VANCOUVER ISLAND UNIVERSITY - TEACHER EDUCATION PROGRAM

Summary of Year 6 Final Practicum

Student: Jamaine Campbell

Practicum Dates:

School:

District:

Brechin

Analysis By:

Laurie Butler

December 8, 2015

68

Grade:

4/5

Supervising Teacher: Neil Varner

Received and Discussed

Date:

26/10/15- 11/12/15

Signatures:
Student:
Sponsor(s):

Page 1 of ___2____

Supervisor:

This report includes: School/class context statement and evaluative comments based on the eight
BCCT Standards.

School/Class Context- Jamaine Campbells seven week practicum, the culmination of his sixth
year field experience, has taken place in a grade 4/5 class at Brechin School. The school is located
in Nanaimo, BC in the central part of the city in School District 68. It is an inner city school. There
is a breakfast and lunch program that is run by the parents for students. Brechin has a population
of 180 students in gr. K-7. PBIS (Positive Behavior Interventions and Support) was implemented
into all areas of the school in 2011.
Jamaines class is comprised of 28 students: 19 boys and 9 girls. There are two students with
IEPs in this classroom. There is support from one Educational Assistant who works in the
classroom. There is a multi-faceted range in ability within the class. The students have a wide
range of interests and abilities. There are many students who have behavioral and emotional
needs in this classroom and Jamaine was aware of and sensitive to these.
During his practicum Jamaine was responsible for teaching units in Mathematics-parts of fractions,
estimating/comparing them, Socials-geography, First Nations-Cree, Plains, Inuit, Algonquin,
Language Arts-Novel study-Hatchet, Physical Education-throwing, cooperative games, basic
cursive writing and creating their own writing, Art-Guided Art lessons-Drawing and creating
superheroes. Jamaine has also helped with a song for the Christmas concert and with Football
after school. Jamaine was able to effectively plan for his class and worked hard to ensure all his
students received the support they needed. Jamaine was well organized and his lessons and unit
planning reflected this as well as his frameworks binder.
Jamaine has worked to create strong relationships with the students; connecting with the students
in a way which has enhanced the trust, respect, and learning for all. He has displayed a
professional presence which has resulted in good communication and interaction with staff
members, supporting staff, and the principal. Jamaine has used this opportunity to ask questions,
gain different perspectives, and share teaching resources. Prior to the practicum Jamaine visited
his sponsor teachers classroom for one week to get to know the students, as well as their
classroom routines, strengths, needs and abilities. He was able to assist his sponsor teacher
during this time and compile observations and information.
Jamaine has been receptive to feedback that was provided by his supervisor, sponsor teacher, and
students to ensure he was providing students with the most effective instruction possible. He used
this feedback to improve his future lessons. Jamaine is leaving this final practicum with valuable
experience and knowledge that will be applicable to future teaching opportunities.
Value and Care for Students:
Please provide copies to student/sponsor teacher
Field Experience Office, Vancouver Island University, 900 Fifth Street, Nanaimo, BC V9R 5S5
Phone 740-6223 * Fax 740-6463

/var/www/apps/conversion/tmp/scratch_4/298486677.rtf
Revised: June 2011

Jamaine brought a very professional approach to all aspects of his teaching in his relationship with
both students and staff. He has demonstrated sensitivity for his students total well- being. He
consistently treated his students with respect and dignity, providing them with a role model of how
they should treat him and one another. Jamaine presented a calm and welcoming presence. He
had a kind manner with his students, but also knew when to speak firmly. The students respected
Jamaine and responded well to his teaching approach. They felt comfortable in asking him for help
and knew that he would provide it. Jamaine took the time to listen and discuss issues and
concerns of students in lessons and personal conversation. He quickly learned about individual
students personality traits and how to respond with caring and patience. Jamaine chose activities
that promoted diversity and linked his knowledge of his students to the teaching content. Jamaine
developed his lesson plans to be inclusive of all students (taking needs and abilities into
consideration). He checked with his sponsor daily and reviewed his lesson plans with him.
Role model acting ethically and honestly:
Jamaine is aware of the BCTF Code of Ethics and is aware of the implications of the Code. He is
also fully cognizant of the BCCT Standards the guiding force of the VIU Faculty of Education
programs. Jamaine has treated his students, sponsor teacher, and other members of staff with
respect at all times. He dresses appropriately, arrives early, stays late, and is very well prepared
for lessons and ready to teach. Jamaine has been receptive to feedback from his sponsor teacher
and supervisor. He reflected on that feedback, as well as his own personal reflections and made
use of the information to make changes to his teaching. At all times Jamaine has acted ethically
and honestly and demonstrated integrity and dignity both on and off duty. Jamaine has shown a full
understanding of the role and duties of teachers in the BC education system.

Understands and applies knowledge of student growth and development:

Jamaine has demonstrated an understanding of the provincial curriculum expectations and has
been able to use them to direct classroom instruction. Jamaine has used prior and newly acquired
knowledge within his instruction. He has made good use of a variety of tools to enhance learning,
for example: overheads-Elmo, visual aids, videos, audios using his phone, maps, samples of
lesson outcomes, and charts. His interactions and speech with his students has been appropriate
for this grade level. He has shown an understanding of his students behaviors, strengths,
weaknesses, and needs. Jamaine has planned for the different needs of learners in the classroom
and matched those needs to his lesson planning, consulting with his sponsor about students who
had learning, behavioral challenges or emotional difficulties which might impact their learning.
Jamaine has used current educational practices in his classroom and his lessons were appropriate
for the grade 4/5 level of student development. Students were engaged in their learning and
responded positively. Jamaine did ongoing observations for his lessons that helped him learn more
about the students socially, behaviorally, and academically. He also kept a binder organized with
comments and marks for the class which he shared with his sponsor teacher.
Involves parents, guardians, and families in the school:
Jamaine was active in the school community. He welcomed parents when they came to the school.
He participated in the parent teacher interviews as well during the reporting period. He made
himself available to communicate with parents regarding questions or concerns they might have.
Effective practices in classroom management, planning, instructing, assessment,
evaluation, and reporting:
Jamaines planning (both short and long term) was very extensive and provided his students with a
rich learning environment. He incorporated critical thinking in his lessons. Jamaine knew what he
was going to teach and his lessons were planned with both content and skill development to
Please provide copies to student/sponsor teacher
Field Experience Office, Vancouver Island University, 900 Fifth Street, Nanaimo, BC V9R 5S5
Phone 740-6223 * Fax 740-6463

/var/www/apps/conversion/tmp/scratch_4/298486677.rtf
Revised: June 2011

engage and motivate his students to learn. He used a wide variety of teaching methodologies and
instructional strategies to challenge and engage his students. His awareness of the varying ability
levels of his students allowed him to create lessons that matched the needs of the students to the
instruction. Jamaine was very receptive to feedback from his supervisor and sponsor teacher
while seeking additional support to improve his teaching practices. He was always open and willing
to learn new ideas. Jamaine demonstrated a variety of classroom management strategies such as
positive reinforcement to encourage appropriate behavior. His calm gentle approach worked well
with his class and students responded to this. Jamaine assessed his students on a regular basis
and adjusted future lessons to encourage mastery of concepts. He circulated when students were
working in groups and kept anecdotal records of their progress. Jamaine was flexible and
adaptable in his planning and accommodated changes that occurred in the timetable. Jamaine
went out of his way to ensure that every student felt included and successful in his classroom.
Knowledge and understanding of subject areas being taught:
Jamaine demonstrated a sound understanding of the BC curricular outcomes for the grade 4/5
classroom and the conceptual and methodological foundations of education. He demonstrated
proficiency in his planning, taking into consideration the learning outcomes for each subject area
being taught. His organization and planning for this practicum was very good. Jamaine created
lessons that would engage his students, no matter what their ability. He used audio, videos, and
other technological supports such as the Elmo to enhance student learning. He also integrated
Aboriginal content in several of his lessons, using a variety of sources to support student learning.
Engaged in professional growth/ Contribution to the profession:
Jamaine has continually searched for relevant teaching materials and resources to provide the
best education possible for his students. Throughout his practicum Jamaine has evaluated and
refined his personal philosophies of education through writing and reviewing his personal
reflections, daily discussions with his sponsor teacher and discussions with other staff at his
school. Jamaine has taken part in all the Professional Development opportunities made available
during the practicum. He took part in various school events and meetings such as a variety of
regularly scheduled staff collaboration meetings, and attended parent-teacher interviews as well as
an IEP. Jamaine has demonstrated good interpersonal skills and open communication with
students and school personnel (secretary, principal, educational assistant, learning support
teacher.) He invited the principal to observe his teaching.
Concluding comments:
Jamaine has completed an excellent practicum. He demonstrates all the outstanding traits that
combine to form an excellent teacher. Jamaine is an extremely hard working, reflective,
conscientious and caring individual. Creative daily planning, a willingness to try various
approaches in presenting concepts, an openness to feedback, a reflective capacity to evaluate his
own teaching - all are characteristics of Jamaines teaching practice. Jamaine will make a
significant contribution to the life of any school community that is fortunate enough to have him on
staff.
Congratulations, it has been a privilege for both of us to work with you. You are an excellent teacher and a
true professional!
Jamaine Campbell
has successfully met the outcomes for the Vancouver Island
University Teacher Education program Year 6 final practicum.

Please provide copies to student/sponsor teacher

Field Experience Office, Vancouver Island University, 900 Fifth Street, Nanaimo, BC V9R 5S5
Phone 740-6223 * Fax 740-6463

/var/www/apps/conversion/tmp/scratch_4/298486677.rtf
Revised: June 2011