University of Lethbridge Field Experience EDUCATION 2500 Student Teacher Report MigeumeeD) Faculty of Education Ui Tea Cyl [Student Teacher: [Greg Mroazek Fa Teacher Associate: [Erin Purdy "| Semester: || Spring _| University Consultant: |Carmen Roman c: @| Summer Grade Level Taught: _|6 Year: [2017 School: [Woodman School ; Instructions: * For each field experience outcome below indicate the student teacher's level of performance: either Not Mesting Expectations, Meeting Expectations, or Exceeding Expectations, Most students fal within the Meeting Expectations ‘category unless there is clear evidence for Not Meeting Expectations or Excaeding Expectations. For students within the Meeting Expectations category, please indicate level of performance, + Atthe end of each section, please provide comments regarding the practicum outcome 1. Professional Growth and Reflection ‘The ED 2500 student teacher wll be able to: + communicate verbally, non-verbally, and in writing. + reflect critically and analytically on own teaching and learning experiences. + idontity teachers’ professional responsibilities. + understand the richness and complexity of teachers! working realities. | Not Meeting Expectations Meeting Expectations Exceeding Expectations a) document observations, experiences, and interactions throughout he practicum Holo elo BY analyze and nerprel obaewaions, experiences, and iractons thoughout he = practicum DO w/o ) reflect on own olen classroom events and practicum experiences | Tomo! 4) seltassess and evaluate progress accurately 4{O @) engage in thoughtful decision-making 711 1) document professional eeming rom practioun experiences 7 | 0) respond to feedback by isoning o, evaluating, and responding to auggestons a) ‘Comments: |Greg is open and wiling to discuss questions he has about the profession of teaching and learning. He is thoughtful with his discussions and reflective of his time in the classroom,Greue 28 bee The £02500 student eacher wil be able By] oeg |g8 establish a positive rapport with members of the leaning community ee} gh |e 6 & i 2) establish and maintain postive and respectiul relationships with leamers OoOoOw 3) establish and maintain postive and expect vlaiontipe with Teacher Assosiste oo GF eaabiah and maintain postive and especial laionchip win ater member Fh | school community OOO Ole {) support all eamers in the classroom. loo Mlo ‘Comments: strategies to connect with each of them, [Greg has established a strong presence in our classroom, he welcomes students in each moming and is in the hallways at the lend of the day as the students are leaving, During the school day, Greg looks for opportunities to connect with students and bull on relationships. He continues to discover the diverse needs of al learners in the classroom and haw to best employ 3. Directs Learning The ED 2500 student teacher wil be able to: * direct learning activities for Individual students and small groups. + communicate verbally, non-verbally, and in writing, + respond to the diverse needs of learners. t Meeting Expectations Net xpectations respond appropriately to and assist learners, 5 interact effectively with learners, ©) provide clear direction and instruction oO oO) 4) respond appropriately to learners’ questions. SNS €@) provide learners with focused and appropriate feedback is] 4) promote flexible thinking and consideration of multiple perspectives. 4) show sensitivity to individual citferences among leamers, 1h) maintain postive expectations for allleamers. |) organize and plan adequately for simple instructional task, ISSEY ES 1) communicate verbally (e.g. tone, volume, expressiveness, grammar, language). Oo mira i cammaricae non-verbal eg. gestures, expressions, oye contact, congruance al boteen verbal and nonswerbal communicston) =| communicate in wring e.g handwrting, speling, punclualon, grammar, SynaX and eal sword choice) }| [4] Comments tasks including: day to day lessons as well as field trip organization ‘Greg works well with smell group instruction and contributing ideas and information to our classroom during discussions. He listens well to students and responds well with his feedback. He has helped with organization inthe classroom for various Education 2500: Field Experience Report Page 20f44. Classroom Management and Leadership BH 3 ‘The ED 2500 student eschervillbe abe ia] oe * maintain established academic and behavioral expectations, procedures, and | 2 3 33 routes: fa] gi ing Expectations 4) reinforce and maintain established behavioral expectations, C Oo = ») reinforce and maintain established classroom procedures and routines, ©) monitor and respond appropriately ta student behavior. a 4) ensure a safe and orderly leaming environment when working with students ©) reinforce and maintain established academic expectation, f) demonstrate a dynamic presence (e.g. aleriness, ‘with.itnese’ enthusiasm, passion), 9) motivate and engage leamers through organization and creativity ‘Comments: ‘a luring our school day. {Greg's mindlut of classroom expectalons and roves, and sake questons to Cary fhe is unsure. Hes obsonantoF |student behavior and often responds appropriately, sometimes looking to teacher for support with certain situations that pop up 5, Professional Conduet and Ethies The ED 2500 student teacher wil be able to: ‘+ make appropriate personal and professional decisions. + demonstrate personal and professional conduct and attributes as defined by the Faculty of Education Standards of Professional Conduct. ef] £ gs| 33/28 ae 28/38 3) actin a manner that respec the cignity and rights of al persons wihou prejudio as to ace, religious > beliefs, color, gender, sexual orientation, physical characterises, age, ancestry or place of orgin. Lit 3) tet pups, peers, schoo! personnel, and faculty wih dgnity and vespect and s considerate of ther sreumstonces Ol F-actin a responsibe mannar, wich includes balig uncual, dependable, Wistar, conan and | ielable | GF tecogriza that aiendance praia courea and prTetNonal wanelors Wa POTSOTOT el responsiblity y ) show matuty and judgment mic 1 demanswate a commento leaching Brough niet hearing about teaching, consuing, Wel questioning, eading and discussion O\e 3) erteize (verbal orn wring) the proeastoral compete or professional repulaon oT oer ony a > ‘confidence to proper officials and only after the other person has been informed ofthe eric, Fy respect the confidentiality of mformation about pupils, peers, school personnel, or faculty received ih Confidence or in the course of professional duties, L ')_act in a manner that maintains the honor and dignity of the profession and the University of Lethbridge. 1) dos not make representations on behalf of the Facully of Education, he Universi of Latnoridge, the school, or the profession iS) Comments: (Greg has shown great responsibilty and maturity in his placement at Woodman School, He has shown a flexibility with his lenvironment and wilingness to attend to many diferent learning tasks and situations. Greg has been collaborative with his [teacher partner as well as working with other statin the school to attain @ wider range of experience, He has demonstrated @ confidence with his work ethic during his time at Woodman. Education 2500: Field Experience Report sont, 2016 Page 3 of 4& General Comments: ‘Greg has demonstrated a readiness to begin his work in the Bachelor of Education program. He works well with children and professionally wth Staff. Greg has maintained a high level of dedication to his placement at Woodman, building ‘lationships quickly and looking for opportunities for further growth, Recommendation to the vate: ne 62017 Faculty of Education: Signatures: Recommended for Admission [OI] Not Recommended for Admission University Consultant Education 2500: Field Experience Report Page 4 of4 pose 204