Faculty Advisor

Faculty of Education
Field Experience Final Report

Teacher Candidate:

Nancy De Filippis

Placement Period:

School:

Notre Dame CSS (DCDSB)

School Board:

Durham Catholic District

School Board

Associate Teacher:

Rose Booker

Grade(s) / Subject(s):

Phys Ed

Faculty Advisor:

Joe Visconti

Approved by UOIT:

Approved :
9774445660126481

Level 4 = exemplary Level 3 = good Level 2 = adequate Level 1 = unsatisfactory n/a (not applicable) = not
able to be assessed and/or observed

2014/11/24 to 2014/12/17

PASS

FAIL

Note: Please refer to the rubric in the Field Experience handbook for a clearer description of each
competency level.

Overall Comments:
Ms. DeFilppis has had an excellent second practicum. She continues to be a well-prepared, conscientious, empathetic teacher
who has the best interests of her students at heart. Continue to be the inviting, welcoming person to your students that you are
and continue to hone your craft as enthusiastically as you have in this placement.

Approved by UOIT Education: 9774445660126481

Page 1 of 7

A. COMMITMENT COMPETENCY
1. demonstrates a positive rapport with students

N/A

2. models and promotes polite and respectful student interactions

N/A

3. promotes student self-esteem (e.g. reinforces positive behaviours, responds to student

contributions in a sensitive and thoughtful manner)

N/A

Comments:
Ms. DeFilippis had an excellent rapport with her students especially since this was only the second class with them that she
taught. She was positive and enthusiastic yet professional. This lead to a very good comfort level with her students which set the
stage for mutual respect conducive to learning.

Approved by UOIT Education: 9774445660126481

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B. COMMUNICATION COMPETENCY
1. speaks clearly and understandably (e.g. pronunciation, modulation, volume, articulation)

N/A

2. uses correct oral conventions (e.g. mechanics of the English language as well as
subject specific terms and symbols)

N/A

3. uses effective and appropriate non-verbal communication (e.g. eye contact, facial
expressions, body language)

N/A

4. uses correct written conventions (e.g. mechanics of the English language as well as
subject specific terms and symbols)

N/A

5. writes clearly and understandably (e.g. appropriate size and script of text, legible text,
layout of board work, overhead, multimedia)

N/A

6. uses appropriate wait time (e.g. gives students appropriate time to process questions
before responding)

N/A

7. uses probing and prompting techniques (e.g. rephrases questions, provides clues)

N/A

8. models effective listening skills (e.g. demonstrates active listening, demonstrates

comprehension)

N/A

Comments:
Ms. DeFilippis had very good communication skills in her class. She was very clear in her oral and written conventions and her
board work was very good. Continue to work on "wait time" upon questioning your students during the lesson and your follow up
questioning as well. Also, continue to work on speaking more slowly, especially when giving instructions.

Approved by UOIT Education: 9774445660126481

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C. KNOWLEDGE COMPETENCY
1. provides clear explanations demonstrating mastery of subject knowledge and related
skills

N/A

2. responds to questions regarding lesson content, in a knowledgeable and appropriate

manner

N/A

3. builds upon student responses to expand and extend the discussion and learning

N/A

Comments:
This is excellent. Ms. DeFilippis has exhibited an excellent knowledge of her subject matter, in this class the topic of Doping and
PED's in sports, in both in her presentation and in her responses to individual questions from the students.

D. PROFESSIONALISM COMPETENCY
1. dresses and grooms appropriately

N/A

2. interacts respectfully with Associate Teachers, Faculty advisors and other Staff

N/A

3. accepts and uses constructive feedback in a positive manner

N/A

4. prepares appropriately for FA visit (e.g., scheduling visits, lesson plan ready, informs
office, area for FA to observe)

N/A

Comments:
Ms. De Filippis dresses and grooms very professionally. She has had an excellent rapport with her Associate Teacher and she
has accepted and used constructively, from both her AT and her
Faculty Advisor, any feedback that they have put forth, in a positive manner.

Approved by UOIT Education: 9774445660126481

Page 4 of 7

E. CLASSROOM MANAGEMENT COMPETENCY

1. maintains a friendly, positive and professional disposition

N/A

2. demonstrates self-control (e.g. avoids power struggles, belittling statements and

sarcasm, uses appropriate voice volume)

N/A

3. promotes class safety and wellness

N/A

4. effectively utilizes non-verbal management techniques (e.g. circulation throughout the

class, eye-contact, pauses and proximity, while maintaining flow of instruction)

N/A

5. reviews rules or instructions to promote on-task behaviours as needed or appropriate

N/A

6. distributes materials in a well-planned and organized manner

N/A

7. gains attention of all students before teaching (e.g. circulates as needed, verbal cues,
pause, proximity)

N/A

8. uses strategies to maintain student attention throughout the lesson (e.g. circulates as
needed, verbal cues, pause, proximity)

N/A

9. deals with disruptive student behaviours in an appropriate manner

N/A

10. takes proactive and preventive measures as needed (e.g. considers potential problem
areas)

N/A

Comments:
Classroom management was very good. At all times, Ms. DeFilippis maintained a friendly, positive and professional disposition.
She utilized non-verbal management techniques, such as good eye contact, very well. Continue to work on your "wait time" after
calling the class to attention vis--vis being more patient after calling them to order.

Approved by UOIT Education: 9774445660126481

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F. PLANNING COMPETENCY
1. demonstrates an understanding of the context in which the learning takes place (e.g. the
rationale of the lesson, how the lesson fits into the overall unit or long range plans)

N/A

2. includes appropriate Ontario curriculum specific expectations and other opportunities for
learning into plan

N/A

3. incorporates motivational techniques into plan (e.g. making topic relevant to students'
interests, allowing for student participation)

N/A

4. pre-assesses lesson (e.g. lists all resources, assesses layout of learning environment)

N/A

5. incorporates a variety of effective instructional strategies into lesson plan (e.g. teacherdirected, student-centered, cooperative learning)

N/A

6. plans for consolidation of lesson (e.g. summarizes key components of lesson)

N/A

7. incorporates some type of application of the learning into plan (e.g. follow-up activity,
seatwork, homework)

N/A

8. sequences lesson components with sufficient detail and description (e.g. moves from
concrete to abstract, appropriately scaffolds, progresses logically)

N/A

9. lists a variety of key questions in plan (e.g. incorporates Bloom's Taxonomy)

N/A

10. allocates appropriate time for material covered

N/A

11. plans for opportunity(ies) for students to construct own knowledge as appropriate (e.g.
use of manipulatives, labs, hands-on activities)

N/A

12. ensures all materials are organized and ready for use and plans for effective
distribution of materials

N/A

13. considers some modifications and adaptations to address student needs

N/A

14. plans to gather evidence of student learning (e.g. summative and/or formative
assessment)

N/A

15. where possible, plans for effective use of technology to promote student learning

N/A

16. ensures that the Field Experience Binder is organized and up-to-date, containing all of
the required elements

N/A

Comments:
Planning for this lesson was very good. Ms. DeFilippis had well-planned instructional strategies. An excellent variety
of questions were asked in her plan and there was good provision for application for her students to carry out at the
end of the lesson. She ensured that materials were well-prepared and that the activities were appropriate for the
students.

Approved by UOIT Education: 9774445660126481

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G. IMPLEMENTATION COMPETENCY
1. motivates students (e.g. makes topic relevant to students' interests, allows for student
participation)

N/A

2. gives effective instructions and directions (e.g. clear, logical, written, oral)

N/A

3. uses clear, concise and effective questioning techniques that incorporate a range of
thinking skills

N/A

4. encourages participation from all students

N/A

5. promotes meaningful dialogue with students to provide feedback during the

teaching/learning process (e.g. listens to responses, responds appropriately)

N/A

6. sequences the lesson components appropriately

N/A

7. demonstrates appropriate pacing and timing

N/A

8. makes effective transitions throughout the lesson (e.g. from conducting lesson to giving
instruction, to collecting and distributing materials)

N/A

9. employs several instructional strategies that engage all learners

N/A

10. adapts and modifies lessons to address student needs

N/A

11. adjusts lesson to circumstances (e.g. able to resume lesson after interruption)

N/A

12. provides students with opportunities to construct own knowledge (e.g. use of
manipulatives, labs, hands-on-activities)

N/A

13. incorporates some type of application of learning in the lesson (e.g. follow-up activity,
seatwork, homework)

N/A

14. integrates effective use of technology to promote student learning as appropriate

N/A

N/A

15. consolidates lesson

Comments:
The implementation of this lesson was very good. Ms. DeFilippis encouraged participation from all of
her students and her instructions and directions to her students for the activities were excellent. Also excellent was
the sequencing of the lesson and the transitions within the lesson and all of the activities which comprised the plan.
Continue to work on your pacing and timing of your plan so as not to end the class too soon.

Approved by UOIT Education: 9774445660126481

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