Documente Academic
Documente Profesional
Documente Cultură
Instructions
The final evaluation should:
Be comprehensive and detailed (see illustrative example below)
Be neatly typed (the boxes expand as you type)
Be complete early in Week 9 (draft) and discussed with the Student Teacher and the University Facilitator
Include the Student Teachers comments
Be signed by the Mentor Teacher, Student Teacher and the University Facilitator
Not include the instruction pages
Indicators continued
Teaching Skills and Strategies
Displays knowledge of how students learn by applying various strategies
Demonstrates a variety of instructional strategies, including traditional and electronic teaching/learning technologies
Creates and maintains a high level of student interest and participation
Maximizes use of time by carefully pacing and sequencing parts of a lesson
Integrates Information Communication Technologies (ICT) Outcomes where appropriate
Communication
Uses precise and personalized oral and written language
Listens attentively to others
Uses voice and language appropriate to particular contexts
Effective communication with parents/guardians
Management and Classroom Climate
Creates a climate conducive to learning
Manages time and space
Demonstrates proactive/preventative strategies
Utilizes a variety of management strategies
Understanding Students Needs
Articulates a belief that all students can learn
Articulates an understanding that contextual variables affect teaching and learning
Aligns instructional strategies to individual student needs
Manages teachers assistants and volunteers
Professional Qualities and Attributes
Displays behavior consistent with professional standards
Responds professionally to feedback
Establishes positive, professional relationships with students, parents, colleagues and the community
Contributes to the overall quality of the school
Assumes responsibility for continuous improvement and professional growth
Reflection and Self-Evaluation
Demonstrates oral and/or written reflective teaching practices
Engages in goal setting processes
Communicates a personal, overall vision of the purpose of teaching.
Student Comments
This space gives the student an opportunity to reflect on their experience or to express what the evaluation means to
them, or perhaps, indicate areas they would like to see strengthened for themselves.
Faculty of Education
University of Alberta
(9 Weeks)
Field Experiences
Final Evaluation 2013-2014
Dates of Field
Experience: February 18, 2014 - April 25, 2014
ID Number: 1377954
School Name & Address: Peace Wapiti Academy
11410 104 Street
Grande Prairie AB, T8V 2Z1
University
Facilitator: John McCloskey
Subject(s) and/or
Grade level(s): Physical Education 9, Physical
Education 10 and Learning Strategies 9.
Mentor
Teacher(s): Randy Nagel, Sophia Thompson
For this field experience, it is recommended that the Student Teacher receive a grade of:
Credit [X]
_____________________________
Date
No Credit
[ ]
__________________________________________
Signature of Mentor Teacher
Signatures indicate that the University Facilitator and Student Teacher have received and read the evaluation report.
_____________________________
Signature of Student Teacher
__________________________________________
Signature of University Facilitator
Distribution:
Students should retain the original signed Final Evaluation form for their own record. Please note that potential employers
may ask for copy of this Final Evaluation.
A copy of this form will be returned by the University Facilitator to the office of Undergraduate Student Services, where it
will be retained for a period of three years; no other copies will be retained by mentor teachers, university facilitators or
employees of the University of Alberta without permission of the student teacher.
Description of the school and context of teaching: Peace Wapiti Academy (PWA) is grade 9 to 12 public
school in Grande Prairie, AB. PWA was one of the original schools involved in the High School
Redesign Project and continues to use the flexibility model in its programming structure. The roughly
500 students that attend the school are predominantly from the County of Grande Prairie mixed with a
few students who live in the city. Mr. Morrison taught four Grade 9 Phys. Ed. Classes, one Phys. Ed. 10
class and one Learning Strategies 9 class. Riley was also involved in the school talent show and
lunchtime intramurals.
The purpose of this Field Experience Final Evaluation document is to provide evidence and communicate information regarding
Student Teacher performance based on the Knowledge, Skills and Attributes (KSAs) for Interim Certification. Comments reflect
strengths and areas for growth in each category.
Communication
Riley confidently communicates his instructions and expectations to his students. He begins each lesson
by reviewing what they did in the previous class and adding what they will be doing that today. He gives
students the opportunity to ask questions and listens attentively to their comments. Responses to the questions
and comments are done respectfully and in a timely manner. He has done an excellent job of developing
rapport with students. Daily, he can be found in the weight room during his breaks building positive
relationships with students he does not even teach. Riley commends students for their efforts, gives praise for
work well done and uses positive reinforcement to encourage good behavior. His confident and friendly
demeanor allows for easy communication with students and colleagues.
Other Comments
Riley is an excellent teacher. His sense of humor, positive attitude, work ethic, humility, and
commitment to the school were a great addition to Peace Wapiti Academy. I look forward to finding out
where his teaching career takes him and truly hope to be a colleague of his in the near future.
Student Teachers Comments