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UniversIty ci
Lethbridge
Faculty of Education
PROFESSIONAL SEMESTER TWO SUMMATIVE REPORT
Student Teacher:XJ3ic uj School: Sis SLt,r.

Grades/Subjects Taught: 1 , t. A
TeacherAssociate: University Consultant: S+eri.4-

Dates of Practicum: - L,., /\r.12 j2.L)I 1

Instructions:
This is a summative report of the student teachers performance at the end of the PSII practicum, based on expectations for that
stage of teacher development fED 3600).
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 PSII 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 oracticum outcomes.

THE STUDENT TEACHER:

1. PLANNING AND PREPARATION
KSA #7 Teachers make reasoned decisions about teaching and learning based on their ongoing analysis of contextual variables.
KSA #3- Teachers use the programs of study to inform and direct planning instruction and assessment.
KSA #6 Teachers plan for instruction, translating curriculum and outcomes into meaningful learning activities.
KSA #9 Teachers use a broad range of instructional strategies.
KSA #73 Teachers identify and use relevant learning resources.

Planning and Preparation

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1. Demonstrates knowledge and skills in the subject matter of lessons including his/her
subject major.
2. Incorporates a variety of appropriate resources and instructional/assessment strategies
into lesson plans. 1/
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 (including student lPPs),
interests, and student variables such as age, gender, socio-economic status and
cultural/linguistic background. V/
5. Organizes content into appropriate components and sequences for instruction.

6. Plans appropriate content and activities for the time allotted. VI

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.
8. Prepares unit plan(s) in subject major that include rationale, overview, learning
outcomes, teaching/learning activities, and assessment plan.
9. Integrates information and communications technology into instruction in subject major
and other subjects, where appropriate.
10. Obtains and organizes equipment and materials for instruction.

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Comments:
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May 25, 2006Summative Assessment
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2. INSTRUCTION
KSA #4 Teachers demonstrate knowledge of the content they teach.
KSA #5 Teachers identify and respond to learner differences.
KSA #9 Teachers use a broad range of instructional strategies.
KSA #70 Teachers apply a variety of technologies to meet students learning needs.

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

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2. Uses vocabulary appropriate to students age, background and interests.

3. Modulates his/her voice for audibility and expression.
4. Demonstrates cultural sensitivity in communication and instruction.
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Lesson Introduction -

uses
5. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations,
attention getters, provides overview, and relates the lesson to previous learning as
motivating
appropriate.
General Lesson Development
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subject matter
Incorporates strategies for motivating students using relevant and interesting

6.
and activities.
7. Presents content in appropriately organized sequences for instruction.

activity and student

8. Explains and proceeds in small steps at an appropriate pace to suit the
response.
9. Demonstrates subject matter competence during instruction.

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

1 1. Provides clear directions, instructions, and explanations.

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

subject matter, varied

13. Uses a variety of instructional strategies to address desired outcomes,
leaming styles and individual needs (including goals/objecti ves of student IPPs).

14. Uses a broad range of instructional strategies specific to subject major.

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15. Uses appropriate materials and resources.
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16. Demonstrates flexibility and adaptability. I
Questioning and Discussion
17. Asks clearly phrased, well-sequenced questions at a variety of cognitive
levels. J
18. Provides appropriate wait-time after posing questions.

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

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and distributes questions
20. Leads and directs student participation in class discussion effectively
appropriately.
Focus on Student Learning
individual and group
21. Circulates in the classroom, intervening when necessary, checking on
understanding of activity/content.
group learning needs.
22. Recognizes and responds appropriately to individual differences and

and re-teaching.
23. Reinforces student learning, building on previous teaming, reviewing,
Closure
summaries, reviews,
24. Achieves closure for lessons, consolidating ideas or concepts through
discussions, and applications.
25. Provides homework when appropriate and explains assignments fully.

Comments:
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3. CLASSROOM LEADERSHIP AND MANAGEMENT

K$A #7 Teachers create and maintain environments that ate conducive to student learning and understand student needs for physical,
social, cultural and psychological security.
KSA #8 Establishes relationships with students that respect human dignity.

Classroom Leadership -

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1.
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Assumes a leadership role in the classroom, taking charge of classroom activities,

showing confidence, poise, composure, and presence.
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2. Creates and maintains an effective learning environment, setting high expectations and
standards for student learning, attending to student variables such as age, gender, socio
economic status and cultural/linguistic background. /
3. Demonstrates initiative, enthusiasm and a commitment to the students and subject,
models appropriate behaviours. 7
4.

5.
6.
Establishes positive relationships and a classroom climate based on mutual trust and
respect.
Classroom Management , ..

Clearly defines and reinforces classroom procedures and routines.

Clearly communicates and reinforces expectations for appropriate student behaviour.
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7. Monitors student behaviour and is aware of student behaviour at all times. .7
8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate
low-key and higher level responses; follows school discipline policies and procedures. 7
Comments:
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KSA #17 Teachers gather and use information about students learning needs and progress and assess the range of learning objectives.

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1. Assesses student learning using a variety of appropriate assessment techniques and

instruments (e.g., observations, conferences, questioning, checking daily work
performance-based and written asse
2. Checks frequently for understanding.
3. Provides timely and effective feedback on learning to students.
4. Modifies and adapts teaching based on assessment data and student lPPs (e.g., employs
alternative teaching strategies to re-teach where required).
5. Analyzes and evaluates measurement data to assess student le
6. Explains to students how learning will be measured.
7. Develops and maintains accurate records of student achievement (e.g. grade sheets,
databases) and communicates results to students, parents and the school effectively).

Comments:

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May 25, 2006Sum mative Assessment
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5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES

ork within which they work.
KSA #2 Teachers understand the legislated, moral and ethical framew
g.
KSA #75 Teachers engage in assessing the quality of their teachin
own teaching.
KSA #16 Teachers are able to communicate a personal vision of their
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Professionalism ,..
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1. Presents a professional appearance and manner.

istrative duties).
2. Fulfils professional obligations (i.e., punctuality, routine admin
3. Demonstrates maturity and professional judgment.
a commitment to the teaching profession.
4. Is knowledgeable about professional issues and demonstrates
community and wider community (where
5. Establishes professional relationships with the educational
appropriate).
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Professional Growth .

s, identifies strengths and weaknesses, and

6. Accurately assesses and documents the effectiveness of lesson
makes appropriate sugges tions for improv ements .
improve teaching practices and guide professional
7. Uses the results of student assessment and feedback to
growth.
g, interpreting, and implementing suggestions.
8. Responds appropriately to feedback from others by listenin
g.
9. Develops and communicates a personal vision of teachin
ing gols, evidence of progress toward goals,
10. Develops a professional portfolio and/or growth plan includ
reflections on growth, and future goals.
r according to the Alberta School Act, school and district
11. Carries out the roles and responsibilities of a teache
policies and other relevan t legisla tion.
certification appropriately.
12. Applies the knowledge, skills and attributes for interim .5
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Ethical Conduct
t prejudice as to religious beliefs, colour, gender,
13. Respects the dignity and rights of all persons withou
race,

s, disability, marital status, age, ancestry, place of

sexual orientation, gender identity, physical characteristic
ic backgr ound, or linguistic background.
origin, place of residence, socioeconom
erate of their circumstances.
14. Treats students with dignity and respect and is consid
in the course of professional duties about a student
15. Does not divulge information received in confidence or
except as required by law or where to do so is in the best interest of the student.
rs or other student teachers.
16. Does not undermine the confidence of students in teache
ional reputation of teachers or other student teachers
17. Does not criticize the professional competence or profess
ls after first informing the individual
unless the criticism is communicated in confidence to proper officia
concerned of the criticism.
of the profession.
18. Acts in a manner that maintains the honour and dignity
the University of Lethbridge, the school, or the profession
19. Does not speak on behalf of the Faculty of Education,
unless authorized to do so.

Comments (Professional Attributes and Responsibilities):

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May 25, 2006Summative Assessment

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SUMMARY:
Areas for further growth:
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Overall comments (Strongest aspects of students performance):

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Pass Fail l lncomplete

Recommenda tion
tions for additional
*lf an Incomplete grade is recommended, please attach a signed document providing reasons and recommenda
practicum experience.
in consultation with the Student Teacher and the
[Note: The Tea erAssociate is responsible for completing this document,
Uni tyCoultant

De

Teachgr AssoEiate Date

1A &/ ,.

Date
/7
University Consultant

Faculty of Education, the University of Lethbridge,

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

May 25, 2006Summative Assessment