University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER TWO

Faculty of Education
Summative Report
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Please TYPE (including comments) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED original.

Student Teacher: Daphne Yoner School: St Michael’s Pincher Creek

Grade/Subjects Taught: Math 20-2
Teacher Associate: Sheena Adamson University Consultant: Brian Wilson
Dates of Practicum: March 2nd - March 13th (cut short due to school closure)
Instructions:
This is a summative report of the student teacher’s performance at the end of the PS II practicum, based on expectations for that stage of teacher
development (EDUC 3600).
. For each practicum outcome below select the student teacher’s level of performance: either Not Meeting Expectations for the PS II level, Meeting

Expectations, or Exceeding Expectations. (Most students wl fall into the Meeting Expectations category, unless there is clear evidence for Not Meeting
Expectations or Exceeding Expectations.) For students within the Meeting Expectations category, please select level of performance.
• Some outcomes may not be applicable to your particular educational situation. Leave the space blank.
• At the end of each secUon of the form, please provide comments in reference to the relevant teaching competencies and ptacticum indicators.

1. PLANNING AND PREPARATION (TQS#1,#2,#3,#4)

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Planning and Preparation

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1. Demonstrates knowledge and skills in the subject matter of the lessons including his/her subject major. (3) F t_. ]___

2. Incorporates a variety of appropriate resources and instructional/assessment strategies into lesson plans. (3) r_t t
3. Translates learning outcomes from the iberta Program of Studies into relevant and appropriate learning objectives for
the lessons being taught. (3)
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4. Takes into account students’ prior learning, learning needs (including student IPPs), interests, and student variables
such as age, gender, socio-economic status and cultural/linguistic background. (1,3,4)
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5. Organizes content into appropriate components and sequences for instruction. (3) t— f:z i_ J__z_
6. Plans appropriate content and activities for the time allotted. (3) [ t• I H7
7. Prepares lesson plans for all lessons taught, using a well-defined structure which includes learning objective(s), an
introduction and closure, detailed procedures and instructions, key questions, teaching strategies, learning activities,
and assessment of lesson objectives. (3)
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8. Prepares unit plan(s) in subject major that include rationale, overview, learning outcomes, teaching/learning activities,
and assessment plan. (3) —
9. Integrates digital technology and resources into instruction in subject major and other subjects, where appropriate. (2, 3) [•_
10. Obtains and organizes equipment and materials for instruction. (3) [ r— r— r i.
COMMENTS:
Daphne is exceptionally organized. She demonstrates a solid understanding of sequencing ideas and building
lessons that introduce new concepts through a variety of hands-on activities. She can continue to build her skills
in developing lesson plans that move through activities in a timely fashion and incorporates mote time for students
to practice and complete assignments in class with support.

Revised: Febmary 2020

2 INSTRUCTION (TQS #1, #3, #4, #5)
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Communication -

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1. Uses dear, fluent, and grammatically correct spoken and written language. (3)
2. Uses vocabulary appropriate to students’ age, background and interests. (3) I — .‘ [
3. Modulates his/her voice for audibility and expression. (3) I
4. Demonstrates cultural sensitivity in communication and instruction. (1,4,5) F IV
Lesson Introduction
5. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations, uses motivating attention-getters,
provides overview, and relates the lesson to previous learning as appropriate. (3) F— [ F— 1
General Lesson Development
6. Incorporates strategies for mofivating students using relevant and interesting subject matter and activities. (3,4) [1 — F• r r
7. Presents content in appropriately organized sequences for instruction. (3) [_] E [ v
8. Explains and proceeds in small steps at an appropriate pace to suit the activity and student response. (3) [] t.’
9. Demonstrates subject matter competence during instruction. (3) - t t ‘

10. Organizes and directs learning for individuals, small groups, and whole classes. (3,4) -
11. Provides clear directions, instructions and explanafions. (3) - t F. .E [__ -

12. Directs efficient transitions between lessons and from one activity to the next. (3) [ E [ —
13. Uses a variety of instructonal strategies to address desired outcomes, subject matter, varied learning styles and ——
individual needs (including student PP goalslobjectives).(3,4)
14. Uses a broad range of instwcUonal strategies specific to subject major. (3, 4) [• f•
15. Uses appropriate materials and resources for teaching. (3) [ [ [
16. When appropriate, uses resources that accurately reflect and demonstrate the strength and diversity of First Nations, —
Métis, and Inuit. (5)
17. Demonstrates flexibility and adaptability. (1,3) 1 E I F
Questioning and Discussion
18. Asks dearly phrased, well-sequenced quesfions at a variety of cognitive levels. (3)
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19. Provides appropriate wait-time after posing questions. (3) [ F I
20. Seeks clarification and elaboration of student responses, where appropriate. (3) - t F -r-:—

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21. Leads and directs student participation in class discussion effectively and distributes questions appropriately. (3)
Focus on Student Learning
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22. Circulates in the dassroom, intervening when necessary, checking on individual and group understanding of
activity/content. (3)
23. Recognizes and responds appropriately to individual differences and group learning needs. (1, 3, 4) [• [ F-
24. Reinforces student learning, building on previous learning, reviewing, and re-teaching. (3) [ [ V

Closure
25. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions, and
applications. (3)
26. Provides homework when appropriate and explains assignments fully. (3) [• t iE i IZ_.
COMMENTS:
Daphne quickly connected well with students. She is a gentle teacher and she demonstrated a mature capacity to
engage and connect with her learners at their level. Her lessons were well paced with a variety of interesting
activities. She demonstrated growth in reviewing past learning and connecting it with new concepts that she was
delivering. She moved around the classroom easily and checked in with students regularly to assess their
engagement and understanding. She can continue to work on explaining exactly what she expects from homework
assignments and giving examples of how she will assess questions.

u of C: PS II Summative Report (Rev: Feb 2020 Student: Daphne Yoner Page 2 of 6

3. CLASSROOM LEADERSHIP AND MANAGEMENT (TQS#l,#2,#3,#4)
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Classroom Leadership .

1. Assumes a leadership role in the classroom, taking charge of classroom activities, showing confidence, poise,
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composure, and presence. (1, 3,4)

2. Creates and maintains an effective learning environment, setting high expectations and standards for student learning, r•—J t• F
attending to student variables such as age, gender, soclo-economic status and cultural/linguistic background. (1, 2) —

3. Demonstrates initiative, enthusiasm and a commitment to the students and subject, models appropriate behaviours.(l 3) 1I f k’

4. Establishes positive relationships and a classroom climate based on mutual trust and respect. (1, 2,4) 1I E F• F R
Classroom Management
5. Clearly defines and reinforces classroom procedures and routines. (4) E r t F
6. Clearly communicates and reinforces expectations for appropriate student behaviour. (4)
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7. Monitors student behaviour and is aware of student behaviour at all times. (4)
8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate low-key and higher level
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responses; follows school discipline policies and procedures. (4) — — —

COMMENTS;
Daphne shows solid leadership skills. She is gentle and friendly with students and they responded well to her
prompts and expectations. She can continue to build her confidence in checking in with students when they are
missing work, being clear about when assignments are late and gently reiterating expectations for completion.

4. ASSESSMENT (TQS #3, #4)

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Assessment — —

1. Assesses student learning, formatively and summatively, using a variety of appropriate assessment techniques and
instruments (e.g., observations, conversations, questioning, checking daily work, performance-based and written
assessments, quies, tests). (3)
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2. Checks frequently for understanding. (3)

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3. Provides timely and effective feedback on learning to students. (3) F- F- t F
4. Modifies and adapts teaching based on assessment data and student IPPs (e.g., employs alternative teaching strategies — — —

to re-teach where required). (3,4)

5. Analyzes and evaluates measurement data to assess student learning. (3)
6. Explains to students how learning will be measured. f31
7. Develops anc
results to students, parents and the schoc II
COMMENTS:
As Daphne was only with us for two weeks, it was difficult to assess this outcome. In particular, I did not give an
assessment for outcome 3 and 4 as we would have needed more time to demonstrate these skills.

Daphne did collect a number of homework assignments from students and was able to assess one quiz. She can
continue to work on being clear about when assignments are due and checking in more with students who have
missing work. We discussed some strategies at the high school level to remind students what was due when. I
would also recommend demonstrating for students exactly what they should be showing in their questions to get
complete marks. In particular in math, assessment should be based on process and not just on final response but
how they arrived at their final answer.

U of L: PS II Summative Report (Rev: Feb 2020) Student: Daphne Yoner Page 3 of 6

 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (TQS #1, #2, #4, #6)

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Professionalism
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1. Presents a professional appearance and manner. (1 6) V

2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). (6)

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3. Demonstrates maturity and professional judgment. (1,6)

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4. Is knowledgeable about professional issues and demonstrates a commitment to the teaching profession.(5, 6)
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5. Establishes professional relationships with the educational community and wider community (where appropriate). (1)
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Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and makes appropriate suggestions for
improvements. (2) I
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7. Uses the results of student assessment and feedback to improve teaching practices and guide professional growth. (3) [— [
8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. (2)
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9. Develops and communicates a personal vision of teaching. (4) f V
10. Reflects upon achievement of the various competences in the Teaching Quality Standard and inquiry-based goals through the completion of the
Professional Learning Tool. (2)
11. Develops and presents a professional portfolio to colleagues, including the Teacher Associate and University Consultant. (2)
12. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district policies and other relevant
legislation. (6)
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13. Applies the teaching competencies for interim certification appropriately. (6) V

Ethical Conduct
14. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender, sexual orientation, gender identity, -

physical characteristics, disability, marital status, age, ancestry, place of origin, place of residence, socioeconomic background or linguistic V
background. (4, 5, 6)
15. Treats students with dignity and respect and is considerate of their circumstances. (4, 5, 6)
16. Does not divulge information received in confidence or in the course of professional duties about a student except as required by law or where to
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do so is in the best interest of the student. (6)
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17. Does not undermine the confidence of students in teachers or other student teachers. (1)
18. Does not criticize the professional competence or professional reputation of teachers or other student teachers unless the criticism is
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communicated in confidence to proper officials after first informing the individual concerned of the criticism. (1, 6)
19. Acts in a manner that maintains the honour and dignity of the profession. (1, 6) V

20. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the profession unless authorized to do so. (6)
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COMMENTS:
Daphne is exceptionaNy respectful and professional in all of her interactions.

U of L: PS II Summative Report (Rev: Feb2020) Student: Daphne Yoner Page 4 of 6

 SUMMARY Additional comments next page
Areas for further growth:
Daphne can continue to work on balancing time in lessons, using assessment to inform teaching and
communicating expectations for summative work.

Overall comments (Strongest aspects of student’s performance):

Daphne demonstrated an exceptional readiness to teach. She has a gentle and confident presence in the
Dlassroom and immediately connected with students. It was a pleasure working with her. She took all feedback
easily and then quickly and adapted and incorported suggestions into her lessons.

RECOMMENDATION

V’ PASS FAIL INCOMPLETE *

*lf an Incomplete grade is recommended, please attach a signed document

providing reasons and recommendations for additional practicum experience.

Note: The Teacher Associate is responsible for completing this document, in consultation
with the Student Teacher and the University Consultant.

Signature: Student Teacher Date

2%/7.
— Signature: Teacher Associate Date

Signature: University Consultant Date

The UC submits the completed & signed original report to U of L, Faculty of Education, Field Experiences.
Provide signed copies for the Student Teacher, the University Consultant and the Teacher Associate.
U of L: PS II Summative Report (Rev: Feb 2020) Student: Daphne Yoner Page 5 of 6
 ADDITIONAL COMMENTS
Daphne, I wish you the best of luck in your continued education. Though your PSII placement was cut short due to
unforseen circumstances (covid-1 9), I was exceptionally impressed by your skills both in math and as a teacher.
Best of luck in your PSIII. I would love to have you back at St. Michael’s School if that interests you.

U of L: PS II Summative Report (Rev: Feb 2020) Student: Daphne Yoner Page 6 of 6