Sie sind auf Seite 1von 4

Practicum Office

Queen’s University - B.Ed./Dip.Ed. Program Faculty of Education

Summative Practicum Assessment Queen's University, Kingston, ON

Candidate Name Carlie MacKrell School Dr. S.J. Phillips P.S.

Associate Teacher Stephanie Morissette Grade/Subject Kindergarten

Board Durham District School Board Date Completed November 15, 2018 Days Absent:

Overall Rating Meets expectations Practicum Dates: October 29-November 16, 2018

Document is valid and verified by the Practicum Office, Faculty of Education, Queen's University.

Digitally signed by Queen's

Queen's University University at Kingston
at Kingston Date: 2018.11.15 10:58:54

1. Initiative & dependability Meets expectations
Effectively assumes appropriate degree of responsibility for the classroom
Takes initiative to contribute to students' learning in many ways Meets expectations
2. Discretion & professional judgement
Uses appropriate professional judegment and discretion in relation to interactions Exceeds expectations
with students
Demonstrates sound judgement in dealing with parents, peers and colleagues Meets expectations
3. Response to Mentorship
Invites and incorporates Associate Teacher feedback to improve teaching practices Meets expectations
Uses self-reflection and assessment information to inform next steps for the
candidate's teaching practice Exceeds expectations

Demonstrates progress towards achieving teaching and learning goals Meets expectations
Comments, next steps
Carlie demonstrated professionalism and dedication to teaching in the Full Day Kindergarten program and working with staff in
our school. She cultivated a collaborative relationship with her associate teacher and the Early Childhood Educator. She
attended a PA day workshop, staff meeting, and Kindergarten meeting during her placement. Carlie was able to sit in on and
observe several parent/teacher conferences. She was keen to learn, open to new ideas, adaptable and flexible in her teaching
practice. Carlie was punctual in her attendance and used her time efficiently to set up her lessons and centres. She actively
reflected on her teaching practices, self-assessing her instructional strategies and setting learning goals for herself and the
students. She communicated effectively with her associate teacher in oral or written forms when preparing for a lesson.
Supporting a Community of Learners:
1. Promoting a safe and trusting learning community Meets expectations
Demonstrates skill and consistency in using routines and monitoring classroom
behaviours in order to maintain a safe and supportive classroom environment for all
2. Promoting student independence Meets expectations
Structures activities so that students learn to identify their strengths and weaknesses,
make decisions about next steps, and monitor their progress toward expectations
Comments, next steps
Carlie's warm and friendly disposition made a positive impact on our students. She established and maintained a positive,
equitable, respectful and caring environment for our students. She took the time to get know the interests of the students by
listening to and engaging in conversations with them during centres and in play. She was responsive to the needs of the
students and validated the student’s experiences and contributions. She helped them develop self-confidence by affirming
positive choices, modelling kindness and a growth mindset. She established expectations for the students by modelling and
positively reinforcing appropriate behaviours on an on-going basis. She cultivated a classroom culture that was safe,
empathetic, inclusive and engaging for all of our learners. The students felt safe to take risks in their learning and Carlie
celebrated the student’s achievements.

Planning and Preparing

1. Use of curriculum documents
Creates learning activities using the appropriate curriculum expectations in ways that Exceeds expectations
provide engaging learning for all students
Demonstrates sound knowledge of appropriate subject matter Exceeds expectations
2. Sequencing of steps in a lesson or unit
Creates developmentally appropriate lessons in ways that connect students' prior Exceeds expectations
knowledge to appropriate next steps and new learning
Plans for appropriate student involvement and follow-up activities Exceeds expectations
3. Differentiation
Designs learning and assessment activities that are deliberately differentiated based Meets expectations
on students' needs
Demonstrates understanding of use of appropriate accommodations and Meets expectations
modifications for individual students
4. Resources
Gathers from others or creates appropriate resources to support the intended teaching, Meets expectations
learning and assessment
Uses a range of resources to enhance the digital literacy skills of students Meets expectations
Comments, next steps
Carlie demonstrated a good understanding of the Kindergarten Curriculum and understood the importance of engaging the
students in their learning by planning and organizing small guided activities, provocations and mini-lessons in conjunction with
the student’s interests and student’s diverse learning styles. She used a range of resources and hands-on materials to
thoughtfully design and enhance student learning. Carlie's lesson plans were creative, detailed, age appropriate and well
organized. She took into account the learning environment and the types of materials that children would be exploring in
small group and one on one situations. Her lessons were always planned in advance and discussed with the associate teacher
before delivery. I would encourage Carlie to use all the various forms of technology more into her teaching (ie., using the
computer during lessons, listening centre, iPads) as this engages the students' in their learning.
Lesson Presentation
1. Instructional strategies Meets expectations
Uses a wide variety of appropriate teaching strategies based on students' interests and
needs, as well as current research on effective teaching practices
2. Lesson management Meets expectations
Uses a variety of effective strategies for managing materials, time and learning
activities to meet needs of all learners
3. Awareness of classroom dynamics Meets expectations
Adapts and modifies teaching and learning activities based on student responses
Works to engage students both in the learning and with each other Meets expectations
4. Appropriate and effective use of language
Meets expectations
Expresses ideas, directions and options clearly
Models a standard for oral and written work Meets expectations
5. Engaging all the learners
Uses effective questioning Meets expectations
Effectively uses strategies such as wait time and checking for understanding to
engage all students in learning Meets expectations
Comments, next steps
Carlie was well prepared with having materials close by so that her learning centres ran smoothly and she did not lose the
children's attention. She spoke clearly and started to become more comfortable stopping her lessons, when necessary, to deal
with inappropriate behaviour. Carlie used appropriate wait time and made eye contact with the students' as she listened to their
responses. She use effective questioning strategies to extend learning and modeled how to complete an activity centre, which
gave the children a visual sample of the overall expectation. A useful technique that often engages young children is the
'Think/Pair/Share' strategy or do a 'Walking Gallery' to celebrate students' creations. This is a great strategy to use for those 'I
Wonder...' statements, as it promotes oral language and turn-taking.

1. Assessment for learning Meets expectations
Effectively uses appropriate assessment strategies and recording devices to collect
and record information on how student learning is progressing
Helps students to use this information for next steps Meets expectations
Assessment as learning
Creates opportunities for student self-assessment to help students to identify their Meets expectations
learning needs
Helps students to create appropriate short-term curricular, personal or learning skill Meets expectations
Makes judgements about achievement in fair, transparent and equitable ways Meets expectations
Assessment of learning
Constructs and uses a variety of assessment strategies and recording devices that are Meets expectations
aligned with instruction and yield an accurate and adequate picture of achievement
Makes judgements about achievement in fair, transparent and equitable ways Meets expectations
Comments, next steps
Carlie use some different methods of tracking the students' successes and completed work, such as checklists, taking
pictures with the iPads, oral conversations and anecdotal comments. She had a look at the ongoing Kindergarten
Assessment Booklet we use to record the childrens' learning throughout the school year. It is also good to have discussions
with the students right after they have completed their centres on what their next steps for growth should be (One Glow/One
Grow comment), what they think they did well at and what they liked/or didn't like about the activity. Student self-assessment
is an effective way to understand the children's thought process in their learning and how to guide your teaching in the future.
It has been a pleasure working with Carlie and having her in our Kindergarten classroom. We wish her all the best in
the remainder of her placements and in her teaching career.