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PROFESSIONAL SEMESTER TWO SUMMATIVE REPORT

Ro[,n &nret Socral 1-1 Grades/Subjects Taught:

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TeacherAss ociate:

School: 51,r|'nq 1c*ol

UniversityGonsultant:

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Instructions: . This is a summative report of the student teache/s performance at the end of the PSll practicum, based on expectations for that
stage of teacher development (ED 3600). . For each practicum outcome below, place a check mark in the appropriate box to indicate the student teacheis level of performance: either Not Meeting Expectations for the PSll 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. . At the end of each section. olease orovide comments in reference to the relevant KSAs and

THESTUDENT TEACHER:
1. PLANNING AND PREPARATION
KSA KSA KSA KSA

KSA#13

#t #3 #6 #9

Tealhers make reasoned decisrbns about teaching and learning based on their ongoing analysis of contextual variables. Teachers use the programs of study to inform and direct planning instruction and assessmenf. Teachers plan for instruction, translating cuniculum and outcomes into meaningtul leaming activities. Teachers use a broad range of instuctional strategies. Teachers identify and use relevant learning resources.

1. 2. 3;
4.

Demonstrates knowledge and skills in the subject matter of lessons including his/her subject major. lncorporates a variety of appropriate resources and instructional/assessment strategies into lesson plans. Translates learning outcomes from the Alberta Program of Studies into relevant and appropriate leaming objectives for the lessons being taught. Takes into account students' prior leaming, learning needs (including student lPPs), interests, and student variables such as age, gender, socio-economic status and cultural/linguistic background. Organizes content into appropriate components and sequences for instruction.
Plans appropriate content and activities for the time allotted.

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5. 6.
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, learning activities, and assessment of lesson objectives. Prepares unit plan(s) in subject major (Student Learning Guides for CTS) that include rationale, overview, learning outcomes, teaching/learning activities, and assessment
plan.

8.

9.

lntegrates information and communications technology into instruction in subject major and other subjects, where appropriate.

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10. Obtains and organizes equipment and materials for instruction.

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May 25, 2006-Summative Assessment

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KSA #5 KSA #9
Teachers identify and respond to leamer differences. Teachers use a broad range of instructional strategies' Teachers appty a variety of technologies to meet students' learning needs.

KSA#10

1. 2. 3. 4.
5.

Uses clear, fluent, and grammatically correct spoken and written language. Uses vocabulary appropriate to students' age, background and interests

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Modulates his/her voice for audibility and expression' Demonstrates cultural sensitivity in communication and instruction'
Establishes set: reviews prior learning, identifies lesson objective(s) and expectations, uses motivating attention getters, provideJoverview, and relates the lesson to previous learning as appropriate.

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6. 7. B. 9.
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lncorporates strategies for motivating students using relevant and interesting subject matter
and activities. Presents content in appropriately organized sequences for instruction. Explains and proceeds in small steps at an appropriate pace to suit the activity and student response.

Demonstrates subject matter competence during instruction.

learning for individuals, small groups, and whole classes Provides clear directions, instructions, and explanations' Directs efficient transitions between lessons and from one activity to the next. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied learning stylei and individual needs (including goals/objectives of student lPPs). Uses a broad range of instructional strategies specific to subject major' Uses appropriate materials and resources. Demonstrates flexibility and adaptability. well-sequenced questions at a variety of cognitive levels.

10. organizes and directs

1.

12. 13.
14.

't5.
16.

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17. Asks clearly phrased,

18. Provides appropriate "wait-time" after posing questions. 19. Seeks clarification and elaboration of student responses, where appropriate. 20. Leads and directs student participation in class discussion effectively and distributes questions
appropriately. intervening when necessary, checking on individual and group understandi ng of activitylcontent. Recognizes and responds appropriately to individual differences and group learning needs. Reinforces student learning, building on previous learning, reviewing, and re-teaching.

21. Circulates in the classroom, 22. 23.

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24. Achieves

closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions, and apPlications. and explains assignments fully.

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25. Provides homework when appropriate Comments:

May 25, 2006-Summative Assessment

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Teachers create and maintain environments that are conducive to student learning and understand student needs for physical, social, cultural and psychological security. KSA#8 Establishes relafionsh,ps with students that respect human dignity.
KSA

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1.
2.

Assumes a leadership role in the classroom, taking charge of classroom activities, showing confidence, poise, composure, and presence.
Creates and maintains an effective learning environment, setting high expectations and standards for student learning, attending to student variables such as age, gender, socioeconomic status and cultural/lin g uistic background.

3. 4. 5. 6. 7. 8.

Demonstrates initiative, enthusiasm and a commitment to the students and subject, models appropriate behaviours.
Establishes positive relationships and a classroom climate based on mutual trust and respect. Clearly defines and reinforces classroom procedures and routines. Glearly communicates and reinforces expectations for appropriate student behaviour. Monitors student behaviour and is aware of student behaviour at all times. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate low-key and higher level responses; follows school discipline policies and procedures.

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4. ASSESSMENT
KSA #1

Teachers gather and use information about students' Iearning needs and progress and assess the

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of leaming objectives.

1. 2. 3. 4. 5. 6. 7.

Assesses student learning using a variety of appropriate assessment techniques and instruments (e.9., observations, conferences, questioning, checking daily work performance-based and written assessments, quizzes, tests).
Checks fequently for understanding. Provides timely and effective feedback on learning to students. Modifies and adapts teaching based on assessment data and student lPPs (e.9., employs

/ / ,/ /

alternative teaching strategies to re-teach where required). Analyzes and evaluates measurement data to assess student learning.
Explains to students how learning will be measured.

Develops and maintains accurate records of student achievement (e.9. grade sheets, databases) and communicates results to students, parents and the school effectively).

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200fSummative Assessment

5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES

KSA*2 KSA#15 KSA#16

Teachers understand the legislated, monl and ethical fnmework within which they work. Teachers engage rn assessing the quality of their teaching. Teaclrcrs are able to co;mmunicate a personal visbn of their own teaching.

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1. 2. 3. 4. 5. 6. 7. 8.
9.

Presents a professional appearance and manner. Fulfils professionalobligations (i.e., punctuality, routine administrative duties).

Demonstrates maturity and professional judginent.

ls knowledgeable about professional issues and demonstrates a commitment to the teaching profession.

Establishes professional relationships with the educational community and wider community (where appropriate).

Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses, and makes appropriate suggestions for improvements.
Uses the results of student assessment and feedback to improve teaching practices and guide professional growth.

Responds appropriately to feedb-ack from others by listening, interpreting, and implementing suggestions. Develops and communicates a personal vision of teaching.
reflections on groMh, and future goals.

10. Develops a professional portfolio and/or growth plan including goals, evidence of progress toward goals, 11. Carries out the roles and responsibilities of a teacher according
policies and other relevant legislation.
to the Alberta School Act, school and district

12. Applies the knowledge, skills and attributes for interim certification appropriately.
13. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender,

sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, ptace of origin, place of residence, socioeconomic background, or linguistic background.
of their circumstances.

14. Treats students with dignity and respect and is considerate

15. Does not divulge information received in confidence or in the course of professional duties about a student except as required by law or where to do so is in the best interest of the student.

16. Does not undermine the confidence of students in teachers or other student teachers.
17. 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 afier first informing the individual concemed of the criticism.

18. Acts in a manner that maintains the honour and dignig of the profession.

19. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school,
unless authorized to do so.

or the profession

Comments (Professional Attributes and Responsibilities):

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May 25, 2006-5ummative Assessment

Areas for further growth:

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Overall comments (Strongest aspects of student's performance):

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"lf an lncomplete grade is recommended, please aftach a signed document providing reasons and recommendations for additional practicum experience.
lNote: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and the University Gonsultant.l

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Please submit the completed signed original report to Field Experiences, Room 8830, Faculty of Education, the University of Lethbridge, and provide signed copies for the Student Teacher and for the University Consultant.

May 25,

2O0fSummative Assessmenl