APT Student Teacher Field Experience (9 weeks)

FINAL EVALUATION FORM

Preamble
At the end of the field experience, the Mentor Teacher, working with the University Facilitator, is required to
complete a summative Final Evaluation form. The purpose of the Field Experience Final Evaluation document is to
provide evidence of and communicate information regarding student teacher performance. The Mentor Teacher
prepares the evaluation document; the role of the University Facilitator is collaborative and advisory.

Instructions
The final evaluation should:
Be comprehensive and detailed (see illustrative example below)
Be neatly typed (the boxes expand as you type)
Be complete early in Week 9 (draft) and discussed with the Student Teacher and the University Facilitator
Include the Student Teachers comments
Be signed by the Mentor Teacher, Student Teacher and the University Facilitator
Not include the instruction pages

Indicators and Comments

The indicators listed below are based on the Knowledge, Skills and Attributes (KSAs) for Interim Certification.
Use them as guidelines to measure student teacher performance.
In each category of the evaluation, please cite specific examples that indicate the student teachers
performance. Comments should reflect strengths and areas for growth (see illustrative example below).
Preparation, Planning and Organization
Links Guides to Education and Programs of Study to both instructional strategies and assessment techniques and
instruments
Teaches and assesses knowledge, skills and attitudes from subject area disciplines
Develops effective lesson and unit plans
Identifies and incorporates resources relevant to teaching and learning objectives
Preparation, Planning and Organization (illustrative example)
Ernest worked very hard to ensure that the content of his units and lessons were not only curriculum
based but also relevant for his high school students. He planned both collaboratively as well as
independently for his classes, and incorporated feedback and critical reflection into his
instructional planning. Ernest researched and used his own resources in planning a unit for the new
Social Studies curriculum, and implemented this unit in a creative and engaging manner for his
Social 10 students.
Ernest clearly understands how to translate curriculum into meaningful and progressive learning
opportunities for his students. In his plans he demonstrated his ability to tailor his plans to
accommodate individual learning needs. He also included a variety of assessment methods, both
formative and summative in nature, and students were made aware of how they were to be assessed.

Mentor Teacher(s) please initial each page of evaluation _______________

Indicators continued
Teaching Skills and Strategies
Displays knowledge of how students learn by applying various strategies
Demonstrates a variety of instructional strategies, including traditional and electronic teaching/learning technologies
Creates and maintains a high level of student interest and participation
Maximizes use of time by carefully pacing and sequencing parts of a lesson
Integrates Information Communication Technologies (ICT) Outcomes where appropriate
Communication
Uses precise and personalized oral and written language
Listens attentively to others
Uses voice and language appropriate to particular contexts
Effective communication with parents/guardians
Management and Classroom Climate
Creates a climate conducive to learning
Manages time and space
Demonstrates proactive/preventative strategies
Utilizes a variety of management strategies
Understanding Students Needs
Articulates a belief that all students can learn
Articulates an understanding that contextual variables affect teaching and learning
Aligns instructional strategies to individual student needs
Manages teachers assistants and volunteers
Professional Qualities and Attributes
Displays behavior consistent with professional standards
Responds professionally to feedback
Establishes positive, professional relationships with students, parents, colleagues and the community
Contributes to the overall quality of the school
Assumes responsibility for continuous improvement and professional growth
Reflection and Self-Evaluation
Demonstrates oral and/or written reflective teaching practices
Engages in goal setting processes
Communicates a personal, overall vision of the purpose of teaching.
Student Comments
This space gives the student an opportunity to reflect on their experience or to express what the evaluation means to
them, or perhaps, indicate areas they would like to see strengthened for themselves.

Mentor Teacher(s) please initial each page of evaluation _________

Advanced Professional Term

Faculty of Education
University of Alberta

(9 Weeks)

Field Experiences
Final Evaluation 2013-2014

Student Teacher: Riley Morrison

Dates of Field
Experience: February 18, 2014 - April 25, 2014

ID Number: 1377954
School Name & Address: Peace Wapiti Academy
11410 104 Street
Grande Prairie AB, T8V 2Z1

[ ] EDFX 425 Elementary

Course:
(Check one)

[ ] EDFX 426 Elementary (Special Ed.)

[ x ] EDFX 450 Secondary

University
Facilitator: John McCloskey

School Telephone: (780) 513 9504

School District: Peace Wapiti School Division No. 76

Subject(s) and/or
Grade level(s): Physical Education 9, Physical
Education 10 and Learning Strategies 9.

Mentor
Teacher(s): Randy Nagel, Sophia Thompson

For this field experience, it is recommended that the Student Teacher receive a grade of:
Credit [X]
_____________________________
Date

No Credit

[ ]

__________________________________________
Signature of Mentor Teacher

Signatures indicate that the University Facilitator and Student Teacher have received and read the evaluation report.

_____________________________
Signature of Student Teacher

__________________________________________
Signature of University Facilitator

Distribution:
Students should retain the original signed Final Evaluation form for their own record. Please note that potential employers
may ask for copy of this Final Evaluation.
A copy of this form will be returned by the University Facilitator to the office of Undergraduate Student Services, where it
will be retained for a period of three years; no other copies will be retained by mentor teachers, university facilitators or
employees of the University of Alberta without permission of the student teacher.

Mentor Teacher(s) please initial each page of evaluation _________

Description of the school and context of teaching: Peace Wapiti Academy (PWA) is grade 9 to 12 public
school in Grande Prairie, AB. PWA was one of the original schools involved in the High School
Redesign Project and continues to use the flexibility model in its programming structure. The roughly
500 students that attend the school are predominantly from the County of Grande Prairie mixed with a
few students who live in the city. Mr. Morrison taught four Grade 9 Phys. Ed. Classes, one Phys. Ed. 10
class and one Learning Strategies 9 class. Riley was also involved in the school talent show and
lunchtime intramurals.
The purpose of this Field Experience Final Evaluation document is to provide evidence and communicate information regarding
Student Teacher performance based on the Knowledge, Skills and Attributes (KSAs) for Interim Certification. Comments reflect
strengths and areas for growth in each category.

Mentor Teacher(s) please initial each page of evaluation _________

Preparation, Planning and Organization

Riley worked to ensure that he was prepared for every lesson taught. His knowledge of curricular outcomes,
different assessment strategies, and lesson progressions were well thought out through individual and
collaborative planning.
Each lesson that Mr. Morrison created contained the specific and general outcomes that he would be teaching
that day. As an opener to each lesson, Mr. Morrison would outline and discuss the outcomes the students would
be learning that day and link them to lesson progressions. In his badminton unit, he began by explain the skill
that they would be learning that day, give an opportunity to practice the key skill points, and then apply the skills
in a game-like situation. If the students were having a difficult time understanding steps or instructions, he
would assess the problem, give feedback, and then continue on with the lesson once the confusion was
corrected.
Feedback was not only given orally during in-class activity, it was also given through a variety of assessment
strategies. Mr. Morrison used an already established teacher-centered rubric that was used in the PWA Phys. Ed.
Department to mark cooperation and leadership. In addition to this, he used self-evaluations, peer-evaluations
and exit slips to assess student learning. Every unit Riley taught he used an exit slip to assess and evaluate the
knowledge and understanding of skills, rules, and course outcomes. He then would give a participation mark
base on teacher, student, or peer evaluations. For badminton and self- evaluation, for handball a teacher
centered evaluation and for gymnastics a peer evaluation was used. Lastly, Mr. Morrison would assess and
evaluate the development and application of physical skills for the unit. He used a quantitative evaluation for
badminton and handball, and a qualitative evaluation for gymnastics. All assessments and evaluations were
immediately reported to students using the online PowerSchool database.
In order to create a variety of learning opportunities for students, Mr. Morrison used detailed unit plans to
guide his instruction. The plans took into account they varying degrees of skill and ability of the students and
progressed in such a way that allowed new skills to be easily understood. For instance, Mr. Morrison taught
gymnastics to students who did not have the necessary strength, knowledge, or skills to successfully complete a
gymnastic routine. The skills that were needed to be successful were not easily transferable from other sports.
The unit had to be well planned to account for this. In his unit plan, Riley outlined the day-to-day skills that
needed to be taught and progressions that allowed the students to successfully learn the skills in a safe and
productive manner. The initial classes were taught using a very teacher centered approach. Riley demonstrated
the skills, outlined key points, and expressed safety concerns for certain movement. He did not move on until he
felt that students experienced safe level of mastery. Later in the unit he moved to a cooperative teaching style,
allowing students a little bit of freedom to explore. Finally, he used a discovery approach and allowed students
to develop a group gymnastics routine with limited teacher guidance.
Mr. Morrisons preparation, planning and organization were excellent. Not only does he have the skills to
create great units and lessons, he also has the ability to adjust and alter them to take into account the varying
learning styles, abilities, and skills of students. He uses the curriculum to guide his instruction, and allows
students to show their learning with a variety of assessment strategies.

Mentor Teacher(s) please initial each page of evaluation _________

Teaching Skills and Strategies

Mr. Morrison provided students with different learning opportunities by taking into account the various
learning styles that students exhibit. As outlined in the previous section, Riley used a variety of assessment
strategies to evaluate students. By using a variety of strategies he is able to maximize student learning by
accommodating for different learning styles. If a student was unable to complete skill test successfully, an
opportunity is given to explain how the skill is completed with the use of written Exit Slips. Cooperation,
leadership and social responsibility were evaluated based on teacher, peer and self-evaluations. Finally, skill
was assessed with quantitative and qualitative evaluations. Re-doing assignments was encouraged in order
make evaluations and assessment for learning, not of learning. With these methods, different learning styles
were accommodated for and students had many opportunities to demonstrate their learning.
Another strategy that Riley applied involved the use of technology. Through the use of our Audio/Visual
equipment in our gym, Mr. Morrison created a high level of excitement for the Grade 10 dance unit. He used
YouTube videos of dance video games for the students to mirror as warm-ups to the lesson. Popular music,
exciting visuals and student familiarity with the game motivated students to participate. Students were also
encouraged to add-lib dance moves. Participants who normally acted out in class were given the
opportunity to be the center of attention in a more positive role. The Dance unit is not a unit that most
students look forward to. This strategy created excitement and enjoyment of not normally popular lessons.
Mr. Morrison maintained student interest by alternating each unit every five classes. By alternating the
activities at this rate more students in the classroom were able to participate in activities that they enjoy. Riley
also chose to teach a variety of different types activities: gymnastics, badminton, team handball, fitness,
swimming, and nutrition to name a few. By alternating the types of activities, Ms. Morrison exposed the class
to new activities that they could be excited for and might continue after high school.
It is clear that Riley has the ability to use a variety of teaching skills and strategies. He engages the
students with a variety of instructional strategies, maintains a high level of student interest, and carefully plans
his lessons to maximize student learning. He portrayed these strengths throughout his teaching practicum.

Communication
Riley confidently communicates his instructions and expectations to his students. He begins each lesson
by reviewing what they did in the previous class and adding what they will be doing that today. He gives
students the opportunity to ask questions and listens attentively to their comments. Responses to the questions
and comments are done respectfully and in a timely manner. He has done an excellent job of developing
rapport with students. Daily, he can be found in the weight room during his breaks building positive
relationships with students he does not even teach. Riley commends students for their efforts, gives praise for
work well done and uses positive reinforcement to encourage good behavior. His confident and friendly
demeanor allows for easy communication with students and colleagues.

Mentor Teacher(s) please initial each page of evaluation _________

Management and Classroom Climate

Management of the classroom is where Mr. Morrison worked the hardest to improve. From the beginning
of the practicum, Riley had immediate control of the classroom. He built positive relationships with the
students as well as set the boundaries of what is acceptable behavior. However, one area he needed to
improve on was stopping undesirable behaviors immediately before they became larger distractions. As the
practicum progressed, Riley developed a variety of strategies to create an environment conducive to learning.
A strategy he developed was waiting silently until he had all of the students focused and listening. If some
students continued to talk she would repeat the same strategy or remove the student from the lesson if they
were a repeat offender. Eventually the students learned to quickly correct their behavior in order to move on
with the lesson.
Another difficulty Mr. Morrison experienced was how to deal with off task behavior during activities. At
the beginning of his placement, Riley was much too patient with students. Individuals or the class as a whole
would be talked to about the negative behaviors but no real consequence was given. He then started to
develop a new strategy of progressively correcting behaviors. If there was a student who was off task, Riley
would ask them to correct the behavior. If the student continued to misbehave they were removed from the
lesson and Ms. Morrison would explain to them why their behavior was not acceptable. He would then
discuss with them what the correct behavior is and allow them back into the lesson. If the negative behavior
still continued, the student would be removed from the lesson. As Riley became more consistent with this
strategy, students off task behavior decreased.
Mr. Morrison steadily improved his management techniques and, as a result, the classroom climate
improved as well. If he maintains the same strategies and continues to develop others, he will have no
problem managing a classroom of his own.
Understanding Students Needs
Mr. Morrison assesses a range of learning objectives by selecting and developing a variety of classroom
assessment techniques and instruments. He assesses daily and bases the assessments on attempts,
development of skills, knowledge, and attitudes. As well, he monitors students actions on an ongoing basis to
determine and respond to their learning needs. During a grade 9 gymnastics lesson, he began the class by
introducing a number of physical skills. He outlined his teaching cues for successful execution of the skill
and allowed the students to attempt the skill on their own. As they were practicing, Riley supervised closely
and gave students individual feedback based on the aspects of the skill they needed to improve. If the skill
error was common among students he stopped the class and added a new skill cue or changed the drill
accordingly.
Mr. Morrisons mark book contains a multitude of marks to accurately assess progress. It also shows that a
variety of assessments have been conducted. Students were assessed daily based on cooperation, attitude, and
leadership through a teacher centered rubric. However, they were also assessed using self-evaluations of
skills taught, knowledge based exit slips for students to communicate what they have learned, and skill
assessments to measure whether or not the students are able to successfully complete the skills taught. By
giving a variety of assessment methods, Riley has given the students many different avenues to show their
learning. Students who are not physically gifted can still communicate the understanding of knowledge and
skills while students who are physically capable and experience success through skill tests.
Through his lesson planning, classroom management, and assessment techniques, Mr. Morrison has proven
that he has a very good understanding of ways to meet students individual and group needs.

Mentor Teacher(s) please initial each page of evaluation _________

Professional Qualities and Attributes

Riley portrays the professional qualities and attributes of a seasoned teacher. For administrative purposes,
Riley never missed a deadline and worked to keep his marks up to date online through PowerSchool. He also
kept the Phys. Ed. department and shared office orderly and well maintained. He followed all of the rules and
procedures of the school carefully, attentively and without mistake.
When given feedback, Ms. Morrison responded respectfully and thoughtfully. He never brushed off advice
and took any feedback given serious. He understood that the feedback was to help him improve his teaching
abilities and were not meant to overly criticize.
Mr. Morrison had little difficulty establishing positive or professional relationships with students, teachers,
and parents. With students, he used his positive demeanor and sense of humor to develop a trusting
relationship. At the beginning of the practicum, he strived to develop relationships with the students. He
would talk to them on a one on one basis in order to get to know them. By doing so, he built relationship of
mutual respect with the students. However, Riley ensured that he maintained a relationship of respect and that
the students were not to over step the boundaries.
Mr. Morrison immediately involved himself in an extracurricular school project. He worked with a
number of teachers planning the school talent show. He helped with audio/visual equipment as well as
performed with a number of other teachers. It was noted by the school principal that Riley will have to be
invited back as an Honorary Titan to perform in next years event.
Riley often looked to other teachers for advice and how to improve her classroom management techniques.
He was very open to suggestions and tried many of them in class until he found some that worked for him.
Specifically, Riley discussed with other teachers how to work with a certain group students. He then
implemented these strategies with the difficult students in order to be consistent with what other practices
teachers were using.
In addition to collaborating with teachers about classroom management, he also spent time with the school
principal developing skills for future job interviews. Through this collaboration, Mr. Morrison has shown a
responsibility to improve himself as a teacher in order to further her career in the profession.

Reflection and Self-Evaluation

A strength that Mr. Morrison has exhibited is in-depth personal reflection. After every lesson, Riley
critically analyzed for strengths and weaknesses in order to improve the lesson for future classes. This was
evident during gymnastics. He had developed a unit that concluded with the students creating a gymnastics
routine. The unit was sound; however, in Mr. Morrisons opinion, the students were not very engaged. He
immediately changed the lesson for the next class by simply adjusting the wording of his instruction and
setting more specific criteria for successful activity completion. Even though he had already created a solid
lesson, he was still motivated to make the lesson better by reflecting on what was good and improving what he
felt was not.
Not only did he reflect on lesson planning, he also reflected and re-evaluated his classroom management
techniques. As noted before, he worked very hard to evaluate the techniques he was already using and re-tool
them so work more consistently in the classroom. Student behavior improved as a result.
Riley is very dedicated to keeping a constructive learning environment. It is apparent through his in-depth
oral, written, and personal reflection that he takes the task of teaching very seriously. There is no doubt that
he will continue this practice in the future.

Mentor Teacher(s) please initial each page of evaluation _________

Other Comments
Riley is an excellent teacher. His sense of humor, positive attitude, work ethic, humility, and
commitment to the school were a great addition to Peace Wapiti Academy. I look forward to finding out
where his teaching career takes him and truly hope to be a colleague of his in the near future.
Student Teachers Comments

Mentor Teacher(s) please initial each page of evaluation _________