pre Faculty of Education PROFESSIONAL SEMESTER ONE FORMATIVE ASSESSMENT FORM student reactor NV) seroor_ SE radessunjects Toogne MOLT. eater Apnnties Es. Mech y-wh IK ovary consume THe Yi, oat My Instructions: +The purpose of this form is to provide the student teacher with specific feedback during the PSI Practicum (ED 2500). «The teacher associate should complete this form at regular intervals during the practicum (e.g, every week or every other week), «The student teacher retains the compieted form for his/her records; itis not submitted to the Field Experience Office. * To decument the student teacher's growth over the practicum, place a checkmark, or week 1, week 2, etc, in the appropriate place in the checkbox. Please also provide some written comments on Strengths/Professional Learning Achieved and Suggestions/Areas for Growth on page 4 of the form. + Itis not necessary to place a checkmark next to each outcome every time the form is completed—teacher associates may wish to concentrate on the 3-5 most relevant and significant strengths and areas for growth, depending on the situation. THE STUDENT TEACHER: 1, PLANNING AND PREPARATION (KSAs #1, 3, 6, 9, 13) Planning and Preparation Not Meeting Meeting Expectations Excooding 4. Demonstrates knowledge and skils inthe subject matter ofthe lesson, 2, Incorporates a variety of appropriate resources, and instructional and. strategies into lesson planning | 3. Translates learning outcomes from the Alberta Program of Studies into relevant and appropriate learning objectives forthe lessons being taught. “Takes into account students’ prior learning, learning need interests, and backgrounds. NAS | AIC (Organizes content into appropriate components and sequences for instruction, 4 5 6.__Plans relevant content and activities sufficient for the time alloted 7. Prepares lesson plans forall lessons taught, using a well-defined structure which includes learning objective(s), an introduction and closure, detailed procedures and instructions, key questions, teaching strategies and student activites, and assessment of lesson objectives, '&. Integrates information and communications technology into instruction where |__ appropriate. NES K [Obtains and organizes equipment and materias for instruction 2. INSTRUCTION (KSAs #4, 5, 9, 10) ‘Communication : 2 rt es Hong ik é “Uses clear, fluent, and grammatically correct spoken and waiten language. Z 2. _Uses vocabulary appropriate to students! age, background and interests. vw 3.__ Modulates his/her voice for audibility and expression, | a ‘Lesson Introduction é [i pee “4. _Eslablishes set: reviews prior learing, denties lesson objectve(s) and expectations, ses motivating ttention-geters, provides an overview, and relates the lesson to tt previous learning as appropri May 25, 2006—Formative Assessmentlis 5. _ Incorporates strategies for motivating students using relevant and intresting abject, matter nd econ 6. Explains and proceeds in small steps at an appropriate pace to suit the activity and v student response 7__ Demonstrates subject hater competence dathg hetucion, Zz 8. Organizes and directs learning for invduls, smal groupe, andro classes Zz 8. Provides clear drectons, insuctons and exlanatins Z 10. recs eficientranstons between lessons and rom one acy othe ne during lessons, ~ TT Use vai. nosion aatges io aan ened oars, Remar 7 vated ating svi and init rood, 7E_Uee opt naa amen, Demonstrates exbiliy and adaptabiiy Te —_— ~ ‘Asks clearly phrased, welhsequenced questions ata varely of cognitive levels 15. Provides appropriate ‘wait time” after posing questions 18, Seeks clarification and elaboration of student responses, where appropriate 17. Leads and directs student participation in class discussion effectively and distributes questions appropriately. 18. Circulates in the classroom, intervening when necessary, checking on individual and _group understanding of acivty/content. ‘i Bacagine an meaponds mre acc derenmen ard rou berg 20 Reinoroas student earring buldng on orevios arin, reviewing, a reeaching Closure = Achieve ci essons, corsoldaing ideas or concept through summa 2 reviews, 22. Provides homework when appropriate and explains assignments fully, Wa 3. CLASSROOM LEADERSHIP AND MANAGEMENT (KSAs #7, 8) _ : : B3 i & (9a 1. Assumes a leadership role inte classroom, taking charge of lassroom activities, vv showing confgence, poise, composure, and presence 2. Creates and maintains an effective learning environment, seting high expectations and standards for student leaming. 4 3. Demonstrates iniave, enthusiasm and @ commitment fo the students and subject, models appropriate behaviours. “4 Estabishes postive relationships and a dassroom dimate based on mutual rust and respect. Classroom Management ia Clearly defines and reinforces classroom procedures and routines. Clearly communicates and reinforces expectations for appropriate student behaviour. ‘Monitors student behaviour and is aware of student behaviour at all imes. Responds to inappropriate behavior promplly, firmly, and consistently, using appropriate low-key and higher level responses; follows schoo! discipline policies and procedures. ‘ay 25, 2006—Formstve Assessment4, ASSESSMENT (KSA #11 Not Meeting Expectations: Mocting Exceeding instruments (e.g., observations, conversations, questioning, performance-based and ‘witlen assessments) Provides timely and effective feedback on learning to students. 3. Modifies and adapts teaching based on assessment data (e.g. employs aternative teaching strategies fo re-teach where required). Explains to students how learning willbe assessed “Assesses student learning using a variety of appropriate assessment techniques and |) it 5. Maintains accurate records of student progress. 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (KSAs #2, 15, 16) Professionalism y : Unacceptable 7. Presents a professional appearence and manner. 2. Fulfils professional obligations (i¢., punctuality, routine administrative duties). 3. _Demonstates matuly ang professional judgment. 4. Demonstrates an interest in and a commitment to the teaching profession. ve 5._ Establishes professional relationships with the schoo! community. i 6. Accurately assesses and documents the effectiveness of lessons, identifying strengths and weaknesses and making appropriate suggestions for improvements. uw 7. Uses the resis of student assessment and feedback to improve leaching praces and guide professional growth v 8,__Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. “wv 9._Develops and communicates a personal vision of teaching zZ 10,_Demonstrates wlingness to take “informed rks to benef student leering uw “1. Develops and presents a professional foo andor gra pian including goal, evidence of progress toward J als, rections on growth, and future goals ‘EthicalConduct 2 id | = 12. Respects the dignity and rights of al persone wthout prejudice as to race, regis beets, colour, gender, sensal otentaton, gender erty. phyialcharetestes eisbily, mal stalUs, ope, ences, Place of w origin, place of esidence,sccoeconomic background or Inguistc Background 73. Treats students with dignity and respect and is considerate of their circumstances. WZ “4, Does not divaige information received in confidence orn the cours of professional dues about a sludent, | texcopt as raqured by law or were todo 0 sh the best interest ofthe student v 75. Does not undermine the confidence of tusens In teachers o other student teachers. Z 16. Does nat cticize the professional competence or professional reputation of teachers or othr student feachers Unless the eicsrs communicated fr confidence to proper ofcals ar ft informing te india v concerned of te ecg, 17. Acts in a manner that maintains the honour and dignity of the profession. vo 18. Does not speak on behalf ofthe Faculy of Edueation, the University af Lethbridge, the school, or the profession 7 tnless authorized todo so, May 28, 2008—Formative Assessment