Summative Evaluation

Summative Evaluation of Practicum

Master of Teaching
 
Teacher Candidate: David Hany Foukaih Asham Boshra
Year: 1  Practicum Session: 1
Dates: October 29, 2018 to November 23, 2018
 
Associate Teacher: Andrea Luksts
Grade level and/or subjects: Global Studies
School: David Suzuki SS
Board: PDSB
 
PROFESSIONALISM
David demonstrated an exemplary level of professionalism and dedication to the teaching profession.
Throughout his practicum, David consistently adhered to school routines and took active steps to forge
professional relationships with students and other staff members in the building. He regularly engaged in
professional conversations with administrators, guidance counsellors and other teachers. He showed advanced
skills as a reflective educator, taking feedback well and adjusting his teaching methods as needed. Despite this
only being his first practicum, David was consistently comfortable taking initiative and integrating himself fully
into the department with a high level of confidence.
 
DIVERSITY AND EQUITY
David immediately established himself as an advocate for equity and student empowerment within the
classroom. He demonstrated this by means of inclusive language, setting clear goals in the class for different
learners, and engaging in equity and diversity based discussions. As the practicum progressed, David
increasingly made accommodations to his lesson delivery and regularly checked in with his classes to ensure
that all learners had the opportunity to be successful. He conscientiously infused equity based discussions into
his lessons by including diverse examples within the topics he covered, land acknowledgements and specific
modifications to assist different learners.
 
INVOLVEMENT IN SCHOOL / COMMUNITY LIFE
David continued to develop a greater presence in the school outside of the classroom. In addition to fostering
relationships with students, David attended the monthly staff meeting, the Climate for Learning and Working
Committee meeting and was able to attend and observe Parent/Teacher Interviews. He also assisted
supervising teachers with weekly meetings of the Christian Fellowship Club, attended several student run
activities, and maintained a presence within the school during lunch periods. Additionally, David's prior
experience as a Teaching Assistant at the University of Toronto Mississauga empowered him to take on a
mentorship role with other Teacher Candidates in the department, supporting them in their practice and offering
suggestions with their lesson planning.
 
UNDERSTANDING CURRICULUM AND THE LEARNER
David designed and implemented a comprehensive unit plan geared to curriculum expectations for Introduction
to Anthropology, Psychology and Sociology, Gr. 11 college level (HSP3C). His extensive background knowledge
of the subject area allowed him to create a variety of activities, all concretely linked to the Ontario curriculum
and focussed on the needs of learners. In addition, David delivered a series of lessons on Ableism to an Equity
and Social Justice class, Gr. 12 mixed (HSE4M0) towards the end of his practicum block. David began each
lesson with an opportunity for students to share any relevant contemporary topics or news articles. In planning
and implementing lessons, he used a range of strategies to address the varied learning styles of students within

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the classroom. He started most lessons with clear objectives for the day, often with direct reference to
curriculum and unit expectations. As his practicum progressed, he demonstrated excellent ability to adapt his
lessons based on student response, in particular by observing and hearing feedback from his students.
 
ASSESSMENT, PLANNING AND INSTRUCTION
Throughout his practicum, David developed a variety of lessons consisting of both teacher and student centred
approaches. During his lessons on Psychology and neuroscience, he would often start lessons off with
mindfulness activities that not only benefitted student wellbeing, but were grounded in the curriculum
expectations. Some examples of creative lessons included class debates, active meditations and jigsaw
activities. During his lessons, David stressed and recapped significant ideas, ensuring each student understood
the concepts before moving to the next topic. His lessons were organized and gave thought to introductory
hooks, a variety of teacher and student led activities to maintain interest, and were organized so that each
lesson built on the next. Despite this only being his first practicum, David already demonstrates a strong ability
to grasp the scope and sequence of lesson planning. David is encouraged to continue developing strategies to
incorporate effective triangulation of observations, conversations and products into his assessment planning.
 
CLASSROOM MANAGEMENT
David had a strong presence in the classroom from the start of his teaching. During lessons he regularly moved
around the classroom and interacted with students, redirecting students back to task as needed and
moderating discussions during independent work. He maintained good rapport with diverse learners. Each
lesson started with a moment to connect with students, checking in to see if anyone had any unmet needs or
unanswered questions. He regularly asked for questions and feedback from his Associate Teacher and other
educators in the department about disciplinary strategies and was not hesitant to address any issues, such as
lates or unauthorized absences.
 
ADDITIONAL COMMENTS
David quickly established himself in the department as a competent, hard working Teacher Candidate. Although
he is still early in his education program, he has already demonstrated a strong capability for the profession and
its various responsibilities both inside and outside of the classroom. Not only is he proficient in his planning and
implementation, he possesses a presence and confidence that is rare for new Teacher Candidates and is
completely justified. There is no doubt that by the end of the program he will be an accomplished educator and
a welcome addition to any teaching staff.
 

Overall appraisal:  Pass    Fail

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