Faculty Advisor

Faculty of Education
Field Experience Final Report

Teacher Candidate:

Nancy De Filippis

Placement Period:

School:

St. Wilfrid CS

School Board:

Durham Catholic District

Associate Teacher:

Dom Petta

Grade(s) / Subject(s):

Grade 8

Faculty Advisor:

Joe Visconti

Approved by UOIT:

Approved :
4606574849942965

Level 4 = exemplary Level 3 = good Level 2 = adequate Level 1 = unsatisfactory n/a (not applicable) = not
able to be assessed and/or observed

2014/09/02 to 2014/10/24

PASS

FAIL

Note: Please refer to the rubric in the Field Experience handbook for a clearer description of each
competency level.

Overall Comments:
Overall, Ms. De Filippis has had a excellent first practicum. She is a hard-working, conscientious,
well-organized teacher who has gained the respect of her students and her AT. She has demonstrated very good planning and
the ability to implement her plan. Continue to work on honing your craft.

Approved by UOIT Education: 4606574849942965

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A. COMMITMENT COMPETENCY
1. demonstrates a positive rapport with students

N/A

2. models and promotes polite and respectful student interactions

N/A

3. promotes student self-esteem (e.g. reinforces positive behaviours, responds to student

N/A

Comments:
This was excellent. Ms. De Filippis knows the students' names and has demonstrated an excellent rapport with them. She was
very polite and handled the responses of her students sensitively and with respect.

Approved by UOIT Education: 4606574849942965

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B. COMMUNICATION COMPETENCY
1. speaks clearly and understandably (e.g. pronunciation, modulation, volume, articulation)

N/A

2. uses correct oral conventions (e.g. mechanics of the English language as well as
subject specific terms and symbols)

N/A

3. uses effective and appropriate non-verbal communication (e.g. eye contact, facial
expressions, body language)

N/A

4. uses correct written conventions (e.g. mechanics of the English language as well as
subject specific terms and symbols)

N/A

5. writes clearly and understandably (e.g. appropriate size and script of text, legible text,
layout of board work, overhead, multimedia)

N/A

6. uses appropriate wait time (e.g. gives students appropriate time to process questions
before responding)

N/A

7. uses probing and prompting techniques (e.g. rephrases questions, provides clues)

N/A

8. models effective listening skills (e.g. demonstrates active listening, demonstrates

N/A

Comments:
Ms. DeFilippis had excellent communication skills in her class. She was very clear in her oral and written conventions and her
board work was very good. She had excellent "wait time" upon questioning her students during the lesson and her follow up
questioning was excellent as well. Continue to work on speaking more slowly, especially when giving instructions.

Approved by UOIT Education: 4606574849942965

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C. KNOWLEDGE COMPETENCY
1. provides clear explanations demonstrating mastery of subject knowledge and related
skills

N/A

2. responds to questions regarding lesson content, in a knowledgeable and appropriate

N/A

3. builds upon student responses to expand and extend the discussion and learning

N/A

Comments:
This was excellent. Ms. De Filippis had an excellent command of the topic. Her explanations of various math concept to her
students were clear and comprehensive. Again, continue to work on speaking more slowly during parts of the lesson.

D. PROFESSIONALISM COMPETENCY
1. dresses and grooms appropriately

N/A

2. interacts respectfully with Associate Teachers, Faculty advisors and other Staff

N/A

3. accepts and uses constructive feedback in a positive manner

N/A

4. prepares appropriately for FA visit (e.g., scheduling visits, lesson plan ready, informs
office, area for FA to observe)

N/A

Comments:
Ms. De Fillipis dresses and grooms very professionally. She has had an excellent rapport with her Associate Teacher and she
has accepted and used constructively, from both her AT and her Faculty Advisor, any feedback that they have proffered, in a
positive manner.

Approved by UOIT Education: 4606574849942965

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E. CLASSROOM MANAGEMENT COMPETENCY

N/A

2. demonstrates self-control (e.g. avoids power struggles, belittling statements and

N/A

3. promotes class safety and wellness

N/A

4. effectively utilizes non-verbal management techniques (e.g. circulation throughout the

N/A

5. reviews rules or instructions to promote on-task behaviours as needed or appropriate

N/A

6. distributes materials in a well-planned and organized manner

N/A

7. gains attention of all students before teaching (e.g. circulates as needed, verbal cues,
pause, proximity)

N/A

8. uses strategies to maintain student attention throughout the lesson (e.g. circulates as
needed, verbal cues, pause, proximity)

N/A

9. deals with disruptive student behaviours in an appropriate manner

N/A

10. takes proactive and preventive measures as needed (e.g. considers potential problem
areas)

N/A

Comments:
Ms. De Fillipis' classroom management was very good, indeed. Her friendly and positive, yet professional, manner created for
her a presence in class to which the students responded positively and with respect. In addition, the activity that the students
were doing was very interesting to them and they were fully-engaged for the whole period. Continue to work on your "wait time"
upon getting the attention of your class when you call for it.

Approved by UOIT Education: 4606574849942965

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F. PLANNING COMPETENCY
1. demonstrates an understanding of the context in which the learning takes place (e.g. the
rationale of the lesson, how the lesson fits into the overall unit or long range plans)

N/A

2. includes appropriate Ontario curriculum specific expectations and other opportunities for
learning into plan

N/A

3. incorporates motivational techniques into plan (e.g. making topic relevant to students'
interests, allowing for student participation)

N/A

4. pre-assesses lesson (e.g. lists all resources, assesses layout of learning environment)

N/A

5. incorporates a variety of effective instructional strategies into lesson plan (e.g. teacherdirected, student-centered, cooperative learning)

N/A

6. plans for consolidation of lesson (e.g. summarizes key components of lesson)

N/A

7. incorporates some type of application of the learning into plan (e.g. follow-up activity,
seatwork, homework)

N/A

8. sequences lesson components with sufficient detail and description (e.g. moves from
concrete to abstract, appropriately scaffolds, progresses logically)

N/A

9. lists a variety of key questions in plan (e.g. incorporates Bloom's Taxonomy)

N/A

10. allocates appropriate time for material covered

N/A

11. plans for opportunity(ies) for students to construct own knowledge as appropriate (e.g.
use of manipulatives, labs, hands-on activities)

N/A

12. ensures all materials are organized and ready for use and plans for effective
distribution of materials

N/A

13. considers some modifications and adaptations to address student needs

N/A

14. plans to gather evidence of student learning (e.g. summative and/or formative
assessment)

N/A

15. where possible, plans for effective use of technology to promote student learning

N/A

16. ensures that the Field Experience Binder is organized and up-to-date, containing all of
the required elements

N/A

Comments:
Planning for this class was excellent. Ms. De Filippis' lesson components were well-sequenced and appropriate time
was allotted for the lesson. She planned for a wide variety of effective instructional strategies and appropriate time
was allocated for the material covered.

Approved by UOIT Education: 4606574849942965

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G. IMPLEMENTATION COMPETENCY
1. motivates students (e.g. makes topic relevant to students' interests, allows for student
participation)

N/A

2. gives effective instructions and directions (e.g. clear, logical, written, oral)

N/A

3. uses clear, concise and effective questioning techniques that incorporate a range of
thinking skills

N/A

4. encourages participation from all students

N/A

5. promotes meaningful dialogue with students to provide feedback during the

N/A

6. sequences the lesson components appropriately

N/A

7. demonstrates appropriate pacing and timing

N/A

8. makes effective transitions throughout the lesson (e.g. from conducting lesson to giving
instruction, to collecting and distributing materials)

N/A

9. employs several instructional strategies that engage all learners

N/A

10. adapts and modifies lessons to address student needs

N/A

11. adjusts lesson to circumstances (e.g. able to resume lesson after interruption)

N/A

12. provides students with opportunities to construct own knowledge (e.g. use of
manipulatives, labs, hands-on-activities)

N/A

13. incorporates some type of application of learning in the lesson (e.g. follow-up activity,
seatwork, homework)

N/A

14. integrates effective use of technology to promote student learning as appropriate

N/A

N/A

15. consolidates lesson

Comments:
The implementation of this lesson was very good. Ms. De Filippis' questioning technique was
very good in that the questions were clear and concise. She encouraged participation from all of her
students and they responded very well. Also, Ms. De Filippis' lesson transitions were excellent, as was the
sequencing of the lesson. Continue to work on that aspect of your timing which involves the consolidation phase of
your lesson.

Approved by UOIT Education: 4606574849942965

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