Meador Kaitlyn 1553350 w19 425

Advanced Field Experience Final Assessment
Student Teacher Name: Kaitlyn Meador ID Number: 1553350
Course: EDFX 425 Term: Winter 2019
Mentor Teacher Name: Fergus Lynch University Facilitator Name: Amanda Jackson
School Name: St. Francis of Assisi School District: Red Deer Catholic Regional Schools
Subjects: Math 6, Science 6, Social Studies 6, and Grade Level(s): 6 and 7

Health 7,
Grade: It is recommended the student teacher Date: April 25, 2019

receive a grade of: CREDIT
Description of the school and context of teaching: Suggested areas include school size, urban/rural
location, special programs, student demographics, class composition, size, etc.
Suggested length is 150 -200 words. If possible do not exceed this page.
St. Francis is a middle school with grades 6-9. It has a population of around 750 students, with approximately
80 staff members. We are located in Red Deer, within the Red Deer Catholic Regional School Division. This
school would be classified as a more affluent school when comparing it to the other 2 middle schools in Red
Deer Catholic. The demographics of our school is mostly caucasian, with a small percentage of ESL students.
We do have a program for special needs students, both low and high functioning. They are housed in our school
and some students come into mainstream classes for certain subjects with the aid of an educational assistant.
We have seven grade 6 classes, with a total population of 210 students. Each class has 30 students and we are in
grade teams, for example 6-1 and 6-2 are teams with one teacher focusing on Language Arts and Social Studies,
with the other focusing on Math and Science. The two grade 6 classes that we focus on have 30 students in each
and are split fairly evenly with boys and girls. One class has a full time educational assistant, and she focuses
her attention on a few students in the room who are on the Autism Spectrum. One of them is very high
functioning and the other needs more one on one help. The other class that we teach is a grade 7 religion class
of 26 students. Kaitlyn was able to observe all of the classes we teach prior to her practicum starting.
Winter 2019
Distribution: Students need to retain a copy of the final assessment for their records. Undergraduate Student Services retains a copy according to the
faculty’s retention schedule. Copies will not be retained by mentor teachers, university facilitators, or employees of the University of Alberta without
written permission of the student teacher.
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NOTE: Before beginning, please read the instructions for completion found in the appendix.
Competency 1: Fostering Effective Relationships

A teacher builds positive and productive relationships with students, parents/guardians, peers and others in
the school and local community to support student learning.
(Note: For reference, the sample indicators associated with this competency are available in the appendix.)
Areas of strength: mentor teacher to complete
Kaitlyn has been joining our class since the beginning of the year. I believe by her doing this she has fostered a
relationship with many of her students prior to starting her practicum. She prioritized establishing a rapport and
knew each of their names before day 1. This gave her an advantage as she could now focus on their needs as a
learner and continue to build off of what she has already done when it came to relationships. She started asking
me about each individual student prior to starting her practicum. These specific questions helped build the
foundation of her teaching; who she needed to target more, those who needed extra attention, and those to keep
an eye on a little more closely. Kaitlyn has shown compassion towards her students by building meaningful
relationships with each and everyone of them. She will often sit with students during lunch and have genuine
conversations with them. She is always willing to give up her own lunchtime to help with students who need
extra work.
Kaitlyn had the opportunity to sit in on interviews for two nights. Prior to interviews, she asked the children to
write out something that they are proud of or something they wanted to share with their parents. She was able to
end the interview process on a positive note by giving the parents the note from their son or daughter. This was
an excellent idea as it ended a possibly difficult interview on a positive note. I told Kaitlyn that I will be
borrowing this idea from her as the parents appreciated the note from their own child.
Our grade 6 team at St. Francis consists of 9 teachers and 4 educational assistants. She was able to successfully
partake in discussions, planning, and collaboration sessions during professional development. As the weeks
went on, she grew in her confidence when discussing matters with other colleagues.
Supporting evidence/examples of areas of strength: student teacher to complete (with guidance from
mentor teacher)
There were many examples of how Kaitlyn built and fostered effective relationships with not only her students
but her collegues and as well. She was very open and welcoming to all students coming in the door. She made
sure all stuents in class were fully prepared and ready to learn.
Areas for growth: mentor teacher to complete

The two classes that Kaitlyn taught did not have a behavioral concern during her practicum. The students in
general are really good kids coming from great homes. This is not always going to be the case and she will need
to be prepared to deal with situations as they arise. Having thick skin is a must especially when teaching middle
school students.
Strategies for ongoing growth: student teacher to complete (with guidance from mentor teacher)
One strategy I will continue to implement in dealing with behavior concerns in the classroom is to build
relationships with the students. By intentionally making the time to come in early before school, eat lunch with
students, stay after school, circulate around the classroom during lessons and capitalizing on every opportunity
to have meaningful conversations with students, I get to know who they are both inside and outside of the
classroom on a personal level.
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Looking into my career as a teacher, I also want to continue participating in extracurricular activities as they
have effectively allowed me the opportunity to build relationships with students outside of the classroom, and
get to know other students that I do not have the chance to teach. Sharing a personal passion of mine through
extracurricular school activities helps me to connect with students and allows me to learn different strengths of
students that I can bring into the classroom to help them succeed.
Competency 2: Engaging in Career-Long Learning

A teacher engages in career-long professional learning and ongoing critical reflection to improve teaching
and learning.
Kaitlyn is always seeking feedback to better her craft. We have daily conversations on many issues that arise
throughout the day. She is willing to accept feedback and constructive criticism and use that to enhance her
teaching practice. She has been successful in implementing different strategies that we discuss in our talks.
Kaitlyn not only has conversations with me but with other math and science teachers in grade 6. Topics
discussed include activities, labs, and strategies to teach certain lessons which has given her different views on
teaching. She also meets regularly with her University Facilitator after her lesson that she is being observed on.
They discuss and breakdown the lesson to try and find areas of growth.
Kaitlyn has been actively reflecting every week in her journal. She has used this opportunity to reflect on
situations, lessons, discussions, and activities. She has been honest with her own assessment and practices. I can
see through her reflecting that she is putting things into practice for the following weeks and it has been a
valuable tool for her.
mentor teacher)
Kaitlyn always found time to meet, ask questions, or to clarify something she did not fully understand. She was
a willing participant in our grade team meetings with the humanities teacher. She was not afraid to give her
opinion on a variety of topics that she felt better suited the indivual student.

As our profession changes with the use of technology, Kaitlyn will have to continue to adapt to these. Keeping
up with the new trends that arise from different studies will help her build a better toolbox as she moves into her
own classroom.
As I have transition into the role of a teacher, I understand that my responsibilities as a student and learner are
life long. I will continue to grow as a learner in my career by intentionally seeking out the feedback and
expertise of colleagues to improve my teaching practice and provide authentic opportunities for students to
progress towards mastery of the learning outcomes. In addition, I will specifically seek out feedback from the
students by asking questions and checking in with individuals as I circulate around the classroom during
lessons. The process of seeking feedback on ways to improve all aspects my teaching practice, reflecting upon
the valuable information received and implementing the appropriate changes is a strategy that is essential to
displaying the qualities of a reflective practitioner and continuously growing within the profession.
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Competency 3: Demonstrating a Professional Body of Knowledge
A teacher applies a current and comprehensive repertoire of effective planning, instruction, and assessment
practices to meet the learning needs of every student.
Kaitlyn has become a proficient planner. It is evident that she understands the importance of starting with
curricular objectives and is capable of breaking these outcomes down in a unit plan. She was able to end the
Sky Science unit in science and start up the Evidence and Investigation one with ease. She has broken down her
objectives into engaging learning opportunities for all. Kaitlyn was excellent at using the gradual release of
responsibility when it came to planning and delivering her lessons. This teacher pedagogy is important for all
students and she was able to include this in all lessons. All of Kaitlyn’s lessons included a mini lesson for the “I
do” time allotted and for the “we do” for explanation and practice. The end game assessments were appropriate
for all of the different student’s needs in the classroom. She was successful having all students complete the
“you do” part. This took a lot of time and effort on her part as she had 3-4 different assessments for her
students.
In science she engaged her students with a “dumb criminal” story to begin each class. The students were very
eager to hear them when they walked in. Her science lessons were engaging and had the students wanting to do
more when the bell rang or saying ‘I’m going to try this at home tonight.” She was able to demonstrate the
objectives in a way that was not only fun, but also meaningful to them. When students are eager and excited to
come to class to learn something new, you are doing something right.
In math, she tried to bring a “real world” aspect into her lessons. Having relevant questions, activities, and
assessments demonstrated to the students that this will be useful in the future. The question, “when are we ever
going to need this?” never came up. She was willing to spend time after class and lunches for those students
who needed that extra help. Kaitlyn made sure that when she handed back an exit slip, a concept check, quiz, or
test that she made relevant comments for each individual student so they would know what went right or wrong.
This showed the students that she was willing to put in the time for each of them to have success. She had the
students assessments marked and handed back to them in a timely fashion. This allowed the students to get the
necessary feedback that they needed to see areas of growth in their work.
mentor teacher)
Kaitlyn was very prepared for the lessons that she taught. She had everything for the students for each lesson or
activity. She was very knowledgable in the area of the Alberta Program of Studies and was easily able to
navigate her way around it. Her feedback was given to the students in a timely fashion and this gave the
student’s valuable information to help them further into the lesson.

Kaitlyn taught 3 of the 6 courses that I teach during the 9 weeks. Depending on the job she takes, she might
have more than the 3 subjects to focus on. Making sure to stay on top of the curriculum will help her have
success.
One strategy I will implement as I continue to improve my ability to plan relevant classroom learning activities
that increase student engagement and deepen levels of student understanding is to take risks. Planning learning
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opportunities that allow students the chance to collaborate with their classmates, communicate with peers,
engage in hands on learning and build upon prior knowledge results in deeper understanding for both the
students and myself as the teacher. If an engaging lesson is successful, then I have established a new teaching
strategy that engages the students. If it does not go as planned, then I am able to make the necessary adjustments
and try again.
Competency 4: Establishing Inclusive Learning Environments

A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and
every student is welcomed, cared for, respected and safe.
Kaitlyn made every student of hers feel welcome. She would greet the students by name as they came into the
room, ate with the students during their lunch block, and made sure that they had everything they needed during
class. Kaitlyn would make sure that all of her students were extremely prepared. If they missed a class, she
would have the notes and examples for them when they returned, she would have full or partial notes for those
who could not copy down all of them, and would try and make sure all students were prepared fully.
The one class had a more diverse level of math students and Kaitlyn was able to meet all of their needs. She had
different assignments and assessments based on the level of the learner as well as making sure that the outcomes
were covered for all. She spent extra time with those that needed the help as well as made sure there was an
engaging and relevant activity for those that finished first. Kaitlyn made sure that all of her students were able
to find success at their level.
Kaitlyn was able to find success with some of those students who were reluctant to participate. She was able to
have one particular student give a presentation in front of the whole class. He seemed very at ease with her and
it was great to see him shine on this occasion.
mentor teacher)
In Kaitlyn’s class, all students were able to learn at their level. She was able to have all of her students see and
demonstrate success. She was able to make sure that each student had work at their level throughout the 9
weeks and her students appreciated this.

Our classroom, albeit large with 30 students, does not really have the diverse needs that others might have.
Having a variety of learners in the classroom, makes you possibly take a different approach to situations. Being
prepared for certain individuals that walk into your room in Spetember is a must. Talking and going to vetran
teachers, administration, and division experts for help will be encouraged as not one teacher can do themselves.
As I continue to learn and grow in my ability to provide meaningful learning opportunities to students in the
classroom in a way that effective meets their needs, I find it helpful to build a relationship with each student to
better understand who they are as learners. In addition I think it will be essential for me to utilize my resources
when teaching a classroom with diverse needs. The first being the parents and the students themselves as they
know best what they need in the classroom to be successful. Seeking out the expertise and knowledge of
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experienced teachers and administrators will also assist me in finding instructional strategies and assessment
practices to meet the diverse needs of students.
Competency 5: Applying Foundational Knowledge about First Nations, Métis and Inuit
A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of
all students.
Kaitlyn was able to demonstrate her understanding of the First Nations culture. She led a class in Wampum Belt
making and helped the students understand the meaning and background of these sacred pieces. She participated
in a class wide smudging with her students as well as our artist in residence. The artist was in our school,
talking about the Blackfoot culture and painting a mural on one of the walls in the gathering area. In our
Evidence and Investigation unit in science, she was able to incorporate the use of the Iroquois Confederacy clan
system. We looked at tracks from each of the animals and the students were able to successfully identify each
one based on the evidence that Kaitlyn provided to them.
mentor teacher)
Having Kaitlyn demonstrate her knowledge to the students about the Wampum Belts was great. They were
engaged in the lesson and were very eager to make their own.

Our First Nations, Metis, and Inuit cultures are very important in Alberta and Canada. Trying to incorporate this
into more subject areas then social studies would be an asset. Trying to find Elders in the community where you
are living is also a great way to learn and teach the students.
Growing my knowledge and ability to provide learning opportunities for all students to develop a knowledge
and understanding of, respect for, the histories, cultures, languages, contributions, perspectives, experiences and
contemporary contexts of First Nations, Metis and Inuit has been and will continue to be a professional and
personal goal of mine. To accomplish this, I will be intentional in planning learning opportunities for students
that integrate indigenous perspectives into the curriculum a meaningful and authentic way by utilizing my
resources. More specifically, I will reach out to the First Nations, Metis and Inuit support team for any division
in which I am teaching, and continue to utilize the knowledgeable staff members of the Red Deer Catholic
School Division for guidance and resources. In addition, I will use the support of my university professor who
continues to share her breadth of knowledge on Indigenous perspectives. Most importantly, I will invite Elders
and Knowledge Keepers from surrounding Indigenous communities to share their culture, understandings and
perspectives to create meaningful learning opportunities for students and myself.
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Competency 6: Adhering to Legal Frameworks and Policies
A teacher demonstrates an understanding of and adherence to the legal frameworks and policies that provide
the foundations for the Alberta education system.
Kaitlyn was very caring towards not only the students she taught but to all members of the St. Francis
community. She was very open with the students and they felt like she could be trusted. In accordance to our
ATA code of conduct, Kaitlyn was very professional when we had conversations dealing with students. She
would never speak about another student in front of other students or parents. As a school community we had
many professional development afternoons and days when certain topics would come up. She remained
professional in her approach to confidentiality when discussing student concerns with other staff members.
mentor teacher)
Kaitlyn was always upholding the ATA code of conduct as we had many conversations involving students and
their concerns. She would never speak about these infront of other students or staff in our school. The only ones
that she discussed certain information was with teachers and staff that directly taught these indivduals.

When working with such a large grade team or staff, Kaitlyn will need to be aware of many factors when it
comes to our code of conduct or policies in that division. Knowing the divisions policies on a variety of areas
will help her in the future.
As a professional, a strategy that I use to insure I am adhering to all legal frameworks and policies is to always
act like a reasonable adult and a responsible parent. In addition, I find it useful to always ask questions when I
am unsure of the proper way to handle a situation. This includes consulting administrators, the ATA or a mentor
teacher or advise and valuable support.
Final Comments
Mentor teacher summative comments: Considerations include organizational skills, ability to work with
others, ability to self-reflect and self-assess, extra-curricular involvement, ability to engage students,
adaptability, work ethic, resilience, etc.
Kaitlyn was very well organized for each of her lessons and activities. She used her time wisely during the day
to plan for her students and all of their specific needs. Kaitlyn was able to have all materials for our science unit
on evidence and investigation. As it is heavily based on experiments and outside factors to consider, she was
able to have success by being prepared for all situations.
Kaitlyn has been a team player from the start of her observations. She started off by trying to gain a sense of
what the dynamics would be before she started. She did this by observing the class prior to getting started and
asked many questions about certain students and different situations that arose. This helped her have an
advantage when she did start her practicum.
Kaitlyn coached badminton while at St. Francis school. She gave up her mornings, lunches, and after school to
give the students the opportunity to learn from her. This was a big time commitment for her and the students
and staff appreciated the work that she put forth. She was also able to build on relationships with the students in
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grade 6. She was able to interact with them outside of the classroom and the students were able to see her
someone that not only teaches them but also a coach as well. Kaitlyn also gave up some of her own lunch times
to help prepare activities for students and meetings that were happening throughout her time here.
Kaitlyn was a pleasure to have in the classroom. There was never a time where I was worried about what she
was doing in the classroom. Her confidence grew everyday that she was at St. Francis school. It was a great
opportunity for me to share my knowledge with her and I wish her all the best in the future.
Student teacher reflective comments: Considerations include what you feel you can contribute to a learning
and teaching environment, what created dissonance and how you overcame it, how you implemented
feedback and/or professional development opportunities and their results, ways in which this field experience
shaped your evolving philosophy of education, etc.
During my time teaching as St. Francis, I have learned and grown in my confidence as a teacher, I have built
meaningful personal relationships with staff members and students, I have progressed the students
understandings of the learning outcomes, and I furthered my passion for learning and educating.
One of my personal areas of strength includes the effort, time, dedication and compassion I put into building
meaningful relationships with students. I intentionally make the time to come in early before school, eat lunch
with the students, stay after school, circulate around the classroom during lessons and take every opportunity I
can to have conversations with students and get to know who they are both inside and outside of the classroom.
In addition, I show empathy and caring by giving every student a clean slate to show me who they are as
learners and individuals instead of coming into the classroom with any preconceived notions or ideas. I
volunteer my time to participate in organizing and facilitating extra curricular activities within the school. This
allows me to further build relationships with the students I teach, and students that I do not have the privilege of
teaching by sharing personal passions of mine and getting to know students under different circumstances.
Another personal strength involves my ability and desire to plan classroom activities that engage students in the
learning material. I am willing to take risks as a teacher in order to increase student engagement, deepen levels
of student understanding and encourage student to buy into the intended learning. More specifically, within my
practicum I planned and taught math lessons involving manipulatives such as fraction blocks, challenging math
puzzles, fun games and incorporated many opportunities for students to collaborate with their classmates as a
way to increase engagement and understanding. In science, I planned and facilitated many lessons that allowed
students the opportunity to engage in hands on learning and develop their own understandings of the intended
learning material in a meaningful and relevant way. Furthermore, students designed and carried out individual
experiments including chromatography, lifting latent fingerprints, fingerprint investigations, and handwriting
analysis performed on fellow teachers and classmates.
The process of seeking feedback on ways to improve all aspects of my teaching practice, reflecting upon the
valuable information received and implementing the appropriate changes is a strength of mine as I continuously
display the qualities of a reflective practitioner. I specifically encourage feedback from my mentor teacher by
asking questions, having open and honest conversations and reflecting upon the feedback he provides as he
observes me teaching lessons. In addition, I seek out feedback from the students by asking questions and
checking in with individuals as I circulate around the classroom during lessons.
I used these strategies specifically to progress my confidence and strategies to manage the classroom learning
environment. This was one of the goals I had heading into practicum, and by seeking and implementing
feedback, finding out what works for myself as a teacher, and understanding what strategies the students
responded best to I believe I grew immensely. By practicing different strategies I was able to grow and learn. I
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will take this philosophy and implement in into the classroom for my future students. Understanding the value
and depth of learning that comes from participating, performing, reflecting and implementing for me has been
so much greater than simply being instructed on what to learn and know. As a result, I will organize the learning
environment in a way that is student-centered.
During my time teaching at St. Francis I have learned many things that I will take with me as I begin my career
as an educator. I know that every student is capable of learning, growing and discovering. Building positive,
meaningful and trustiful relationships with every student is essential in establishing a fountadtion for all further
learning. I believe that every student is unique and it is important for myself as a teacher to recognize and
celebrate those differences in a way that establishes a shared sense of belonging. School should be a safe and
comfortable place where students feel like they can be themselves and I am responsible for providing them the
space to do that. Finally, I believe in continuously growing and developing as a learner and an educator through
the process of personal reflection and intentional knowledge seeking.
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Appendix
Instructions for completion
The purpose of this final assessment is to provide evidence and communicate information regarding student
teacher performance based on the Alberta Teaching Quality Standard.
Use the Suggested Language to Support Student Teacher Development document to support discussion and
describe student teachers’ level of growth. (This document is available on the field experiences website under
the Forms / Mentor Teacher tab.)
For each competency,

mentor teachers will:
 provide comments that describe strengths and areas for growth based on the indicators.
 Alberta Education has listed sample indicators for each competency. Not all indicators need to be
addressed and additional related indicators may be added.
 For reference, a complete text of the TQS competencies and indicators are provided below.
student teachers, with guidance from mentor teachers, will:
 provide evidence/examples that demonstrate their strengths and
 provide strategies for ongoing growth in each of their areas for growth.
Please note:
 Suggested maximum for each category is 250 words. Be concise and consider readability.
 Paragraph or point forms are acceptable.
 Please type directly on the form as pasted text may not format correctly.
Teaching Quality Standard

Click here for complete document.
Competency 1: Fostering Effective Relationships

A teacher builds positive and productive relationships with students, parents/guardians, peers and others in the
school and local community to support student learning.
Achievement of this competency is demonstrated by indicators such as:

(a) acting consistently with fairness, respect and integrity;
(b) demonstrating empathy and a genuine caring for others;
(c) providing culturally appropriate and meaningful opportunities for students and for parents/guardians, as
partners in education, to support student learning;
(d) inviting First Nations, Métis and Inuit parents/ guardians, Elders/knowledge keepers, cultural advisors and
local community members into the school and classroom;
(e) collaborating with community service professionals, including mental health, social services, justice,
health and law enforcement; and
(f) honouring cultural diversity and promoting intercultural understanding.
Competency 2: Engaging in Career-Long Learning

A teacher engages in career-long professional learning and ongoing critical reflection to improve teaching and
learning.
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(a) collaborating with other teachers to build personal and collective professional capacities and expertise;
(b) actively seeking out feedback to enhance teaching practice;
(c) building capacity to support student success in inclusive, welcoming, caring, respectful and safe learning
environments;
(d) seeking, critically reviewing and applying educational research to improve practice;
(e) enhancing understanding of First Nations, Métis and Inuit worldviews, cultural beliefs, languages and
values; and
(f) maintaining an awareness of emerging technologies to enhance knowledge and inform practice.
Competency 3: Demonstrating a Professional Body of Knowledge

A teacher applies a current and comprehensive repertoire of effective planning, instruction, and assessment
practices to meet the learning needs of every student.

(a) planning and designing learning activities that:
 address the learning outcomes outlined in programs of study;
 reflect short, medium and long range planning;
 incorporate a range of instructional strategies, including the appropriate use(s) of digital technology,
according to the context, content, desired outcomes and the learning needs of students;
 ensure that all students continuously develop skills in literacy and numeracy;
 communicate high expectations for all students;
 foster student understanding of the link between the activity and the intended learning outcomes;
 consider relevant local, provincial, national and international contexts and issues;
 are varied, engaging and relevant to students;
 build student capacity for collaboration;
 incorporate digital technology and resources, as appropriate, to build student capacity for: - acquiring,
applying and creating new knowledge; - communicating and collaborating with others, - critical-
thinking; and - accessing, interpreting and evaluating information from diverse sources;
 consider student variables, including: - demographics, e.g. age, gender, ethnicity, religion; - social and
economic factors; - maturity; - relationships amongst students; - prior knowledge and learning; - cultural
and linguistic background; - second language learning; - health and well-being; - emotional and mental
health; and - physical, social and cognitive ability;
(b) using instructional strategies to engage students in meaningful learning activities, based on:
 specialized knowledge of the subject areas they teach;
 an understanding of students’ backgrounds, prior knowledge and experiences;
 a knowledge of how students develop as learners;
(c) applying student assessment and evaluation practices that:
 accurately reflect the learner outcomes within the programs of study;
 generate evidence of student learning to inform teaching practice through a balance of formative and
summative assessment experiences;
 provide a variety of methods through which students can demonstrate their achievement of the learning
outcomes;
 provide accurate, constructive and timely feedback on student learning; and
 support the use of reasoned judgment about the evidence used to determine and report the level of
student learning.
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Competency 4: Establishing Inclusive Learning Environments
A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and
every student is welcomed, cared for, respected and safe.

(a) fostering in the school community equality and respect with regard to rights as provided for in the Alberta
Human Rights Act and the Canadian Charter of Rights and Freedoms;
(b) using appropriate universal and targeted strategies and supports to address students’ strengths, learning
challenges and areas for growth;
(c) communicating a philosophy of education affirming that every student can learn and be successful;
(d) being aware of and facilitating responses to the emotional and mental health needs of students;
(e) recognizing and responding to specific learning needs of individual or small groups of students and, when
needed, collaborating with service providers and other specialists to design and provide targeted and
specialized supports to enable achievement of the learning outcomes;
(f) employing classroom management strategies that promote positive, engaging learning environments;
(g) incorporating students’ personal and cultural strengths into teaching and learning; and
(h) providing opportunities for student leadership.
Competency 5: Applying Foundational Knowledge about First Nations, Métis and Inuit
A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of
all students.

(a) understanding the historical, social, economic, and political implications of:
• treaties and agreements with First Nations;
• legislation and agreements negotiated with Métis; and
• residential schools and their legacy;
(b) supporting student achievement by engaging in collaborative, whole school approaches to capacity
building in First Nations, Métis and Inuit education;
(c) using the programs of study to provide opportunities for all students to develop a knowledge and
understanding of, and respect for, the histories, cultures, languages, contributions, perspectives,
experiences and contemporary contexts of First Nations, Métis and Inuit; and
(d) supporting the learning experiences of all students by using resources that accurately reflect and
demonstrate the strength and diversity of First Nations, Métis and Inuit.
Competency 6: Adhering to Legal Frameworks and Policies

A teacher demonstrates an understanding of and adherence to the legal frameworks and policies that provide the
foundations for the Alberta education system.

(a) maintaining an awareness of, and responding in accordance with, requirements authorized under the
School Act and other relevant legislation;
(b) engaging in practices consistent with policies and procedures established by the school authority; and
(c) recognizing that the professional practice of a teacher is bound by standards of conduct expected of a
caring, knowledgeable and reasonable adult entrusted with the custody, care or education of students.
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Advanced Field Experience Final Assessment

Student Teacher Name: Kaitlyn Meador ID Number: 1553350

Course: EDFX 425 Term: Winter 2019

Subjects: Math 6, Science 6, Social Studies 6, and Grade Level(s): 6 and 7

Grade: It is recommended the student teacher Date: April 25, 2019

Competency 1: Fostering Effective Relationships

Areas for growth: mentor teacher to complete

Competency 2: Engaging in Career-Long Learning

Areas for growth: mentor teacher to complete

Areas for growth: mentor teacher to complete

Competency 4: Establishing Inclusive Learning Environments

Areas for growth: mentor teacher to complete

Areas for growth: mentor teacher to complete

Areas for growth: mentor teacher to complete

Instructions for completion

For each competency,

Teaching Quality Standard

Competency 1: Fostering Effective Relationships

Achievement of this competency is demonstrated by indicators such as:

Competency 2: Engaging in Career-Long Learning

Competency 3: Demonstrating a Professional Body of Knowledge

Achievement of this competency is demonstrated by indicators such as:

Achievement of this competency is demonstrated by indicators such as:

Achievement of this competency is demonstrated by indicators such as:

Competency 6: Adhering to Legal Frameworks and Policies

Achievement of this competency is demonstrated by indicators such as:

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