1600 West Bank Drive, Peterborough, Ontario, Canada

Practicum Office: Tel. 705-748-1011 Ext. 7320 Fax: 705-748-1048

Block D Formative Assessment (Classroom Practicum)

Teacher Candidate: Ross, Ian Faculty Advisor: Wyszkowski, Charles

Grade/Subject: Grade 7/8
Associate Teacher: Farace, Kristen Evaluation Date: March 16, 2020
School: Armour Heights PS (KPRDSB)

Guidelines for Assessment of the Competencies:

Not Yet Meeting Expectations Meeting Expectations Surpassing Expectations

Does not yet demonstrate satisfactory planning
and teaching practice. Commitment to students
not yet fully in evidence. Not yet meeting the
appropriate expectations at this stage of teacher
development. May be receptive to suggestions
for improvement, but does not (or is not able
to) implement the suggestions in an effective
manner. Requires significant support to be
successful. If a Teacher Candidate completes a
practicum with multiple competencies at this
level, this would normally be indicative of an
unsuccessful overall outcome.
Demonstrates consistent and appropriate
planning and teaching practice and
commitment to learner needs. Responds to
suggestions for improvement and works to
implement strategies to improve teaching
practice with assistance. Meets the expectation
at this stage of teacher development. May
require some general ongoing guidance, but
Teacher Candidate has the capacity for
improvement and appropriate critical self-
reflection. A Teacher Candidate at this level is
indicative of a current passing result.
Demonstrates highly effective teaching practice,
passion, insight and deep commitment to
students. Plans and implements highly effective
lessons to meet learner needs and maintains a
safe and respectful learning environment. Actively
seeks feedback and uses personal reflection to
grow and enhance teaching practice. Surpasses
the expectation at this stage of teacher
development.

Not Meeting Meeting Surpassing

Expectations Expectations Expectations

Meeting Block D Expectations in Planning and Preparation X

EXPECTATIONS: Generates effective unit plans and lesson plans
Applies planning design principles that include end-of-unit learning outcomes and related
assessment tools, and that explicitly address learning needs of particular students
Incorporates learning goals and success criteria into planning
Incorporates feedback from AT into lesson revisions and/or planning future lessons
Incorporates cross-disciplinary content in lesson and unit plans
Capitalize on co-planning opportunities

Meeting Block D Expectations in Implementation X

EXPECTATIONS:
Articulates lesson expectations effectively; gives clear instructions
Paces lessons effectively; adjusts pacing in response to needs of the class; lessons flow well
with clear introduction, development phase, and consolidation
Follows lesson and unit plans that have been approved by the Associate Teacher;
materials are prepared and organized in advance
Demonstrates flexibility in implementation and pace by adapting instruction in response
 Page 2 of 3

Not Meeting Meeting Surpassing

Expectations Expectations Expectations

Meeting Block D Expectations in Classroom Management X

EXPECTATIONS:
Establishes positive rapport and fosters a respectful classroom environment
Maintains attention of the students with no intervention from AT
Uses a coherent set of classroom management strategies to respond to the needs of the
class, including the use of engaging tasks, positive and constructive feedback to
students and ongoing monitoring of the learning environment for adjustments

Meeting Block D Expectations in Assessment and Evaluation X

EXPECTATIONS:
Tracks and monitors student progress using a variety of tools
Makes observations of students to inform instruction
Uses a coordinated variety of assessment and evaluation strategies
Applies principles of assessment for, as and of learning with comprehensive pedagogical
documentation strategies that inform instruction and evaluation

Meeting Block D Expectations in Diversity and Inclusion X

EXPECTATIONS:
Uses a carefully selected variety of teaching strategies in order to (meet the needs of
a diverse population of learners) address learner diversity
Demonstrates an understanding of the diverse needs of the students in the class, and
incorporates precise strategies for meeting those particular needs within instruction

Meeting Block D Expectations in Professional Communication X

EXPECTATIONS:
Communicates clearly and in a manner that facilitates effective learning

Meeting Block D Expectations in Professionalism X

EXPECTATIONS:
Demonstrates ongoing commitment and dedication to teaching
Demonstrates initiative
Responds positively to and incorporates suggestions and feedback

Overall Progress to Date in Block D X

(If "Not Meeting Expectations is indicated here, a Growth Plan needs to be
implemented as soon as possible.)
 Page 3 of 3
Comments: Areas of Strength

Mr. Ross has had an excellent start to his placement at Armour Heights. He generates and implements engaging lessons for all students.
He effectively incorporates feedback from his Associate Teacher. When delivering lessons he articulates well and always ensures his
instructions are clear. Each lesson usually begins with a minds on activity that engages the students prior to his lesson. Mr. Ross has
established a positive rapport with all the students he works with. Students feel comfortable with him and willingly ask him for
assistance or clarification when needed. He has a variety of classroom management strategies that he is able to use when he needs to.
Mr. Ross is always mindful of student disruption and off task behavior in the classroom. He always addresses it in a subtle respectful
way. When planning all lessons, Mr. Ross always ensures that his learning goals are posted and that students know exactly what they are
learning. He continually offers students feedback and encourages them to always put for the their very best effort. It has been an
absolute pleasure working alongside Mr. Ross. He collaborates well with others and is not afraid to become involved in the school
community. I wish him all the best in his teaching career.

Comments: Next Steps

Mr. Ross should continue carefully planning and implementing work for all the modified students in his classroom to ensure they have
work to do while some lessons are being taught. In his placement he did this well. It is always something to think about when planning
for students.