aire : Faculty of eatin a PROFESSIONAL SEMESTER ONE FORMATIVE ASSESSUENT FORM ano woe Bathe Athenian Childsen 2 Matha ontnisanar Towel Ls~All —Towiwamevan Tanne Colter UniveriyconstaneCory, Ma Kol ask oss: Novi, 24) 2olb Tnatuetons: +The puoee ofthis fom sto pro re student teacher wth spect fedback durng the PSIPracicu (ED 3500). "The tagener aso shal comatete th format egularIntarva uring De pracecu (0, very weok or very ter week) ‘he student teacher tans the completed form fr Nferrecods ris not simitod to he Fed Experence Os ‘Te document in susent each owe) over te practicum pace a checkmark, f week 7, week 2 nthe approple loca in tho cnacrbos. Plaso aio provida ome writen comments on SvorginPfessonal Leaming Achieved and _lggestonlareas lr Growth on pape atte fom, iemotneceneary fo place snocxmark nxt to each outcome ever tine the forms completes—teachrassclios may wish {occancentate onto 3-5 most elevant and sighieant sven and areas for grou, copending on the suston "me srupew rescue + |. PLANNING AND PREPARATION KSA 30,0, 19) aR Planning and Preparation ‘Demonstrates knowledge and skils inthe subject mater of he lesson. ima 2. nearpoais a varity of appropriate resources, ad insruconal and assoasront ‘Satis to lessen panning. v “arcs err occes om Ass Pan Suse a eS + eae any saan neaceos ae aae v iis rosea eka ay on dA ier sat ns evan opens oe eee t Sin cu cnan snore toe ‘Prepares lesson rans fo al lessons aught, using awel-ifined trace which ines learingobjecto() an itucton and osu ale rocedures and ‘nsructone ay questions. aching sexagos and siden ee, and sear of fessonabectves. v {Integrates information and conmunicalons ecology mi mansion where vo 3 Genes opps ein as a I v 2, INSTRUCTION (KSA #4, 5.9, 10) Communication Wot teatng Exceeing ssecatone 1. sede: ot on aa ort pion awit Sree "yx guys” 2._ Uses vesbubr epee swoon ape, background andes, ress, “4, Edabiehes st rvows 97% leaning, dened lssonoblcvete) and expectations ‘Ses mating anton gtr, roids an ove, ang felts tha eon Vv ‘rove leamng o sopeprate Mey 25, 2008 be Asstt(Ganev Lassen Bavlopma '5, Incorporates strategies for matvating students using relevant and intresting subject ween acne lvl {eras an pee ana pean ooo pa a Ta _student response. vw 7 tanenir naa ops ig | 8. Organizes and directs lasing for individuals, small groups, and whole classes. vw ‘9, Provides clear directions, instructions and explanations. w ee ee eee ee ree I ee [ise Ti_Usos a vary of narotonal aiglos fo adeees desred cucores eioat mat vad lean ses and cal "Z._Uses appoprite mateals ad resources. (mgitly maine) 78. Demonstrates ext and acepabiy ‘Questioning and Discussion 14 Asks leary srasoa, wl-soquerced questons ata vary of ceive vs 15. Proves appropri “watts” ster posing questions. (getting befter “16. Seeks clanfication and elaboration of student responses, where apordprate. ly 77. Leads and ets set parcpeon mcs econ eee bas T ‘tor epprontt v ots on Stent ering i 18, Creates ine clasoon towing wn necessary, cheng net nd T _oroup understanding of actvgcantent” Very Quod. | v [78 Recognizes and essen appropri an gp arg need net aularen erembiotion medatplan Gy che] |v. 20._ Reinforces stunt eaming, bulling on previous Teaming. reviewing, and re-teaching. v ‘closure TT21 Achieves osu or lesons, onsoidang idea a concepts Uwough suneaves, raves geting. mule 72. Provides nomenehk ton sbaropeate ond pln siren Tay. ‘3. CLASSROOM LEADERSHIP ANO MANAGEMENT (KSAs #7, 8) Ctassroom Leadership sonctatons ere spetatone “]Assunes a eadrahip rosin the Gare, aking chage of Sasercon aches, | Stoning conicence, poise, composure and resenon. v 2. Greats and maintain an effec ering enwronan, ing igh xpecalons aad 1 Sadar fo stderr. |B) Derrensratosintave, enfusiosn anda coneiivent othe stadonisand sitar, ] | motets aperopate betaveurs v| 4 Estabises postive reltinstips and classroom cata based on muta tut and iv ‘lazaroam Vanapenent i ‘Clostly dates and reinforces dstoom procedures and ou ‘Gleay communes and reinforces expectations for prope den behaviour onto student bohavio a is aware of student behavior a a nes oP PI Responds to insepropratebehovir pramply fry, and consistent. ng appropriate lowkey and higher vel fesparaes flows schou sce polees an pecadues SJ [ss( 4. ASSESSMENT ‘Assessment ot aati Exoectatone Mating pectin expectations 1 Assesses stort laringusg a varity of appropriate assessment techniques and instruments (eg, ebsoratons, onvorsatone,quosbonng.petamarce based ane wien assessors) | Proves rly nd fecve feck on amigo sudo T 3.” Modis and adapts teaching based on assasment dala eg, employs akamatre teaching satis to redaoch where requ) ah {Esplin to stunts how taming wl be assessed '5._ Maintains accurate records of student progress. How exe you doing thi ‘5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (KSAs i215, 16) [Protestors I rotons a professional appearance and anne. Fults protessoalcbigatons (punctuality, ovine admiiave Gas). 7 ‘3. Demonstrates mainly and potessenajuégment 5 Estabishes professional relationships with Ue school community. elec) = [Professional Grove 6 Accuraaly assesses and documents he oflecvenes of assons, darting svengthsand woaknossos and making aPornrtesugpeston or maroverans. 7 Uses he resus student ssessrert and fodback to Improve leaching pracions ard guide profesonal ‘sr Responds spproniaily to Teedback fom aes by Itai, iapaing, and mplananing iaoeslons. 8. Develops and conmuriale «peso vison of ectng. 1 10, Dorronsates wiingness io ke “infor see To Bonet sadon aang 17. Develops ae presans a professional arto andor growth plan incuing gal, eveorce of pogresToware ‘0a, rectors on growth, and fue goal S [isfs [§ | Fikes contuer 12, Respacts he dignity ac gts oa pssonswihout pesjude a oat, regous bees, colour gender, ‘semua otra, gender erty, pyleal charactnsees, salty, maa tats, ge, ances, place ct igh, lace of ecdonce,sococanamc background or mgulste ackgrouha. 1 Trats students wih ight and ospacl and Is considerate of the cieunstances. ds 14. Does ro vp information received in confidence onthe couse of poessonal alles about a student ‘reap a rogue a rere oa a 15 Does net undermine he condones of ude in ocore or oer soso warhor 18 Doesnt etciz he professional conpeionce or professional replat of eachers caer sud ashore tates the eclsm i cammuntcatd i confeenes propos afer Wt orig the val oncemed of he esa 17 Aata ia manne that sine th honourand diy of he profesin. "8. Does rat peak on eho ofthe Faculty of Eauzation the Unvray of Laiieadpe thaschod ore profession a 25,2008—Formae Asses elFEEDDACK ON PROFESSIONAL GneWTHt trangia! Prefeelanal aeming Achlned Baillie relates well to the students and they respene positively to her =She ws alwoys uell-prepared for lessons. ~ good class room manage ment ~ geod thought Fal reflection has alloued herplanning fo evolve 4 closures have become more effective somddillinances to learn ois - Continue to find stoteqiest for differentiation and assessment. be/ -T would ie 40 see Baillie research and develop more of her own resources, as well as brainstorm ond implement more of her own ideas om her (essons and lesson resources $toke me risks -more technology integration into lessons Bacilte fs dou very well tn her practicum and very eager “fo learn, and asks exeellent queshions to improve her Skills _TH's a pleasure foment ler. ‘ny 23, 2008—Fomntvefasessment