching. [KSAW16 Teachers are ale o communtate @ personal won of her own teaching. Professionalism Presents a professional appearance and manner. Fis professional obligations (Le., punctualiy, routine adminisrative duties). Demonstrates maturity and professional judgment. | knowledgeable about professional issues and demonstrates a commitment to the teaching profession Establishes professional relationships with the educational community and wider community (where appropriate). a OOOO ner Professional Grow 6. Accurately assesses and documents the efleciveness of fessone, Wenllies stergihe and weaknesses and makes appropriate suggestions for improvements. 7. Uses the results of student assessment and feedback to improve teaching praclices and guide professional growth 8. Responds appropriately to feedback from others by storing, interpreting, and implementing suggestons. '9.__Develops and communicates a personal vision of teaching, 10. Develops a professional portfolio and/or growih plan including goals, evidence of progress toward goals, reflections on growth, and fulure goals. 11. Carries out the roles and responsibilities of a teacher according to the Alberta School Adi, school and district polices and other olevantlegisiaton, ms 12. Applies the knowledge, skils and attibutes for inlerim certiestion appropriatoly Ethical Conduct 15, Respects the digniy and rights ofall persons without prejudice as o race, rigious Dolls, colour, gender, ‘Sexual orientation, gender identity, physical characteristics, disabiliy, marital status, age, ancestry, place of origin, place of residence, socioeconomic background oF linguistic background, 14, Treats studonts with dignity and respect and is considerate of thor circumstances, 75. Does nol divulge information received in confidence or nthe course of professional duies about a student ‘except as required by law or where to do 0 is in the best intrest ofthe student. 16. Does not undermine the confidence of students in teachers or other student teachers. 7. Doss not cilicize the professional compotonce of professional reputation of teachers or other student teachers unless the ciiciem is communicated in confidence to proper ofcias ater st informing the individual concemed ofthe ercism, 418, Acts in @ manner that maintains the honour and digniy ofthe profession. oblold o[Polodoicloffo ¥9. Does not speak on behalf ofthe Facully of Educaiion, the University of Latibridge, the school, or the protession unless authorized todo so. OO Qe QQQd g [gQlaqgag |QgeQa—— ‘COMMENTS: Dabola's pr Ssnabian Sn Yle chaaerwer, aro gut was about eypreack We was alwaye oper Stu Prono on ow de coule! onyreut Jeo oe aay coptizent Jin bithlics arc! pofemance : neat of Lomb: PS Summative Repo ay 25, 2006) PX chee‘SUMMARY Areas for further growth: Duleh. coouk/ Adige fing a Ago ochce cleeneng Wy oh oe alate Gnlaaal ogee co suo. ili calig WK sthlents pehuSeural eas ee). Dube CRE DEIGCY sosae contest, ahd fe Wad Hin ie wt boat age & ag Asses Aussero, We seeght bE Bit : yy i < DSH, Stolle ar ain ies te Ged oF a wedi OY ‘A LE. din fis RecouaEiaDATION jack. OFrss Om “fan Incomplete grade is recommended, please altach a signed document providing reasons and recommendations for additional practicum experienco. O weowetete* Note: The Teacher Associate is responsible for completing this document, in consultation Seat Petearseasent ta aicar omiea Leb 2 L01% ‘Signature: Student Teacher Date Cc puil py, told essa es R. Jha ; Please submit the completed original signed report 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 University of Lethbridge: P.S. I Summative Report (Mey 26,2008) 5