Introductory Field Experience (IFX) Final Assessment

Field Experience Information:

Student Teacher:
Last Name: Meador First Name: Kaitlyn
ID Number: 1553350 Course Number: EDFX 325
Mentor Teacher:
Last Name: Groenen First Name: Collette
Placement Information:
Start Date (dd/mm/yyyy): 13/11/2017 End Date (dd/mm/yyyy): 15/12/2017
Subject(s) and/or Grade Level(s):Grade 7 Math, Religion, Fitness, Cross Stitch

School Information:
School Name: St Thomas Aquinas School District: Red Deer Catholic Regional Schools
School Address: 3821 39 St Postal Code: T4N 0Y6
School Phone #: 403-346-8951 City: Red Deer

Process:
1. Student and Mentor Teacher will meet on or before day 23 of the IFX to review the Student
Teacher’s Growth Plan.
2. Mentor Teacher will identify the Student Teacher’s areas of strength and areas for growth at the
end of the Introductory Field Experience and complete the required sections.
3. Student and Mentor Teacher will collaboratively write goals and strategies for ongoing
development.
4. Mentor Teacher will email the unofficial document to the Zone Field Experience Associate
(FEA). FEA will process the document and upload to eClass for student access.

Distribution:
Students should retain a copy of the Assessment form for their own records. Please note that potential
employers may ask for a copy of this Assessment.
A copy of this form will be retained by the office of Undergraduate Student Services for a period of time
according to the faculty’s retention schedule; no other copies will be retained by Mentor Teachers or
employees of the University of Alberta without written permission of the Student Teacher.

It is recommended that the Student Teacher receive a grade of:

Final Grade (Credit or No Credit): Credit Date (dd/mm/yyyy): 14/12/2017

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PLEASE NOTE: Assessment of Student Teachers will be based on expectations for “pre- service
teachers” rather than those for practicing teachers holding a permanent teaching certificate.

The Assessment Continuum

Student Teachers are on a complex journey of growth towards becoming a professional teacher. In the
Introductory Field Experience, students are beginning to address the Knowledge, Skills and Attitudes
(KSAs) expected of interim teachers by the Teaching Quality Standard. It is common for Student
Teachers to be at different points on the continuum for different areas of their growth.

Student Teacher Skill Categories (based on the KSAs from the Teaching Quality Standard)
Preparation, Planning and Organization Teaching Skills and Strategies
 Curriculum and content knowledge  Learning strategies
 Diverse learning needs  Flexibility
 Time management  Student interest
 Organization  Cultural sensitivity
 Lesson plans for individual lessons  Differentiation of instruction
 Relevant learning resources  Pacing

Communication Assessment Strategies

 Oral and written language  Questioning and feedback
 Listening skills  Variety of assessments: formative and
 Voice and language summative assessment
 Teaching/learning technologies  Adapted assessment

Management and Classroom Climate Understanding Students’ Needs

 Tone and rapport  Planning for all students and learning
 Engagement styles
 Transitions and routines  Alignment of strategies to student
 Low key responses needs
 Bumps  Varied resources to differentiate
 Conflict resolution  Understand contextual variables
 Leadership

Professional Qualities and Attributes Reflection and Self Evaluation

 Work ethic and initiative
 Attitude, energy and commitment
 Interpersonal skills, collegiality and
teamwork
 Appearance
 Assess own teaching & use this to
improve
 Guide actions with a vision of the
purpose of the teacher, adjust with
new learning
 Accept and implement feedback

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MENTOR TEACHER TO COMPLETE: Be reflective and use concrete examples where applicable.
Comments may be in paragraph or point form. For each section, please address 2-4 of the categories
listed on page 2. Student Teacher Growth Plan can be used as a foundation for this assessment.
Areas of Strength:

Preparation, planning and organization - Kaitlyn was usually well-planned, even anticipating
questions the students may ask. She was always ready to teach well ahead of the scheduled time,
handing in plans in advance of her block. Kaitlyn looked ahead in the curriculum so she was aware of
where she needed to bring the level of her students’ understanding.

Professional Qualities and Attributes - Kaitlyn was dressed professionally at all times and is
conscientious of the image that she, as a teacher, is portraying. Kaitlyn always made sure to be useful
when in a class that she was not teaching. She was able to zone in on the students who appeared to be
struggling and made them feel comfortable when helping them.

Interpersonal Skills, collegiality and teamwork - Kaitlyn wants to learn so she is willing to be flexible
and to put herself into rooms where she has no experience. She has added to the volleyball teams by
attending practices and the final volleyball tournament because a coach could not attend. As basketball
started Kaitlyn sought out opportunities to help coach a team. When the game days of the first team
interfered with school, Kaitlyn was able to work with another coach and team and plans on continuing
her volunteering throughout the season.

Accept and implement feedback – Kaitlyn was very quick to ask for feedback. She was very reflective
and often did not require my input to her lesson rather, she could give examples of where she needed to
change portions of her lessons to add to the overall effectiveness.
Areas for Growth:

Management and Classroom Climate - Kaitlyn continues to grow in her classroom management. She
is becoming more confident and dominant in the class, which in turn assists her with handling of
different situations within the room. As she has more experience I am confident that transitions and
routines will become a leading force in her planning.

Communication – Kaitlyn has had tremendous growth with her voice and language within the
classroom setting. She has shown increased volume and control with her demands in front of the room.
Kaitlyn will learn her own “catch phrase” to gather the student’s attention as she becomes more
comfortable in her own room.

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STUDENT AND MENTOR TEACHERS COMPLETE COLLABORATIVELY:
Please set 2-4 goals and possible strategies as a focus for further coursework and the Advanced Field
Experience (AFX). The Student Teacher and AFX Mentor Teacher will engage in discussion based on
these goals at the beginning of the AFX.
Goals and Strategies for Ongoing Development:
Goals Strategies

Management and Classroom Climate – figuring Observing others and then trying for herself –
out what works for Kaitlyn – more than just raising taking feedback from mentor and University
her voice. Trying different things, having different facilitator and using the ideas
methods to switch it up will be important

Communication – remembering to be loud,

confident and a presence in the room Be conscious of it so it becomes second nature

Preparation, planning and organization –

continue to over plan, trying new things, always Always having a backup plan in case things don’t
having something for the class to do work out as originally thought out

Continue to be reflective in practice so to always

be able to improve

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