Documente Academic
Documente Profesional
Documente Cultură
Julie Laplante
lO. S.
GradC/Subjects Taught: Art 6, Art 7 Color, Art 7 Drawing, Art 8 101, Art 8 Mixed Media
Teachdr,ASS-oCiSte:
DateS
of.Pricticum
Tammy Casson
Janice Rahn
March/April2016
!nstructions;
.
.
.
This is a summative reportof the studentteacher's performance atthe end of the PSll practicum, based on expectations for
that stage ofteacher development (ED 3600).
For each practicum outcome below indicate the student teacher's level of performance: either Nof Meeting Expectations for
the PSlf level, Meeting Expectations, or Exceeding Expectations. (Most students will fall into the Meeting Expectations
category, unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the
Meeting Expectations category, please indicate level of performance.
Some outcomes may not be applicable to your particular educational situation. Leave the space blank.
At the end of each section of the form, please provide comments in reference to the relevant KSAs and practicum outcomes.
KSA
KSA
KSA
KSA
#1
#3
#6
#9
#13
Teachers make reasoned declslons about teaching and learning based on their ongoing analysis of contextual variables.
Teachers use the programs of study to inform and direct planning instruction and assessment
Teachers plan for instruction, translating curriculum and outcomes into meaningful learning activities.
Teachers use a broad range of instructional strategies.
Teachers identify and use relevant leaming resources.
.o
o)c
coi
.E:.i:'
ill..i
,,
qrt!
gE
-0,
sCL
ox
zu
r:
I
.-.1
lzarr nr rae{inne
+aanhina
laarninn
an+ivi{iac
tu
r*:
lr
r*tr
i
il
t**l
ll
^ .l
il:
m m
r"-*:
m t:
Ii
m r-f
r-*:
tii*.."J
l"_{i
t-----:
lit -_--t
il il
n{
li
r-*:
l_t
f:
T*:
ti
l-.--
l:t^^
--:
I'
lrJ
m t-I:
r-t
tL:]
lesson obiectives
8. Prepares unit plan(s) in subject major that include rationale, overview, learning
outcomes, teachinq/learning activities, and assessment plan.
9. lntegrates information and communications technology into instruction in subject major
and other subiects. where appropriate.
(,r::::
.'x:.:,x:
il il
7. Prepares lesson plans for all lessons taught, using a well-defined structure which
includes learning objective(s), an introduction and closure, detalled procedures and
o,::
,j O:':q'::
ll
inc+n ra+inno
E.iJl
''':. o
O
[*;
O.:
9.9
V
r*f
l--.i
t:
IZ
r*"i i i'--:
il
I
GOMMENTS:
Mrs. Laplante easily modifies and changes plans based upon contextual variables; like class size, time line, Iow attendance,
cultural diversities and for learning disabilities. She takes the program of studies into account when planning lessons and
assessment materials; projects developed from this are relevant and engaging to middle school level. Mrs. Laplante used her
own time to find resources and materials. She implements her lessons using a variety of instructional strategies: most common
strategies used were direct instruction, demonstrations to whole class and small groups, one on one work and peer evaluation.
University of Lethbridge: P.S. ll Summative Repoft (May 25,
2006)
,,
2. INSTRUGTION
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 sfrafegles.
,:' a
rE, Cl
,::::. o:
o(E,
,E,!u
r,C
1.
.:o x
Uses clear, fluent, and grammatically correct spoken and written language.
5.
7.
8.
9.
u:
oo
9,:,4
XrrX,
r 7 l.l
t:
i:
rt" m
m r-l
f-;
t1
rl
lr
t: r: Tr iln ll
El
llli
t--..
l!
l.
... ;
liti
t-.i
il
T*t
L.i
lncorporates strategies for motivating students using relevant and interesting subject
matter and activities.
r-*:
ti
r:
t:
L: t7
It
li
t.-
Establishes set: reviews prior learning, identifies lesson objective(s) and expectations,
uses motivating attention-getters, provides overview, and relates the lesson to
orevious learnino as aoorooriate.
G6neral Lessd ii
6.
6t
g'I
CL
Communication
=-(E
O'1:l,r'
.!o
BE
.P
::
. f; Ur,i
':ut:o.
i:i:l ij'rii
o
-':.
ev el ob meit
Explains and proceeds in small steps at an appropriate pace to suit the activity and
student resDonse.
Demonstrates subject matter competence during instruction.
t1
l*
.rl
t.....i
t:
t;
t_
'12. Directs efficient transitions between lessons and from one activity to the next.
13. Uses a variety of instructional strategies to address desired outcomes, subject matter,
varied learninq stvles and indlvidual needs (includinq student IPP qoals/obiectives).
r*l
t-. I
li
t*
ti
T*L
t"l
il:
cu
t s i aii
Lf
t:
r-
I.-
..1
i;
V
tI
li
20. Leads and directs student participation in class discussion effectively and distributes
questions appropriatelv.
n Stu di nt :Eea ih i iiq)
21. Circulates in the classroom, intervening when necessary, checking on individual and
qroup understandinq of activitv/content.
22. Recognizes and responds appropriately to individual differences and group learning
F cieu s,b
needs.
23. Reinforces student learning, building on previous learning, reviewing, and re-teaching.
Cloi'ilie
24. Achieves closure for lessons, consolidating ideas or concepts through summaries,
reviews. discussions. and aoolications.
GOMMENTS:
ti
r-:
l"ri
il t:
r
l-i-:t
t!
10. Organizes and directs learning for individuals, small groups, and whole classes.
Q ue
n
T-l
t
.:
r:
r
r
m
m r
m TI
n t: It li
lt t: il m t:
t: t:
il l_i
t, il t: iln n
r n
V: m
!T
L. .-n
T*1
1".
f*-'1
I*,..
L'
ilt.;
tt
r-*l
t...........1
t..
r:
li
._..i
m
m
Mrs. Laplante has great knowledge of her subject major. lf a concept arrives that she is unsure of she spends time learning,
practicing and researching before teaching the unknown topic. She differentiates her instructional strategies very well.
University of Lethbridge: P.S. ll Summative Report (May 25,2006)
tt
l_.-
-t
T-l
#8
ir.
Classroom
student needs
I iit:::l/t
,9,c
lll ::o
::lrloj
tr,,o
OrE
Er(g
_=o
#6)'
EE.
...i:.:
Leadershib "
..1
Eo.
o Yl
fii:
=
e'O.
':
nt
o,,x
z.ui
t"*i
t-._!
m T]
m
t: t: li V
t: t: t: m
r**:
r-T
L""_.j
t-.
t1
-_-1
rr rt: r]m
n ri
li
l,.,..-
t- I
T-l
t._^;
tl
IZ
t-J
r:
*
ll
t;
l-----i
m lit*m ti
l!
r'--'i
t"
,-._---_i
GOMMENTS:
Mrs. Laplante has been working on this section throughout PSll and had improved along the way. She has become much better
at knowing where all of her students are at and developing positives relationships with them. I still think she can work on her
presence as a leader and on discipline actions.
4. ASSESSMENT
KSA #1
Teachers gather and use information about students' learning needs and progress and asses s the range of learning objectives.
:6.
ottr;
tro.
o6
:: :
i. i;l::j::.1
',i,1
A33esimCn/....
1. Assesses student learning using a variety of appropriate assessment techniques and
instruments (e.9., observations, conversations, questioning, checking daily work
oerformance-based and written assessments. ouizzes. tests).,
iEaJ E',
oxO.
..2 U
r--?
lt
n
r--:
tt
r:
l*-i
r-*-a
ti
ti
l-"-i
m n
ti
t!
ti t_: m T-l
r:
m m :
r**i
[n n
i
lr
L--
t1
il
il
l;4
ti
ti
r*---"l
ff
li;;
I:
t..;
m r*:
m *
GOMMENTS:
Mrs. Laplante has become better at organizing who she speaks with and as a result knows at what level all of her students are
at. She marks projects quickly and returns rubric in a timely fashion. Constant formative feedback happens. Students are aware
from day one of a project how they will be graded.
'L,,,-fu,
;i:ii#
.i:. ..:.+,.;,,i
-{ll
l: . rr '& r,r l
ttrfl$;Fi. -iT",,
Wbf.ae,ii.6if jitiiilffr!!ffiil:;;:i<iif.*ijlff
(i#,:
t#"r:+,*1Jl.$ii,{.f -:
r' 1.::rli
.,;tnl.
i:.i
:.
: -. 4..'.I:;,: .r ., _ jj:+,r.Fr:
r,,;1{1.:;rl:
h .:i,t:
itir;tlt l;ir
:::i1i:l:::::,:.1,::
/, rYJ
ii.,ij,+i.i:Eli1f;F
1.
2. Fulfills professional obligations (i.e., punctuality, routine administrative duties).
3. Demonstrates maturity and professional judgment,
4. ls knowledgeable about professional issues and demonstrates a commitment to the teaching profession.
5. Establishes professional relationships with the educational community and wider community (wltere
Presents a professional appearance and manner.
appropriate).
6.
7
L
L
Accurately assesses and documents the effectiveness of lessons, identifies strengths and wEiknesses inO
makes appropriate sugqestions for improvements.
Uses the results of student assessment and feedback to improve teaching practices and guide professional
r]
tt
r-*"1
t1
il
t*J
sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, place of
origin, place of residence, socioeconomic backqround or linquistic backqround.
'14. Treats students with dignity and respect and is considerate of their circumstances.
15. Does notdivulge information received in confidence orin the course of professional duties abouta student
except as required by law orwhere to do so is in the best interest of the student.
17. Does not criticize the professional competence or professional reputation of teachers or other stuOent
teachers unless the criticism is communicated in confidence to proper officials after flrst informing the
individual concerned of the criticism.
18. Acts in a manner that maintains the honour and dignity of the profession.
9. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or lte
profession unless authorized to do so.
m
tn
I,ZI
I*'"-t
L.*i
13. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, cotoui, gndeti
ffi
ll
Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions.
12. Applies the knowledge, skills and attributes for interim certification appropriately.
li
qrowth.
t:
m
m
Ifr
t!:
r--1
LI iln
il
ti
t*
r-"1tt
l#
l.,..=
t,
t": V}
L*-1
ffi
ti
Vl
r*'t
-_i
r*1
,*-t
Lr"i
r_*
GOMMENTS:
Mrs. Laplante is already a professional and demonstrates her understanding of attributes and responsibilities within the teaching
profession. She is 100% ready for her internship and already acts and behaves like a teacher.
SUMMARY=
Areas for further growth:
Even though Mrs. Laplante in 100% ready for her internship she can still work on her presence in the classroom. Her personality
is so kind and caring that I flnd she lacks disciplinary skills. Also, she had such great classes that there wasn't a need to work on
it regularly. l'd like to see her command the room by modulating her voice, making noises to get their attention, use repeat back
methods to make sure students are listening to her, circulating while lecturing and using proximity as a classroom management
technique. Mrs. Laplante needs to improve on demanding respect in the classroom. I would suggest that in her internship that
she venture out to see other teachers teach and to invite administration to come view some of her lessons.
[:zj
ffi
PASS
rnrr
[ , TNCOMPLETE.
Note: The Teacher Associate is responsible for completing this document, in consultation
with the Student Teacher and the University Consultant.
S ig n atu re
U n ive
Please submitthe completed original sisned 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.
University of Lethbridge: P.S. ll Summative Report (May 25,2006)