Appendix H: Practicum II Evaluation Form

Mount Royal University and Medicine Hat College

Bachelor of Education

EDUC 4020 Practicum II Midterm

EDUC 4020 Practicum II Final

PRACTICUM II EVALUATION FORM

Student Teacher:

Cianna Toms

School:

Dr. Roy Wilson Learning Centre

Grades/Subject Taught:

Grade 2 (All Subjects)

Mentor Teacher:

Alicia Koch

Faculty Supervisor:

Dr. Sherry Woitte

Date:

May 4, 2016

Most student teachers will demonstrate knowledge, skills, and attributes in the Meeting Expectations category.
A checkmark in the Beginning column indicates that the student teachers performance is weak but acceptable. A checkmark in
the Proficient column indicates that the student teacher consistently performs at a strong level.
A checkmark in the Not Yet Meeting Expectations column indicates that the student teacher is not yet performing at the minimum
level of expectation. Student teachers who are rated as not meeting expectations during Practicum II in two or more outcomes are
at risk of not receiving credit for EDUC 4020.
A checkmark in the Demonstrating a Standard of Excellence is reserved for the small number of student teachers who are
performing at an exceptional level during the current assessment period. Mentor teachers should use discretion when using this
rating.

1.

Uses programs of study to set learning goals

2.

Analyzes resources (e.g. programs of study, teaching materials, textbooks) to select

appropriate teaching strategies and design relevant learning experiences

3.

Translates outcomes into coherent short, medium and long range plans

4.

Demonstrates understanding of pedagogies appropriate to the discipline

5.

Demonstrates knowledge of learner development and differences and uses this

knowledge to plan learning experiences

6.

Develops activities and assignments that are clearly aligned with learning goals, require
deep thinking and support student engagement and choice

7.

Plans for multiple paths to learning for individuals and groups of learners

ExcellenceDemonstrating a Standard of

ExpectationsMeeting
Proficient

Developing

Student Teachers are expected to demonstrate consistently that they understand:

a. contextual variables affect teaching and learning.
c. the purposes of the Guide to Education and programs of study germane to the
specialization or subject disciplines they are prepared to teach.
d. the subject disciplines they teach.
f. the purposes of short, medium and long term range planning.

Not applicable

PLANNING FOR LEARNING

Expectations Not Yet Meeting

Beginning

If an outcome has not been evident or the student teacher has not had an opportunity to demonstrate it, the mentor teacher is asked
to identify this as not applicable (N/A).

Comments: Cianna is very careful with her planning and works very strategically to design and plan lessons that integrate curriculum,
apply to multiple intelligences and meet a wide spectrum of objectives. As a 21st century teacher, Cianna embraced the "front matter"

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Appendix H: Practicum II Evaluation Form

of curriculum (the over-arching skills that pull from the competencies) to foster an inquiry-approach to learning.

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1.

Uses a variety of teaching strategies to engage learners in rich learning experiences

2.

Incorporates the appropriate use of digital technologies

3.

Communicates and monitors high and achievable expectations in student-friendly

language

4.

Scaffolds student understanding including knowledge, skills, and strategies

5.

Provides clear explanations with rich language and examples

6.

Analyzes and responds to student misconceptions

7.

Engages in discussions and inquiry that invite high level thinking and engagement of all
students

8.

Paces lessons appropriately for all students including time for reflection and closure

ExcellenceDemonstrating a Standard of

ExpectationsMeeting
Proficient

Developing

Student Teachers are expected to demonstrate consistently that they understand:

e. all students can learn, albeit at different rates and in different ways.
i.
there are many approaches to teaching and learning.
j. the functions of traditional and electronic teaching/learning technologies.
k. the purpose of student assessment.
m.
student learning is enhanced through the use of home and community
resources.

Not applicable

FACILITATING LEARNING

Expectations Not Yet Meeting

Beginning

Appendix H: Practicum II Evaluation Form

1.

Uses assessments to identify learner needs and adjusts instruction to include varied ways
of addressing misunderstandings

2.

Creates multiple and varied assessment tools that align with outcomes

3.

Develops learner understanding of learning goals and achievement expectations to

promote self-monitoring

4.

Provides specific, timely, constructive feedback to help students monitor their own
learning

5.

Reflects on assessment data with students, parents and colleagues

ExcellenceDemonstrating a Standard of

ExpectationsMeeting
Proficient

Developing

Student Teachers are expected to demonstrate consistently that they understand:

k. the purposes of student assessment and how to assess the range of learning
objectives by selecting and developing a variety of techniques and
instruments.

Not applicable

ASSESSING LEARNING

Expectations Not Yet Meeting

Beginning

Comments: Cianna seeks high levels of engagement by developing fun, visually appealing and hands-on learning experiences for
students that meet the wide range of student learning styles and levels. She was especially mindful and curious about inquiry-based
learning and went gone above and beyond to gain deeper understanding of lesson/project design in an inquiry-focused learning
environment. Cianna agrees with a balanced approach to learning and is encouraged to continue to gain confidence in her personal
teaching philosophy.

Comments: Throughout her practicum Cianna experimented with a variety of assessment tools and strategies. Our school philosophy
encourages a focus on Formative Assessment practices to provide opportunities for on-going self-reflection, peer and teacher
feedback, documentation of learning/growth via portfolios, and a growth mindset. While Cianna is still forming her own personal
philosophy on assessment, she believed strongly in Formative assessment practices and promoting a growth mindset.

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1.

Makes reasoned and fair decisions in response to contextual variables (e.g., gender, SES,
culture)

2.

Plans a classroom environment that is physically, socially, culturally and psychologically

secure

3.

Creates and manages effective classroom routines and procedures to ensure positive
student behavior

4.

Creates a respectful and ethical learning community that encourages learners to take
risks, build trust, embrace diversity, and increase self-confidence

ExcellenceDemonstrating a Standard of

ExpectationsMeeting
Proficient

Developing

Student Teachers are expected to demonstrate consistently that they understand:

g. students need for physical, social, cultural and psychological security.
h. the importance of respecting students human dignity.

Not applicable

CREATING A LEARNING ENVIRONMENT

Expectations Not Yet Meeting

Beginning

Appendix H: Practicum II Evaluation Form

n.

the importance of contributing, independently and collegially, to the quality of

their school.

o.

the importance of career-long learning.

1.

Identifies and implements specific changes to practice based on reflection and feedback
from Mentor Teacher and Faculty Supervisor

2.

Understands the expectations of teachers in Alberta (code of conduct, organizational

structure, growth plans)

3.

Collaborates with teachers, parents, learners, and community members

4.

Engages with colleagues in professional learning

5.

Establishes professional and ethical relationships

6.

Demonstrates deep thinking by connecting theory to practice during professional

reflection, lesson critiques

ExcellenceDemonstrating a Standard of

the importance of engaging parents, purposefully and meaningful, in all

aspects of teaching and learning.

ExpectationsMeeting
Proficient

l.

Developing

Student Teachers are expected to demonstrate consistently that they understand:

b. the structure of the Alberta education system.

Expectations Not Yet Meeting

Beginning

ASSUMING PROFESSIONAL RESPONSIBILITIES AND ESTABLISHING

PROFESSIONAL RELATIONSHIPS

Not applicable

Comments: Cianna utilized a variety of classroom management techniques such as attention grabbers, movement breaks, teambuilding activities, and positive reinforcement strategies. She also set the tone for a positive learning environment by remaining calm
and consistent with her expectations and encouraging students to embrace the Tribes Agreements (Mutual Respect, Attentive
Listening, Appreciations/No Put-Downs, and Participation). Cianna also felt it was important to maintain the established routines and
procedures to allow for a smooth transition between teachers and maintain consistency for the students.

Comments: Cianna was very reflective throughout her practicum experience. She was very receptive to feedback and used that
feedback to improve her instructional practice and build her confidence as a teacher. She was also very mindful of the importance of
collaboration within a school community and took it upon herself to build and foster positive and professional relationships.

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Appendix H: Practicum II Evaluation Form

MENTOR TEACHER FEEDBACK ON PROFESSIONAL GROWTH
Strengths/ Professional Learning Achieved:
Cianna has been an exceptional student teacher by showing a great commitment to the field of education and her students. Her
strengths include:

Curriculum Integration: Finding the common threads between curriculum outcomes to integrate content areas and
develop rich inquiry-based learning experiences.
Student Engagement: Going above and beyond expectations to foster a high level of student engagement in all
classroom lessons and projects.
Hands-On Learning: Gathering and supplying a wide range of manipulative and hands-on materials to help bridge
connections, offer authentic learning experiences and differentiate instruction to meet the needs of all learners.
Student-Centered: Ciannas calm, caring and supportive demeanor with the students always grabbed their attention and
encouraged them to reach their full potential during classroom activities.
Relationship Building: Cianna's genuine and caring heart allowed her to quickly and easily developed a positive rapport
with all students.
Reflection: Cianna reflected deeply and exhibited a strong desire to strengthen and improve her instructional practice.
Character Traits: Cianna entered the classroom with transparency, vulnerability and an open mind. These traits allowed
her to make the most out of each day in the classroom which greatly supported her learning and growth as a 21st century
teacher.

It has been a true honour working with such a passionate, dedicated and innovative educator. I feel highly confident in her abilities
and wish her all the very best in her future.
Suggestions/ Areas for Growth:

Teaching Philosophy: As a life-long learner, I encourage Cianna to continue to gain confidence in her personal teaching
philosophy.
Teaching Practice: I encourage Cianna to continue to experiment with inquiry-based learning in her teaching practice.

STUDENT TEACHER RESPONSE TO FEEDBACK ON PROFESSIONAL GROWTH

Areas where growth is apparent:

I have become aware of my strength of being adaptable as a direct result of consistent reflection. For instance, this
particular practicum experience presented a much different learning environment than what I was accustomed to. I worked
through this new experience by allowing myself to change my prior teaching approaches, providing a more inquiry based
learning environment. I took a step back to place the learning into the hands of the students which proved to be successful
on many levels. By reflecting on ways to increase engagement, functionality of lessons and the overall learning of the
students I have shown great growth with my ability to be adaptable no matter which type of environment I am placed in.

A strength I take pride in is my ability to connect and secure relationships with my students. This has proven to be a great
asset throughout my practicum experience as it allowed me to understand the needs and learning styles of each student. I
was able to create an environment that encouraged students to be open with their ideas and willing to take risks with their
learning. I strongly believe that in order to establish a successful learning environment relationships must take shape
between the teacher and student as well as the students themselves.
Areas to continue to grow in:

I will continue to think about how to ask questions that will encourage my students to think more critically. By using quality
questions, my ability to respond to student misconceptions will be enhanced.

I will continue to seek professional development with Digital technology both to assist with my own teaching/learning but
also to benefit my students with their learning.

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Appendix H: Practicum II Evaluation Form

EDUC 4020 Practicum II - Final Evaluation

Credit

No Credit

Student Teacher Signature

Mentor Teacher Signature

Faculty Supervisor Signature

Date

Date

Date

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