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Faculty of Education
PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT
Student Teacher:

Kaitlyn Zurrin______________________

School: ______Lomond Community School____________________________

Grades/Subjects Taught: focus on grade 3/4_____________

Teacher Associate:

Melissa Gartly_________________________________

University Consultant:

Dates of Practicum:

November 14 December 15____________________

Lisa Prawdzik___________________

Instructions:
This is a summative report of the student teachers performance at the end of the PSI practicum, based on expectations for that
stage of teacher development.
For each practicum outcome below, place a check mark in the appropriate box to indicate the student teachers level of
performance: either Not Meeting Expectations for the PSI 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.
Some outcomes may not be applicable to your particular educational situation. If you wish to indicate this, please put N/A in the
middle of the rating scale.
At the end of each section of the form, please provide comments in reference to the relevant KSAs and practicum outcomes.

1. PLANNING AND PREPARATION

ExpectationsMeeting

Planning and Preparation

ExpectationsExceeding

Teachers make reasoned decisions 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 assessment.
Teachers plan for instruction, translating curriculum and outcomes into meaningful learning activities.
Teachers use a broad range of instructional strategies.
Teachers identify and use relevant learning resources.
ExpectationsNot Meeting

KSA #1
KSA #3
KSA #6
KSA #9
KSA #13

1.

Demonstrates knowledge and skills in the subject matter of the lesson.

2.

Incorporates a variety of appropriate resources and instructional and assessment

strategies into lesson planning.

3.

Translates learning outcomes from the Alberta Program of Studies into relevant and
appropriate learning objectives for the lessons being taught.

4.

Takes into account students prior learning, learning needs, interests, and backgrounds.

5.

Organizes content into appropriate components and sequences for instruction.

6.

Plans relevant content and activities sufficient for the time allotted.

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 and student activities, and assessment of
lesson objectives.

8.

Integrates information and communications technology into instruction where

appropriate.

9.

Obtains and organizes equipment and materials for instruction.

Comments: Kaitlyns planning is strong. She incorporates different teaching strategies, includes a variety of
technology resources and both independent and group work. Her activities are well structured. Her awareness of
time allotment is improving with practice. Kaitlyns objectives are clear and she references the provincial
curriculum throughout her planning. She is learning to dig deeper into the subject matter and gather materials that
help students to go deeper also.
December 13, 2016 Summative Assessment

2. INSTRUCTION

Expectations Meeting

Communication

Expectations Exceeding

Teachers demonstrate knowledge of the content they teach.

Teachers identify and respond to learner differences.
Teachers use a broad range of instructional strategies.
Teachers apply a variety of technologies to meet students learning needs.
Expectations Not Meeting

KSA #4
KSA #5
KSA #9
KSA #10

1.

Uses clear, fluent, and grammatically correct spoken and written language.

2.

Uses vocabulary appropriate to students age, background and interests.

3.

Modulates his/her voice for audibility and expression.

Lesson Introduction
4.

Establishes set: reviews prior learning, identifies lesson objective(s) and expectations,
uses motivating attention-getters, provides an overview, and relates the lesson to
previous learning as appropriate.

Excellent

General Lesson Development

5.

Incorporates strategies for motivating students using relevant and interesting subject
matter and activities.

6.

Explains and proceeds in small steps at an appropriate pace to suit the activity and
student response.

7.

Demonstrates subject matter competence during instruction.

8.

Organizes and directs learning for individuals, small groups, and whole classes.

9.

Provides clear directions, instructions and explanations.

10. Directs efficient transitions between lessons and from one activity to the next during
lessons.

11. Uses a variety of instructional strategies to address desired outcomes, subject matter,
varied learning styles and individual needs.

12. Uses appropriate materials and resources.

13. Demonstrates flexibility and adaptability.

Questioning and Discussion

14. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels.

15. Provides appropriate wait-time after posing questions.

16. Seeks clarification and elaboration of student responses, where appropriate.

17. Leads and directs student participation in class discussion effectively and distributes
questions appropriately.

Focus on Student Learning

18. Circulates in the classroom, intervening when necessary, checking on individual and
group understanding of activity/content.

19. Recognizes and responds appropriately to individual differences and group learning
needs.

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20. Reinforces student learning, building on previous learning, reviewing, and re-teaching.

Excellent!

Closure
21. Achieves closure for each lesson, consolidating concepts through summaries, reviews,
etc.

22. Provides homework when appropriate and explains assignments fully.

N/A

Comments: Kaitlyn is calm and personable. She creates a stable learning environment where students are
encouraged to engage and work hard. Kaitlyn uses a variety of questions and develops responses by asking further
questions. She provides ample wait time. She uses all of this to gauge her understanding and provide students
with appropriate guidance.

3. CLASSROOM LEADERSHIP AND MANAGEMENT

Expectations Exceeding

Classroom Leadership

Expectations Meeting

KSA #8

Teachers create and maintain environments that are conducive to student learning and understand student needs for physical,
social, cultural and psychological security.
Establishes relationships with students that respect human dignity.
Expectations Nor Meeting

KSA #7

1.

Assumes a leadership role in the classroom, taking charge of classroom activities,

showing confidence, poise, composure, and presence.

2.

Creates and maintains an effective learning environment, setting high expectations

and standards for student learning.

3.

Demonstrates initiative, enthusiasm and a commitment to the students and subject,

models appropriate behaviours.

4.

Establishes positive relationships and a classroom climate based on mutual trust and
respect.

Classroom Management
5.

Clearly defines and reinforces classroom procedures and routines.

6.

Clearly communicates and reinforces expectations for appropriate student behaviour.

7.

Monitors student behaviour and is aware of student behaviour at all times.

8.

Responds to inappropriate behavior promptly, firmly, and consistently, using

appropriate low-key and higher level responses; follows school discipline policies and
procedures.

Comments: Kaitlyn has shown tremendous growth in this area. She has developed techniques to address
disruptive behaviour. She demonstrates fairness and consistency. She is able to zero in on specific behaviour to
ensure an effective learning environment. She is learning to see when students need breaks and when there needs
to be a change in activity. She also has additional resources available for students who are done early.

December 13, 2016 Summative Assessment

4. ASSESSMENT

1.

Expectations Meeting

Assessment

Expectations Exceeding

Teachers gather and use information about students learning needs and progress and assess the range of learning objectives.
Expectations Not Meeting

KSA #11

Assesses student learning using a variety of appropriate assessment techniques and

instruments (e.g., observations, conversations, questioning, performance-based and
written assessment).

2.

Provides timely and effective feedback on learning to students.

3.

Modifies and adapts teaching based on assessment data (e.g., uses alternative
teaching strategies to re-teach where required).

4.

Explains to students how learning will be assessed.

5.

Maintains accurate records of student progress.

N/A

Comments: Kaitlyn uses a variety of assessment techniques. She does an excellent job going over these with
students. She is aware when re-teaching is required. She uses questioning, conversation, written assessment and
observation.

December 13, 2016 Summative Assessment

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5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES

Acceptable

Teachers understand the legislated, moral and ethical framework within which they work.
Teachers engage in assessing the quality of their teaching.
Teachers are able to communicate a personal vision of their own teaching.
Unacceptable

KSA #2
KSA #15
KSA #16

Professionalism
1.

Presents a professional appearance and manner.

2.

Fulfils professional obligations (i.e., punctuality, routine administrative duties).

3.

Demonstrates maturity and professional judgment.

4.

Demonstrates an interest in and a commitment to the teaching profession.

5.

Establishes professional relationships with the school community.

Professional Growth
6.

Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and
makes appropriate suggestions for improvements.

7.

Uses the results of student assessment and feedback to improve teaching practices and guide professional
growth.

8.

Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions.

9.

Develops and communicates a personal vision of teaching.

10. Demonstrates willingness to take informed risks to benefit student learning.

11. Develops and presents a professional portfolio and/or growth plan including goals, evidence of progress toward
goals, reflections on growth, and future goals.

Ethical Conduct
12. 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, place of
origin, place of residence, socioeconomic background or linguistic background.

13. Treats students with dignity and respect and is considerate of their circumstances.

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

15. Does not undermine the confidence of students in teachers or other student teachers.

16. 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 after first informing the individual
concerned of the criticism.

17. Acts in a manner that maintains the honour and dignity of the profession.

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

Comments:

Kaitlyn has engaged at all levels with our school community. She respects the confidentiality of
student information. She is sensitive to the cultural differences within our school. She is eager to network with
other staff. Kaitlyn is reflective and extremely teachable. She demonstrates a professionalism and definite interest
in the teaching profession.

December 13, 2016 Summative Assessment

SUMMARY:

Areas for further growth:

I would like to see Kaitlyn experimenting with a variety of activities. She uses a wide variety of technology which
was very engaging for students. I would like to see her trying activities outside of her comfort level.
Kaitlyn recognizes the balancing act of classroom management. She has sought insight and direction in this area.
Im confident as she spends more time in the classroom that she will become more confident in this area. Students
recognize Kaitlyn as the leader in the classroom and Kaitlyn used a variety of techniques and cues to lead well.

Overall comments (Strongest aspects of students performance):

Kaitlyn has a sound knowledge of the curriculum. She is respected and appreciated by all students and staff. Her
greatest strength is her teachability. She is consistently reflective and eager to learn. She came in as a strong
student teacher and showed tremendous growth throughout the five weeks. She is not defensive but willing to
listen to suggestions and evaluate each. Her planning and classroom rapport are solid and this willingness to learn
(and be taught) only enhanced both.
Kaitlyn was able to create a meaningful relationship with all students. She worked hard to connect with each one
and engage them in learning. She will be missed!!!

Recommendation:

Pass

Fail

Incomplete*

*If an Incomplete grade is recommended, please attach a signed document providing reasons and recommendations
for additional practicum experience.
Note: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and
the University Consultant.
__________________________________________________________
Student Teacher

________________________________________
Date

__________________________________________________________
Teacher Associate

________________________________________
Date

__________________________________________________________
University Consultant

________________________________________
Date

Please submit the completed original signed report to Field Experiences, Room TH423, Faculty of Education, the
University of Lethbridge, and provide signed copies for the Student Teacher and for the University Consultant.

December 13, 2016 Summative Assessment