Faculty of Education Field Experiences Fall Spring Semester, 2013 (Please check appropriate semester) Professional Semester III is a five-course equivalent integrated semester including half-time teaching and professional study in curriculum design, leadership, advanced methods, and reflective practice. Intern Teachers are assigned full time to schools for the semester during which they assume responsibility for approximately one-half of the teaching day. PS III professional study is designed to complement and enhance the internship. The professional study components may occur on or off-campus and are coordinated by the Faculty Mentors in collaboration with Intern Teachers and school personnel. Place a checkmark () in front of the course in which you are registered Education 4571 Elementary Education Education 4572 Secondary Internship Education 4573 Special Focus Internship Education 4574 Fine Arts Internship - Art or Drama Education 4575 Fine Arts Internship - Music Intern Teacher Crystal Kensley Grade Level(s) Kindergarten School Mike Mountain Horse Elementary Administrator Chris Harris Teacher Mentor Krista Seaman Faculty Mentor Sharon Mombourquette
Intern Teachers Descriptive Report: Concise statement of my teaching time: For my final professional semester I was in the kindergarten classroom at Mike Mountain Horse School. My experience in the kindergarten classroom has definitely taught me a lot about teaching children in their first years of school. I focused on creating lessons that would engage kinesthetic, auditory and visual learners. This was really important to me because I know that each student learns differently and at different rates. I think it is also important to keep in mind the significance of being flexible. There are multiple intelligences in one classroom so it is important to utilize different methods for teaching multiple concepts. My lessons included the use of technology such as the smart board, smart notebook, PowerPoint presentations, and the CD player for the Jolly Phonics program. I always prepare my lessons in advance using the Learn Alberta website and the Alberta Program of Study for Social Studies, English Language Arts, Mathematics, Health and Physical Education. I have also included FNMI content into the Kindergarten curriculum. Furthermore, I continued to use the Handwriting Without Tears and Jolly Phonics programs as they have proven to be successful in the Kindergarten classroom. Throughout my final professional semester I was able to plan units and individual lesson plans using the backward by design model, which 1 PS III Final Report for Crystal Kensley focuses with the end in mind. I was able to meet general and specific outcomes in each program of study in the Alberta curriculum. I used the program of study for English language arts, mathematics, social studies, physical education, and health for kindergarten. I planned each lesson and unit with the end in mind. I was able to assess the students skills using formative and summative assessment methods. I have also used various resources suitable for the students age level and learning abilities. I used resources from the learn Alberta website and the University of Lethbridge curricular lab. During my final professional semester I taught fifty percent of the time, which included core subjects in kindergarten that were inter- curricular during circle time and centers. KSA # 1: How contextual variables affect teaching and learning. Throughout my final practicum I have been very flexible. I have had to adapt to the grade I am teaching by using language the students understand. I have changed some of my lesson plans depending on how the students responded to my instruction. For instance, if the students were struggling with a concept I rephrased my instruction or tried to use a different example that may be more effective. I am very aware of all of the students in my class and their abilities. I have made reasoned judgments in numerous situations and have adapted my lessons using different strategies that have proven to be more effective. I have used self-reflection for all of my lessons after I have taught them. If certain approaches were not working I made note of them and made sure to change or adjust my teaching for consecutive lessons. KSA #2: Responsibility and accountability of teachers to communicate and enforce expectations held of them under the certification of teacher s regulations. Throughout my final professional semester I used the Learn Alberta Website and the program of study for English language arts, social studies, physical education, mathematics, and health to guide all of my lessons. I included many skills and outcomes, and if possible, tried to make them inter-curricular as well. Most of my lesson plans for circle time and centers were inter-curricular including outcomes for math, social studies, health and English language arts. KSA #3: The purpose of the Guide to Education and programs of study for subject disciplines you teach. I met this KSA with my unit plan in social studies for teaching, I am unique and I belong. Every lesson was outlined with skills and outcomes, assessment methods, resources, and a detailed procedure. During our circle time and centers, students learned about being unique and special. They also learned about numerous ways that they belong within a family, friendship and community. KSA #4: Subject Disciplines you teach. During my third and final practicum, I planned units and taught English language arts, social studies, mathematics, health, art, and music. I also focused my professional development project on incorporating FNMI 2 PS III Final Report for Crystal Kensley content into the kindergarten curriculum. KSA #5: All students can learn, albeit at different rates in different ways. In my kindergarten class, I had two students who were coded with speech delays. These students required extra support and guidance. While the class practiced their printing, one of my students required a pencil grip and a rubber seat placed on her chair. These extra tools were used to support this little girl and enable her to focus on her printing and participate in all activities. The other little boy received extra speech therapy. However, as much as possible, they were always part of the group and there was always an emphasis on including them, rather than separating and diversifying the group. Individual Program Plans were created for these students and goals were determined based on their individual needs. I also differentiated instruction to accommodate the religious beliefs of a child in my classroom. Rather than have a student complete a project that they feel uncomfortable with I changed the activity so that academically he could still learn the same concepts and have the same outcomes but change the images we used for visuals. For instance when the class made turkeys, this student made a peacock. These minor changes were very important to make because it still allowed my student to participate and trace his hand and label the feathers 1-10. He was still able to practice his numbers using a different image that made him feel more comfortable. I focused on making my classroom a positive environment for all students. It is an inclusive classroom and recognizes multiple paths for all learners. It is very important to recognize visual, auditory and kinesthetic learners because every one learns in different ways. As a teacher I want to guide students and provide them with learning opportunities that will benefit them the most. Also I think it is very important to incorporate resources available to aid students learning. For instance using modified scissors and pencil grips can change the way a student prints their letters and cuts paper. During this practicum I have also presented tiered lessons that incorporated differentiated instruction. This is important to integrate in the classroom because it allows each student to reach their full potential and meet the outcomes we are oriented towards. At Mike Mountain Horse there is a great support team that assisted students in my classroom with any extra help they needed. This is very important to me because it is so important that each student receives all the help they can get whether it is academic, or social. I am very grateful that there is an FNMI liaison and a group of counselors available to assist in each students learning. KSA #6: The purpose of short, medium, and long range planning. As this practicum was modeled as a first year teaching career, I had the opportunity to get to know each student on his or her first day of school. Our kindergarten class had staggered entry, which allowed me to interact with each student and get to know each of them right from the beginning. 3 PS III Final Report for Crystal Kensley Staggered entry allowed my teacher mentor and myself to do an initial assessment for each student so that we knew what his or her strengths and weaknesses were entering kindergarten. I was able to use this information to develop long- range plans, unit plans, and lesson plans. KSA #7: Students needs for physical, social, and cultural and psychological security. Classroom Leadership and Management. After two Professional Development days where we discussed the 7 habits of highly effective people I was able to focus on bringing the best me into the classroom. My preparation, planning and organization allowed me to develop classroom routines that were effective for student learning. I focused on classroom management strategies that work in full group, small group and individual situations. Throughout the semester my teacher mentor and I established many classroom routines and rules. These routines are necessary in order to engage students in an effective classroom environment. My classroom management plan contained numerous strategies and focused on maintaining a happy and healthy classroom. KSA #8: Importance of respecting students human dignity. Since September, all the students have been recognizing and displaying positive attitudes in the classroom. We have been working on being kind to one another and enforcing the golden rule. The students have also learned about the seven teaching and have shown their knowledge of each teaching during every school day. My encouragement and positive feedback about their work has definitely encouraged the students to continue and keep up the good work. I believe it gives the students confidence when they receive positive feedback. I participated in a presentation at the University of Lethbridge during my first professional semester called teacher as performer. This presentation taught me the importance of ensuring that all students are okay before walking away. I think that I have enforced this ideal in my classroom as I respect every student and staff member in my classroom. KSA #9: There are many approaches to teaching and learning; instructional strategies. Everyday the students separated into groups of five or six and to complete centers for the week. The centers consisted of 4 adult led centers and free centers. At the adult led centers the students worked on literacy- based activities that are guided by the assistant in the class, the parent of the day and myself or teacher mentor. At free centers the students chose a play-based center to attend and independently moved their name on the centerboard that corresponded with the center of their choice. At each of the adult led centers students practiced their spelling, grammar, and writing skills. They also worked on their listening skills, math outcomes and their reading comprehension. There are three adult led centers each week where the students use their creativity to make crafts that correspond with literature we have read in the classroom. Students in the kindergarten class were placed into four different groups based on their initial assessment in 4 PS III Final Report for Crystal Kensley letter, number, color and shape recognition at the beginning of the year. These groups were given color names and traveled around to the different centers together each week. At the adult led centers, students would listen to the activity and perform a specific task to reach a specific outcome. At the free centers the students could choose a center that offered play based activities. Every week each student would do all of the same activities and would receive extra help and/ or guidance if they needed it. KSA #10: The functions of traditional and electronic teaching / learning technologies. One of the goals that I set for myself at the beginning of PS3 was to become more familiar with the use of technology in the classroom. During my final practicum I have become more familiar with all of the functions available on the smart board and smart notebook program. I have challenged myself to use the smart board more often and have created new ways of taking attendance using the smart board that makes it interactive for my students. I have used technology in my classroom to engage the students and enhance their learning. The kindergarten class received two ipads for use throughout the day. I recently went to an information session at Probe Elementary where a collaborative community met and shared great apps available for the kindergarten age level. These apps were applied to the kindergarten ipads and will be used during center time in the upcoming months. The use of technology in schools is very important to start at a young age because the kindergarteners are like sponges. They soak everything up. The ipads are interactive and provide literacy games that will sharpen the students skills in technology use and visual and/or verbal skills while using certain programs. KSA #11: The purposes of student assessment. Throughout my practicum I was able to assess the students academic and social behaviors in the classroom. I began the school year in September with the Kindergarten children and promptly did an initial assessment for the students in the morning and afternoon classes. In the initial assessment my teacher mentor and I assessed what the students knew coming into Kindergarten. We questioned the students about their knowledge in letter, number, color and shape recognition. We also assessed each childs pronunciation of beginning and end sounds. We took note of their pencil grips; if they knew their dominant hand or needed guidance in determining their dominant hand. Finally we asked the students to print their names so that we could see their printing abilities at the beginning of the year. I used many different methods for formative and summative assessment for, of and as learning. During center time I used anecdotal notes to keep a record for each student that corresponded with the general and specific outcome for that center. These notes were very helpful when I started my first report cards to the parents. I was able to record student behavior, listening skills, and academic achievements. The anecdotal notes were also very helpful to assess and record student skills in cutting, pasting 5 PS III Final Report for Crystal Kensley and printing abilities. The summative assessment this term was stated in the first term report cards. In Kindergarten there is a morning and afternoon class at my school. My teacher mentor and I shared the responsibility of preparing all the report cards. I prepared the report cards for the morning class and my teacher mentor prepared the report cards for the afternoon class. After all of the report cards were complete we switched classes and ensured that all report cards were edited and accurate. KSA #12: The importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning. One of my goals at the beginning of the year was to create and maintain relationships with parents. I welcomed all of the parents into the classroom and introduced myself. Our school hosted a meet the teacher night where I was able to communicate more with all of the parents and my students. Newsletters were sent home informing parents of special upcoming events and information they needed to know. There is also a blog set up by my teacher mentor on the class website. The blog is a great way to communicate with parents and I will definitely create my own blog in the future. I have included the link in my eportfolio to the learn Alberta website for parents to read about the numerous ways they can become involved in their childs education. Engaging parents and having their support is significant to every students learning and I intend to always keep in contact with each childs parent and/or guardian. KSA #13: Student learning is enhanced through the use of home and community resources. To effectively incorporate the surrounding community into the classroom, we went on a field trip to the local fire hall. We also went on a field trip to Nicholas Sheran Arena three times where the students were able to invite their parents to come and skate together. Furthermore, we had a guest speaker in our classroom from Safety City. All of these information sessions were very informative for our students. KSA #14: The importance of contributing, independently and collegially, to the quality of your school. To contribute and be a part of the school community, I have attended a parent council meeting to become more involved and knowledgeable about what it happening in the school community. I have also contributed to grade level snack days for the staff and participated in parent teacher interviews. KSA #15: The importance of career long learning. Here I have chosen to include a list of the professional development days and sessions I participated in. I learned so much from the PD days that we had. These all help me grow as a teacher and become more knowledgeable in my focus and the communities around us. From June-Dec 2013 I have participated in numerous professional 6 PS III Final Report for Crystal Kensley development seminars. At Mike Mountain Horse I completed the program 7 habits of highly effective people. These meetings helped me recognize the importance of life long learning and career development. I was able to identify my priorities and focus on ensuring that I am the best that I can be in order to help and teach others. I also completed a series of professional development seminars that were offered by the Alberta Teachers Association and focused on classroom management; techniques that work, teachers and parents; same goals different roles and engaging students. These seminars were very helpful and effective for my teaching practice because I learned a lot of great strategies that will be very helpful in the classroom. I will continue to keep up with professional development each year and attend as many professional development sessions that I can to strengthen my teaching practice. KSA #16: Overall vision of the purpose of teaching. This is my vision statement as a teacher in the classroom, school, and community. My final professional semester allowed me to gain experience in four key areas; planning, classroom management, instruction and assessment. During September and October I was able to plan for adult led centers, free centers, staggered entry, full group activities, and library and computer classes. I planned lessons that incorporated the theme of that specific month. The theme for each month often indicated what some of the lessons would focus on. In November and December my teacher mentor and I decided to switch teaching blocks so that I would have the opportunity to teach all of the core subjects and blocks by the end of my semester. In November and December I planned for circle time, full group activities, computers, jolly words, and library. During my final practicum at Mike Mountain Horse in the Kindergarten classroom I learned a lot about classroom management. The most important aspect that I will take away with me is ensuring that all students are quiet and listening before giving instruction. I know that classroom management is necessary and significant to learning because students will have a difficult time focusing and learning if they are distracted by the actions or behaviors of their classmates. I have also learned a lot about proper instruction and repetition. The students in the Kindergarten class showed me that they learn really well with repetition. I have also practiced making my instruction simple using language that the students understand. One way of giving instruction that I found to be very effective was saying the instruction and then asking the students the order in which they will achieve a certain outcome. Furthermore, my instruction was also very effective when there were demonstrations given or visuals that provided the students with further understandings or recognition of what I was verbally saying. Throughout the semester my professional growth plan included goals of improving on using technology in my lessons. I want to become more familiar with the smart board and the functions that are possible to use for teaching. I have also focused on incorporating FNMI literature and content 7 PS III Final Report for Crystal Kensley into the kindergarten classroom
Intern Teacher Signature Date This page is to be attached to the Intern Teachers Report. School Administrator Comments: INTERN TEACHING EVALUATION MIKE MOUNTAIN HORSE ELEMENTARY SCHOOL NAME OF INTERN: Ms. Crystal Kensley DATE: August thru December, 2013 EVALUATOR: Chris Harris, Assistant Principal CLASSES TAUGHT AND PLACEMENT INFORMATION: Crystal Kensley has c!"lete# her Pr$ess%nal Se!ester Three &PSIII' "ract%c(! $r! the Un%)ers%ty $ Leth*r%#+e *y teach%n+ hal$ t%!e %n a K%n#er+arten classr! at M%,e M(nta%n Hrse Ele!entary $r! A(+(st -./ -012 t Dece!*er -0/ -0123 Th%s $r! %s #es%+ne# t "r)%#e $ee#*ac, $ll4%n+ the c!"let%n $ an Intern Teach%n+ Place!ent at Mike Muntain Hrse !lementary "chl3 It %s *ase# ("n the Teach%n+ 5(al%ty Stan#ar# 6 Inter%! Le)el/ (s%n+ the 7Kn4le#+e/ S,%lls an# Attr%*(tes8 s(""rte# %n the Pr)%nce $ Al*erta/ De"art!ent $ E#(cat%n3 Teachers 4%th an 7%nter%! cert%$%cate8 are e9"ecte# t #e!nstrate cns%stently that they (n#erstan#: Knowledge, Skills and Atti!"tes #o$i%ien t &e$i%ient 13 Conte't"al (aia!les a$$e%t tea%)ing and leaning3 They ,n4 h4 t analy:e !any )ar%a*les at ne t%!e an# h4 t res"n# *y !a,%n+ reasne# #ec%s%ns a*(t the%r teach%n+ "ract%ce an# st(#ents8 learn%n+3 -3 T)e st"%t"e o$ t)e Al!eta ed"%ation s*ste+, They ,n4 the #%$$erent rles %n the syste!/ an# h4 res"ns%*%l%t%es an# acc(nta*%l%t%es are #eter!%ne#/ c!!(n%cate# an# en$rce#3 8 PS III Final Report for Crystal Kensley Knowledge, Skills and Atti!"tes #o$i%ien t &e$i%ient 23 T)e -"-oses o$ t)e G"ide to Ed"%ation and -oga+s o$ st"d* ge+ane to t)e s-e%iali.ation o s"!/e%t dis%i-lines t)e* ae -e-aed to tea%), They ,n4 h4 t (se these #c(!ents t %n$r! an# #%rect the%r "lann%n+/ %nstr(ct%n an# assess!ent $ st(#ent "r+ress3 ;3 T)e s"!/e%t dis%i-lines t)e* tea%), They ha)e c!"lete# a str(ct(re# "r+ra! $ st(#%es thr(+h 4h%ch they ac<(%re# the ,n4le#+e/ cnce"ts/ !eth#l+%es an# ass(!"t%ns %n ne r !re areas $ s"ec%al%:at%n r s(*=ect #%sc%"l%nes ta(+ht %n Al*erta schls3 >3 All st"dents %an lean, al!eit at di$$eent ates and in di$$eent wa*s, They ,n4 h4 &%ncl(#%n+ 4hen an# h4 t en+a+e thers' t %#ent%$y st(#ents8 #%$$erent learn%n+ styles an# 4ays st(#ents learn3 They (n#erstan# the nee# t res"n# t #%$$erences *y creat%n+ !(lt%"le "aths t learn%n+ $r %n#%)%#(als an# +r("s $ st(#ents/ %ncl(#%n+ st(#ents 4%th s"ec%al learn%n+ nee#s3 .3 T)e -"-ose o$ s)ot, +edi"+ and long te+ ange -lanning, They ,n4 h4 t translate c(rr%c(l(! an# #es%re# (tc!es %nt reasne#/ !ean%n+$(l an# %ncre!entally "r+ress%)e learn%n+ ""rt(n%t%es $r st(#ents3 They als (n#erstan# the nee# t )ary the%r "lans t acc!!#ate %n#%)%#(als an# +r("s $ st(#ents3 ?3 St"dents0 needs $o -)*si%al, so%ial, %"lt"al and -s*%)ologi%al se%"it*, They ,n4 h4 t en+a+e st(#ents %n creat%n+ e$$ect%)e classr! r(t%nes3 They ,n4 h4 an# 4hen t a""ly a )ar%ety $ !ana+e!ent strate+%es that are %n ,ee"%n+ 4%th the s%t(at%n/ an# that "r)%#e $r !%n%!al #%sr("t%ns t st(#ents@ learn%n+3 A3 T)e i+-otan%e o$ es-e%ting st"dents0 )"+an dignit*, They ,n4 h4 t esta*l%sh/ 4%th #%$$erent st(#ents/ "r$ess%nal relat%nsh%"s that are character%:e# *y !(t(al res"ect/ tr(st an# har!ny3 B3 T)ee ae +an* a--oa%)es to tea%)ing and leaning, They ,n4 a *ra# ran+e $ %nstr(ct%nal strate+%es a""r"r%ate t the%r area $ s"ec%al%:at%n an# the s(*=ect #%sc%"l%ne they teach/ an# ,n4 4h%ch strate+%es are a""r"r%ate t hel" #%$$erent st(#ents ach%e)e #%$$erent (tc!es3 103 T)e -"-oses o$ taditional and ele%toni% tea%)ing 1 leaning te%)nologies, They ,n4 h4 t (se an# h4 t en+a+e st(#ents %n (s%n+ these technl+%es t "resent an# #el%)er cntent/ c!!(n%cate e$$ect%)ely 4%th thers/ $%n# an# sec(re %n$r!at%n/ research/ 4r# "rcess/ !ana+e %n$r!at%n/ an# ,ee" recr#s3
113 T)e -"-oses o$ st"dent assess+ent, They ,n4 h4 t access the ran+e $ learn%n+ *=ect%)es *y select%n+ an# #e)el"%n+ a )ar%ety $ classr! an# lar+eCscale assess!ent techn%<(es an# %nstr(!ents3 They ,n4 h4 t analy:e the res(lts $ classr! an# lar+eCscale assess!ents %ncl(#%n+ "r)%nc%al assess!ent %nstr(!ents/ an# h4 t (se the res(lts $r the (lt%!ate *ene$%t $ st(#ents3 9 PS III Final Report for Crystal Kensley Knowledge, Skills and Atti!"tes #o$i%ien t &e$i%ient 1-3 T)e i+-otan%e o$ engaging -aents, -"-ose$"ll* and +eaning$"ll*, in all as-e%ts o$ tea%)ing and leaning, They ,n4 h4 t #e)el" an# %!"le!ent strate+%es that create an# enhance "artnersh%"s a!n+ teachers/ "arents/ an# st(#ents3 123 St"dent leaning is en)an%ed t)o"g) t)e "se o$ )o+e and %o++"nit* eso"%es, They ,n4 h4 t %#ent%$y res(rces rele)ant t teach%n+ an# learn%n+ *=ect%)es3 An# h4 t %ncr"rate these res(rces %nt the%r teach%n+ an# st(#ents8 learn%n+3 1;3 T)e i+-otan%e o$ %onti!"ting, inde-endentl* and %ollegiall*, to t)e 2"alit* o$ t)ei s%)ool, They ,n4 the strate+%es 4here*y they can/ %n#e"en#ently an# clle+%ally/ enhance an# !a%nta%n the <(al%ty $ the%r schls t the *ene$%t $ st(#ents/ "arents/ c!!(n%ty an# cllea+(es3 1>3 T)e i+-otan%e o$ %aee3long leaning, They ,n4 h4 t assess the%r 4n teach%n+ an# h4 t 4r, 4%th thers res"ns%*le $r s("er)%s%n+ an# e)al(at%n+ teachers3 They ,n4 h4 t (se the $%n#%n+s $ assess!ents/ s("er)%s%n an# e)al(at%ns t select/ #e)el" an# %!"le!ent the%r 4n "r$ess%nal #e)el"!ent act%)%t%es3 1.3 T)e i+-otan%e o$ g"iding t)ei a%tions wit) a -esonal, o(eall (ision o$ t)e -"-ose o$ tea%)ing, They are a*le t c!!(n%cate the%r )%s%ns/ %ncl(#%n+ h4 %t has chan+e# as a res(lt $ ne4 ,n4le#+e/ (n#erstan#%n+ an# e9"er%ence3 45, T)e* ae e'-e%ted to a%)ie(e t)e Tea%)ing 6"alit* Standad, #LANNING7 Crystal has a +# (n#erstan#%n+ $ +ra#e le)el e9"ectat%ns/ an# 4hat her st(#ents sh(l# *e a*le t acc!"l%sh thr(+h(t the schl year3 Crystal "lans e$$ect%)ely3 She has year "lans (tl%n%n+ )ar%(s the!es an# t"%cs t *e st(#%e#3 K%n#er+arten "lann%n+ %s #%$$erent than "lann%n+ at ther le)els an# Crystal has ta,en c(es $r! her !entr teacher %n ter!s $ t"%cs t *e c)ere# an# s(++este# t%!el%nes3 Crystal has e$$ect%)ely #e)el"e# a se<(ence $ learn%n+ "lans that c)er *th shrt an# ln+ ter! e9"ectat%ns3 K%n#er+arten %s all a*(t #%$$erent%at%n an# crssCc(rr%c(lar learn%n+ an# %t %s e)%#ent that Crystal %s a*le t c!*%ne a )ar%ety $ act%)%t%es an# s,%lls t ach%e)e the learn%n+ +als she has set $r her st(#ents3 Crystal %s "re"are# $r her lessns3 All $ her !ater%als are rea#y 4ell %n a#)ance3 Her t%!e %n class %s s"ent 4r,%n+ 4%th her st(#ents3 Crystal has a +reat 4r, eth%cD 10 PS III Final Report for Crystal Kensley METHO&OLOGY1INSTRUCTION7 Crystal8s lessns %n)l)e !(lt%!e#%a an# are %nterest%n+ t her st(#ents3 They are en+a+e# *y the )ar%ety $ act%)%t%es that cc(r %n class an# ha)e !(lt%"le ""rt(n%t%es t "ract%ce the%r learn%n+ %n lar+e +r(" an# s!all +r(" en)%rn!ents3 Crystal %s a*le t "lan an# e$$ect%)ely e9ec(te s!all an# lar+e +r(" lessns3 A )ar%ety $ techn%<(es are (se# t hel" st(#ents learn %n Crystal8s class3 A(#%try/ K%nesthet%c an# V%s(al learners can all e9"er%ence s(ccess %n Crystal8s class3 Crystal #es a )ery +# =* $ re%n$rc%n+ %nstr(ct%ns an# e9"ectat%ns thr(+h(t her lessns3 She !#els 4hat she 4ants an# %s "at%ent 4%th st(#ents that re<(%re !re t%!e t +ras" cnce"ts3 Crystal has %ncrease# her cn$%#ence le)el %n #ele+at%n+ %nstr(ct%nal act%)%t%es t ther a#(lts %n her classr!3 St(#ents %n Crystal8s class are $a!%l%ar 4%th "rce#(res an# are a*le t e$$ect%)ely trans%t%n $r! lar+e +r(" %nstr(ct%n t s!all +r(" act%)%t%es3 Crystal has ta,en cnstr(ct%)e s(++est%ns an# %ncr"rate# the! %nt her %nstr(ct%n techn%<(es3 Crystal %s a*le t e$$ect%)ely (se <(est%ns t enc(ra+e st(#ent res"nses an# t +a(+e the%r le)el $ (n#erstan#%n+ $ cnce"ts an# t !a,e "re#%ct%ns3 Crystal (ses a cal!/ clear )%ce t +%)e %nstr(ct%ns t her st(#ents3 She has %!"r)e# %n her (se $ %ntnat%ns an# %n$lect%ns 4h%le shar%n+ cntent/ +%)%n+ %nstr(ct%ns r "r)%#%n+ $ee#*ac,3 A%%o++odations $o Indi(id"al St"dent Leaning Needs7 Crystal %s a4are $ the ran+e $ nee#s $ st(#ents %n her classr! an# %s a*le t #%$$erent%ate t !eet the%r nee#s3 Crystal %s a*le t a#=(st %nstr(ct%ns/ <(est%ns r act%)%t%es 4hen necessary t !eet st(#ent nee#s3 St(#ents %n Crystals class are cn$%#ent an# 4%ll%n+ t as, <(est%ns 4hen they #n8t (n#erstan#/ %n#%cat%n+ that they $eel sa$e an# c!$rta*le3 CLASSROOM MANAGEMENT7 Crystal sets the tne3 She %s a*le t +a%n st(#ent attent%n an# $c(s %n a car%n+ !anner3 It %s e)%#ent that she %s res"ecte# %n her classr!3 I ha)e en=ye# 4atch%n+ her cn$%#ence +r4 )er the c(rse $ her PS III r(n#3 11 PS III Final Report for Crystal Kensley It %s a""arent that Crystal cares a +reat #eal $r the st(#ents %n her char+e an# the !anner %n 4h%ch she crrects *eha)%(rs r re#%rects st(#ent attent%n re$lects her car%n+ nat(re3 Crystal has #e)el"e# a sa$e/ cal!/ an# n(rt(r%n+ "lace $r her st(#ents3 Her e$$ect%)e r(t%nes an# !ana+e!ent style are cns%stent an# a+e a""r"r%ate3 These r(t%nes hel" st(#ents t (n#erstan# Crystal8s e9"ectat%ns an# t a)%# (nstr(ct(re# trans%t%n t%!e *et4een act%)%t%es3 Ehen crrect%n+ st(#ent *eha)%(r/ Crystal cnt%n(es t (se a cla!/ clear )%ce t as, st(#ents t re$lect n the%r act%ns an# s(++est ther/ !re a""r"r%ate *eha)%(rs3 Crystal (ses s(*tle c(es t re#%rect st(#ent *eha)%(rs 4%th(t %nterr("t%n+ the $l4 $ her lessns3 ASSESSMENT7 K%n#er+arten %s all a*(t $r!at%)e assess!ent an# Crystal #es a )ery +# =* $ "r)%#%n+ cns%stent enc(ra+%n+ $ee#*ac, t her st(#ents3 Crystal #es a +# =* $ c!!(n%cat%n+ her e9"ectat%ns t her st(#ents3 She then (t%l%:es a )ar%ety $ assess!ent techn%<(es t !n%tr %n#%)%#(al st(#ent +r4th3 Crystal (se# the K%n#er+arten assess!ent "ac,a+e t %#ent%$y st(#ent stren+ths an# areas $ nee#3 The assess!ent "ac,a+e %ncl(#es letter rec+n%t%n/ n(!*er rec+n%t%n/ sha"es/ cl(rs an# s%!"le !ath3 Crystal 4as a*le t e$$ect%)ely (se the c(rrent K%n#er+arten re"rt car# $r!at t #e!nstrate st(#ent a*%l%t%es an# nee#s3 She als t, an act%)e rle %n "arentFteacher cn$erences %n N)e!*er3 She han#le# hersel$ %n a )ery "r$ess%nal/ car%n+ 4ay3 Crystal %s a*le t 4r, clla*rat%)ely 4%th "arents/ cllea+(es/ an# a#!%n%strat%n t *est !eet the nee#s $ her st(#ents3 #ERSONAL AN& #RO8ESSIONAL 6UALITIES7 Crystal has *een )ery !at(re an# "r$ess%nal3 She %s 4%ll%n+ t as, $r hel" 4hen she nee#s %t an# %s 4%ll%n+ t rec%"rcate3 Crystal %s )ery re$lect%)e/ #(r%n+ (r *ser)at%n $ll4C("s 4e #%sc(sse# se)eral t"%cs relat%n+ t *est "ract%ces an# %t 4as e)%#ent that Crystal ha# "(t th(+ht %nt the reasns 4hy she #es the th%n+s she #es %n her classr!3 Crystal +en(%nely cares $r an# %s #e#%cate# t her st(#ents an# the%r learn%n+3 Crystal has $%t %n )ery 4ell 4%th (r ,%n#er+arten tea! an# treate# teachers/ classr! ass%stants an# "arent )l(nteers al%,e 4%th c(rtesy an# res"ect3 12 PS III Final Report for Crystal Kensley Crystal 4r,e# har# t #e)el" "s%t%)e relat%nsh%"s 4%th the st(#ents %n her class3 It 4as clear t !e that she (n#erstan#s the %!"rtance $ *(%l#%n+ strn+/ "s%t%)e relat%nsh%"s %n schls3 &EVELO#ING COMMUNITY7 Crystal has *een a "s%t%)e cntr%*(tr t M%,e M(nta%n Hrse8s schl c!!(n%ty3 Crystal has ta,en "art %n (r PD sess%ns th%s year that centere# n the Lea#er %n Me "r+ra! 4here she 4as %n)l)e# %n s!all +r(" an# %n#%)%#(al re$lect%ns a*(t a )ar%ety $ t"%cs3 Crystal has #ne her "art t "r!te the sa$e/ car%n+/ clla*rat%)e nat(re $ (r schl *th %n an# (t $ her classr!3 As 4%th all teachers at (r schl/ I 4(l# enc(ra+e Crystal t *e "ract%)e %n *(%l#%n+ "arent an# st(#ent relat%nsh%"s3 GThe tele"hne %s y(r *est $r%en# (nless %t %s r%n+%n+H %s a "hrase I (se <(%te $ten t #e!nstrate ta,%n+ th%s %n%t%at%)e3 Crystal has *een %n)l)e# %n schl tea!C*(%l#%n+ act%)%t%es 4h%ch cntr%*(te t the sense $ c!!(n%ty %n the schl3 GENERAL COMMENTS7 Crystal has #e!nstrate# 4hat I *el%e)e t *e the t4 !st %!"rtant character%st%cs %n teachers3 She +en(%nely cares $r her st(#ents an# she %s a*le t *(%l# e$$ect%)e/ "s%t%)e relat%nsh%"s 4%th st(#ents/ "arents an# sta$$3 I a! cn$%#ent that these attr%*(tes 4%ll *e the $(n#at%n $ her $(t(re as an e#(catr3 Crystal has ta,en a#)anta+e $ the ""rt(n%ty she has ha# t learn $r! (t K%n#er+arten tea!3 She %s a !re acc!"l%she# teacher that 4hen she starte# 4%th (s %n A(+(st3 Th%s %s the ,%n# $ +r4th that 4e e9"ect $r! all teachers/ an# es"ec%ally thse that are ne4 t the "r$ess%n3 Crystal has *een an asset t (r ,%n#er+arten tea!/ as 4ell as (r ent%re schl3 I ha)e $elt )ery c!$rta*le an# cn$%#ent %n her a*%l%ty t "r)%#e re4ar#%n+ learn%n+ e9"er%ences $r (r st(#ents3 Than, y( $r all y(r har# 4r, Crystal3 IIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII S%+nat(re $ E)al(atr S%+nat(re $ Intern Teacher IIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII E)al(atr &"r%nt' Intern Teacher &"r%nt' IIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII Date 13 PS III Final Report for Crystal Kensley
School Administrator Signature Date This page is to be attached to the Intern Teachers Report. Teacher Mentor Comments: It has been a pleasure having Crystal Kensley share my Kindergarten classroom during her Education 4500 Internship. Crystal and I took a team approach to her practicum. Kindergarten is a difficult level to split teaching assignments according to curriculum. We have to Kindergarten classes! and e did split the teaching time in half! ith the e"pectation of fle"ibility that is much needed in Kindergarten. Crystal taught Centers! Computers! and a full group inter#curricular activity each eek for the first to months. We sitched Centers for Circle $ime and %ournals or &ook &uddies for the second to months. $his alloed Crystal to get an idea of all activities offered in a Kindergarten setting. We ould both be responsible for common group time! such as snack time! recess! and table ork arm#up on a daily basis. Crystal is a competent teacher. 'he is ell organi(ed and prepared. 'he shos a desire to learn and improve by the )uestions she asks. I tried to leave the classroom during Crystal*s teaching to allo her to fully develop her on classroom management style. In Kindergarten! e can have more adult bodies than a normal classroom. $his is an incredible advantage! hoever! can be )uite intimidating hen you are not used to it. $hrough )uestions! discussions! and being in the situation! Crystal as able to learn from and successfully utili(e these e"tra bodies to best help our students. Crystal participated in all activities as a staff member! such as staff meetings! +, days! -eport Cards! +arent#$eacher Intervies. 'he has connected ith a fello intern at our school to ork together on their +, pro.ect for her internship. 'he has .oined the staff handbell choir after school! and ill participate in the Christmas presentation e perform at a senior center. I am very happy to have orked ith Crystal. I have no doubt that she ill do a great .ob as a teacher. I look forard to hearing here her degree takes her! and hope to cross paths as colleagues again in the future. 14 PS III Final Report for Crystal Kensley
Mentor Teacher Signature Date This page is to be attached to the Intern Teachers Report. Faculty Mentor Comments: Crystals PSIII Internship took place in a kindergarten class at Mike Mountain Horse School. This placement provided her with the opportunity to demonstrate a variety of teaching strategies that were appropriate for instruction, effective learning, and assessment. Crystal began the internship with long-range plans, which she used to develop theme plans. Crystal worked to find a method of theme planning that provided her with a clear vision of the direction for each theme. These theme plans were then used to develop detailed daily lesson plans for large group as well as learning center activities. Technology was successfully integrated into her plans. The internship started in September and this provided Crystal with the opportunity to work with children who were just entering school. She worked to make adjustments in her teaching in order to match the needs of the early learners. Throughout the internship, Crystal continued to reflect and refine as she worked to establish her teaching style. She was positive with the children and established an effective learning climate. Crystal demonstrated an understanding of current formative and summative assessment practices. Her assessments included observation, conversations, and performance-based tasks. She used the assessment information to support each learner and to contribute to the students report cards. Crystal reflected on her teaching and has used this reflection as a means for growing as a professional. She participated in school based professional development as well as ATA workshops specifically for beginning teachers. Crystal connected with other kindergarten teachers through Collaborative Communities professional development. She has also participated in staff activities by joining the staff handbell choir. Crystal has met all the requirements of the Internship and has demonstrated the KSAs required of successful beginning teachers. I have read the complete Final Report and certify that the assigned grade is PASS.
Faculty Mentor Signature Date September 2000 FE_Forms_PSIII 15