Mcfarlane Erika 1525741 w19 425

Advanced Field Experience Final Assessment
Student Teacher Name: Erika McFarlane ID Number: 1525741
Course: EDFX 425 Term: Winter 2019
Mentor Teacher Name: Allan Baile University Facilitator Name: Elizabeth Fargey
School Name: Aspen Heights Elementary School District: Red Deer Public
Subjects: Generalist Grade Level(s): Grades 4 and 5
Grade: It is recommended the student teacher Date: April 25, 2019

receive a grade of: CREDIT
Description of the school and context of teaching: Suggested areas include school size, urban/rural
location, special programs, student demographics, class composition, size, etc.
Suggested length is 150 -200 words. If possible do not exceed this page.
Aspen Heights Elementary School is located in the north end of the City of Red Deer. The student population is
235 students in grade K to 5. There are 12 teaching staff and 6 Educational Assistants in the school. Aspen
Heights is situated between two mobile home parks, and thus we have a very transient community. The grade
4/5 classroom that Mrs. McFarlane was assigned to, had 25 students- 13 grade 4’s and 12 grade 5’s. There are a
number of students in the classroom that have special considerations and have behavioral plans, and support
programs in effect.
There were three English as a Second Language students in the classroom. Aspen Heights is a unique school in
that we have no special programs, but through the continual use of our Educational Assistants, all students are
integrated into the regular classroom.
MicroSociety is a school wide program that is in its 10th year at our school. All staff members play an integral
part in the overall success of this program. Erika became very involved as a facilitator helper of Aspen Cafe and
assisted in the development of a number of projects to increase the success of this venture. Erika also assisted
with two Pop-Up ventures.
NOTE: Before beginning, please read the instructions for completion found in the appendix.
Winter 2019
Distribution: Students need to retain a copy of the final assessment for their records. Undergraduate Student Services retains a copy according to the
faculty’s retention schedule. Copies will not be retained by mentor teachers, university facilitators, or employees of the University of Alberta without
written permission of the student teacher.
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Competency 1: Fostering Effective Relationships
A teacher builds positive and productive relationships with students, parents/guardians, peers and others in
the school and local community to support student learning.
(Note: For reference, the sample indicators associated with this competency are available in the appendix.)
Areas of strength: mentor teacher to complete
Erika was an effective communicator with the staff and students at our school. She has a friendly personality,
which has been an asset in developing positive relationships with students, staff and parents. She demonstrated
good communication techniques in both oral and written dialogues. She clearly stated the objectives of the
lessons to the students. Erika displayed patience in explaining the lessons and was able to communicate both
verbally and non-verbally in a positive manner. Erika communicated with parents/guardians and always handled
these conversations in a professional manner. She communicated by the School District email and was able to
assist in a number other events and projects in our school.
From the onset Erika developed a positive and productive relationship with the students. She was able to
communicate her expectations clearly to the students.
Supporting evidence/examples of areas of strength: student teacher to complete (with guidance from
mentor teacher)
Student-led conferences were a great opportunity to speak with parents and learn from the students how they
interacted with their parents. Classroom discussions around curriculum and life skills provided opportunities to
build relationships with the students. Sharing with the students my own personal skills and abilities through
music and other avenues allowed the students who were apprehensive to be more comfortable in the classroom
setting.
Areas for growth: mentor teacher to complete

Erika should consider establishing a clear line of communication using School Messenger-Power School or a
Class communication system. Erika has shown that she is very open-minded and willing to discuss topics with
the staff. A clear understanding of how the whole school functions as well as the individual classes is
imperative to understanding the dynamics of a school.
Strategies for ongoing growth: student teacher to complete (with guidance from mentor teacher)
I should always be willing to learn something new and to always consider the circumstances in which our
students come to school from.
Competency 2: Engaging in Career-Long Learning

A teacher engages in career-long professional learning and ongoing critical reflection to improve teaching
and learning.
Erika participated in all of the professional development opportunities provided at our school and within the
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School District. She attended the School District In-Service Day, Teachers Convention, as well as Neufeld
Training. She was a contributing member during staff meetings and actively volunteered her time to take on
additional responsibilities.
Erika was open and willing to participate in discussions related to her teaching skills. She would seek out
advice concerning individual students and ask for help in developing behavioral and classroom management
strategies.
mentor teacher)
I participated in the Professional Development days, as well as observing multiple classrooms and teaching new
subjects outside of the classroom.

Erika’s area of strength is the ability to talk openly about strategies to help the students become successful
learners. She considered a variety of strategies as well as being open to suggestions. Erika came into the
classroom with a set of skills but was always looking for ways to enhance student learning.
I will continue to seek advice from respective teachers and understand that teaching group effort.
Competency 3: Demonstrating a Professional Body of Knowledge

A teacher applies a current and comprehensive repertoire of effective planning, instruction, and assessment
practices to meet the learning needs of every student.
Erika was well prepared each day. She planned many quality lessons and units. She created unit plans for the
grade 5’s (Electricity/Magnetism) in Science and lessons in Math and Physical Education. for all the students.
Erika was also responsible for instructing the students in an Island Survival Unit for Language Arts, as well as a
Animal Zoo/Sanctuary Unit for French. Erika developed lessons for Social Studies for both grades. She
incorporated a variety of resources into her planning and the students were engaged and enthusiastic to
complete their hands on projects.
Erika easily linked the Programs of Studies to both instructional strategies and assessment techniques and
instruments. She taught and assessed knowledge, skills, and attitudes from subject area disciplines.
Erika identified and incorporated resources relevant to teaching and learning objectives to grade 4 and 5 and the
students responded enthusiastically.
She made excellent use of the internet in expanding her science lessons and incorporating the use of
technology. Erika used a wide variety of questioning techniques to check for understanding, and to encourage
involvement in the lesson activities. She used a variety of teaching techniques to engage the students. Erika
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arrived early and stayed late preparing her units and lessons. I felt very confident that Erika’s lessons would be
well planned and organized. She was very open minded and willing to review and discuss her lessons with
myself.
mentor teacher)
Students were engaged and the outcomes were tied to each lesson and unit planned. I created different
assessment tools, both formative and summative, for each subject taught.

Erika was keen to share her lessons, unit plans and assessments with myself. She was aware of the differing
abilities of the students and took the time to incorporate review sessions with the students before
their assessments. Students were allowed the opportunity to re-write exams/quizzes and received extra
assistance from Erika. She gained an insight into the skills of each of the students and then showed growth
and understanding when teaching and assessing curricular outcomes.
I will continue to seek new resources and ideas to ensure student engagement and learning. Attending
professional development days and seeking other professional development opportunities. I will seek out the
advice and knowledge from Master Teachers and Professionals.
Competency 4: Establishing Inclusive Learning Environments

A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and
every student is welcomed, cared for, respected and safe.
Erika showed a genuine concern for all of the students. She took the time to get to know the family
background and history of the students in order to better understanding their ability to learn and focus in a
classroom setting.
All students were included in all activities and lessons. She welcomed the students each morning and would
listen to their individual concerns on a daily basis. She was firm and consistent in dealing with discipline
issues and always allowed the students to explain their concerns. The students felt very comfortable in
approaching Erika and would seek out her advice both academically and when they had personal concerns.
The students responded well to Erika’s positive attitude and felt safe when she was teaching the class.
mentor teacher)
I was open and attentive to students concerns and developed appropriate consequences for behaviours.
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Erika has been able to show growth in the area of developing strategies to deal with behavioral students. These
strategies along with incorporating a positive reward system has decreased the number of negative behaviors.
She is willing to try a variety of methods and looks to create a positive atmosphere in the classroom.
I will work to build a tool box of classroom management strategies, understanding that every student and
classroom needs something different. Seeking advice from administrators and counselors to ensure the best for
my students. I will be flexible in my classroom to create the best learning atmosphere.
Competency 5: Applying Foundational Knowledge about First Nations, Métis and Inuit
A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of
all students.
Erika was able to teach a number of lessons related to our First Nations, Metis and Inuit. During her practicum
two teachers from the Central Office FNMI Program came to teach lessons on the blanket exercise and the
tepee. Erika was responsible for teaching about our FNMI history and develop a positive understanding about
the culture of our First Nations People. Erika also incorporated some pre-teaching as she read a book about our
First Nations People, as this tied into our presentations.
mentor teacher)
We had discussions around the many resources that can created from a buffalo as well as respecting the teepee
that we had in the school library. Each student knew out of respect they must touch the left pole before entering
the teepee.

Erika showed a keen interest in making sure that the students in 4/5 B had an understanding and background
knowledge before our presenters came to the classroom. Erika was able to adapt to the changing schedule
within the classroom and incorporate important information about our First Nations, Metis and Inuit.
I will utilize the school resources and FNMI curriculum coordinators. I will ensure I use grade appropriate
resources when teaching about residential schooling. Research and Professional Development days are a great
way to gain a better understanding of their histories, cultures, languages, contributions and perspectives. I will
search for opportunities for our FNMI students to be involved in cultural activities.
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Competency 6: Adhering to Legal Frameworks and Policies
A teacher demonstrates an understanding of and adherence to the legal frameworks and policies that provide
the foundations for the Alberta education system.
Erika has a clear understanding of the attributes it takes in order to maintain a professional manner. She
displayed a desire to adhere to the Alberta Teachers Professional Code of Conduct as well as being aware of
her obligations to teach to to the Alberta Program of Studies for grades 4 and 5. She was able to incorporate
key curricular outcomes into her lessons and units.
Erika understood the framework of our school and the overall policies of our School District.
mentor teacher)
I used my knowledge of the Professional Code of Conduct to handle different situations regarding students and
staff properly.

Her lessons and unit plans displayed the necessary components for following the Alberta Program of Studies.
Erika had the added challenge of teaching in a grade 4/5 combined classroom and thus if placed in this
situation in the future will have to design an appropriate means to make sure that both grades are being taught
the appropriate grade level content. She showed a keen desire and insight into understanding the of achieving
this goal.
I will always refer back to the School Act and Professional Code of Conduct.
Final Comments
Mentor teacher summative comments: Considerations include organizational skills, ability to work with
others, ability to self-reflect and self-assess, extra-curricular involvement, ability to engage students,
adaptability, work ethic, resilience, etc.
Erika displayed a professional behavior throughout her practicum at Aspen Heights. She could be trusted
to keep important issues in confidence and was able to interact and communicate openly and honestly
with students, parents and the teaching staff. She was professional in her attitude and appearance and
responded professionally to feedback and was able to implement these suggestions into future lessons.
Her attainment of her goals showed that she assumed responsibility for continuous improvement and
professional growth. Erika focused on developing lessons/units of study for Mathematics,
Social Studies, Science, Language Arts, French, Music, and Physical Education. She was able to incorporate
assessment strategies into her evaluation of student’s progress on daily lessons as well as unit culminating
activities.
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She was actively involved in assisting the students at the RDC Math Fair and for helping set up the Aspen
Heights Math Fair.
Erika conducted herself in a professional manner at all times, and showed a great deal of enthusiasm
and commitment to the teaching profession.
Erika’s calm presentation and ability to deal with ongoing and ever present situations in the classroom will
serve her well in her future teaching career. She was open, honest and willing to become involved in all aspects
of teaching and dealing with the well-being of the students in her classroom. Erika was enthusiastic, energetic
and fair. She displayed a sense of confidence and quickly earned the respect of the students and teaching staff
at Aspen Heights.
Her commitment to her responsibilities was evident, as her lessons were well prepared and professionally
presented. It was obvious from the onset of her student teaching assignment that Erika has a natural teaching
ability. She was confident, fair and determined to make her time at Aspen Heights a success for herself and the
students.
Erika was always willing to assist and help out with extra tasks and activities in our school. She became
involved with our Aspen Heights Choir and volunteered on a number of occasions to assist with our after-
school Robotics Club, when I was not able to supervise.
Erika will make an outstanding Teacher and would be a definite asset to any school staff.
I would highly recommend Mrs. McFarlane for any teaching assignment.
Student teacher reflective comments: Considerations include what you feel you can contribute to a learning
and teaching environment, what created dissonance and how you overcame it, how you implemented
feedback and/or professional development opportunities and their results, ways in which this field experience
shaped your evolving philosophy of education, etc.
Being a teacher involves many hidden steps and aspects that many people overlook. Dissonance is an
avoidable factor when a teacher is open to change and new environments, as well as being flexible and open to
new knowledge. I have always strived for integrity in my work and feel I can contribute my best work to any
classroom I teach in. What I offer is different from most teachers as I enjoy incorporating music into my daily
classroom. The students enjoy when I bring my guitar and play while they work.
I can establish relationships with students of all ages and it brings me great joy when I am able to
connect with a student who would normally distance themselves. I tend to be a safe place for them, even when I
am telling them what they need to for work and they do not enjoy hearing it. I know I have won when they still
choose to hug me at the end of the day with a big smile.
I strive to ensure no student falls through the cracks or is left behind. I will go out of my way to plan
separate pieces for these students because I want them to be successful and feel like they are part of the group. I
will often hand out different sheets to different students that are catered towards what they need to work on. I
strived to create a classroom environment where the students did not question why the person next to them had
a different worksheet, but rather to understand that we all learn differently and have different needs.
I was very open to feedback and advice from other teachers. I welcomed it with open arms and
implemented many strategies presented to me within the classroom. I sought out advice for when working with
specific students and saw success when incorporating their strategies into my daily routine. Teaching is a school
wide effort that we must never forget. We cannot do it alone and I valued the input I received from other staff
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members. This practicum has greatly shaped who I will be as a teacher in future classrooms. I look forward to
learning new things each year and making new relationships with staff and students.
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Appendix
Instructions for completion
The purpose of this final assessment is to provide evidence and communicate information regarding student
teacher performance based on the Alberta Teaching Quality Standard.
Use the Suggested Language to Support Student Teacher Development document to support discussion and
describe student teachers’ level of growth. (This document is available on the field experiences website under
the Forms / Mentor Teacher tab.)
For each competency,

mentor teachers will:
 provide comments that describe strengths and areas for growth based on the indicators.
 Alberta Education has listed sample indicators for each competency. Not all indicators need to be
addressed and additional related indicators may be added.
 For reference, a complete text of the TQS competencies and indicators are provided below.
student teachers, with guidance from mentor teachers, will:
 provide evidence/examples that demonstrate their strengths and
 provide strategies for ongoing growth in each of their areas for growth.
Please note:
 Suggested maximum for each category is 250 words. Be concise and consider readability.
 Paragraph or point forms are acceptable.
 Please type directly on the form as pasted text may not format correctly.
Teaching Quality Standard

Click here for complete document.
Competency 1: Fostering Effective Relationships

A teacher builds positive and productive relationships with students, parents/guardians, peers and others in the
school and local community to support student learning.
Achievement of this competency is demonstrated by indicators such as:

(a) acting consistently with fairness, respect and integrity;
(b) demonstrating empathy and a genuine caring for others;
(c) providing culturally appropriate and meaningful opportunities for students and for parents/guardians, as
partners in education, to support student learning;
(d) inviting First Nations, Métis and Inuit parents/ guardians, Elders/knowledge keepers, cultural advisors and
local community members into the school and classroom;
(e) collaborating with community service professionals, including mental health, social services, justice,
health and law enforcement; and
(f) honouring cultural diversity and promoting intercultural understanding.
Competency 2: Engaging in Career-Long Learning

A teacher engages in career-long professional learning and ongoing critical reflection to improve teaching and
learning.
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(a) collaborating with other teachers to build personal and collective professional capacities and expertise;
(b) actively seeking out feedback to enhance teaching practice;
(c) building capacity to support student success in inclusive, welcoming, caring, respectful and safe learning
environments;
(d) seeking, critically reviewing and applying educational research to improve practice;
(e) enhancing understanding of First Nations, Métis and Inuit worldviews, cultural beliefs, languages and
values; and
(f) maintaining an awareness of emerging technologies to enhance knowledge and inform practice.
Competency 3: Demonstrating a Professional Body of Knowledge

A teacher applies a current and comprehensive repertoire of effective planning, instruction, and assessment
practices to meet the learning needs of every student.

(a) planning and designing learning activities that:
 address the learning outcomes outlined in programs of study;
 reflect short, medium and long range planning;
 incorporate a range of instructional strategies, including the appropriate use(s) of digital technology,
according to the context, content, desired outcomes and the learning needs of students;
 ensure that all students continuously develop skills in literacy and numeracy;
 communicate high expectations for all students;
 foster student understanding of the link between the activity and the intended learning outcomes;
 consider relevant local, provincial, national and international contexts and issues;
 are varied, engaging and relevant to students;
 build student capacity for collaboration;
 incorporate digital technology and resources, as appropriate, to build student capacity for: - acquiring,
applying and creating new knowledge; - communicating and collaborating with others, - critical-
thinking; and - accessing, interpreting and evaluating information from diverse sources;
 consider student variables, including: - demographics, e.g. age, gender, ethnicity, religion; - social and
economic factors; - maturity; - relationships amongst students; - prior knowledge and learning; - cultural
and linguistic background; - second language learning; - health and well-being; - emotional and mental
health; and - physical, social and cognitive ability;
(b) using instructional strategies to engage students in meaningful learning activities, based on:
 specialized knowledge of the subject areas they teach;
 an understanding of students’ backgrounds, prior knowledge and experiences;
 a knowledge of how students develop as learners;
(c) applying student assessment and evaluation practices that:
 accurately reflect the learner outcomes within the programs of study;
 generate evidence of student learning to inform teaching practice through a balance of formative and
summative assessment experiences;
 provide a variety of methods through which students can demonstrate their achievement of the learning
outcomes;
 provide accurate, constructive and timely feedback on student learning; and
 support the use of reasoned judgment about the evidence used to determine and report the level of
student learning.
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Competency 4: Establishing Inclusive Learning Environments
A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and
every student is welcomed, cared for, respected and safe.

(a) fostering in the school community equality and respect with regard to rights as provided for in the Alberta
Human Rights Act and the Canadian Charter of Rights and Freedoms;
(b) using appropriate universal and targeted strategies and supports to address students’ strengths, learning
challenges and areas for growth;
(c) communicating a philosophy of education affirming that every student can learn and be successful;
(d) being aware of and facilitating responses to the emotional and mental health needs of students;
(e) recognizing and responding to specific learning needs of individual or small groups of students and, when
needed, collaborating with service providers and other specialists to design and provide targeted and
specialized supports to enable achievement of the learning outcomes;
(f) employing classroom management strategies that promote positive, engaging learning environments;
(g) incorporating students’ personal and cultural strengths into teaching and learning; and
(h) providing opportunities for student leadership.
Competency 5: Applying Foundational Knowledge about First Nations, Métis and Inuit
A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of
all students.

(a) understanding the historical, social, economic, and political implications of:
• treaties and agreements with First Nations;
• legislation and agreements negotiated with Métis; and
• residential schools and their legacy;
(b) supporting student achievement by engaging in collaborative, whole school approaches to capacity
building in First Nations, Métis and Inuit education;
(c) using the programs of study to provide opportunities for all students to develop a knowledge and
understanding of, and respect for, the histories, cultures, languages, contributions, perspectives,
experiences and contemporary contexts of First Nations, Métis and Inuit; and
(d) supporting the learning experiences of all students by using resources that accurately reflect and
demonstrate the strength and diversity of First Nations, Métis and Inuit.
Competency 6: Adhering to Legal Frameworks and Policies

A teacher demonstrates an understanding of and adherence to the legal frameworks and policies that provide the
foundations for the Alberta education system.

(a) maintaining an awareness of, and responding in accordance with, requirements authorized under the
School Act and other relevant legislation;
(b) engaging in practices consistent with policies and procedures established by the school authority; and
(c) recognizing that the professional practice of a teacher is bound by standards of conduct expected of a
caring, knowledgeable and reasonable adult entrusted with the custody, care or education of students.
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Advanced Field Experience Final Assessment

Student Teacher Name: Erika McFarlane ID Number: 1525741

Course: EDFX 425 Term: Winter 2019

Subjects: Generalist Grade Level(s): Grades 4 and 5

Grade: It is recommended the student teacher Date: April 25, 2019

Areas for growth: mentor teacher to complete

Competency 2: Engaging in Career-Long Learning

Areas for growth: mentor teacher to complete

Competency 3: Demonstrating a Professional Body of Knowledge

Areas for growth: mentor teacher to complete

Competency 4: Establishing Inclusive Learning Environments

Areas for growth: mentor teacher to complete

Areas for growth: mentor teacher to complete

I would highly recommend Mrs. McFarlane for any teaching assignment.

Instructions for completion

For each competency,

Teaching Quality Standard

Competency 1: Fostering Effective Relationships

Achievement of this competency is demonstrated by indicators such as:

Competency 2: Engaging in Career-Long Learning

Competency 3: Demonstrating a Professional Body of Knowledge

Achievement of this competency is demonstrated by indicators such as:

Achievement of this competency is demonstrated by indicators such as:

Achievement of this competency is demonstrated by indicators such as:

Competency 6: Adhering to Legal Frameworks and Policies

Achievement of this competency is demonstrated by indicators such as:

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