Student name: Erin Flynn

EDU 428 and 429 Evaluation Form -- Internship Practicum School: Alexander Galt Regional High School

January 6 April 11, 2014 Evaluated by: Associate Teacher Name: Evelyn Schouela

x Supervisor

How to use this form? The following guidelines apply to supervisors, associate teachers, and student teachers. 1. This form is designed to be filled in electronically. 2. Please carry out four evaluations. At the end of each evaluation, write overall comments about the period of evaluation. 3. Save a copy of the evaluation on your computer, send one PDF copy to the student teacher and one PDF copy to the Practice Teaching Office, Bishops University (bkreuger@ubishops.ca.) 4. Ensure your written comments are similar to your verbal comments made during the post conference. 5. On the fourth evaluation, along with commenting on that specific observation, please write overall comments about the practice teaching, check off whether the practice teaching was overall satisfactory or unsatisfactory, sign the form, and email of fax it to the Practice Teaching Office. Electronic signatures are acceptable. 6. The schedule for the first, second, third and fourth evaluation is as follows: 1st evaluation: by January 24th / 2nd evaluation: by February 14th / 3rd evaluation: by March 14th / 4th evaluation: by April 4th Notice of Concern If you are concerned about the student teachers practice teaching as of the first evaluation, please contact the Practice Teaching Office. A Notice of Concern form will be completed with notes on specific support the student teacher will receive. Delaying the use of this form will shorten the amount of time the student teacher has to put into effect the suggestions from the associate teacher, supervisor and Director of Practice Teaching. An electronic form can be completed and submitted directly to the Director of Practice Teaching. Teacher Training Professional Competencies Emphasis for 4 year students When In the Pre or Post Conference Items to Evaluate Long term planning Learning intentions (Lesson objectives) Lesson plan coherence Learning activities preparation Evaluation plan Presence Monitoring individual students Questioning Evaluation for learning Class procedures (managing behaviour) Rapport/respect Languageoral use/written evidence Disciplinary and cultural knowledge Professional interactions/Ethical stance Reflective practice Competencies 3: Develops teaching/learning situations appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. 5: Evaluates student progress in learning the subject content and mastering the related competencies. 7: Adapts his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps. 8: Integrates information and communications technologies (ICT) in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes. 2: Communicates clearly in the language of instruction both orally and in writing, using correct grammar. 4: Pilots teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study. 5: Evaluates student progress in learning the subject content and mastering the related competencies. 6: Plans, organizes, and supervises a class in such a way as to promote students learning and social development.
th

In Observation of the Teacher In Action

In the Post or Pre Conference

1: Acts as a professional inheritor, critic and interpreter of knowledge or culture when teaching students. 9: Cooperates with school staff, parents, partners in the community and students in pursuing the educational objectives of the school. 10: Cooperates with members of the teaching team in carrying out tasks involving the development and evaluation of the competencies targeted in the programs of study, taking into account the students concerned. 11: Engages in professional development individually and with others. 12: Demonstrates ethical and responsible professional behaviour in the performance of his or her duties.

Class description

1st Observation

2nd Observation

3rd Observation

4th Observation

1 31/03/2014

Subject: ELA (Modified) Cycle/level: 1/1 # students: 11

Subject: Social Studies Modified Cycle/level: 1/1 # students: 11

Subject: Social Studies Cycle/level: 1/1 # students: 14

Subject: Social Studies Cycle/level: 1/1 # students: 14

PRE-CONFERENCE: Please situate the student along the continuum and comment on the students strengths and areas where adjustments are needed. Descriptor
Plans logically sequenced lessons, in knowledge & skill building increments, that are linked to a competency. States what will be learned, how it will be learned and what will be assessed. Selects diverse instructional approaches, taking into account and adapting to the needs and special interests of the specific group. Connects activities logically to the learning intention. The timing, equipment, and materials management support the effective execution of the lesson. Links assessment and evaluation plans to the lesson objectives and indicates the process for giving formative feedback and, where pertinent, gathering data for reporting
x x x

First pre-conference
Major Adjustment Needed x x Exceeds Expectations

Second pre-conference
Major Adjustment Needed x x x x x Exceeds Expectations

Third pre-conference
Major Adjustment Needed Exceeds Expectations x x x x x

Fourth pre-conference
Major Adjustment Needed Exceeds Expectations x x x x x

Comments: First pre-conference Erin is working on her LES, which is welldeveloped and thoughtful. It takes into consideration the particular needs and abilities of the students and leaves room for flexibility as needed. She has integrated Social Studies and Ethics into the LES in a very effective manner. She is incorporating formative and summative assessment into the unit in alignment with her Associate Teachers needs for evaluation. Second pre-conference Erin began a mini-LES for the Olympics and Canadian Identity. She has excellent ideas and is passionate about her subject. Her lessons do need more attention by taking into account the needs and abilities of her students. It would be helpful to simplify her lessons and make them more manageable and less frustrating for the students. Taking time to develop more specific learning intentions and linking them to the lesson procedure is essential and will facilitate a more harmonious classroom management. Third pre-conference Erin has made much progress these past weeks. Her lesson was well-planned and part of an effective and pertinent LES. Her learning intentions were clearly the focus of the lesson and supported by the activities and discussion. Her approaches are interesting and engaging. She is well-organized and the class is managed effectively. Fourth pre-conference Erin has kept a clear vision as to her students needs in order to succeed. Their circimstances demand an ability to adapt and adjust learning intentions and approaches and Erin has held this firmly in hand as she proceeded with her LESes. The students showed progress and moved forward in their learning.

Erin could work on using diverse teaching strategies that would involve the students more in their learning as well as being more supportive to their learning.

2 31/03/2014

OBSERVATION OF THE STUDENT TEACHER IN ACTION: Please situate the student along the continuum and comment on the students strengths and areas where adjustments are needed. Descriptor
Shows confidence, poise and enthusiasm throughout the lesson, when getting the students attention and in sustaining their engagement during different activities. Sets up the learning, carefully observes and circulates around the class in order to monitor student learning, and involves students in identifying their learning through effective lesson closure. Facilitates focused student learning by asking effective open and closed questions. Uses informal methods to quickly detect student difficulties (questioning, analysis of student answers, observation and feedback, and so on). Employs effective classroom procedures allowing students to interact well on learning tasks. Is able to anticipate and deal with unexpected behaviour. Interacts with students showing obvious rapport and respect. Uses accurate and engaging oral and written communication in the language of instruction.
x x x x x

First observation
Major Adjustment Needed x x x Exceeds Expectations

Second observation
Major Adjustment Needed x x x x x x Exceeds Expectations

Third observation
Major Adjustment Needed Exceeds Expectations x x x x x x x

Fourth observation
Major Adjustment Needed Exceeds Expectations x x x x x x x

Comments: First observation Erin is enthusiastic and confident in the class. She is caring and natural and the students seem to be comfortable with her. There is a level of trust and respect evident in the class. She has been working on classroom management as the students have a tendency to talk over her. I trust that she will continue to find ways to encourage the students to be more attentive during teaching time. She involves students by asking specific students to respond and contribute to the learning. Second observation Erin has clearly developed a strong and respectful rapport with her students. They are receptive to her and seem to feel at ease. Third observation Erin is enthusiastic and passionate with the students. Her love of learning is infectious and the students respond well to her. She has learned about her students needs and abilities and adjusted her lessons accordingly and it makes a remarkable difference. She was able to keep the students engaged for most of the lesson and when things became too rowdy she calmed them down and adjusted the last part of her lesson effectively.
I would like to see her address the general talking and distractedness of some of the students with more consistency perhaps simply stopping more often and waiting. Talking over the students can be a challenge.

Erin needs to integrate her various activities with her learning intentions e.g. the grammar and the brainstorming for the short story. This will bring the learning to life more.

With this particular lesson the students were especially noisy and off task. There may have been a number of factors at play but one was that the beginning of the lesson was challenging for them. When doing the brainstorming activity Erin needed to take the time to be sure the students were quiet and listening. Follow-through is essential if the students are to learn to respect the classroom protocol. I encourage Erin to find innovative ways to engage the students and to also simplify some of the learning.

Fourth observation Erin clearly enjoys her students and the learning she is sharing with them. She is confident and very enthusiastic and invites the students into the lesson through innovative teaching strategies. Erin needs to be more consistent with her behaviour management and create more structure with the students and follow through on these expectations.

3 31/03/2014

POST-CONFERENCE: Please situate the student along the continuum and comment on the students strengths and areas where adjustments are needed. Descriptor
Demonstrates thorough and detailed knowledge and understanding of the discipline and its cultural context. Interacts appropriately with members of the school community. Explains the relevance of teaching decisions and identifies appropriate adjustments.

First post-conference
Major Adjustment Needed x x x Exceeds Expectations

Second post-conference
Major Adjustment Needed x x x Exceeds Expectations

Third post-conference
Major Adjustment Needed Exceeds Expectations x x x

Fourth post-conference
Major Adjustment Needed Exceeds Expectations x x x

Comments: First post-conference Erin is part of the school community and is vibrant and positive in her approach to her stage. Second post-conference Erin is comfortable in her role at school. She takes the time to be present to the students during lunch and recess. Third post-conference Erin seems right at home at Galt. She is part of the community, engaging in meetings and contributing her point of view. She continues to have an open-door policy at lunch which fosters relationship with the students. She very clearly explains the relevance of her teaching decisions which are aligned with the specific needs of her group. Fourth post-conference Erin has worked with a modified program during this practicum. She has informed herself as to the specific needs and adaptations relevant to the success of her students. She has made learning alive and meaningful while continually addressing the competencies the students need to master. Erin readily explains her teaching strategies and goals and does so with a clear focus on her students. She has worked in collaboration with her Host Teachers and has involved herself in the school as well.

She gives extra time to students during lunch and recess and attends all meetings relevant to her position. She is very aware of the modifications that are needed for the students in her class and adjusts her lessons accordingly.

Erin is very aware of her teaching decisions and needs to find ways to develop them and adjust them to the specific groups with which she works.

4 31/03/2014

First Evaluation. Status of Competency Development: Please situate the student on the continuum below and comment on the students strengths and areas where adjustments are needed.
Does not yet meet practicums expectations at this time Meets practicums expectations at this time x Exceeds practicums expectations at this time

Comments: The students that Erin is teaching are challenged academically and this impacts their behaviour and ability to be attentive. Erin is working well with this and her enthusiasm and care are making for effective growth and professional development.

Signature:

Date: January 23, 2014

Second Evaluation. Status of Competency Development: Please situate the student on the continuum below and comment on the students strengths and areas where adjustments are needed.
Does not yet meet practicums expectations at this time Meets practicums expectations at this time x Exceeds practicums expectations at this time

Comments: Even though this particular lesson was somewhat challenging I am confident in Erins ability to engage and teach the students relevant and inspiring material. She is passionate about teaching, about her subject and about the students. She needs to adjust her expectations and focus on how to best present material to the students in her charge.

Signature:

Date: February 11, 2014

Third Evaluation. Status of Competency Development: Please situate the student on the continuum below and comment on the students strengths and areas where adjustments are needed.
Does not yet meet practicums expectations at this time Meets practicums expectations at this time x Exceeds practicums expectations at this time

Comments: A very successful lesson but more importantly there is much growth in Erin as a teacher. She is determined and dedicated and works hard and enthusiastically to be better for the students. This shows!

5 31/03/2014

Signature:

Date: March 18th, 2014

Fourth Evaluation. Status of Competency Development: Please situate the student on the continuum below and comment on the students strengths and areas where adjustments are needed.
Does not yet meet practicums expectations at this time Meets practicums expectations at this time x Exceeds practicums expectations at this time

Comments: Erin has grown and flourished during this practicum. She has succeeded in providing opportunity for success to her students. She needs to work on behaviour management in order to provide a more supportive learning environment.

Signature:

Date: March 31st, 2014

Summary Comments

A very successful practicum! Erin has shown a love of teaching and a devotion to her students that speaks volumes. She has received and used feedback as well as reflected on her lessons in an on-going basis.

Based on my observations I recommend that the Practice Teaching be considered

x successful

unsuccessful

March 31st, 2014

Date: Signature:

6 31/03/2014

4th year Outcome Statement The graduating teachers recognize teaching as an intellectual pursuit and a social responsibility; demonstrate the qualities of responsible and autonomous practitioners who show a capacity for ongoing critical reflection, potential for leadership, and commitment to the transformative power of education.

7 31/03/2014