University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER THREE

Final Report
PS III is a five-course equivalent integrated semester including half-time teaching and professional study in curriculum
design, leadership, advanced methods, and reflective practice. Intern Teachers are assigned full time to schools for the
semester during which they assume responsibility for approximately one-half of the teaching day. PS III professional study
is designed to complement and enhance the internship. The professional study components may occur on or off-campus
and are coordinated by the University Consultants in collaboration with Intern Teachers and school personnel.

Select the course in which you are registered:

Education 4571 Elementary Education Internship
Education 4572 Secondary Education Internship
Education 4574 Fine Arts Internship in Art or Dramatic Arts
Education 4575 Fine Arts Internship in Music
Education 4576 Native Education Internship
Education 4577 International Education Internship
Education 4578 Early Childhood Education Internship
Education 4582 Inclusive Education Internship
Education 4583 Technology in Education Internship

INTERN TEACHER: Nicole Riedmueller

SCHOOL: Chinook High School
Grade Level(s): Art 10, 10-4, 20, 30
Teacher Mentor: Victoria Karmali
Administrator: Kim Orr
University Consultant: Jocelyn Dimm

Checklist

Final Conference Date: ✔ Date: Dec 12, 2017

Review the Portfolio: ✔

Review the Professional Inquiry Project ✔

Intern Teacher Report and Signature ✔

Teacher Mentor Report and Signature ✔

Administrator Report and Signature ✔

University Consultant Report and Signature ✔

Complete Final Report submitted to Field Experience Office by UC ✔

University of Lethbridge: PS III Final Report (Revised: Nov 2017) 1

 PROFESSIONAL SEMESTER THREE: Final Report
University Consultant: Jocelyn Dimm

Intern Teacher: Nicole Riedmueller

University Consultant Comments:

Nicole Riedmueller has proven throughout her entire PS III, that her focus is on providing the best approaches possible to
instilling in her high school students a deep respect for the Arts, especially Art as Experience in a educational setting. Nicole
has, from the very beginning, demonstrated a wealth of knowledge and skills in her subject major, and translated the learning
outcomes from the Alberta Program of Studies into relevant and appropriate learning objectives for the lessons and units that
she taught within her classes.

Nicole has a genuine interest in the class engagement as artistic learners, and takes into account the students prior learning,
learning needs, personal interests, and the diversity of student age, gender, and socio-economic status. The students' cultural
background is also something she tries to be aware of, and in such a way, incorporates connections to art within the global
world for her students to encounter in a variety of ways and forms. Nicole brings a knowledge of technology into the classroom
as a means of exploring the arts through viewing, sharing, and reflection.

Nicole exhaustively prepares units and lessons, with well-defined structure that include introductions, closures, detailed
procedures, key questions, learning strategies, and assessment - all within the context of a reflective practice experience that
seeks to build a personal inquiry, not only in the students, but within her own teacher growth as well. This attention to detail is
quite evident in the web page that Nicole created in order to inspire an artisitic sharing community within her students'
aestheic experience, within the classroom, and the surrounding community.

Nicole chooses a variety of ways to introduce and incoporate strategies within the classroom, clearing caring about the
students' understanding, and progression within projects. She adapts her approaches when needed, to address the varied
learning styles and individual needs of students, often circulating the classroom, intervening when necessary, checking on
individual and group understanding of the activity, content, and materials (i.e. medium).

Nicole assumed a leadership role in the classroom, taking charge of classroom activities, showing confidence, and instruction
abilities that encouraged her students to pursue a more active role in their own learning experience. She demonstrates
initiative, enthusiasm, and a commitment to the students and the subject matter, often modelling appropriate behaviour.

Nicole applies a variety of assessment techniques and instruments in order to gain a well-informed query into the abilities of
individual students. She often modifies and adapts her teaching based on assessment data, and reworks lessons to meet the
needs of learners. She is quick to explain to students how learning will be measured.

Nicole remained professional in the classroom, and established professional relationships with the educational community,
and wider community. She worked diligently to engage in reflective practice, and in areas of teacher growth, seeks to maintain
and build within her strengths and weaknesses, acknowledging that a greater understanding of the profession comes from
seeking to build on what is known, through the expansion of what is unknown, within the learning community. She is
committed to the belief of life-long learning through the arts.

Well done.

I have read the complete Final Report and certify that the assigned grade is:
PASS

University Consultant Signature Date

University of Lethbridge: PS III Final Report (Revised: Nov 2017) 2