University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER THREE

Final Report

* Please TYPE (including comments) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED original.

PS III is a five-course equivalent integrated semester including half-time teaching and professional study in curriculum
design, leadership, advanced methods, and reflective practice. Intern Teachers are assigned full time to schools for the
semester during which they assume responsibility for approximately one-half of the teaching day. PS III professional study
is designed to complement and enhance the internship. The professional study components may occur on or off-campus
and are coordinated by the University Consultants in collaboration with Intern Teachers and school personnel.

Select the course in which you are registered:

Education 4571 Elementary Education Internship
Education 4572 Secondary Education Internship
Education 4576 Native Education Internship
Education 4578 Early Childhood Education Internship
Education 4582 Inclusive Education Internship
Education 4583 Technology in Education Internship

INTERN TEACHER: Shalyn Boras

SCHOOL: Our Lady of the Assumption, Lethbridge
Grade Level(s): ELA 4, Math 4, Science 4, French 4
Teacher Mentor: Cindy Clewes
Administrator: Denise Kobza
University Consultant: Wayne Tate

Checklist

Final Conference Date: Date:

Review the Portfolio:

Review the Professional Inquiry Project

Intern Teacher Report and Signature

Teacher Mentor Report and Signature
Administrator Report and Signature
University Consultant Report and Signature

Complete Final Report submitted to Field Experience Office by UC

U of L: PS III Final Report: (Revised: September 2019) Page 1 of 5

 * Please TYPE (including comments) DIRECTLY onto this form.

PROFESSIONAL SEMESTER THREE: Final Report

University Consultant: Wayne Tate

Intern Teacher: Shalyn Boras

University Consultant Comments:

Miss Boras has implemented numerous strategies to deepen her relationships with students. She
makes occasional notations in her daybook about her observations or the learning / behaviour of
students. For example: “Jan. 28. _____ got into a violent altercation with _____ at recess, later in the
day, he hit _____ too.” “_____. Math. Found success with mult. facts when using the tics strategy.”
“_____. Requires many reminders to stop talking and sit down.” Her interactions with students are kind
and respectful. She consistently requires students to meet her classroom standards by anticipating
inappropriate conduct, identifying it promptly when it occurs, and rehearsing desired behaviours.
“Hands up. What do we do when …?”

She is conscientious in her planning. Long range and unit plans are comprehensive and thoroughly
developed. Her lesson plans are likewise very well developed. Many of her lesson plans have
handwritten reflective comments at the end. “Skip counting for students was harder than the actual
multiplication equations.” “Multiples of 5 & 10 came easier to them.” “Extra practice questions that we
could complete as a class would be beneficial for students.” Such contemplative thoughts will inform
future instruction / assessment.

Miss Boras demonstrates confidence and composure and successfully maintains a learning focus for her
students in the classroom. She conducts read-alouds with expression and integrates imaginative and
relevant activities that students find engaging. She requires students to undertake a variety of activities
to reflect their achievement of prescribed learning outcomes. Many tasks reflect a traditional
worksheet or activity, while others take a more creative form; tri-fold brochures of character profiles,
file portfolios, paper dice, video advertisement, … Worksheets are scored, often with teacher
comments written on them before being returned to students. “Excellent.” “Great work!” “Good job!”
The rich range of activities heightens student interest while providing Miss Boras with important
information.

Students I interviewed consistently reported they found Miss Boras to be “really fun”, “really nice”, and
“a really good teacher.” It's evident they recognize her devotion to their learning and their engagement
with the lesson activities. She is diligent in the preparation and submission of all academic tasks
assigned to her during this internship. She has demonstrated the skill set and temperament to be a very
successful teacher, particularly in Division II. I wish her the very best.

I have read the complete Final Report and certify that the assigned grade is: PASS

University Consultant Signature Date

U of L: PS III Final Report: (Revised: September 2019) Page 2 of 5