University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER TWO Summative Report Please TYPE (including commonts) DIRECTLY onto this form. Submita SIGNED, DOUBLE SIDED paper copy. ‘Student Teacher: [Brayden Git School: [Notre Dame Academy GradeiSubjects Taught: |Grade 7 Social Studies [Guy Lanigan University Consultant: [Jamos Rempel Instructions: + This is a summative report of the student teacher's performance atthe end of the PSI practicum, based on expectations for that etage of teacher davelopment (EO 3600), | For each practicum outcome below select the student teacher's level of performance: elther Not Mesting Expectations forthe Sil evel, Meeting Expectations, or Exceeding Expectations. (Most students wil fal into the Meeting Expectations category, Unless there Is clear evidence for Not Moating Expectations or Exceeding Expectations) For students within the Meoting Expoctatons catepary, please select level of performance. + Some outcomes may not be apslicabe to your particular educational situation. Leave the space blank. 4, PLANNING AND PREPARATION (KsA 1,15, 86,59, 013) Not testing Expectations Planning and Preparation +: Demortates Knowledge and Sls he SUD tater oe sane nodng Hor sumer abr nerperaes «vary eT apropos a Waconia Tas] =] hic iessen pls, 1: rnd iuring sbnos am ie Asta Param of Sos wean ood FF appropiate tearing objectives forthe lessons being tau Takes ilo account students’ pr learning, leaning needs (raiding laden PS), erst, ond cident varies suchas age, gender, socoxeconame slats [ clung background : a @.Orgenzes conan ino aporopes compares and sequences or naructon a @. Plans appropriate content and actives forthe time loted Cin om n Oo a fa) S] x y 7, Prepares losgon plans fora leseors Taught, using a welt defined stare which / inchides learning objectives), an inireduetion and closure, detaled procedures and instructions, key questions, leaching strategies, learing activities, and assessment of lesson objectives, Prepares uri pions) im subject major thal mcude raionale, overview, learing Ol ‘outcomes, iecchingilearning acivites, and assessment pan I Integrates information and corsmunications technology inte inetruclion hr Gubjeat malar | and other subjects, where appropiate a 10, Obtains and organizes equipment and materials for instruction, Toi Dv ‘COMMENTS: ase i ASE EEE Planning and Preparation is Braydor's srangoet atiautes, Abt of thought goes into his lesson plana and research, Vary | doailod and thie lps wih the instruction af the lesson, Job well done I Sl gO WC CC i Revie Jona 20782, INSTRUCTION (KSA 24,45 £0, 99, #10) Communication hot Meeting expectations 1 Usos car, fuont, and grammateally corrat epoken and weiten language. re oy 2, Uses vocabulary appropriate to students’ age, background and intoosts etceting | — |S] expectatons| | lexoveding CT expectatons| t f 3. Modulates biemher voice for aueliilly and eapression Oi “4. Domonsvates cultural senstivity in communication and instuction a2 ‘Lassen inveduetion '5, Estabilshos sot: raviows pilot oarting, niies lesson Objeclvala) ard expectations, Lises motivating attention getters, provides overview, anc relates the esson to _previous leaming as appropriate ‘Ganoral Lesson Development 6. Incorporates evategies for molivatng studenis using relevant and iteraclng Subject matter and aciviies 7. Presents content in appropriately organized sequences for instuction. “Explain and proceeds im Smal steps at an aporopiiate pave tp sullthe BCRNly and sluden! response, ‘8, Demonstrates subjact matter competence during instructen, 10, Organizes and droctsloarning for individuals, ermal groupe, and whole classe. 11, Prosdes clear rections, instructions and explanations, 12, Direc efficient transiions between lessons and from one acti to the next. TS. Uses a variely of retricionsl strategies to address Geatred outGovies, subject mater, ied learning siyles and Individual needs (including student IPP goalsiobjectives). 14, Uses a broad range of Instructional strategies specifi to subject maior 15, Uses appropriate materials and resources. 18, Demonevates Nenoity and adapiaDily. ‘Questioning and Discussion [[17. Asks clearly phrased, wel-sequenced questions ata varity of cogritive levels. (18, Provides appropriate “waittime” aftor posing questions. [19. Seeks ciation and elaboration of suet esporsen where aPoropiale 75, Leads and directa siudent paricpaion in Ges dscussion effectively ard astrbures uestions appropratoy. Focus on Student Learning 21, Circulates in the classroom, mlervering when necessary, checking on dN iual and |__ group understanaing of activiyreanisnt BB. Recognizes and responds approoriatelyt indivdual @orances Ad Group neads, 22, Reinforees student learning, bulking on previous learing, reviewing, and ro-toaching, ‘Chasiira 72a, Actieves Closure for lessons, consolicating eas or Concepts Though SumiTaRs, jaws, discussions, end applications. 25, Provides homework when appropriate and explains assignments (uly ‘COMMENT: Voll: PS Summative Repor: (Revised: caruary 2016) Student: Braydon Gt [Baycen s meeting expectations n al calegories. Some of the components wil gal beller when Glaseraom leadership and [classroom management improves, This does take lime, but Brayder has aleady dernonstrated and shows a wilingness to improveln these areas, Classroom instuction Is decty affected by classroom leadership and management Page 2 ofS3, CLASSROOM LEADERSHIP AND MANAGEMENT (ks4.07, 2), Not Meeting Expectations Classroom Leadership 1. Assumes a leadership role h the Classroom, taking charge of Gassroom activi, showing confidence, poise, composure, and pressnco, % Creates and maintains an offective fearing envronmerk, eating high expectations Sn standards for sluden learning, allending to student variables such as age, gender, socio-economic status and eulturalinguistic background, 3 Damonsivates nia, enthusiasm and a commiment othe sludenls and subject, ‘models appropriate behaviours. °F Eslabliahes positive rolationships and 6 lassroom cimalo based on mutual wast and (OB fel] JO) Ojo respect. [Classroom Management 5. Cle defies and reinforces clasroom procedures and routines OT @. Clearly communicates and reinforces expeciations for appropriate student behaviour. | {11 {li lv) | Lt] (1 | 7, Monitors student behaviour and is aware of student behaviour at all times. OTe 3. Responds fo inappropriate behavio: ptomplly, firmly, and conslstenly, using : sere lwkoy and hghar lvl espentos:fatows scoot ene pats and | {| [| [¥] procedures COMMENTS: a In order for Brayden to be an Exceptional Teacher, he wil aed to improve on Fis classroom Leadership and management ils end syle. This isthe “Ar of Teeching" and whea this improves so does the classroom instruction, This takes a groal deal ‘effort and time and reflection to marova, Braydan had fall of the horse in one of his cassee end ony for one day, but he ketected onthe situation looked fer advice and got back up on the horse the next day and WOW! Brayden...you get contol | ck and the students in 7-5 know that you mean business. Greal job. This needs tobe something that you now do consistent throughout your teaching career. Oo ASSESSMENT (Ksas11) INot meeting | [Expectations Assessment vant iechnigues and | insirumonia (og. cbservelons cnvereaone, queaoning,checang daly work paciormance-based and writen assosemonts, quizzes, tests). 2. Checks frequently for understanding, 3. Provides timely and effective feedback on leamiag to students [[EWodlies and adapts teaching based on assessment data and student PPS [fe.g. employs aliemative teaching tratages to re-teach where required). 5. Analyzes and evaluates measurement data to assose student leaning, 6, Explains fo students how learning willbe measured, ml 7. Develons and maintains accurate records af student schiavemnent eg. erode sheets, |") databases) and communicates results (o students, parents and the school efectva J ‘COMMENTS: a ict lBrayden uses a vaviely of assessment (00's and strategies b gage the sludents Teaming. This wit always be an ongoing joracess. Keap on developing different ways and tools fo assess the student process. 1 really like your Final Project for |Chapter 5: War and Poaco. a Cl tl 7 | BEE Ul: PS Summative Report: (Reviens January 2018) Student: Bayden GB Page 30/5,