Summative Evaluation of Field Experience

Teacher Candidate Anna Ma Practicum Session Consecutive Fall Practicum Candidate's Specialization Primary/Junior Dates Monday, October 28, 2013 to Friday, November 22, 2013 Grades Grade 5 Board Toronto District School Board-TO School Kew Beach PS

Associate Hyla Nagel email hyla.nagel@tdsb.on.ca Other Associates (if applicable)

ASSESSMENT, PLANNING AND INSTRUCTION During her placement, Anna Ma demonstrated the ability to assess students learning needs, gaps and goals to subsequently create meaningful, differentiated lessons that challenged, motivated and supported individual needs. Throughout her lessons, Anna emphasized big ideas, and used continuous student observation and assessment strategies to verify and ensure each student understood the concepts before moving on in her lessons. The assessment strategies which she regularly used included questioning, pre-assessments, student observation, daily marking, formative assessments, and one-to-one and small group conferencing. For formal evaluation, Anna developed clear assessment tools such as rubrics and criteria checklists to ensure students had a clear idea of the expectations for their assignment. Anna demonstrated competency and creativity in planning and instruction. She seamlessly integrated the math curriculum on measurement into her science unit on matter. Within each curriculum strand, she regularly incorporated engaging hands-on activities as a part of her instruction to extend on the big ideas of her lessons. For example, in science the matter unit, each of Annas lessons were accompanied by a lab component: making silly putty and ice cream, dissolving different substances, and identifying mysterious substances. In math the measure unit, Anna always used manipulatives (weights, balance, measuring cups, graduated cylinders, and link cubes) whenever appropriate to enhance students understanding of abstract concepts. When Anna was helping out during the French lessons, she often used drawings and actions to help students understand words instead of providing them directly with the English translation. Anna was involved in all aspects of classroom responsibilities including marking, creating rubrics, implanting math and science units, and classroom organization. CLASSROOM MANAGEMENT Anna established a positive rapport with the students, displaying sincere respect and care for her students emotional and/or physical needs. She demonstrated a strong awareness of individuals

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differences and needs in the classroom and accommodated these differences accordingly. She reinforced appropriate social skills into her daily routines and consistently maintained eye contact, pace and proximity with students. She provided clear expectations of behaviour and used a variety of techniques to keep students focused and on track (such as using checklists). Anna was firm, courteous and fair. She used empathy to handle different behaviours by showing students she can understand their point of view, and inviting them to a discussion in finding possible solutions to help mitigate the behaviour. Consequently, she addressed problems in a timely manner. Anna was clear with her instructions and always provided opportunities for inquiries. She provided exemplars of the expected quality of work and used scaffolding to help students reach their full potential. She always worked with students in small groups after large group lessons to respond to individual needs, and ensure remedial students have understood. Students who needed extra support were always able to seek her help during recess and after school. Anna showed excellent organizational skills. The necessary materials and resources needed for her lessons were always prepared in advance. This contributed to the successful delivery and flow of her lessons. UNDERSTANDING CURRICULUM AND THE LEARNER Anna has a clear vision of curriculum expectations and was able to identify skills and expectations she was addressing during her block. As mentioned earlier, Anna was extremely effective at integrating multiple subjects into her lessons in a way which was meaningful and efficient to the learning. Knowledge and understanding of curriculum material was demonstrated with excellence in subjects. Throughout all teaching assignments, Anna has clearly shown that she reviewed curricular resource materials and obtained extensive information prior to introducing new lessons. In Annas integrated math and science unit, she ensured that her lessons met curricular expectations from both math and science. Anna varied her teaching strategies in order to create exciting activities for students. She also nurtured a sense of inquiry among students by introducing a wonder wall where students could post and share their questions, and peers were invited to research and answer the questions. She has demonstrated an understanding of the learning needs of the junior learner and is able to deliver lessons that are appropriate to the Grade 5 age group. Throughout Annas lessons, she encouraged the students to do their best. She encouraged feedback, risk taking and questioning from the students by providing a comfortable learning environment for them. Anna is very conscientious of the self-esteem of young children and constantly encouraged and praised students who are willing to attempt a specific activity, such as investigating an inquiry in science, and expressing their thoughts in French. Her understanding of her students allowed them to feel safe to explore and develop. She used co-operative learning strategies, whole and small groupings, one-to-one conferences, games, manipulative, oral presentations and open-ended assignments to which the students responded very positively. DIVERSITY/EQUITY Anna promoted an environment that was free from stereotyping by gender, race, culture, religion and ability. She was sincerely devoted to the success of all students. She carefully differentiated her lessons to meet the needs of learners. Annas lessons offered students higher level thinking, hands-on activities, and accommodations making it possible for her to reach students with learning difficulty, student at

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curriculum expectation level, and gifted students. Anna recognized the diversity of learning styles and abilities within a regular classroom and was prepared with extension activities for students with differentiated learning needs. She modified and accommodated the program to promote student success. Anna was always available to give one-to-one assistance for students who needed clarification or remedial support. She also provided work periods for students to work with content and technology in a supported environment. Anna is very adept at incorporating technology into the classroom. She made use of the Smart board, PowerPoint and ELMO to provide visual instructions along with the audio instruction to support students various learning styles. She worked collaboratively with the staff in the classroom (EA, teachers, substitute teachers, and parent volunteers) to ensure maximum support was available for all students (scribing, organizational support, remedial help). When available, Anna also provided support to the Core French teacher, acting as an extra resource person to the students. Anna became familiar with individual IEPs and planned for inclusion of special education students. Anna is sensitive to the needs of the wide range of academic abilities in our class. She planned the program and activities to ensure the success of every student at his/her own level. Anna was also attentive to students who regularly lost their focus, beginning to develop new expectations which may be more reasonable to their abilities. Anna appreciated the unique and interesting qualities of each child, and celebrated the success of all students. PROFESSIONALISM Anna displayed a high level of professionalism, and always acted according to the Ethical Standards for the Teaching Profession within the classroom and school environment. Anna shows initiative, adaptability and flexibility. She demonstrated initiative by accepting responsibilities beyond what was expected of her. She regularly arrived at school well before the beginning of the day to allow ample time to prepare for her lessons. Anna worked collaboratively with staff members, parents and fellow teacher candidates during her teaching block. In addition to extending help to the Core French teacher, she also extended help to the primary grades, accompanying a class on a field trip as a supervising adult. Anna regularly reflected on the days lessons and sought out debriefing and advice to further improve subsequent lessons. She was always very willing to incorporate new ideas and apply suggestions to develop as a teacher. Anna is a very flexible individual. She readily adapted to changes in scheduling, often with little notice. INVOLVEMENT IN SCHOOL/COMMUNITY LIFE Anna was involved in the school in many ways. Anna attended staff meetings, IEP meetings, and in-school team meetings; participating in the administrative aspects of the teaching profession. Additionally, she sat in during Parent-Teacher Interviews, marked CASIs, helped edit IEPs, and had to chance to become familiar with the report card input program. Anna showed confidence in editing and inputting information into the report card system. Anna was also involved in student life. She was a supervisor with the Right to Play program, a student leadership program where through games and play, peers enhance each others personal and social development. This program was offered daily at lunch to all grades. With her strong passion for French, Anna started a French conversation club called Le Circle franais for students in grades 4-6 taking the Core French program. This club met daily at recess. In the context of games, students were provided a safe and supportive environment to explore and practice

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speaking French. ADDITIONAL COMMENTS Anna is an effective and caring teacher. She has good rapport with students, parents, and staff. She has shown commitment to ongoing professional development. She is reflective in her practise, seeks professional development, and enjoys sharing her many strengths and interests with others, particularly French. She differentiates her teaching practice to help students be successful and reach their learning goals. Anna respects individual differences, and models and encourages others to build a safe and inclusive environment for learning. Annas teaching competence and caring demeanour make her an ideal candidate as a future elementary teacher.

ASSOCIATE'S OVERALL APPRAISAL OF CANDIDATE Pass Hyla Nagel ASSOCIATE TEACHER Anna Ma TEACHER CANDIDATE

This evaluation has been submitted electronically on a secure server. This PDF copy of the evaluation bears the name of the Associate Teacher, but does not require a signature.

Dr. Carrie Chassels Director, School-University Partnerships Office (SUPO) Ontario Institute for Studies in Education (OISE)

Digitally signed by SUPO OISE Date: 2013.12.05 11:09:53 -05:00 Reason: Official P1 2013-14 Summative Evaluation Location: OISE, Toronto

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