WERKLUND SCHOOL OF EDUCATION

UNDERGRADUATE PROGRAMS IN EDUCATION

EDUC 540: FIELD EXPERIENCE III
FIELD EXPERIENCE INSTRUCTOR NARRATIVE ASSESSMENT
PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT

Student Teacher: Kari Siegfried

ID#: 10129763

Date: December 29, 2015

School: Woodlands School

NOTE: This is not a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential
employers., however potential employers may ask for this assessment from the student directly.
The purpose of this six-week Field experience is to focus on complex dimensions of social and cultural engagement in classroom learning.
The students Learning Portfolio and his/her participation in the Field placement should provide evidence of a growing ability to act
thoughtfully in the classroom and within the school community, and a deepening understanding of learners and of the enactment of
curriculum and pedagogical relationships within a whole class context. The Narrative Assessment should address the student teachers
growth in the emergent ability to plan for, implement and assess learning. It should also comment on the student teachers growth in relation
to the KSAs, including the students own goal setting reflections and personal/professional assessment throughout the Field experience. The
Field instructors assessment should also address the students overall participation in both collaborative and cohort learning assignments
including D2L and the final presentation assignment. The following report on the students work should be organized in relation to the
questions: Where is the work particularly strong? What could the student do to further his/her professional growth and development?
You may also want to consider the course outcomes as a method of organizing the assessment.

Kari had a very productive field experience in a grade 1/2 split in the Woodlands School in Calgary.
Kari has a background in marketing and broadcasting, and attempts to use the skills and creativity developed in those fields
to make the learning activities she plans enjoyable and engaging. She recognizes the importance of strong pedagogical
relationships, of reading her students and being flexible in changing plans according to how they are responding.
She learned that good teachers do not have a uniform approach, but recognize that students have to be treated differently
depending on their needs and personalities.
Welcoming the advice of her mentors and other teachers on staff, Kari set herself goals in creating effective lesson plans,
growing her skills in formative and summative assessment and, like most student-teachers, in classroom management.
I observed Kari teach on two separate occasions. She impresses as enjoying working with children, values her relationships
with them, and being committed to becoming an effective teacher.
Kari contributed to the learning of her peers through sharing her growing insights in her D2L posts and responses. Her Final
Presentation PowerPoint was exceptionally effective. It was a well and attractively organized review of Karis key learnings
during the field experience.
Of the ksas emphasized in EDUC 540, Kari gave particular attention to
2d) Becoming knowledgeable of the subject disciplines taught.
2f) Developing an understanding of the purposes of short, medium and long term range planning.
2i) Developing an understanding that there are many approaches to teaching and learning.
Kari identified strengthening of her time management as a goal for Field Experience 4.

Field Instructors Name: Claude Oppenheim, PhD

Signature

For Field Experience III: Principles of Social and Cultural Engagement, the recommendation is:

Credit
Non-Credit

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