FacultY of Education

PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT

Student Teacher: Rebecca Riley School: Dr. Probe Elementary

School

Lethbridge' Alberta

Wolfram
Grades/Subjects Taught: Grade 5 (Math, LA, Science' S.S.) Teacher Associate: Krystal

- December 16' 2015

University Consultant: Brenda Stendebach Dates of Practicum: November 16

lnstructions:

expectations for that

report of the student teacher's performance at the end of the PSI practicum, based on
stage of teacher develoPment'
. For each practicum or["or" n"row, place a check mark in the appropriate box to indicete the student teacher's level of
psl level, Meeiing Expectations, or Exceeding Expectations. (Most students
performance: either Not Meeting Expectations for the
Expectations or Exceeding
will fall into the Meeting Expectitions category, unless there is clear evidence for Not Meeting
performance'
of
please
level
indicate
category,
Expectations
Me;ting
the
within
stufents
fip""tution".) For
you
indicate this, please put N/A in the
wish
to
lf
situation.
. Some outcomes may not be applicable to your particular eoucationit
middle of the rating scale.
. At the end of each section of the form, please provide comments in reference to the relevant KSAs and praciicum outcomes'

. This is a summative

1.

PLANNTNG AND PREPARATION

#1
KSA #3
KSA #6
KSA #9
KSA #13
KSA

of contextual variables.
Teachers make reasoned decislons about teaching and learning based on their ongoing analysis
assessment
planning
and
instruction
direct
and
inform
programs
to
of
study
Teachers use the
Teachers pian for'insiruction, transiating curriculum and outcomes into meaningful learning activities'
Teachers use a broad range of instructional strategies'
Teachers identify and use relevant learning resources'

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Plannlng afid Ffeparattan'

1

2.
3.

Demonstrates knowledge and skills in the subject matter of the lesson.

lncorporates a variety of appropriate resources and instructional and assessment
strategies into lesson Planning.
Translates learning outcomes from the Alberta Program of Studies into relevant and
appropriate learning objectives for the lessons being taught'

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-r"*r,r.tt students' prior learning, learning needs, interests, and backgrounds,

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into appropriate components and sequences for instruction.

ffintandactiVitiessufficientforthetimeallotted.
7.

8.
9.

Prepares lesson plans for all lessons taught, using a well-defined structure which
includes learning objective(s), an introduction and closure, detailed procedures and
instructions, key-questions, teacning strategies and student activities, and assessment of
lesson objectives.
lntegrates information and communications technology into instruction where
appropriate.
Obtains and organizes equipment and materials for instruction'

Gomments:
she is teaching and
Rebecca is organized and thinks ahead with her planning. She always knows which outcomes
prior
plans
to teaching.
me
with
aevetops less6ns with varied activities. Rebecca was able to share her lesson

May 25, 2006-Summative Assessment

2. INSTRUCTION
KSA #4 Teachers demonstrate knowledge of the content they teach'
KSA #5 Teachers identify and respond to learner differences'
KSA #9 Teachers use a broad range of instructional strategies'
learning needs.
KSA

#10

Teachers apply a variety of technologies to meet students'

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1.
2.

Uses clear, fluent, and grammatically correct spoken and written language.
Uses vocabulary appropriate to students' age, background and interests'

3.

Modulates his/her voice for audibility and expression.

Lesson.lntr.odwtlan4.

Establishes set: reviews prior learning, identifies lesson objective(s) and expectations,
uses motivating attentiongetters, provides an overview, and relates the lesson to
previous learning as appropriate'

General' Eeison DeYeroprfi ea{

5.

lncorporates strategies for motivating students using relevant and interesting subject
matter and activities.

6.

7.

Explains and proceeds in small steps at an appropriate pace to suit the activity and
student response.
Demonstrates subject matter competence during instruction'

8.
9.

Organizes and directs leaming for individuals, small groups, and whole classes.
Provides clear directions, instructions and explanations.

10. Directs efficient transitions between lessons and from one activity to the next during
lessons.

11. Uses a variety of instructional strategies to address desired outcomes, subject matter,
varied learning styles and individual needs.

12. Uses appropriate materials and resources.

13. Demonstrates flexibility and adaptability.

Qu

esti on t n g ahd Df,sc u.Esian

14. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels.

15. Provides appropriate "wait-time" after posing questions.

16. Seeks clarification and elaboration of student responses, where appropriate.
17. Leads and directs student participation in class discussion effectively and distributes

t/

questions apProPriatelY.

Focus a$ SludEt tLoarnlngl

in the classroom, intervening when necessary, checking on individual and
group understanding of activityicontent.
1g. Recognizes and responds appropriately to individual differences and group learning

18. Circulates

needs.

20. Reinforces student learning, building on previous learning, reviewing, and re-teaching.
Closure

21. Achieves closure for each lesson, consolidating concepts through summaries, reviews,
etc.

22. Provides homework when appropriate and explains assignments fully.

Comments: Rebecca is very comfortable in the classroom setting. She is organized and her lessons run smoothly.
May 25, 2006-5ummative Assessment

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and
Rebecca was immediately accepted as a teacher in the classroom. She established herself as very composed
able
to
was
Rebecca
her
own.
were
if
as
they
confident. Rebecca nandled routines and procedures in the classroom
necessary.
as
her
teaching
adapt
learn how to "read" the students well during her lessons and
3. CLASSROOM LEADERSHIP AND MANAGEMENT

#7
KSA #S
KSA

physical,
Teachers create and maintain environments that are conducive to student learning and understand student needs for
social, cultural and psychological security.
Establishes relalionshrps with students that respect human dignity.

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Classroam LeadershiP

1.

Assumes a leadership role in the classroom, taking charge of classroom activities,

showing confidence, poise, composure, and presence.

2.

Creates and maintains an effective learning environment, setting high expectations

and standards for student leaming.
Demonstrates initiative, enthusiasm and a commitment to the students and subject,
models appropriate behaviours.

3.
4.

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Establishes positive relationships and a classroom climate based on mutual trust and
respect.

Classrcom lilaaagementl

5.
6.
7.
8.

Clearly defines and reinforces classroom procedures and routines.

Clearly communicates and reinforces expectations for appropriate student behaviour.
Monitors student behaviour and is aware of student behaviour at all times.
Responds to inappropriate behavior promptly, firmly, and consistently, using
appropriate low-key and higher level responses; follows school discipline policies and
procedures.

Comments: Rebecca respectfully conducted classroom routines and established her role as a teacher from the

beginning. She was clear and haO nign expectations for the students and they always knew what was expecied.
Rebecca was able to try a variety of management strategies and attention getters this practicum. Rebecca made
excellent progress with regards to circulation around the classroom while teaching and assisting students. Rebecca
always seemed very comfortable in front of the class but that really became apparent toward the end of her practicum
where it was obvious that she felt like she came into her own as a teacher.
4. ASSESSMENT
KSA #1

Teachers gather and use information about students' tearning needs and progress and assess the range of learning obiectives.

Assessment

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1.

Assesses student leaming using a variety of appropriate assessment techniques and

instruments (e.g., observations, conversations, questioning, performance-based and

written assessment).

2.
3.

4.
5.

Provides timely and effective feedback on leaming to students.

Modifies and adapts teaching based on assessment data (e.9., uses alternative
teaching strategies to re-teach where required).
Explains to students how leaming will be assessed.
Maintains accurate records of student progress.

May 25, 2006-5ummative Assessment

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Comments: Rebecca was very keen on learning about different assessment strategies and their application within the
classroom. She was very interested to know how to assess students with a variety of learning needs, taking each
student into consideration.
5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES

#2
5
#16

KSA
KSA #1
KSA

Teachers understand the legislated, moral and ethical framework within which they work.
Teachers engage rn assessrng the quality of their teaching.
Teachers are able to communicate a personal vision of their own teaching.
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Plofessionelism

1.
2.
3.
4.
5.

CL

Presents a professional appearance and manner.

Fulfils professional obligations (i.e., punctuality, routine administrative duties).
Demonstrates maturity and professional judgment.
Demonstrates an interest in and a commitment to the teaching profession.
Establishes professional relationships with the school community.

Prafesslonal Giowttr

6.

Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and
makes appropriate

su

ggestions for i mprovements.

7.

Uses the results of student assessment and feedback to improve teaching practices and guide professional
growth.

8.
L

Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions.

Develops and communicates a personal vision of teaching.

10. Demonstrates willingness to take "informed risks" to benefit student learning.
11. Develops and presents a professional portfolio and/or growth plan including goals, evidence of progress
toward goals, reflections on growth, and future goals.

EthicatCanduel
12. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender,
sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, place of
origin, place of residence, socioeconomic background or linguistic background.

13. Treats students with dignity and respect and is considerate of their circumstances.
in confidence or in the course of professional duties
except as required by law or where to do so is in the best interest of the student.

14. Does not divulge information about a student received

15. Does not undermine the confidence of students

in teachers or other student teachers.

the professional competence or professional reputation of teachers or other student

teachers unless the criticism is communicated in confidence to proper officials after first informing the
individual concemed of the criticism.

16. Does not criticize

17. Acts in a manner that maintains the honour and dignity of the profession.

18. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school,

or the

profession unless authorized to do so.

Comments:
Rebecca always conducted herself professionally. She was clear and presented her growth plans to me. Rebecca
often discussed the vision of her teaching and communicated her role as a life-long learner. Rebecca is very flexible
and adapts well to the environment of a classroom and school.

May 25, 2006-5ummative Assessment

SUMMARY:

Areas for further growth:

With her learning that is to come in PSll, Rebecca will be able to combine her learning about assessment with her
current knowledge about teaching. She will understand how to apply this knowledge to differentiate her lessons and
assessment. She is demonstrating that she is ready to learn these next steps. Rebecca has many great skills and
qualities of a beginning teacher and continued practice willjust strengthen these attributes.

Overall comments (Strongest aspects of student's performance):

Rebecca Riley is very coachable and she is eager to learn to be the best teacher she can be. She consistently applied
written and oralfeedback to the very next lesson. She is thoughtful and reflective, often outlining details of her lessons
which worked well and what could be improved on. Rebecca clearly cares about children and their learning and she
was able to build a very strong rapport with my students in such a short period of time. She is very prompt, poised and
confident in a classroom. I have every confidence that Rebecca will be a very good teacher. I wish you all the best in
your future endeavors, Rebecca!

Recomrnendatioru (
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*lf an lncomplete grade is recommended, please attach a signed document providing reasons
and recommendations
for additional practicum experience.
Note: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and
the University Consultant.

De <e*,.b<! 9,
Date

3o

15

0!.carn,/uc, 1, )-o/
Date

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,ua"...=...........Please submit the completed original signed report to Field Experiences, Room TH423, Faculty of Education, the
University of Lethbridge, and provide signed copies for the Student Teacher and for the University Consultant.

May 25, 2006-5ummative Assessment