* Please TYPE (including comments) DIRECTLY onto this form. ath PROFESSIONAL SEMESTER THREE: Final Report Teacher Mentor: Misti Rogers-Olson | Intern Teacher: Sydney MacRae | Teacher Mentor Comments: | ‘Sydney was an intor in grade two at Dr. Gerald B. Probe Elmontary School from January 7 to April 19, 2019. Sho was responsible for 23 students (15 boys and & girs). Fourteen students had iteracy skills formally assessed at ‘below grade level’. No students were formally coded wih learning or behavioural needs. One student was coded ELL. There were no {educational supports in the classroom. Needs were diverse, as they are in all ciassrooms. Sydney utilized a number of sensory strategies, universal regulation strategies and positive reinforcements to foster student success, confidence, resiienoy, and incependence, ‘Sydney taught 50% of the time and was responsible for planning, prepping and teaching heslth, art, 2 classos of physical jeducation a week, science (hot and cold temperatures, and liquids) and two stands of math (geometry and pattems). ‘The ‘material’ Sysney was asked to teach was linked in no way to her major. Sydney embraced the challenge, maintained a can-do attitude and persevered. in the end, she demonstrated knowledge and skill in the planning, preparation and delivery of all lessons. Sydney was organized, lessons aligned with the program cf studies and she recognized the importance of lover-planning in a grade two ciassroom. Floxbilty and adaptabilty were skils quickly scquired. At first there was a push to get though lessons, but Sydney came to recognize student needs navigate the path ~ not calendars! Dates became guides that didn’ t need to be strctly achered to and from that more relaxed, authentic approach to instruction Sydney was able to focus more intently on what her kids were ‘telling’ her. Getting to know their needs, fostering relationships, uifferentiating, ‘and allowing her “plans”. to guide her but not limit har contributed to Sydney’ s evaiving success in the classroom and to the eucsass of the students in her care, [Lesson structure was purposeful (0: hook, recap, lesson, activity, consolidation). ‘She ulilized visuals, manipulatives and made things as hands-on as she could. Assessment was varied ~ anecdotal, collected work, observation, ext slips, ‘checklists, ee, Sydney employed useful structures like Me, We, You. As her practice becomes more informed practice and she gains more familiarity with the program of stucles I can see her delving deeper - moving away from “this is what | need |to teach students” to providing opportunites for her students to USE what they know, Sydney reflected meaningfully on a ‘couple of lessons that cnablod students to really ‘dig’ in. She quickly recognized the difference in the learning that was | happening and the engagement level of her students. ‘Sydney is reflective. She thinks things over and modifies as needed. She is not afraid to ask for input, seek out support and Is receptive to feedback and suggestions. She Is open, respectful, resourceful, collaborative and collegial. She recognizes | inet altnough we teach alone in our classrooms, education Is dependent upon community. She did her best to engage authentically with students, peers, colleagues, and parents (celebration of learning, phone calls, behavior contracts). Sydney |works hard to do what is right for kids. In additon to classroom instruction, Sydney was responsible for het fe-share of supervision (inside, unch, outside), she assisted with feld trips, and she was a reliable addition to the Pink Shirt Day committee, She worked alongside colleagues to lorganize @ schoolwide “Anti-Bullying” activity and assembiy. She also contributed to the frst ever “Green Shirt Day” ‘assembly. Sydney helped write the sept, provided props and ensured students were organized for the event. Itwas quite an ‘undertaking to address such a ‘big’ idea with students ranging in age from 4 to 11. Sydney did so wth enthusiasm, |compassion, and confidence. ‘Sydney’ s passions lie in social sciences. Our school benefited from her interest in and knowledge of First Nation, Metis and Inuit culture. Her professional inquity project gited Dr. Probe School with centres, activities, and literacy links that will enable all students in our schoo! community to embrace and respect First Nation culture and to reflect meaningfully on the importance of FNMI influence on Canada’s history. |As Sydnoy takes the next stops in her career | offer these words: It" s easy to be overwhelmed--remember to trust yourself ~ don’ tbe afraid to make mistakes, to try things, and to make it your own ~ take what others have done before you and bend and tweak fo fit you and your students, Be creative ~ mixit up ~ incorporate the artist in you into your daly Love the kics - be vulnerable, embrace the age, let them know you" re thelr cheerleader fo fel Define what teachings to you. Whats your purpose? Let is ooze from every fiber of your being. Be passionate, One day, in one moment you likely won’ t remember, for some sweet kiddo, you’ ll become the ‘one’ . Our influence is profound, Enjoy the joumey Sycney. Teaching is a at. a April 2,2014 Date Teacher Mentor Signature This page is to be returned to the UC to be included in the PS Ill Final Report. Uof L:PS Ill Final Report: (Revised: Janvery 2016) Page 4 of 5