-------------

'
UNIVERSITY OF
CALGARY
WERK.LUND SCHOOL OF EDUCATION
UNDERGRADUATE PROGRAMS IN EDUCATION
EDUC 440: FIELD EXPERIENCE I
TUDENTAS=
SE=S=S=MEN
=-T______________
LJFE IN SCHOOLS

Date: ~ 1 l.. ~ , l
'
NOTE: Tltis is 1tot a letter of reference a11d will 1101 be distributed by tlte WERKLUND SCHOOL OF EDUCATION to potential
emplo)'ers, however potential employers may ask for tltis assessment from lite student directly.
By the end of Life in Schools, the student's Field Journal, ussignments, and his/her participation in the Field Seminar and Field schools should
provide evidence of an emerging understanding of the culture of schools and a growing ability to observe, describe and document with insight and
care. The student's Field Journal, and daily and weekly assignments should demonstrate a deepening ability to generate insight from data
gathering and provide evidence of her/his own ability to observe and reflect on experience and observations.

DAILY D2L ASSlGmuN'l:S CREDIT NO CREDIT

Participated in daily online D2L discussion group with peers by respectfully and thoughtfully engaging
with the <1uestions and ideas of others. ~
,.SEMINAR PARTICIPATION CREDIT NO CREDIT
Student participated in Field experience seminars in the school by arriving prepared (i.e.. readings
completed in addition to any preparation requested by the instructor) and by thoughtfully contributing ~
to and extending the learning discussion.
FlEU> EXPERIENCE PORTFOLIO CR£DIT NOCREDlT
.Demonstrates evidence of careful and deep ethnographic observations and
insight through a variety of media (i.e., writing, note taking, sketchin,g. and digital media).
1

'
11UFEJNSCJ1O()LS"
· .. FINAL PA~ER. ---------
CREDIT NO CREDIT
Paper takes up meaningful discussion of experiences in schools and draws on these to derive
conclusions about teaching and learning. The essayl)reseots thoughtful and persuasive reasoning in
support of position(s) taken and draws on D2L and cohort discussions, seminar activities. and on
personal experiences gleaned from the field to support its point effectively. Reflections demonstrate ~
personal growth and understandings. Writing is clear, concise, appropriate and largely free of
grammatical errors. Conte11t and language are engaging, insightful. and thoughtfully drafted. APA
errors are minimal.
ATI'&NTION TO KS.As CREDIT NQ ..CR:EDIT
2a) You will be required to demonstrate consistently that you understand how contextual variables
affect teaching and learning. You will know how to analyze many variables at one time, and how to
....--,
respond bv making reasoned decisions about vour teaching practice and students' learning.
2b) You will be required to demonstrate your understanding of the importance of respecting students'
human dignity. You will know how to establish with different students, professional relationships that
are characterized bv mutual respect, trust and harmony.
~
PROFESSIONALISM GREDIT NO CREDIT
Communicated effectively, pr(lfessionally and respectfully with school staff, fellow student teachers,
instructors, students in schools, etc. All matters related m professionalism as stated in the Field
Experience Handbook and EDUC 440 Course Outline including, but not limited to: professional ~
communication, dress code, appropriate use of technology, timely arrivals and departures and absence
are demonstrated in an exemplary manner.
Comments (Only in the case of Non-Credit)

Field Experience Instructor Name: K fA"-fuL,..-{L. tl f ' L . ~ ~

Printed Signature

For Field rience I: Life in Schools, the recommendation is:

Credit )
Non-erectit
 ---~----...-- - ---=--,u-ad,.l>
b-, ·6 _ ._,. ~--

~
UNIVERSITY OF
CALGARY
JJ ERKLUND SCHOOL OF £DUCA TION
('1\DERGRADUATE PROGRAMS I N £DUCAT/ON
r EDUC 465: FIELD EXPERIENCE II
PART.NER TEACHER MIDTERM ASSESSMENT
I.\ D /1/DU ~L,(jRU UP LEARN/NC IN CLASSRUUMS

Student 's Name: Paisle~· Newburn ID#:

.\'OT£: This i~ nor a letter of reference and will not be distributed by the WERKL U,'\'D SCJIOOL OF EDUCA TJON to potential
employers. ltowever potential employers m ay ask for this assessment from the student directly.
Date:
4/6/2017
I
ESTABLISHING PEDAGOGICAL RELJ\TIONSHIPS Consistent Emerging Not Yet Evident
B,._'gin:i ''-' J(', <:lop p,r0t\.'~sivna! r("t.1tivtts.hip3 \\ it.' l sru'-1..: nts.. noting thLir
J i, erse nt·eds in MJer to pldll appropriate le ons in 0rdcr to meet th0 e
needs. Begins to exami ne a ppropriate classroom managc:mrnt sl..il ls that X
retain ih L" d i~n it\ ,•f aJ: ~li.h.1Li1ij. I

- -
. U1"-0£RSTA.~DING OF CURRJCllLUa\l/lJ lSCJJ•LlNE
Begins l\) J~-.. c :up appivpnatL :(",;son p:att5 that att.:nd tu the pllrth.:u lai
! Con\istent i
I
Emerging Not Yet EvirJe nt

needs of d i, erx lea rners. Demonstrates emergent kno" ledge: C>f rck, ant
~urri~u :um du.:t.HiK nL, and re5uur~es. I
I
X
I
I

- - i !
PREPARING TO TEACH -- Consistent l Emergin::! Not Yet E,ident
o{.~nh•li='Uaiw J.ii cn1cigcnr abi :n) l\) p:a.ri co::aooral1\ ~·I) and. or
indi, idualh.
Dernonstraies an emcrg.enr rea~hcr prcscocc through rctl~c[1on on hcr 'h,
X
i
insi.ructi,,nal practices and incorporates refkct ion in instrucuonal
planning_ X
Lkmo nstrates a ,1 ill ingncss to examine their identity as a teacher thiOui!-h
construcrive tc.>l-dback from Panner Teache r. Incorporates feedback into X
k"'~on Je, e:0pr,~nL
8.:gins to C'\a mmc and implement purposefully designed formatl\·C
a ,x" ~ 111~1u ~uale::: ~~s .
X I

:BECO~IING- A. PROFESSIO.XAL
:.
- ~--- ...
.
,.__<..
-·-
Consistent Emerging Not Yet ,Evident i,
,.... - - _,.
·- ·~

Demons tra!l"S the ability 10 \\ Ork collaboratiYely and collectively in

~0:;s:J!t~! io!'? \\ !th
the Pirtner Teacher.
X
Demon:,trares an undersranding of the Professional Code of Conduct and
impkments it according!~ .
X

;!G_QAtS~IQ\'(OJu{ Q~ UfI-fil;;iEXI))\'Q ~ £KS. ' Z.;_·· -~_;__ :.:,--=-~- ·- -- _~· ;-_--_ __-· -.-_.. '--"-"-"'"
, During the nexr two weeks. Paisley and Hector Valdebenito \\ill be responsi ble to develop lessons plan
and a~ri,·ities for Spanish 20 . \l/e had already several conversations about the unit to develop, the
outcomes and the resources. I \\i ll be guiding and supporting them in their planning using the outcomes of
/ the program of studies; They will be invited to reflect on their success and challenges

Partner Teacher·s ~ame:

l\l.T. Fernandez

Sruden t Teacher's '°ame:

Pai1ley i"\'c,"'·bum

field lndructor's ,~mt: Jtnnifer HHI

 A-'·. - - -,, . ...--- -- - - - -
• ----.-.M----.s~~ ~ r l-~ C
---- --- - - - ~._,11,"" C c!l:e :J.-4
JI

UNIVERSITY OF
CALGARY
WERKLUND SCIIOOL OF EDUCATION

~
UNDERGRADUATE PROGRAMS IN El)l/CATION
-~~~i ~--:-~':°~>-'-~·~-~·:~DUC 465: !IBLD EXPER1~NC°E·~j-· \'
liw~ ·~ ·-,.,:~.-~,:-
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~-.;_,., ,., PARTNFJR;'JEACHERNARRATIV.l$ASSESSMENT-, :·· .t •. ·· i -~ IJ: ~~tW
r~~-, '.s~,
IND/1 /D( IAI. (iR<)( '/' U:AR.\ '/,\'<.i IN< 'L-4_'•,SR< JO,\IS

Student T<.'acher: Paisle~· Ne\\ burn ID#: 10074289 School: Bishop O'Byrne
H.S,
Partner Teacher:Micheline Theorct-Fernandez Field lnstructor:Jennifer Hill
/\'OT£: Thi.'i i.r 1101 a letlt!r of refere11ce anti will 1101 be tli.Hrihuted hJ' tire WERK LUND SCIIOOL OF £DUCA TIO.V to potential
em{'IO)'ers. ht1we,·er potential emplnyen may a.di for thi.'i a.ueument /ram the Mudent directly.

The purpose of this four-\\cek li.:IJ c:1.pcri,:11.:c is to focus on 1he c11mpl,:x dimensions of individual/group learning. in classrooms. The s1uJ<!nt"s
learning. ponfolio and her/his panicipation in the lkld placcmi:n1 ,hnulJ prO\ id,: evidence or an emerg ing. ahilit::, 10 act thou(!hlfull::, in the
cla.~sroom and within the school communit~. and a prd1111ina~ undcr~tanding of lcamcrs and of the enactment of curriculum and pcdago!,!1cal
relationships "ithin the dassroom cn"ironmcnt. ll1c namui, c a~,cs~rni:nl should address the student teachers gro,,1h in their 111i1,al ,1bil1rno
plan for. implement and assess learning. It should al:;<.l comment on the studl·nl teacher's gro,qh in relation to the relc,ant K SAs. including. the
student"s 0\\11 goal setting. and pcrsonal 'prot~s~ional as:;,:ssmcnt 1hroughnu1 field c,pcrh:nce The follo,, ing report on the students \\Ork should
be organized in relation to the questions: Where i.t the ,.,,,rk purti<-ulur~1· .itrong? What could the .i tudent tlo to furtl,er her/his professional
a,
growtlr and development'! You may also ,,ani to con~iJ.:r the ckrnmts as:;c:;scd part of the midterm a~-.essmenl.

Paisley started her field experience on Monday March 20 and completed it on Friday April 21 st 2017
I believe that it had been a very successful field work and teaching for Paisley

Where the work was strong:

• Paisley deYeloped professional relationships with students in Spanish 1OH. Spanish 20 and Spanish
30IB.
• She provided always positive feedback to st udents.
• Paisley was able to explain clearly new concepts to the students.
• She was able to note the diverse needs in order to plan appropriate lessons in order lo m~et all the
needs in the class.
• She always demonstrated a desire to learn from the teacher and to implement the recommendations
into the next lesson plan
• I observed that she has the ability to take direction and learn quickly from constructive feedback
• The students feel really at easy with Paisley .She learned very quickly all their names
• She was able to introduce with a lot of energy new activities in order to engage the students
• During the 4 weeks ,Paisley has demonstrated a better understanding of the Spanish 3 Y Language
and Culture Program

What could Paisley do to further his professional growth and development?

• To "Tite in a journal the recommendation made from the teacher. I believe that it is imponant to
record all the information during a field ex~riencc.
• To invite the students to take notes during a review for a summativc evaluation
• To make sure that students understand and have time to practice in different ways new grammatical
elements
• ro take the time to wrap up the lesson
 - -- -- --- - -- -- -

Goals set by Paisley

• She wanted to refine the lessons planning skills. A notable improvement had been demonstrated
during his field experience.

I
• She wanted to become more comfortable with working with curricular outcomes. We discussed
together about the four interrelated and interdependent components and also the modes of
communication.
• She wanted to develop a rapport \\ ith Senior High school. In addition to the experience in the

I classroom with the students Paisky had oppo11unities to be involved in different activities in the
school. She was also very caring and helpful.

I
Oate.i/21/2017

Recommendation to the Office of Underj?,raduate Programs: XCredit

Was this assessment reviewed with the student? Yes x

~ Please remember to also sign and date any additional pages and attach to this form~ · ;· ~tffl,1
•
i
-J>lease ensure the student signs the Narrative Assessment.
,
\
r
,JI'
·- f., .
• Please prol-ide the original Narrative Assessment to the stadrnt teacher a.nd keep a copy for yolir o , t 1·,4..
. .. . . • : • i I ., ~r
~ '.-r : ~ ~ ~/ ~cber is ~uir~ to submit~ copy oft~is Narrative A~ ment to thei~ Fiel.d _E x~ri '. ~1~~
~_:, J,nstructor, as per the instructions of tile Field ExpenenceJ.nstructor,Jn. ,o rder to receave t-.eir final er~

------------------------~------,- - - ~.. ·------ '"·

 UNIVERS I TY OF
CALGARY
WERKLUND SCHOOL OF EDUCA TION
UNDERGRADUATE PROGRAMS I N £ D UCA TION
ED UC 465: FIELD EXP~ RlENCE 11
FIELD EX PE RI ENCE I NSTRUCTOR NA RRATIVE ASSESSMENT
/Nl)JVll)UALIUJWUP u~·ARNING IN CLASSROOMS

Student's Name: Paisley Newburn ID#: 10074289 Date: May 23, 2017

School: Bis hop O 'Byrnc

/\"OTE: Tltis Is n()f a letter of reference and wi/11101 he di.~tribu1ed by the WEHKL U.VD SCI/OOL OF t::IJ (;('A TION to potential
enrployers., however potential employers may a.5kfor this assessme11tjrm11 the s tudent dire,:tly.

The purpose of this four-week Field cxperi.: nce is to focus on comp le/\ dimcn~ions of individual/group learning in classro()ms. The s1udcn1 ·s
Leaming Portfolio and his/her participation in the Field placement should provide evidence of an cmcr!.!,ing. ability to act thoughtfully in the
cla~sroom and w ithin the school community, and a preliminary understanding of h:arners and of the enactment of curriculum and pedagogical
relationships within th e classroom environment. The Narrative Assessment shoul d address the student teacher's growth in their inilial ahility to
plan for, implement and assess learning. It should also comment on the studt>nt tl'acher' s growth m relation to the KSAs, including the studcmt's
own goal setting reflections and personal/ professional assessment throughour 1he th:ld expcri..:ncc. The Field Expcrh:ncc ln~trur tor's assessment
should also address the student's overall participution in both collaborutivc und cohort learning a:.~ignmcnts including D2L and the final
presentation assignment. The following report on the student's wc,rk should be organi,cd io rclallon to the questions: Where is the work
partic11/ar(y strong? What could the .wudent do to further his/her profe1-.,·it>nal gruwth and de•·elupment? You may also want lo consider lhc
course outcomes as a method of organizing the asi-.:ss mcnt.

Paisley has completed a four- week practicum at Bishop O'Byrne High School teaching Spanish 10. 20, and 3018.
Bishop O'Byrne is a Catholic High School of over 1800 students. Students have shown great success in Athletics. Fine
Arts. and numerous other curriculum and extra-curricular activities. Paisley embraced this opportunity and showed a
desire to get involved in new activities to further her professional development by getting involved in her school
community, like Spread the Love.

Paisley's lesson plans were very well done. Her lesson plans show a clear connection between the objectives to be
met and the assessment that will stand as evidence that learning has occurred. Many of her lessons were planned
with engaging activities that peaked the interest of students and increased class participation. For example: Games
like "Deal or No Deal" were introduced to review concepts and solidify knowledge of pronouns and adjectives.

Paisley developed a wonderful rapport with her Spanish students. She did an excellent job taking the time to connect
and build relationships w ith students, especia lly those who were less motivated to participate. She planned interactive
activities and continued to give positive encouragement and support.

Paisley has very good classroom management skills. She has adopted many of the already implemented strategies
she has observed in order to provide continuity while still developing her own style. These have proven successful for
her and I encourage Paisley to continue to envision how her own classroom might look in the f uture and to visualize
what she would accept as appropriate and respectful behavior when commanding the attention of a class.

P aisley Is very receptive to feedback and continually strived to improve to ensure growth in her practice. One area of
continued growth for Paisley is to continue to gain an understanding of formative and summative assessments.
Through her future assessment courses and continued classroom experience, I have no doubt that Paisley will
become masterful ,n this area.
Evaluative Statement - Paisley has met the KSAs associated with EDUC 465.

Firld Instructor's Name:

For Field Fxpenence rt : JndMdual/Group /,"arnlng ln Clauroom.,, the recommendation is:

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 -·--ex....,,_ · rt -. •zt ··:1 '1('·r ·Tr Sf Milt 7 P =-

WERKLUND SCHOOL OF EDUCATION

UNDERGRADUATE PROGRAMS IN EDUCATION

EDUC 540: FIELD EXPERIENCE III

PARTNER TEACHER MIDTERM ASSESSMENT
PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT

Pre-service Teacher's Name: Yo\~\eq Nevjcofl'.) ID#: \ 003 Y::L2<?1 Date: N()V 1_\ \ 7J) \3:-
The following criteria have been created based on the Teaching Quality Standard (Draft, 2016) competencies and indicat~rs
associated with this course. They represent a more general view of the competencies that one could expect to see at the m_id-
point of the placement. For a detailed account of the competencies associated with this course, please refer to the Teach mg
Quality Standard (2016) -Application and Assessment for Field Experience document.
Not Yet
Consistent Progressing
ESTABLISHING PEDAGOGICAL RELATIONSHIPS Evident
Demonstrates fairness, mutual respect and genuine caring for others. Adapts instruction with the
intention of meeting diverse learner needs. Creates a learning environment that is organized, effective
and highly en2a2ine.. 'f
Not Yet
Consistent Progressing
UNDERSTANDING OF CURRICULUM/DISCIPLINE Evident
Demonstrates the ability to structure relevant concepts and skills that engage diverse learners.
Demonstrates knowlede.c of relevant curriculum documents and resources. ><
Not Yet
PREPARING TO TEACH Consistent Progressing Evident
, Demonstrates the ability to plan collaboratively and individually to provide students with lessons that
-~• arc meanine.ful and incrementallv oro!!.rcssive.
X
Rcnccts on her/his instructional practices and incorporates rcneetion in instructional planning.

Locates and incorporates material, resources and talents of other people in planning and instruction
x X
Engages in a variety of appropriate forms of assessment to support learning. )( '

. -
Not Yet
BECOMING A PROFESSIONAL Consistent Progressing
Evident
Dcmonstrates a strong yet caring and respectful command ofth.: dassroom through voi.:.: and
interaction with students. X
Demonstrates the ability to work collaboratively and colil:clivdy lo r.:aliz.: school visions and goals.
Understands school culture. X
Demonstrates an understanding of the Professional Code of Conduct and implements it accordingly. X
GOALS TO WORK ON IN THE NEXT THREE ~EEKS

Partner Teacher Name:

/"°"'\ Si~
~ 1l ;Pre-service Teacher Name:
,.,. Signed

Field Experience Instructor Name: CIOudf

Printed
Of>Peo heirn
 .•.• ' ~ ·-r .. . • . ;• • .• ; • l : ~~. 'lit' .fl ll'

WERKLVND SCHOOL OF EDVCA T/ON

UNIVERSITY OF
CALGARY
"
.......... -~..,~~- lJ_f:vDERG'RADVATE PROGRAMS IN El>l!CATl(!N~- ·· ~-,-.,-.,~,·---:~:·.,_·,-=ij
-.~~DUC 540: FIELD F.XPF.RlltNCll Ill · . r.
PARTNER TEACHER NARRATIVE ASSESS~ENT ...... ---~- ·· ., ....,,~··- ......;:
PRINCIPLES OF SOCIAL AND CULTURAL £N(iAUL'ML:;N1'

Student Teacher: ?o\ ~~ ~ew\:um 11)#: \OO-=t4189 School: \<o\?e(+ Vb(re,Y'..

Partner Teacher: 'Kefldr(\ 6'1 \bet tjO/) Field Instructor: \){' . 0 ~'(\~ (Y'\
NOTE: This Is not a letter of reference and will not 1H distributed by the WERKLUND SCHOOL OF EDUCATION 10 potential
emp/(Jyers, however potential employers may ask for thl.f as.resstnent from tlte student directly.

The purpose of th is six-week field experience is to focus on the complex dimensions of social and cultural engagement in classroom learning.
The Slu~cnt'~ field experience dossier and her/his paniciparion in the field placement should provide evidence: of ll growing obi lity _1° ac~
th
oughttully m th e cla.~sroom and within the school community, and a ct~-cpcning understanding of learners and of the enactment ot cun:iculum
and pedagogical re lationships within a whole class environment. !'he narrative nssessmcnt should address the student teacher 's growlh m lhc
emergent ability to plan for, impkmcnt wid assess learning. It should also comment on the student teacher's growth in relation to the kaching
Quality St.m dard (Dran, 20 l 6), including the student's own goal ~c:tting rdkctions throughout field experience. The following repon on the
students work should be organized in relation to the questions: Whl!rl! Js tire work particularly strong? What could the studl!nt tlo to f11rther
her/hi., profes.fional growth und tlevelop~nJ? You may also want to consider the elements as~scd as port of the midterm assessment.

/1/ QJ1 1~...,...·J - - - Dec,, \6 , LO \__

3-
Partner Teacher's Signature 'f\. ,,[)Lt,
Date

.LWJn .J~ .... · Date 'Dec.. l'3., 2Q l=l"

Studf'nt Teacher's Signature_ ~==-=- 1•
~

Recommendation to the Office of Undergraduate Programs: ~ Non~Credit

Was this assessmtnt reviewed with the student? @ No

· • . d date any'additional pagei an'd 'attach to this i'onn.'. -----~ ~ -:·· ,..,.-,._. 1·- • \..;~ -'P; ,.~
-. " Please remember to also sign an · t ,•
bed t 5 igns the Narrative Assessme-n • - . . .. -t.
• Ple-ase ensure t stu . e_n Assessment to tht stu~nt teacher and keep a copv ror you
.,, PJe-a.te provide the onganat Narranve
•
. • r own ' ,l.;
, r«ords. · · .· . . to submit a copy of th-is Narrative Assessml'nt to tbcir Fitld F.~ .: · .· ' ._:_,·1
~ 'fh-e stud.tnt' w..a.cht-r ts_rec1uir~d •ft1w.,.£ieJ4 .~.q>e.,ieo,~,.IQU'llC~t,··• wd•;~~th:t Ut.tlr.ti"eo~ .. J
~ l-" -~'l'P-~~,..ll!f.Mf'. ~ l.ll'SJfUdlO,M O . · · • · · ·~<1~.:,::l
 tt: r f"ff t'll rs ···

Kendra Gilbertson
Dec 13, 2017

M Narrative Assessment- Paisley Newburn

s. Newburn s .
w Pent six Weeks
arren School D ·
· ·
as an integral member of our classroom community a
t Robert
.
d ehvering • unng her p t· . ·ng and
lesson . rac icum experience Ms Newburn was tasked with P1anm .
s in grade 6 s · ' · d 8 Physical
Education, as Well as . panish Language Arts, grade 8 Humanities, and gra e . . of
her field exp · helping out with a Phys Ed class at the grade 7 level. For the duration
enence Ms N · h gh her
professional ' . · ewburn showed her dedication to the teaching profession t rou
Ms Ne b mannerism, Willingness to engage with students and desire to learn and improve.
asse
· w urn grew as a
.
f · ' ·
pro essional over the course of her practicum and this narra ive
r
ssment w ill focus h · 1
relationshi s un on . er growth within the following areas: establishing pedagogica_
. p ' dersta nd mg of the curriculum/discipline preparing to teach, and becoming a
Profess1onal. ,

Establishing Pedagogical Relationshi s:

From da · P
. Y one in the classroom, Ms. Newburn has demonstrated her understanding of th e
importance of building relationships with students as a means of supporting their learning. As
she g~t to know each learner as an individual, she was willing and able to create tasks that were
engaging and interesting to them, as well as tailored to their learning needs. She consi stently
showed her responsiveness and flexibility in dealing with specific student's needs within the
classroom environment and her lesson planning (in planning for diversity) reflected this. Finally,
she always treats students with respect and compassion.

Understanding the Curriculum/Discipline:

Ms. Newburn began her teaching in the classroom in SLA 6, planning and preparing a variety of
lessons in Spanish. These lesson plans quickly became a unit on legends, which used a writers
workshop format to structure the learning activities. Throughout the unit, Ms. Newburn has
consistently modeled what good work looks like and has welcomed learners at a variety of
levels into the tasks, respecting where they are at and their individual next steps in their
learning. She is becoming more comfortable with using daily formative assessment as a means
of planning her next steps for instruction, and has demonstrated flexibility in her lesson planning
as a result of the insights that working with students has allowed her.

Preparing to Teach:
Ms. Newburn's lesson plans have been consistently well thought out, showing her dedication to
planning meaningful and engaging learning experiences for her students. After each lesson, she
has shown her ability to reflect on how the lesson went and, when required, made small
changes before teaching the lesson to the next group. She is always willing to take feedback
and use it as a means of improving her practice.

Becoming a Professional: .. . .
rn has been 8 very welcome add1t1on to our school community as she is always .
Ms. Newb u · 1 b
·,1· to lend a hand whether volunteering to supervise an even ng and concert or he1p·1ng .
w, mg , . d · t w·th . . out
. h t her's classroom when they require ass1s ance , wntmg conferencet-- Sh ..
· 1n anot er _eac . ~. e
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Kendra Gilbertson

communicates in a professional and respectful manner and has participated in all professional
activities, including SLT meetings, PLC work, staff meetings and parent teacher conferences.
Her contribution to the school community has not gone unnoticed by students and staff alike.

Thank you, Ms. Newburn, for your willingness to join our classroom community and engage in
learning with us. It was a pleasure having you work with us and we look forward to you joining
us again next semester.
 UNIVERSITY OF
CALGARY
WERKLUND SCHOOL OF EDUCATION
UNDERGRADUATE PROGRAMS IN EDUCATION
EDUC 540: FIELD EXPERIENCE III
FIELD EXPERIENCE INSTRUCTOR NARRATIVE ASSESSMENT
PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT

Student Teacher: Paisley Newburn ID#: 10074289 Date: December 2017

School: Robert Warren

NOTE: This is not a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential
employers., however potential employers may ask for this assessment from the student directly.

The purpose of this six-week Field experience is to focus on complex dimensions of social and cultural engagement in classroom learning. The
student’s Learning Portfolio and his/her participation in the Field placement should provide evidence of a growing ability to act thoughtfully
in the classroom and within the school community, and a deepening understanding of learners and of the enactment of curriculum and
pedagogical relationships within a whole class context. The Narrative Assessment should address the student teacher’s growth in the emergent
ability to plan for, implement and assess learning. It should also comment on the student teacher’s growth in relation to the Teaching Quality
Standard (Draft, 2016), including the student’s own goal setting reflections throughout the Field experience. The Field instructor’s assessment
should also address the student’s overall participation in both collaborative and cohort learning assignments including D2L and the final
presentation assignment. The following report on the student’s work should be organized in relation to the questions: Where is the work
particularly strong? What could the student do to further his/her professional growth and development? You may also want to consider
the course outcomes as a method of organizing the assessment.

Paisley had a very successful field experience in the Robert Warrren School Spanish Bilingual Program. Her first degree in
Spanish and French equips her well to teach in such a setting. I observed Paisley teach on two separate occasions, once Spanish
Language Arts to grade 6 and once English Language Arts to grade 8.

Paisley’s lessons are very well prepared and carefully structured and scaffolded. Over the course of the semester, her
classroom management became ever more effective, her techniques including emphasising the importance of respecting
readers before students began reading, insisting on students speaking one at a time, and non-verbal signaling to student to
be quiet – eye contact, finger on lip, counting (in Spanish) to bring class to attention. In the lessons observed, Students were
strongly engaged. Opportunities were provided for students to read, write, listen and speak; and time was used efficiently.
Most importantly, In the Spanish lesson, there was almost exclusive use of the target language, assisting students to
understand by gesture and projecting pictures to help students follow the story. While I did not have the opportunity to
observe this aspect of her work, I know that Paisley accepted the challenge of teaching some physical education classes, and
worked hard to master that curriculum.

Paisley contributed to her colleagues’ learning through her detailed and insightful D2L posts and her Final Digital
Presentation. She thoughtfully addressed many important issues including lesson timing, student assessment and classroom
management. She has set herself a goal for next semester of further exploring possibilities for cross-curricular connections.

Paisley showed particular strength in the following elements of the Teaching Quality Standard (Draft, 2016),

• Fostering positive and productive relationships with students and adults to support student learning
• Engaging in ongoing learning and critical reflection
• Demonstrating effective planning, instruction, and assessment practices
• Establishing an environment where every student is welcomed, cared for, respected and safe.

Field Instructor’s Name: Claude Oppenheim. PhD.

Signature

For Field Experience III: Principles of Social and Cultural Engagement, the recommendation is:
Credit ( X )
Non-Credit ( )