University of

Lethbridge

Student Teacher: JIi t
GradeslSubjects Taught:
University Consultant:
Faculty of Education
PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT
lvi PIflI School: ( ht Ufl %fro)
itki 1Xft c1Li67j Teacher Associate: frrfn &AO2T
I()(e\! Y&) Dates of Practicum:

Instructions: -

This is a sum mative report of the student teachers performance at the end of the
PSI practicum, based on expectations for that
stage of teache development
r .
For each practicum outcome below, place a check mark in the appropriate box to indicate
the student teachers level of
performance: either Not Meeting Expectations for the PSI level, Meeting Expectations,
or Exceeding Expectations. (Most students
will fall into the Meeting Expectations category, unless there is clear evidence for Not Meeting
Expectations or Exceeding
Expectations.) For students within the Meeting Expectations category, please indicate
level of performance.
Some outcomes may not be applicable to your particular educational situation. If
you wish to indicate this, please put NIA in the
middle of the rating scale.
At the end of each section of the form, please provide comments in reference to
the relevant KSAs and practicum outcomes.

1. PLANNING AND PREPARATiON

KSA #1 Teachers make reasoned decisions about teaching
and learning based on their ongoing analysis of
contextual variables.
KSA #3 Teachers use theprograms of study to inform and direct planning
instruction and assessment.
KSA #6 Teachers plan for instruction, translating curriculum
and outcomes into meaningful learning activities.
KSA #9 Teachers use a broad range of instructional strategies.
KS/i #13 Teachers identiIy and use relevant learning resources.

Planning and Preparation

1. Demonstrates knowledge and skills in the subject matter of the lesson.
2. Incorporates a variety of appropriate resources and instructional and assessment
strategies into lesson planning.
3. Translates learning outcomes from the Alberta Program of Studies into relevant and
appropriate learning objectives for the lessons being taught.
4. Takes into account students prior learning, learning needs, interests, and backgr
ounds.
5. Organizes content into appropriate components and sequences for instruction.
6. Plans relevant content and activities sufficient for the time allotted.
7. Prepares lesson plans for all 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 activities, and assessm
ent of
lesson objectives.
8. Integrates information and communications technology into instruction where
appropriate.
9. Obtains and organizes equipment and materials for instruction.
Comments: -

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May 25, 2006Summative Assessment

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2. INSTRUCTION
KSA #4 Teachers demonstrate knowledge of the content they teach.
KSA #5 Teachers identify and respond to learner differences.
KSA #9 Teachers use a broad range of instructional strategies.
KSA #70 Teachers apply a vadety of technologies to meet students learning needs.

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Communication
.

Uses clear, fluent, and grammatically correct spoken and written language.

1.
2. Uses vocabulary appropriate to students age, background and interests.

3. Modulates his/her voice for audibility and expression.

Lesson Introduction
4. Establishes set reviews prior learning, identifies lesson objective(s) and expectations,
uses motivating attention-getters, provides an overview, and relates the lesson to /
previous learning as appropriate.

Genera! Lesson Development .

5. Incorporates strategies for motivating students using relevant and interesting subject
matter and activities.
6. Explains and proceeds in small steps at an appropriate pace to suit the activity and
student response.
7. Demonstrates subject matter competence during instruction.
/
8. Organizes and directs learning for individuals, small groups, and whole classes.

9. Provides clear directions, instructions and explanations. V

10. Directs efficient transitions between lessons and from one activity to the next during
lessons. /
11. Uses a variety of instructional strategies to address desired outcomes, subject matter,
varied learning styles and individual needs.

12. Uses appropriate materials and resources.

13. Demonstrates flexibility and adaptability.

Questioning and Discussion

14. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. v7

15. Provides appropriate uwait..timen after posing questions.

16. Seeks clarification and elaboration of student responses, where appropriate.
17. Leads and directs student participation in class discussion effectively and distributes
questions_appropriately.
Focus on Student Learning
18. Circulates in the classroom, intervening when necessary, checking on individual and
group_understanding_of_activitylcontent
19. Recognizes and responds appropriately to individual differences and group learning
needs.
V
20. Reinforces student learning, building on previous learning, reviewing, and re-teaching. /
Closure
21. Achieves closure for each lesson, consolidating concepts through summaries, reviews,
etc.

22. Provides homework when appropriate and explains assignments fully.

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May 25, 2006Summative Assessment
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 4
5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES
KSA #2 Teachers understand the legislated, moral and ethical framework within which they work.
KSA #15 Teachers engage in assessing the quality of their teaching.
KSA #16 Teachers are able to communicate a personal vision of their own teaching.

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Professionalism . : - -: .i-

1. Presents a professional appearance and manner. VI

2. Fulfils professional obligations (i.e., punctuality, routine administrative duties). V
3. Demonstrates maturity and professional judgment.
4. Demonstrates an interest in and a commitment to the teaching profession. V
5. Establishes professional relationships with the school community. I
Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and
makes appropriate suggestions for improvements.
7. Uses the results of student assessment and feedback to improve teaching practices and guide professional
growth. /
8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions.
9. Develops and communicates a personal vision of teaching.
10. Demonstrates willingness to take informed risks to benefit student learning. VI
11. Develops and presents a professional portfolio and/or growth plan including goals, evidence of progress
toward goals, reflections on growth, and future goals.
Ethical Conduct
12. Respects the dignity and tights of all persons without prejudice as to race, religious beliefs, colour, gender,
sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, place of
origin,_place of residence, socioeconomic background or linguistic_background.
13. Treats students with dignity and respect and is considerate of their circumstances.
14. Does not divulge information about a student received in confidence or in the course of professional duties
except as required by law or where to do so is in the best interest of the student VI
15. Does not undermine the confidence of students in teachers or other student teachers.
16. Does not criticize the professional competence or professional reputation of teachers or other student
teachers unless the criticism is communicated in confidence to proper officials after first informing the
individual concerned of the criticism.
17. Acts in a manner that maintains the honour and dignity of the profession.
18. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the
profession unless authorized to do so.

Comments:

-
May 25, 2006Summative Assessment
 5
SUMMARY:

Areas for further growth:

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Overall comments (Strongest aspects of students performance):

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Recommendation: Pass l Fail lcomplete

*lf an Incomplete grade is recomm
ended, please attach a signed document providing reason
for additional practicum experience. s and recommendations

Note: The Teacher Associate is responsible for completing this

document, in consultation with the Student Teacher and
the i rsity Consultant

Student Teacher
Date
[ee A wce,r Li rThftI 2C*
Tea ocia
_.
Date

Q
isity Consultant
Date
/5
/
C/

Please submit the completed original signed report to Field

Experiences, Room TH423, Faculty of Education, the
University of Lethbridge, and provide signed copies for the Studen
t Teacher and for the University Consultant.

May 25, 2006Summative Assessment

t