Professional Semester III Final Report

Faculty of Education
Field Experiences
Fall _X_ Spring

Semester, 2016 (Please check appropriate semester)

Professional Semester III is a five-course equivalent integrated semester including half-time teaching and
professional study in curriculum design, leadership, advanced methods, and reflective practice. Intern Teachers are
assigned full time to schools for the semester during which they assume responsibility for approximately one-half of
the teaching day. PS III professional study is designed to complement and enhance the internship. The professional
study components may occur on or off-campus and are coordinated by the Faculty Mentors in collaboration with
Intern Teachers and school personnel.

Place a checkmark () in front of the course in which you are registered

Education 4571
Elementary Education
__X
Education 4572
Secondary Internship
Education 4573
Special Focus Internship
Education 4574
Fine Arts Internship - Art or Drama
Education 4575
Fine Arts Internship - Music
Intern Teacher

Jo-Anna Meurs

Grade Level(s)

Math 8, Math 10, HS Fitness

School

Vauxhall High School

Administrator

Mr. Todd Ojala

Teacher Mentor

Mr. Jason Schellenberg & Mrs. Nikki Ohlmann

Faculty Mentor

Mr. Wayne Tate

Intern Teachers Descriptive Report:

My PSIII internship at Vauxhall High School has been a very rewarding experience. I have learned
incredible lessons from both the students and staff that I will carry with me throughout my teaching
career. From the moment I arrived, I have felt welcomed and supported by the school community. I
immediately felt as though as I was a member of the school and given the same level of respect as any
other teacher.

I was fortunate to be given a variety of classes to broaden my abilities as a teacher. I taught Math 8 to a
class of 32, Math 10C/10-3 split class of 16, and a High School Fitness CTS course with a total of 10
students. Each of these classes displayed their own unique characteristics that made my time at
Vauxhall High School unforgettable. My students all came to class with a wide range of abilities,
backgrounds, and understandings. This challenged me as a teacher as I accommodated and planned for
each of the different learners.

Through this internship I have been able to develop and grow in my skills in long and short range
planning. This is the first practicum where I was given the opportunity to create semester plans. I found
this to be very useful in envisioning the bigger picture ideas in each of my classes. I also created several
unit plans and lessons. In total, I taught 21 math units between each of the classes. I was also able to
plan for three CTS modules in the Fitness course. In my daily planning, I tried to plan for all of the
different learners in the classes and use a number of different instructional strategies to meet their

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PS III Final Report for Jo-Anna Meurs

needs. In my math classes, I found that using guided notes was a great way to keep the students
engaged and following along throughout the lessons. Students also received ample opportunities to
develop their math skills through practice problems. Students were encouraged to work with peers to
solve problems and ask for questions when needed. Beyond textbook problems and worksheets, I tried
to include a variety of other activities in my classes. This proved to be especially effective in my Math 8
classes for students who would often get restless. Using personal whiteboards in the classroom was a
great way to involve students in their learning. I tried to take a student-directed approach in the Fitness
class. Instruction was limited and students were given the opportunity to work through projects and
assignments with myself as the facilitator.

Throughout the semester I have made it a priority to provide authentic and accurate assessment. In my
Math classes, I would often start my lessons with entrance activities that allowed me to assess students
on previous knowledge. Formative assessment is ongoing in my classes. I have used a variety of
mediums to formatively assess my students including personal whiteboard activities, class discussions,
one on one conversations, as well as quick-thumbs up/down and rating their level of understanding on a
scale from 1 to 5. When grading summative assessments, I have referred to district and provincial
standards ensuring that the Program of Studies is at the heart of my assessments. I have conferred with
colleagues to ensure accuracy and fairness in my assessments.

My Professional Inquiry Project has allowed me to involve myself in the school in a personal way. I found
that the All Kinds of Kinds initiative allowed staff and students to gain a stronger understanding of their
community. Beyond this, I was also able to get to know each of the students at the school, even the
ones I did not teach. The goal of the project was to find ways to help create a positive school community
through advisory. After creating a picture path of each student I was able to create a student interest
inventory which I hope will serve teachers in making the most of their advisory groups.

Building positive and professional relationships with students, staff, and parents has been an important
component of my time at Vauxhall High School. Taking the time to talk to students during the day and
getting to know them beyond their academia has been a rewarding and treasured aspect of my
internship. It has been a true honour immersing myself into the VHS community as I got to know
parents, teachers and students and we worked towards the success of the young people we work with.

In summary, my teaching internship at Vauxhall High School has aided my development as a teacher and
has provided many learning experiences that I will take with me in my career.

Intern Teacher Signature

Date

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School Administrator Comments:

It was apparent from discussions and observations that Miss Meurs believes all students can learn. She
provides ongoing feedback in regards to improving individual learning needs. Jo-Anna has
demonstrated that she can modify and adapt programs for individual students so that they can be
successful in the classroom. She was involved in the creation of student program plans (I.S.P.s and
I.P.Ps), understands the specific learning needs for her students and directs her lesson delivery toward
all students. Miss Meurs was able to effectively utilize a learning assistant to meet the needs of learners
in her Math 8 and Math 10-3 courses.

Jo-Anna has demonstrated an excellent understanding of the planning process and has attended to long
and short-range planning to ensure course outcomes guide instruction throughout each course. The
diversity of instructional strategies that are delineated in the documents and their correlation with
outcomes evidences intentional teaching and learning in observed classes. Advance preparation for
classes maximizes instructional time and provides structure. Miss Meurs is well organized; implements
an effective lesson and is prepared well in advance for each class. She is adaptable and performs at a
high level when executing a task. Jo-Annas planning was also inclusive of differentiated learning needs
as was evidenced in her planning for students on individualized support plans.

Miss Meurs student assessment policy aligns with the schools and districts evaluation policy. Students'
marks are accumulated through a fair representation of all work accomplished and reflect the emphasis of
the semester plan. Tests are prepared to mirror course content and also to prepare students for a fair and
comprehensive course assessment. Jo-Anna maintains accurate records of students' marks and students are
aware of their standing in the class. Miss Meurs uses a variety of appropriate assessment techniques and
instruments within her math classes. Examples include using observations, questioning, checking daily work,
quizzes, tests, performance-based assessment, and written assessments (progress reports). It was apparent
that Jo-Anna has a solid understanding of formative and summative assessment and how they can be
effectively utilized within her classes to guide student learning. Miss Meurs also maintains accurate records
of student achievement, and was effectively able to communicate results to parents and the school.
Jo-Anna effectively integrates information and communications technology into her courses. She is
adept at using technology to complement and assist in her classes. She is able to use Smart board
technology to present material on a class by class basis and she has also demonstrated her proficiency
using the TI 84 smart board software.

Miss Meurs is able to accommodate differing student learning needs by using a variety of teaching
techniques. Examples include teacher directed, directed inquiry, cooperative learning, and independent
practice. Jo-Anna also uses concrete examples as well as experiential learning to help students grasp
mathematical curricular concepts. Miss Meurs used engaging assignments and activities that challenge
all learners while keeping interest levels high. In Math 8, activities ranged from solving Pythagorean
theorem problems on mini-whiteboards to cutting out nets to conceptualize 3 dimensional shapes.
During independent seat work Miss Meurs continuously moves throughout the room guiding and
assisting students.

Miss Meurs classroom is organized in a manner that is safe and conducive to learning. The classroom
provides acceptance and tolerance for all types of learners and students. With so many varying needs,
and levels, within her Math classes, Jo-Anna provides a safe venue for expression and acceptance of
differences in learning abilities. Miss Meurs begins each class promptly and has developed classroom
routines and structures that reduce off-task behavior. As the term progressed, Miss Meurs was better

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PS III Final Report for Jo-Anna Meurs

able to use visual and auditory cues to remind students to get back on task. Jo-Anna demonstrated the
use of tone, intonation, eye contact, verbal cues such as 5-4-3-2-1 . . . to remind students that they
were veering from expected behavior. Jo-Anna also effectively used proximity to re-focus off-task
students. She was able to give clear directives of expected behavior before transitions were to occur
within student learning. Student engagement in Math 8 rose from 86 percent to 98 as it improved
during each evaluation period. Her management improved adeptly as she has put into place
recommendations and ideas which she eagerly accepted and implemented. It was apparent from
observations that Jo-Anna demands that all students learn and that they dont interfere with each
others learning.

Miss Meurs continually contributed to the schools culture and climate. She participated in all advisory
activities and carried out all duties assigned to her very successfully. Her conduct has never been
anything other than professional. She was able to connect with learners and develop a positive rapport
with staff and students. Miss Meurs completed her Professional Inquiry project that culminated in a
picture gallery that demonstrated the types of students and differences found within the walls at
Vauxhall Junior and Senior High School. Through student surveys, Jo-Anna was able to provide data on
student interests and activity. Using the data, Miss Meurs created a report for staff that gave a
breakdown of student interests and actions that could be undertaken within each individuals advisory
group. The students enjoyed the surveys and the opportunity to pose for a picture wherein they
described a part of their unique identity. Miss Meurs explained her project to staff and students in an
assembly, she set up a timeline for the processes involved, and even sent out reminders to staff that
were a little slower to action. In her short time at our school, Jo-Anna was able to positively contribute
as a staff member and teacher. She is well on her way to becoming an excellent teacher.

_______________________________
School Administrator Signature

Date

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Teacher Mentor Comments (Jason Schellenberg):

Miss Meurs demonstrated a high level of competency throughout her practicum and I have no doubt
that she will have continued success throughout her teaching career.

From the very beginning of her practicum, it was obvious that she had a grasp of learning progressions.
She was able to deliver the math content in a way that made sense to students. Her pace through the
material was well thought out and very deliberate. I was impressed to see how many students were
achieving high levels of mastery as well. I attribute this to her ability to differentiate the material to
meet the diverse needs of each individual student.

It was also very clear throughout the practicum, that Miss Meurs had a desire to push herself beyond
her comfort zone. She was willing to take risks in the classroom by trying new activities often and
finding new ways to make math exciting for the students. Trying new things often involves an increased
amount of effort from the teacher but Miss Meurs was never content to just settle into what was
comfortable. Regardless of the effort involved, if Miss Meurs felt that the activity would be beneficial to
the students, she would pursue that idea and make it happen.

An area of growth that Miss Meurs and I discussed on several occasions was the classroom management
with the Jr. High students. We began having this discussion early on (in the summer months) because I
knew that she would be taking on a very challenging class. The class in question had several students
with high behavioural needs and was also a large classroom with 32 students in it. This class had proved
to be difficult to engage and manage for many seasoned veterans within the school so I was concerned
how Miss Meurs would handle such a classroom.

Throughout the semester, I think that Miss Meurs handled that challenging class very well. Her diverse
range of activities and a well thought out structure helped to keep students engaged and made a large
class size seem much more manageable. There were definitely times where the students began to push
boundaries and it was encouraging to see Miss Meurs assert herself more as the semester progressed.
She established herself as the authority in the classroom and demonstrated that she was in control.

In my opinion, one of the benchmarks for a great teacher, is their ability to be a life-long learner. I was
encouraged to see Miss Meurs show growth throughout the practicum. She would observe and listen to
advice from colleagues and implement new strategies. She would research and find new activities. It
was obvious throughout the practicum that Miss Meurs was going to continue to better her knowledge
and understanding of the teaching profession and of the curriculum as well. I have no doubt that this
characteristic will serve her well throughout her career.

Mentor Teacher Signature

Date

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Teacher Mentor Comments (Nikki Ohlmann):

I have had the pleasure of working with Jo-Anna Meurs while she completed her internship at Vauxhall
High School. During her four month internship, she taught a combined Math 10C and Math 10-3 class for
me. Teaching a combined high school math class does pose it challenges but Jo-Anna managed it
wonderfully. It took her a couple of weeks at the beginning of the semester to figure out a system that
worked for her and then it was smooth sailing from there. Students have had a high level of success in
both of the math courses due to Jo-Annas knowledge of math, organization, classroom management,
time management (appropriate pacing and sequencing) and planning skills. She is well prepared for her
classes and did activities with the classes when possible. Jo-Anna put extra time and effort into making
sure her lessons, activities and assessments were the best that they could be rather than just doing it
exactly how the textbook suggested it be taught. Jo-Anna also put extra effort into differentiating her
lessons to help all students have success, especially with the 10-3 class.

It is obvious that Jo-Anna enjoys teaching and really cares about her students and their success. She
always came to school at least 45 minutes before class started and stayed at least 45 minutes after
school ended. She came early and stayed late not only to make sure that she was prepared for class, but
just in case students needed extra help with their math. She spent a lot of time outside of class time
helping students. The students have connected with her and they see her as their teacher.

Jo-Anna possesses the qualities necessary to be a wonderful teacher. Her enjoyment teaching students,
her kindness, her constant effort to be the best teacher possible, and her willingness to put in extra time
and effort show that she will have great success in the profession of teaching.

Mentor Teacher Signature

Date

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Faculty Mentor Comments:

I visited Miss Meurs classroom on four occasions this fall. During each visit I documented my
observations and conferenced with the teacher about them, providing copies of my notes to her.

Miss Meurs understands the formal structures of the Alberta Education system and works hard to
consider all contextual variables in her planning, instruction and assessment of students. She has been
teaching a split grade 10 Math class and has accommodation plans in place for her students, and has a
reasonably strategy to address the needs of both groups. Ive observed this within her very large grade 8
Math class as well.

The long range, unit and day plans prepared by Miss Meurs are thorough. They make reference to
relevant objectives identified in the Programs of Study, identify specific learner outcomes, identify
various resources, and consider a variety of assessment strategies. The template Miss Meurs uses for
her lesson plans accounts for these elements of planning and further identifies stages of lesson
progression; introduction, body, closure. There is also an anticipated time budget for each segment. Ms.
Meurs is keen to reflect upon her practice and does so daily. She makes notes on her lesson plans such
as Some students finished very early, distracting others. Should have had an activity ready for early
finishers. Generally speaking Miss Meurs planning at all levels meet a high standard.

The tenor of the classroom is learning focused. Miss Meurs calm and confident demeanor contributes
to this. Students also have confidence in her understanding of Math content and ability to present
mathematical concepts. One student reported to me that Ms. Meurs was very kind, always willing to
help after class, and never lost her temper. She is explicit in her re-direction of off-task behaviours, or
correction of student misbehavior, but does so in a manner that respects the dignity of the student.

Miss Meurs takes care to establish an appropriate tone for her class from the very moment students
enter the class. In fact she makes it a point to remind herself of this in her lesson plans. Prior to lesson:
Stand in the hallway and encourage students through transition from gym to math. Have SMARTboard
ready to go. Upon entering the class, students practice the desired procedure; collect their bell work
activity (usually a review from the previous day) and get to work. They then take up this review material.
Different students are called upon to present their solutions at the SMARTboard, explaining their
thought process while doing so. The teacher assists by filling in the gaps so as to provide a complete
presentation of the steps involved. Students then receive her praise; Okay, good job!

Miss Meurs uses guided notes for the purpose of introducing new concepts. She works through the
same examples and notes on the SMARTboard that students have in their worksheets, and then requires
students to work independently on several more examples. I asked a student about this practice and she
stated it was one of the strategies that worked best for her. As I observed the gaze of students during
this time, it was obvious they were absolutely engaged.

Miss Meurs has also taken some risks for the sake of engaging learners. She implemented a review game
(Mathsketball) with the intent of generating enthusiasm about Math. I commend her for attempting this
in the very close confines of a highly populated class 32 students. Students responded with
enthusiasm, and the teacher retained control.

Assessment of student learning is addressed with a variety of strategies ranging from a simple thumbs
up, to quizzes not for marks, to summative unit tests. Ms. Meurs maintains clear and accurate

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PS III Final Report for Jo-Anna Meurs

assessment records, differentiating between formative and summative. The assessment strategies are
sufficient in variety and frequency to allow Ms. Meurs to render an informed measure of student
achievement in relation to key learner outcomes.

Its evident that her work in the school is appreciated and respected by other staff members. They have
been happy to encourage and support her. All-in-all, its my belief that Miss Meurs has a great deal to
contribute to the profession and I wish her the best.

I have read the complete Final Report and certify that the assigned grade is PASS.

Faculty Mentor Signature

Date

**A signed copy will be sent to Grasslands Public Schools on December 12, 2016**

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