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COLLEGE OF EDUCATION
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UNIVERSITY OF SASKATCHEWAN

COLLEGE OF EDUCATION INTERNSHIP FINAL ASSESSMENT FOR 402.15

Intern's Name Kelsi Pilon

Date

05 December 2011

Mount Roval Collesiate

School Address: 2220 Rusholme School

Road

. Saskatoon SK S7L 4A4

Phone:

683-7800

Co-operating Teacher(s): Mrs. May Cummings

Teaching grade(s) and areas: Psychology 30. World Religions 30. History 10. Native Studies l0 and Drama 10.

CO-OPERATING TEACHER'S ASSESSMENT (Approximately one half page of prose)

1. The Contextual
community:

Description of the teacherr learner, subject matter and

Mount Royal Collegiate is a comprehensive high school with a student population of 800 students and a staffof 70.It is a community school. Of the 70 First Nations in Saskatchewan, 52 are represented at this school. There are also around 120 EAL sfudents from approximately 33 countries. Ms. Pilon started her teaching with teaching a class of 25 students Psycholory 30. Her second teaching area was with Mr. Peters'Drama 10 class with 18 students. Ms. Pilon began full time teaching on October 17. She continued to teach Psycholory 30 and added World Religions 30 (Mme Cummings) Native Studies 10 (Ms. Lachance) with 20 students and History 10 (Mr. Berg) with 20 students.

2.

The Summary of Extended Practicum performance based on program goals: Ms. Pilon carried herself with a high degree of professionalism. She is a dedicated, reliable and enthusiastic teacher who conducts herself with confidence, and a character of integrity. She taught Psychology 30 and

World Religions 30 which are outside her areas of specialization with great success. Her organizational skills, qualify and delivery of lessons, use of resources and her self-reflective personality created a learning environment that is caring, warm and sensitive to the needs of her students. Her enthusiastic attitude towards educating youth exemplified the qualities of an
excellent teacher candidate.

SUMMARY OF PROGRESS TOWARDS PROGRAM GOALS

Please include your written comments, based on evidence and interpretations collected in the Professional Growth Portfolio and in documented observations over the term. (Approximately one half page per goal)

The teacher candidate

Ms.KabiBilan

has achieved in the following areas:

1. Support broad areas of student growth by providing varied and

constructive learning opportunities
Demonstrated proficiency and growth: o Ms. Pilon ensures the participation and success of all students through using a variety of instructional strategies. She has used group work, pair-share, discussions, lectures, personal reflection activities, media literacyo audiovisual presentations to enhance understandingo research essay, field trips, guided reading, role playsr learning activity packages, guest presenters and student verbal presentations. o She uses a variety of ways to identiffing students' strengths by providing extra help, rewriting tests to enhance understanding, and providing encouraging remarks and using Bloom's taxonomy of questioning. o She allows students to demonstrate their learning in a variety of ways such as power point presentations, (Psy.30: genetic disorders), using posters, reflections and writing assignments. o Computer assisted instruction mainly used in History 10. Students developed a timeline of the life of Napoleon Bonaparte using the online Voicethread program. This assignment had students actively engaged in web-based research by gathering images, organizing information and presenting their findings using both recorded audio and written text as well as proper bibliographic citation. o Ms. Pilon encourages students to attend the weekly Smudge Ceremonies at Mount Royal on Tuesdays. o Students feel comfortable and at ease in the classroom.

. o o

Ms. Pilon took the students of World Religions 30 class on fieldtrips to various places of worship such as the Hindu temple, The Jewish Synagogue, Knox United Church, the Islamic Mosque and the Sikh temple. Ms. Pilon brought in a guest speaker from the Baha'I Faith and presenters from the Schizophrenia Society.

Future goals:
Because Ms. Pilon is a reflective teacher she will continue during her teaching career to incorporate strategies to meet the diversity of student learning styles.

2. Affirm dignity and respect for individuals (students, families,

colleagues)
Demonstrated proficiency and growth:

o o o o o o o

Ms. Pilon gives personal reinforcements for answers given by students and acknowledges their personal knowledge and experiences. Ms.Pilon has a warm and caring personality so students respond well to her integrity and warmth. Ms. Pilon adapts and implements curriculum content to student needs and includes aboriginal perspectives in most units. In Psychology 30: stereotypes in children's literature and cartoons are some examples. Ms. Pilon has clear expectations that the use of derogatory comments and statements about race, gender, sex and religion are not acceptable. She deals with those situations with in a calm and tactful manner and it becomes a teachable moment. She responds to students' questions about alternative lifestyles with great sensitivity and wisdom. The multiethnic soccer boys' soccer team that she co-coaches uses cheers in all the ethnic languages present. Ms. Pilon is very culturally responsive. Ms. Pilon's ability to develop a sense of student belonging alongside her passion for combating racism through exposure of historical events created a fertile environment for student learning and concerned citizenship.

Future goals: o Continue to incorporate Aboriginal content and perspectives into all areas of
teaching.

3. Strive to support

social justice and ecological responsibility

Demonstrated proficiency and growth: o Ms. Pilon ensures that students use the recycling bins in the classroom. o Ms. Pilon uses current events to provide critical insights into how humans view their environment example Columbus Day which is celebrated in the US but not in Canada. Also in Psychology she uses scenarios of parental issues that students have to provide perspectives on. o Ms. Pilon incorporated First Nationsr lnuit and Metis content into her classes of Psychology 30n Drama 10, History 10 and Native studies 10. o She is a member of STARS (Student Teacher Anti-Racism Society). o She attended SAFE (Social Justice and Anti-Racist Anti-Oppressive Forum on Education) conference on Oct.27-28r2011. o Mount Royal Collegiate is designated community school. This means that funds can be accessed for fieldtrips (World Religions places of worship) and guest speakers to enhance student's learning opportunities. o Ms. Pilon identifies cultural and gender biases and stereotypes in studies of children's literature, games, and toys. (Psychology 30) o She participates in weekly Smudge Ceremonies at Mount Royal. o Ms. Pilon explores initiatives at the school by being co-advisor in the Youth Hosting youth club (collaboration with the Open Door Society) and the Culture project club collaborating with CRU (Connections and Resources for U) o Ms.Pilon has a deep understanding of the identifiable factors in which socioeconomic status affects the learning community at our school. o fn History 10 Ms. Pilon delivered a condensed unit on Aboriginal history in Canada including topics such as the Northwest Resistance, the Indian Act, Treaties and the Residential School System. She finished the unit with a written assessment and had students apply their knowledge to facilitate antiracist thinking and deconstructed colonial perspectives. o In Native Studies 10, Ms. Pilon's lesson plans were done to suit the needs, Iearning stylesn and learning levels of students. She kept the students engaged and interested through discussions and maintained their interest through her extended knowledge of her M6tis ancestry and used technology to keep them captivated. Her calm and patient disposition only encouraged her students to want to learn from her and above all trust her. Future goals: o Continue to incorporate an anti-racist and anti-oppressive perspective in every subject area.

4. Develop as a critical reflective practitioner who connects practical

and theoretical knowledge
Demonstrated proficiency and growth: o Ms. Pilon participated actively in the parent-teacher interviews on Oct. 13 and 14. She was well prepared and the parents responded well to her assessment of their child. o She participates staff meetings, curricularJike meetings and in professional development activities such as a workshop by Mr. Chick Moorman on how to motivate unmotivated students. o She pursues new knowledge and is a reflective practitioner who looks for ways to engage the diverse learning styles of her students. o She was the coach for the Golf team and the Boys' Soccer team. She is very reliable, encouraging and enthusiastic. o She demonstrates, shares and assists students in developing insights and critical thinking skills into current issues such as overpopulation, violent conflicts, justice and equality issues. o Ms. Pilon attended a one day Cultural and Education symposium with the Native Studies students on November 9, 2011. o Ms. Pilon provides activities that challenge students to make connections between practical (current) and theoretical knowledge.In Psychology 30: The toy project, in World Religions 30: Islamophobia, fieldtrips and guest

o o

speakers.

o o

Ms. Pilon's Psycholog5r 30 class gathered winter clothing for the needy and participated in the Write for Rights campaign with Amnesty International. Ms. Pilon showed the ability to be flexible while teaching Improvisation Acting unit in Drama 10 and was able to rein the students in when an activity was veering off course. She showed that she is more than capable of handling a classroom on her own, and a willingness to put in the time before teaching the class to ensure maximum preparedness. In Drama 10, Ms. Pilon started the students off with some ice -breaker activities, which helped to build a sense of community within the classroom. This is a very important step in a Drama classroom because the students need to feel at ease with both the teacher and the other students. In Native Studies 10, Ms. Pilon was able to teach her topic or concept from the curriculum and manage to bring it down to a personal level to accommodate student's cultural and learning level.

5. Create a positive community in the classroom and school

Demonstrated proficiency and growth:

o o o o . o o r

for the Boyst Soccer team, which is a multi -ethnic team with a diverse range of soccer skills. This allowed Ms. Pilon to develop a positive mentoring capacity. Ms. Pilon began coaching the Sr. Girlso Basketball team after the soccer season finished. Mount Royal has an infant daycare and a toddler daycare because there are many single mothers at the school. Miss Pilon provides opportunities for them to succeed. She is caring, and flexible with providing missed work when the mothers miss school because their child is ill. She encourages students to share their own experiences from each individuals cultural, ethnic, or gender perspective by sharing her own experiences and viewpoints. She is comfortable and confident when she contacts parents and/or guardians. She and other staffshare resources and through conversations a deeper understanding of teaching is developed. Ms. Pilon encouraged students to be global citizens and encouraged them to step outside their areas of comfort to learn and explore new perspectives and understandings. In Native Studies 10, any form of discipline was unnecessary as a result of her consistent preparation of lessons and taking the time to get to know students. Her teaching strategies reinforced her teaching style on many levels of student learning.
She was a coach

6. Build instructional competence and strong teacher identity

Demonstrated proficiency and growth:

o o o o o o o

Psycholory 30 and World Religions 30 are not a teaching area that Kelsi has had a specialization in. She prepared herself well and had a good grasp of the curricula. She makes her own tests, assignments and rubrics and projects. Students are aware on how they are going to be assessed. She also provides written and verbal positive feedback to students. Ms. Pilon participates in Professional Development activities, staff meetings and curricular-alike meetings. Uses instructional technology such as Prezi, powerpoint, documentary films, youtube videos in pedagogically appropriate ways. She is very accepting of constructive criticism and has the desire and the motivation to improve her skills in teaching. In Native Studies 10, her evaluation strategies were effective and she always made sure her students understood the content taught at hand.

Future goals:

It is expected that the areas of assessment and evaluation will continue to

grow as familiarity with curricula and teaching experiences increases.

TEACHER CANDIDATE'S SELF.ASSESSMENT

My internship at Mount Royal Collegiate has been nothing but rewarding, interesting, motivating and an experience that I will never forget. The warm and welcoming atmosphere of Mount Royal made it very easy to get comfortable in the school with the teachers as well as the students. I developed classrooms that were very inclusive, supportive, respectful and safe for all the students.I taught outside my teaching areas, which allowed me to learn much more than I would have teaching in areas that I was comfortable in. I expanded my knowledge in Psychology and World Religions, which was very beneficial to my own learning. One thing that I strived to do in every class during my internship was to bring an anti-racist and anti-oppressive perspective into my teaching.I spent at least one lesson and even full units helping students to challenge colonial attitudes and perspectives in our society that are directed towards Aboriginal peoples as well as Muslim and Sikh peoples. The students responded quite well to the content and extensive discussions we had in class about these heated topics. It was really rewarding to see students deconstruct stereotypes and racism through discussion, reflection, and questioning. I tried new approaches to group and classroom discussions that worked quite well and allowed me to improve my abilities to lead meaningful discussions in the classroom. I also learned how to make more appropriate lesson and unit plans that were not over-planned and unrealistic. At the beginning of my internship, I felt stressed out a lot about the planning process but realized I was trying to pack too much information into single lessons, which was adding to my stress. By changing my over-planned and over-packed lessonsr l was able to deliver more genuine and beneficial lessons to the students. The staff at Mount Royal have been very helpful by providing me with support, advice and resources during my short time within the school. I will continue to use the advice and resources from these great support systems throughout my future teaching career. Team teaching was something that I had not done until my internship and I found it very fun and challenging. It was awesome to share strengths with one another and feed off each other throughout the lesson. Team teaching is something that I hope to experience again as I learned a lot about my own teaching style and how to incorporate other teaching styles into each lesson. Coaching at Mount Royal was an experience that I will never forget. I had the privilege and the honour to coach the GoIf team, the Boys Soccer team, and to be an assistant coach for the Sr. Girls Basketball team that I plan on continuing until February. I think that my experience in coaching this year has made me a better teacher as I was challenged to use classroom management skills outside a classroom, create practice plans and organize games, team meetings, fundraisers and wind ups. It taught me the importance of being prepared and organized and above all I got to help the students play sports that they had a true passion for. For a lot of the students at Mount Royal, sport may be the one thing that is keeping them in school and to be a part of their growth not only as an athlete but also as a student is indescribable. I will never forget my experiences at Mount Royal as they have helped me grow as a person, a coach, a mentor, a teacher and a life long student.