EDUC 3010 – Practicum I –

Midterm
EDUC 3010 – Practicum I –
Final

PRACTICUM I EVALUATION FORM – YEAR 3

Teacher Candidate: Victoria Weinberger School: Guy Weadick School

Grades/Subjects Taught: Kindergarten Mentor Teacher: Ms. Kim Wrathall
Faculty Supervisor: Fran McGilvary Date: December 6, 2017

Most teacher candidates will demonstrate knowledge, skills, and attributes in the “Meeting Expectations”
category.

A checkmark in the "Beginning" column indicates that the teacher candidate's performance is acceptable
but in the early stages of development. A checkmark in the “Proficient” column indicates that the teacher
candidate consistently performs at a strong level. A checkmark in the “Not Yet Meeting Expectations”
column indicates that the teacher candidate is not performing at the minimum level of expectation.
Teacher candidates who are rated as not yet meeting expectations in two or more areas are at risk
of failing the practicum.

If an outcome has not been evident or the teacher candidate has not had an opportunity to demonstrate it,
the mentor teacher is asked to identify this as not applicable. For each category on the evaluation, the
rubric is shown above the corresponding evaluation section.

Professional Responsibilities

Not yet Beginning Developing Proficient

meeting In addition to
expectations developing:
Identifies and Does not know Has generally Makes an accurate Makes a thoughtful and
implements whether accurate assessment of accurate assessment of
specific teaching was impression of teaching teaching effectiveness
changes to effective or teaching effectiveness with with numerous
practice achieved effectiveness and examples and makes examples. Solicits
based on outcomes and general specific suggestions feedback. Drawing on
reflection resists suggestions for for improvement. extensive repertoire of
and feedback feedback; no improvement. skills, TC offers specific
from Mentor suggestions for alternatives and
Teacher and improvement. likelihood of success.
Faculty
Supervisor
Engages with Engages in Engages in some Seeks out Seeks out opportunities
colleagues in little to no PD; PD. Limited opportunities for for PD and research.
professional no effort to professional PD. Actively Initiates important
learning share sharing with engages with contributions to the
knowledge or colleagues; colleagues in profession. Relationships
assume participates in professional are characterized by
professional professional conversations. mutual support and
responsibilities; conversations in a Relationships are cooperation. Takes
relationships limited way. characterized by initiative in promoting
with colleagues Maintains cordial mutual support and culture of professional
are negative. relationships. cooperation. inquiry. Makes a strong
Participates with Participates in contribution to school or
school activities professional inquiry. district events
and projects when Volunteers to
invited to do so. participate in school
events.
Establishes Dishonest in Honest in Displays high Displays highest
professional interactions interactions with standard of honesty, standards of honesty,
and ethical with colleagues, integrity and integrity and
relationships colleagues, students, and confidentiality in confidentiality in
students or public; some interactions with interactions with
public; inconsistency in colleagues, students colleagues, students and
practices do not serving students and public. Active public; challenges
always serve may contribute to in serving students negativity. Proactive in
students well. inequity. Limited and ensuring fair serving students, seeking
Decisions are involvement in opportunities. out resources when
self-serving; decision-making; Willing participant needed. Takes an active
does not may need in decision making; role and ensures
comply with reminders about complies with decisions reflect
standards and compliance with standards and professional standards
regulations. standards and regulations and comply with
regulations. regulations.
Demonstrates Does not make Is able to connect Is able to connect Is able to connect theory
deep connections theory-and- theory and practice and practice using
thinking between theory practice in general by using examples examples that link
through and practice. ways. that relate to the current and previous
seminar specific classroom classroom contexts to
responses, context. current educational
lesson initiatives and theoretical
critiques, and underpinnings. Analyzes
journal own professional identity
reflections within experiences of
theory and practice
contexts.

PROFESSIONAL RESPONSIBILITIES (KSAs b, l, n, o,

p)

1. Identifies and implements specific changes to practice X

based on reflection and feedback from Mentor Teacher and
Faculty Supervisor
2. Engages with colleagues in professional learning X
3. Establishes professional and ethical relationships X
4. Demonstrates deep thinking through seminar responses, X
lesson critiques, and journal reflections
Comments:

Victoria has consistently demonstrated an excellent working relationship with myself and the
numerous colleagues in our building in which she has directly been involved. She has been
open to feedback, used the information to grow as a teacher and is regularly prepared and
open to new ideas and variations of her lesson based on student need.

Planning for Learning

Outcomes Not yet Beginning Developing Proficient

adapted from meeting In addition to
AB Education expectations developing:
Teaching
Quality
Standard
Uses programs Lacks Outcomes have Outcomes reflect Outcomes reflect
of study to set outcomes or some learning learning goals with significant learning
learning goals they are goals but purpose sequence and link goals (not activities)
phrased as and link to other to other learning. with clear sequence
activities rather learning is and connection to
than learning sometimes previous and future
outcomes; goal unclear. learning with
is unclear. integration where
appropriate.
Analyzes Lacks Some awareness Aware of resources Consistent use of
resources (e.g. awareness of of resources. for classroom use resources for
programs of resources to and professional classroom use and
study, teaching support development. professional
materials, learning. development.
textbooks) to
select
appropriate
teaching
strategies and
design relevant
learning
experiences
Translates Lacks Outcomes have Outcomes reflect Outcomes reflect
outcomes into outcomes or some learning learning goals with significant learning
coherent short, they are goals but purpose sequence and link goals (not activities)
medium, and phrased as and link to other to other learning. with clear sequence
long range activities rather learning is and connection to
plans than learning sometimes previous and future
outcomes so unclear. learning with
goal is unclear. integration where
appropriate.
Demonstrates Displays little Displays limited Plans reflect Plans reflect
understanding of or no range of familiarity with a familiarity with a wide
pedagogies understanding pedagogical range of effective range of effective and
appropriate to of the range of approaches pedagogical creative pedagogical
the discipline pedagogical suitable to the approaches in the approaches in the
approaches discipline. discipline. discipline including
suitable to the recent developments.
discipline.
Demonstrates Weak Some knowledge Good knowledge Systematically
knowledge of understanding of learner of development acquires information
learner of child development and and differences about development and
development development differences (e.g. (e.g. interests and learner differences
and differences and interests and cultural heritage) in (e.g. interests and
and uses this characteristics cultural heritage) groups of learners cultural heritage) and
knowledge to of learners (e.g. but not and often clearly uses this
plan learning interests and consistently incorporates this in information to inform
experiences cultural integrated into lesson planning; lesson planning;
heritage). planning; some reasonable appropriately high
Unrealistic expectations are expectations. expectations.
expectations of unrealistic.
learners
Develops Learning Learning Learning Learning experiences
activities and experiences experiences experiences are appropriately
assignments that have single require mainly challenge student challenging and highly
are clearly correct recall; minimal thinking; some engaging for almost all
aligned with response; no choice; suitable choice in how they students.
learning goals, choice; not for some learners. complete tasks.
require deep suitable for all
thinking and learners.
support student
engagement and
choice

Planning For Learning (KSAs a, c, d, f)

1. Uses programs of study to set learning goals X

2. Analyzes resources (e.g. programs of study, teaching X
materials, textbooks) to select appropriate teaching strategies
and design relevant learning experiences
3. Translates outcomes into coherent short range plans X
4. Demonstrates understanding of pedagogies appropriate to X
the discipline
5. Demonstrates knowledge of learner development and X
differences and uses this knowledge to plan learning
experiences
6. Develops activities and assignments that are clearly X
aligned with learning goals, require deep thinking and
support student engagement and choice.
Comments:

Victoria has adapted her lessons based on student need, feedback and even based on the
suggestions outlined in her midterm evaluation. She has continued to be open to suggestions
asks for additional ideas if unsure and is willing to try and or change plans when unforeseen
items have occurred. Her willingness to do what is in the best interest of students is
commendable and seems second nature.

Facilitating Learning

Not yet meeting Beginning Developing Proficient

expectations In addition to
developing:
Uses a variety Learning Learning Learning Learning experiences
of teaching experiences have experiences experiences are appropriately
strategies to single correct require mainly challenge student challenging and highly
engage learners response; no recall; minimal thinking; some engaging for almost all
in rich learning choice; not choice; suitable choice in how students; students
experiences suitable for all for some learners; they complete modify learning to task
learners; few some students are tasks; most to suit their needs or
students engaged. students are interests.
engaged. engaged.
Incorporates the Digital Some use of Digital Digital technology
appropriate use technology digital technology promotes innovation and
of digital employed in technology. enriches learning. dialogue to support
technologies trivial ways or learning.
not at all.
Communicates Students are not General Communicates High expectations
and monitors always aware of communication of expectations of communicated clearly;
high and expectations; expectations; high quality work multiple strategies to
achievable little effort to some monitoring and monitors monitor student
expectations in monitor learning. of learning. student learning understanding.
student-friendly to meet these
language expectations.
Scaffolds Students are not Provides students Provides students Equips students with the
student provided with with some of the with the knowledge, skills, and
understanding knowledge, knowledge, skills knowledge, skills, strategies for successful
including skills or and strategies for and strategies for learning.
knowledge, strategies for learning. successful
skills, and learning. learning.
strategies
Provides clear Explanations Students require Clear and Rich explanations with
explanations have major clarification to accurate analogies and
with rich errors or complete tasks; explanations; scaffolding to make
language and omissions; vocabulary is vocabulary is concepts clear; rich
examples students appropriate but appropriate for vocabulary; anticipates
communicate a unimaginative; the students; misunderstanding and
lack of little student invites student checks for
understanding involvement participation and understanding
thinking
Analyzes and Does not check Sometimes Regularly checks Uses questions, prompts
responds to for checks for student for & assessments to check
student understanding; understanding; understanding; for individual student
misconceptions general feedback feedback is not provides feedback understanding; provides
always specific feedback that is timely,
specific & improvement
focused

Engages in Closed questions Mostly closed Some low level Questions advance high
discussions and with minimal questions or questions but level thinking and
inquiry that challenge, many questions with many challenging metacognition; students
invite high students are not predetermined questions; generate questions and
level thinking engaged in responses; some genuine involve peers in
and discussion students not discussion with discussion
engagement of engaged in significant
all students discussions participation
Paces lessons Lesson is hurried Lesson is Lesson pace Lesson is flexible, well
appropriately or tedious so few unevenly paced; provides time for paced for all; time given
for all students students are not all students all students to be for reflection and
including time engaged are engaged intellectually consolidation of
for reflection & engaged understanding
closure

FACILITATING LEARNING (KSAs e, i, j, k, m)

1. Uses a variety of teaching strategies to engage learners in X

rich learning experiences
2. Incorporates the appropriate use of digital technologies X
3. Communicates and monitors high and achievable X
expectations in student-friendly language
4. Scaffolds student understanding including knowledge, X
skills, and strategies
5. Provides clear explanations with rich language and X
examples
6. Analyzes and responds to student misconceptions X
7. Engages in discussions and inquiry that invite high level X
thinking and engagement of all students
8. Paces lessons appropriately for all students including time X
for reflection and closure
Comments:

As was stated above Victoria has been a very willing and open teacher and listens intently to
student learning, behaviour and engagement and adapts her lessons as such. She regularly
asks the students to repeat back the steps they are to take in a task, provide information or
predictions of what might occur next and has demonstrated a clear level of expectations for
student work. She genuinely cares and wants to hear about student learning throughout the
process. This relationship building has continued to show her passion as a teacher of young
children. Her lessons have been engaging and the students have been truly involved in the
process as she builds on the importance of the subject matter as well as their understanding of
the concepts she is teaching them.

Assessment

Not yet Beginning Developing Proficient

meeting In addition to
expectations developing:
Uses assessments Does not elicit Single method of Questions and The teacher is
to identify learner student monitoring student various regularly
needs and adjusts understanding; learning; lacks a clear way assessments used “taking the
instruction assessment to elicit understanding to collect pulse” of the
including varied results do not from students; assessment evidence of class; formative
ways of influence results are occasionally learning; lesson assessments
addressing plans. used to design lesson plans plans indicate designed to
misunderstandings for the whole class, not possible inform
individual students. adjustments responsive
based on prior decision-
assessments. making.
Develops learner Students are Students are partially Students are Students
understanding of not aware of aware of assessment aware of the understand and
learning goals and assessment criteria; minor efforts to standards of high may contribute
achievement criteria; no involve peer and self- quality work; to assessment
expectations to peer or self- assessment. Some students criteria;
promote self- assessment is engage in peer students engage
monitoring encouraged. and self- in peer and
assessment. self-
assessment.
Provides specific, Feedback is Feedback to students is Feedback is High quality
timely, absent or poor vague and not focused on accurate and feedback is
constructive quality. improvement. specific. specific,
feedback to help supportive, and
students monitor focused upon
their own improvement.
learning.

ASSESSMENT (KSAs k)
1. Uses assessments to identify learner needs and adjusts X
instruction including varied ways of addressing
misunderstandings
2. Develops learner understanding of learning goals and X
achievement expectations to promote self-monitoring
3. Provides specific, timely, constructive feedback to help X
students monitor their own learning
Comments:

Victoria has worked with the students to understand the expectations that she has for them as
a learner. She is continuing to work to build areas for them to self assess, which with the age
of the students would be something that would need to develop over time.

Environment

Not yet meeting Beginning Developing Proficient

expectations In addition to
developing:
Creates and Much classroom Some classroom Little time is lost is Instructional time is
manages time is lost due time is lost due to due to effective maximized due to
effective to inefficient partially effective routines; efficient routines;
classroom routines; poor classroom routines; management of students take initiative
routines and management of handling of groups groups and in managing groups
procedures groups and and materials is materials is and materials, routines
to ensure materials; inconsistent; successful; students are well understood
positive students don’t students follow follow routines with and may be initiated by
student know how to routines with minimal prompting; students; teacher
behaviour follow prompting; teacher response to response to student
established inconsistent student misbehavior is
routines; little or monitoring of misbehaviour is sensitive to individual
no monitoring of student behaviour. consistent, students’ needs.
student respectful, and
behaviour. effective.
Creates a Interactions are Interactions are Teacher Teacher demonstrates
respectful often negative or generally respectful demonstrates care genuine warmth,
and ethical insensitive; but may reflect and respect; caring and sensitivity
learning students are occasional interactions among to students as
community disrespectful to inconsistencies, students are individuals; students
that one another and favouritism, and generally are respectful to
encourages teacher does not disregard; students respectful; teacher teacher and peers
learners to deal with are sometimes responds creating an
take risks, disrespectful disrespectful to one successfully to environment where all
build trust, student another and teacher disrespectful students feel valued
embrace behaviour. response has behavior between and comfortable taking
diversity, uneven results, students; students intellectual risks.
and increase making students may be somewhat
self- cautious. cautious about
confidence intellectual risks.

ENVIRONMENT (KSAs g, h)

1. Creates and manages effective classroom routines and X

procedures to ensure positive student behaviour
2. Creates a respectful and ethical learning community that X
encourages learners to take risks, build trust, embrace
diversity, and increase self-confidence
Comments:

As was stated in Victoria's midterm, she has gone beyond the scope of building relationships
with students to building an incredible amount of trust. Our entire group has benefitted highly
from her presence, her love of students and her overall willingness to get involved. She
continues to be an incredible asset to our team and she will be missed by all of us as her
journey continues.

MENTOR TEACHER FEEDBACK ON PROFESSIONAL GROWTH

Strengths/ Professional Learning Achieved:

I have stated this several times, however, I feel truly blessed to have had Victoria in my room this year.
She exudes love for children and demonstrates daily how much passion she has for kindergarten. Her
engagement and relationship building with the students, the lessons she has created, and her willingness
to adapt to any situation have all gone beyond what I ever could have dreamed of. I truly hope that I see
her in the near future with a kindergarten classroom of her own as I know she will excel in this work.
From the bottom of my heart-thank-you.

Suggestions/ Areas for Growth:

Continue to build on technology and other ways it can be used, continue to use big questions to guide
student learning and build on student self assessment. You are already well on your way in these areas.

TEACHER CANDIDATE RESPONSE TO FEEDBACK ON PROFESSIONAL GROWTH

Growth Plan:
I have learned so much from this praticum and I am so grateful for the amazing opportunities I was given
in Kindergarten. I absolutely loved being at Guy Weadick and learned so much from a variety of teachers.
Kim provided me with lots of feedback around challenging my students to not only know what they are
learning but to know why they are learning it. I took Kim's feedback and used big questions to make
learning more meaningful and challenging. I am going to continue to incorporate this into my lessons as I
found it very successful and effective. Kim has also challenged me to incorporate more technology into
my classroom. Technology is an amazing tool therefore it is important that I learn effective ways to use it
in my classroom. I will definitely be experimenting and trying to use more technology in my future. Kim
has also provided me with a fantastic list of books that will benefit me as a teacher. I am excited to learn
from these books and implement some of the techniques she has found successful. Finally I have learned
so much from the Early Years Evaluation, occupational therapist and other outside resources. I plan to use
much of what I learned in my future classroom. I have developed knowledge and strategies in many areas
from developing fine motor skills to managing emotional and behavioural tools. I feel that I have been
given an entire tool box of strategies that I can implement when necessary. I appreciate the challenges I
was given and I have learned more than I could have get imagined!

Faculty Supervisor Comments:

Victoria demonstrated a strong work ethic and commitment to her Kindergarten placement. She focused
on knowing the children in all 4 classes, becoming an effective team member and listening to feedback to
improve her practice. It is obvious her passion is working with young children and finding learning
opportunities to engage and support their learning. Victoria observed each child, built strong relationships
and kept the whole class in mind as she worked intentionally in small groups and with individuals. Her
journal entries and seminar reflections provided insight and a growing depth of understanding of the role
of teacher, planning to meet diverse learning needs and a keen interest in learning from her Mentor
Teacher and other professionals.
Thank you for your hard work and commitment to the profession.

Mentor Teacher Signature (Wrathall, Kim): Kim Wrathall Dec 13, 2017 7:32 PM

Teacher Candidate Signature (Weinberger, Victoria): Victoria Weinberger Dec 13, 2017 4:09 PM

Faculty Supervisor Signature (Frances McGilvray Cooke): Frances McGilvray Cooke Dec 17, 2017
9:58 PM

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