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UNIVERSITY O F

CALGARY
WERKLUND SCHOOL OF EDUCATION UNDERGRADUATE PROGRAMS EDUC540: FIELD E X P E R I E N C E III FIELD NARRATIVE A S S E S S M E N T PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT Student's Name: Catherine Simoneau ID#: 10097283 Date: 2013 December 11,

NOTE: This is not a letter of reference and will not be distributed by the WERKLUND OF EDUCATION to potential employers

SCHOOL

The purpose of this four-week Field experience is to focus on complex dimensions of social and cultural engagement in classroom learning. The student's Learning Portfolio and his/her participation in the Field placement should provide evidence of a growing ability to act thoughtfully in the classroom and within the school community, and a deepening understanding of learners and of the enactment of curriculum and pedagogical relationships within a whole class context. The Narrative Assessment should address the student teacher's growth in the emergent ability to plan for, implement and assess learning. It should also comment on the student teacher's growth in relation to the KSAs, including the student's own goal setting reflections and personal/professional assessment throughout the Field experience. The Field instructor's assessment should also address the student's overall participation in both collaborative and cohort learning assignments including Blackboard and the final presentation assignment. The following report on the student's work should be organized in relation to the questions: "Where is the work particularly strong?" "What could the student do to further his/her professional growth and development?"

Catherine experienced success in this Field Experience due to her mature approach, open nature and hard work. Her placement was in a small town high school where she taught English 20-2. She grew daily in her 'teacher presence' and became a trusted adult to her students. She was animated in her lesson presentation, using facial expression, hand gestures and body language to elicit participation by students and elaboration of answers. Catherine was focused on the subject material but recognized the need for persona! connections first. She was enthusiastic about her work, as evidenced by the conversations she has had with her Partner Teacher about her work with the students next term. Catherine not only returned to the high school after field, to complete her unit of work and return essays, but had begun preliminary planning for possible lessons during the next field. The relationship that she developed with her Partner Teacher was one of mutual respect. Catherine accepted feedback positively and acted upon the advice and suggestions given. Catherine was well planned and well organized. She has experienced the need to be flexible in planning and presentation of lessons and was becoming more adept at making changes in an ongoing lesson as she monitored student involvement and understanding. For Field Experience IV, areas of growth for Catherine are to: continue to explore and implement a variety of assessment strategies; delve more deeply into the high school English curriculum; consider learner needs and lesson differentiation. _ y

Field Instructor's Name: Fellows, Brenda Section: 14


For Field Experience I I I : Principles of Social and Cultural Engagement, the recommendation is:
Credit Non-Credit

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