Pre-Internship Field Experience Assessment Form

College of Education

Teacher Candidate ____Shayla Alexander______ Student number _11141146_____

School Placement: _____Forest Grove______________________

Term One Term Two **please complete online, print, and sign

Sequential Program Pre-Internship Field Experience (321/322)

Is this teacher candidate ready to progress to the next level of field study?

Yes ___Shayla Alexander____________is ready to do her/his next field study.

No_______________________________is not ready to do her/his next field study.

Name of Teacher Candidate ____Shayla Alexander_______________________

Signature of Teacher Candidate _____________________________________

Name of Partner teacher______Trenton Johnston________________________

Signature of Partner Teacher _______________________________________

Name of Principal ______Don McBean________________________________

Signature of Principal _____________________________________________

Date ____April 4, 2017_________________________________

College of Education: Pre-Intern Assessment Jan. 17

 Assessment of Teacher Candidate Competencies
*Teacher candidates are expected to demonstrate competence in the following areas upon completion of their
degree.

Instructions: For each of the 4 main areas, please summarize the Teacher
Candidates progress during the term, recommendations for growth, and
any additional comments in the spaces provided. Please note: you can
adjust the document if you need more space.

1. Professionalism
1. 1 the ability to maintain respectful, mutually supportive and equitable
professional relationships with learners, colleagues, families and
communities
1.2 ethical behaviour and the ability to work in a collaborative manner for
the good of all learners
1.3 a commitment to social justice and the capacity to nurture an inclusive
and equitable environment for the empowerment of all learners
1.4 a commitment to service and the capacity to be a reflective, lifelong
learner and inquirer
Progress this term: Recommendations/Next Steps:

1.1 In the short time period, Shayla During internship, assist the supervision
developed a strong, mutually respectful team and with extra-curricular
relationship with students and staff. opportunities. Show the school and
1.2 Shayla listens to and values all community what you can offer in
opinions from the class. addition to solid classroom teaching.
1.3 Shayla planned lessons to
accommodate different strengths. She
worked to ensure all students and their
opinions were valued.
1.4 Shayla appears to be reflective
with the goal of improving student
learning. She initiated dialogue with
myself regarding possible improvements
to lesson planning and delivery.

General Comments:

Shayla dependably and consistently conducted herself in a professional manner.

College of Education: Pre-Intern Assessment Jan. 17

2. Knowledge
2. 1 knowledge of Canadian history, especially in reference to
Saskatchewan and Western Canada
2.2 proficiency in the Language of Instruction
2.3 knowledge of First Nations, Mtis, and Inuit culture and history (e.g.,
Treaties, Residential School, Scrip and Worldview)
2.4 ability to use technologies readily, strategically and appropriately
2.5 knowledge of a number of subjects taught in Saskatchewan schools
(disciplinary/interdisciplinary knowledge)
2.6 ability to strive for/pursue new knowledge
Progress this term: Recommendations/Next Steps:

2.1 & 2.3 Knowledge demonstrated I recommend that Shayla continue as is

through developing and leading a in her pursuit of knowledge, both in
lesson that compared different events content and teaching pedagogy.
that were occurring about the same
time period. The comparison was done Shayla adds that she wants to continue
between the fictional novel The to grow in integrating FNIM culture and
Outsiders and Shin-chis Canoe and Shi- history in her teaching practice.
shi-etco.
2.2 Shayla is able to communicate
with students and peers using subject-
specific vocabulary across all subject
areas.
2.4 Shayla found and used audio
through a website so students could
listen to The Outsiders. Shayla also
used the projector to display a
powerpoint that she developed and
used Kahoot to assess student learning.
2.5 Difficult to provide accurate
assessment, as Shayla only directly
instructed in one subject (Language
Arts) for my class, though in other
subjects such as Math and Science,

College of Education: Pre-Intern Assessment Jan. 17

Shayla would circulate and assist
students as needed. I am also aware
that Shayla assisted one-on-one with
students in other classes in Math and
Social Studies.
2.6 I sense a strong desire for self-
improvement.

General Comments:

3. Instructional
3. 1 the ability to utilize meaningful, equitable, and holistic approaches
to assessment and evaluation
3.2 the ability to use a wide variety of responsive instructional
strategies and methodologies to accommodate learning styles of
individual learners and support their growth as social, intellectual,
physical and spiritual beings
Progress this term: Recommendations/Next Steps:

3.1 Shayla shared how students Sometimes its good to co-construct a

would be assessed prior to providing rubric for assessment.
time to complete tasks. Shayla used a
variety of assessment techniques to Continue using a variety of assessment
contribute to student success by tools to gain an understanding of
considering the strengths of different student learning and progress.
students.
3.2 Throughout the novel study, Continue addressing students needs to
Shayla used a variety of instructional further adaptation and assessment for
strategies, including direct instruction, individual students learning.
discussion, a learning circle, a carousel
activity (student-led), and she also
incorporated student-relevant

College of Education: Pre-Intern Assessment Jan. 17

technology. Shayla incorporated
physical movement into some of the
lessons to assist engagement.
Shayla then assessed comprehension of
the novel through a variety of ways
including questions that provide
feedback on students level of
understanding, having students predict
using a visual representation, and
asking students to rewrite a scene from
a different characters perspective.

General Comments:

4. Curricular
4. 1 knowledge of Saskatchewan curriculum and policy documents and
applies this understanding to plan lessons, units of study and year plans
using curriculum outcomes as outlined by the Saskatchewan Ministry of
Education
4.2 the ability to incorporate First Nations, Mtis, and Inuit knowledge,
content and perspective into all teaching areas
4.3 the capacity to engage in program planning to shape lived
curriculum that brings learner needs, subject matter, and contextual
variables together in developmentally appropriate, culturally responsive
and meaningful ways
Progress this term: Recommendations/Next Steps:

College of Education: Pre-Intern Assessment Jan. 17

4.1 Outcomes/Indicators were written When lesson planning, continue to
in Shaylas lesson plans, and they identify the curricular connection. This
shaped the activities within the lesson. is important for checking off curricular
4.2 Shayla incorporated FNIM content outcomes/indicators to ensure the full
and perspectives into Language Arts. curriculum is being covered.
The perspectives were identified in
relevant lessons.
4.3 In the short amount of time,
Shayla asked and encouraged students
to consider their own contexts and
identity when exploring themes in the
novel.

General Comments:

College of Education: Pre-Intern Assessment Jan. 17