Lethbridge i Go Faculty of Education mo PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT ‘Student Teacher: Mr. Dakota Mattson ‘School: St. Michael's Schoo! (MH) Grades/Subjects Taught: Grade 5 Teacher Associate: Mrs. Laura Hoffman University Consultant Dates of Practicum: November — December 15, 2016 Instructions: * This is a summative report of the student teacher's 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 teacher's level of performance: either Not Meeting Expectations for the PSI level, Meeting Expectations, or Exceeding Expectations. (Most students ill 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 NIA 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. PLANNING AND PREPARATION KSA #1 Teachers make reasoned decisions about teaching and leaming based on their ongoing analysis of contextual variables: KSA#3 Teachers use the programs of study fo inform and direct planning instruction and assessment KSA¥6 Teachers plan for instruction, translating cuticulum and outcomes into meaningful learning activites. KSA #9 Teachers use a broad range of instructional strategies. KSA3#13 Teachers identty and use relevant leaming resources. Exceeding Meeting Expectations Expectations Not Meeting Expectations Demonstrates knowledge and skils in the subject matter of the lesson, Tncorporates a variety of appropriate resources and instructional and assessment Strategies into lesson planning, [3 Tress ering eucomes fon te Abeta Progam a Sule olen and 7 appropriate learning objectives for the lessons being taught. “Takes into account students’ prior leaming, learning needs, interests, and backgrounds. ‘Organizes content into appropriate components and sequences for instruction. 6. Plans relevant content and acivites sufficient forthe time alloted ¥ 7. Prepares lesson plans forall lessons taught, using a well-defined structure which Y includes learing objectve(s), an introduction and closure, detailed procedures and instructions, key questions, teaching strategies and student activites, and assessment of lesson objectives. Se | 8. Integrates information and communications technology into instruction where e appropriate. ‘8 Oblains and organizes equipment and materials for instruction. za Comments: itis very evident that Dakota understands the components of a very good lesson plan and is able to apply this, to his teaching. ‘Apil22, 2016—Sunmative AssessmentLethbridge i Faculty of Education mo PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT ‘Student Teacher: Mr. Dakota Mattson ‘School: St. Michael's Schoo! (MH) Grades/Subjects Taught: Grade 5 Teacher Associate: Mrs. Laura Hoffman University Consultant Dates of Practicum: November December 15, 2016 Inatructions: * This is a summative report of the student teacher's 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 teacher's level of performance: either Not Meeting Expectations for the PSI level, Meoting Expectations, or Exceeding Expectations. (Most students ill 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 NIA 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. PLANNING AND PREPARATION KSA #1 Teachers make reasoned decisions about teaching and leering based on their ongoing analysis of contextual variables. KSA #3. Teachers use the programs of study to inform and direc planning instruction and assessment KSA#6 Teachers plan for instruction, translating cuticulum and outcomes into meaningful learning activites. KSA 9 Teachers use a broad range of instructional strategies. KSA3#13. Teachers identty and use relevant leaming resources. Hog § 55 i 55 1 Demonstrates knowledge and sks inthe subject mater ofthe lesson, 7 2. Incorporates a variety of appropriate resources and instructional and assessment ~ sages io leeon pane 3. Translates leaning outcomes fom the Abeta Program of Stiles ro rlevai and 5 apyropal leering objectives forthe lessons boty laud “Takes into account studors pir lang, learing needs, irerets, and background. 7 3. Crganaescovlent no appropiate componaris and saquences fr hat ton 7 Pans relevant content and ects sufcientfortho ne aloted 7 [7 Prepares esson plans forall essons taught using a wel-defnedwructure which I includes learning objective(s), an introduction and closure, detailed procedures and Instone Hey questons teaching svaogies and student aves, and asessrent of lesson abjecties ae Integrates inormaton and communiaions lechrlogy io nerucion where 7 I appro 2. Obtains and organizes equipment and maori or insocbon 7 Comments: itis very evident that Dakota understands the components of a very good lesson plan and is able to apply this to his teaching. ‘Apil22, 2016—Sunmative Assessment2. INSTRUCTION KSA‘#4__— Teachers demonstrate knowledge of the content they teach KSA#5 Teachers idently and respond o learner differences KSA#9 Teachers use a broad range of instructional stratogies. KSA1#10 Teachers apply a variety o technologies fo meet students’ leaning needs. zt; of | ee a) gn | aE 2g a lee | 1. Uses clear, fluent, and grammatically correct spoken and written language. Td z | 2. Uses vocabulary appropriate to students’ age, background and interests. | v 3. Modulates his/her voice for audibilty and expression. ~ v 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. [___ matter and activities, 5. Incorporates strategies for motivating students using relevant and interesting subject, ’ 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, Provides clear directions, instructions and explanations, lessons. Varied learning styles and individual needs. 12. Uses appropriate materials and resources. y vject | ce Organizes end drecs emg forindhiuale,enal groupe, and whol daneon r 70. Directs ofcient ransitons between lessons and fom one aay tothe new during T Z ee 4 7 Uses a variety ofnsroctonalsategis to adress dosed outcomes, subject mater, | o a | 1. Demonstrates flexibility and adaptability 14, Asks clearly phrased, wellsequenced questions at a variety of cognitive levels. 16. Provides appropriate ‘waittime" after posing questions. 21. Achieves closure for each lesson, consolidating concepts through summaries, reviews, atc. [716- Seaks daritcaton and elaboration of student responses, where appropiate. | = 17, Leads and drects student parcipeion in Gass dacveson fecvely and debuios — c questions appropltey. | 18. Cleats inthe casstom, evening when necessary, checking on inadual and group understanding of aciviyfooton “ 78. Recognizes and responds appropriately to individual aferences and group learing r noose | v 20. Reinforcos sunt eating, bling on previous eating, reviewing, and reaching y 22. Provides homework when appropriate and explains assignments fully. ‘Apil22, 2016—Summative Assessment3 Comments: Dakota's presentation of thoughtfully planned lessons indicate he is very focused on student Iearning. Through quality Smart notebook presentations, Dakota is able to make new information intriguing and easy to understand. Lesson content is sequential and scaffolded to ensure students build on previous knowledge easing the path to learning new concepts. Through carefully crafted questions, Dakota is able to monitor student learning to ensure that students were achieving his expectations. 3. CLASSROOM LEADERSHIP AND MANAGEMENT KSA¥#7 Teachers create and maintain environments thet are conducive o student leaning and understand student needs for physica, ‘social, cultural and psychological secu. KSA #@ Establishes relationships wih students thet respect human dignity. ge ea 28 33 33 ii See |e T-- Assumes a leadership een the dassfoon, ang chrge of Sasstoom ates, 1 7 Showing conidonc, pls, compas: and pesohoe 7 Greats and mainas an eft learning envronmert saling high expedatons 7 Ste standard for stort ooming | ee eee : models appropriate behaviours. ‘4. Establishes positive relationships and a classroom climate based on mutual ust and oe . Clery defies and rece classroom procedures and routines y "& Cea communicates and eiores expectations for appropriate slide behaviour T : [7 Montors student behaviour ands aware of student behaviour at al mes 7 7 L | 2 ‘8 Responds to inappropriate behavior promplly, firmly, and consistently, using | appropriate low-key and higher level responses; follows school discipline policies and procedures. L ‘Comments: ‘As the practicum progressed, Dakota's expectations of student behavior were consistent and he carried out his lessons in an efficient and “let's get down to business” like manner. These skills are a challenge even for the most ‘seasoned of educators and I feel Dakota's growth in this area was superior in both structured and unstructured settings. 4, ASSESSMENT KSA:#11 Teachers gather and use information about students’ leering needs and progress and assess the range of leaning objectives. a ei |e 23 : 3 +e ge § ag 1. Assesses student learning using a variety of appropriate assessment techniques and Ty instruments (e.g., observations, conversations, questioning, performance-based and v wen assess). i Provides el nd focve feedback on learn o wade F 3, Modifies and adapts teaching based on assessment data (e.g., uses alternative Tv ‘pil 22, 2016—Summative AssessmentTeaching erates fo re Teach where Tequred) 4. Explain to students how leming willbe assessed 5. Maintains accurate records of student progress. ‘Comments: Dakota was very clear in his explanation on assessment practices in the classroom and would follow through appropriately so as to provide consistency for the students. The students understood the expectations for assessment and how their mark was connected to their achievement. ‘April 22, 2016—Summative Assessment5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KSA#2 —_Teachars understand the legislated, moral and ethical framework within which they work KSA1#15 Teachers engage in assessing the qualty of her teaching, KSA #16 Toachers are able fo communicate a personal vision of their own teaching. Unacceptable Acceptable Presents a professional appearance and manner 7 2 Fulis professional obigatone(e, punciuaiy, ovine arisvaive dues) F 3 Gemonsiaies mtr and professional judgment — z “4 Demonsirales an interest in anda commitment ote teacting profession a 5 Eatabishes professional relationship wth the school conmaniy 2 6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and ‘makes appropriate suggestions for improvements. 7._Uses the ess of student assessment and feedback oiprove Teaching pracos and gue professional , growth @_ Responds appropriately o feedback or ater byIteig, ert, and iplementng suggestions ; Develops and communicates & personal ion of teoching ie 10. Deronsvates wiingess fo tate “nfored ila to benefit dent earang. - 17. Develops and presen a professional ponfolo andor growth plan ndudng goals, evdenoe of prowess F toward goals, reflections on growth, and future goals. 12. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender, Y ‘sexual orientation, gender identily, physical characteristics, disability, marital status, age, ancestry, place of tigi, place of residence, socioeconomic background or linguistic background, 78. Treas students with ign and repeat andi conirate fhe ceunstanes : 14 Does nat digs nfemaion bout a tient recowedincanidence arin he cous of oessonal dios 5 excep sree by lao hare fo 0 0 fin ho bet intrest the ste, 15. Doos nat undemin he connceof stunt nachos or ae student wore Toh 76. Doos na iz the proessional competence or prfessioalrepdatn of eachers o oer tdent y teachers unless the criticism is communicated in confidence to proper officials after first informing the individual concerned of the citicism. 77. Acts na manner thet maintains the honour ard digi ofthe prfenson 11 78 Does not speak on boalf ofthe Faculyof Education, te Univers of Lethbridge, the school, orthe y profession unless autorzed to do 0. Comments: Dakota's professional attributes are exemplary. He is intelligent, has a very strong work ethic and is an excellent role model. ‘April22, 2016—Summative AssessmentSUMMARY: ‘Areas for further growth: Regarding Dakota's practicum, my comments regarding further growth could also be applied to the growth of a seasoned teacher. Each class and lesson has its own unique set of challenges and with every lesson taught, I felt Dakota came to better understand the knowledge base and learning style of this unique group of grade 5 students. Moving from a more lecture style based lessons (albeit high quality and carefully planned), at the beginning, Dakota embraced student learning through research cand partner activities. Dakota's class management with the students improved greatly throughout the practicum in both structured and unstructured settings. Although, Dakota easily meets the expectation in this area, it is good to keep in mind that each lesson can have its own unique challenges. Time and experience with children in the classroom setting will facilitate this goal Overall comments (Strongest aspects of student's performance): Risk taker Dakota Mattson relates very well to children. They not only like him as a person, but view him as a teacher. Dakota was very organized in his daily planning of classes as well as in his individual subject plans. He always knew what he was going to be teaching each day and would check with me well in advance. By Friday of each week, Dakota was aware of his duties for the following week and prepared according. It was apparent in his lessons the following week that he knew exactly what and how he was going to teach each subject. Dakota was willing to tackle any class assignment and researched the required background information thoroughly. This was noted particularly in his planning of the Great Lakes/St. Lawrence Region of Canada unit’ Dakota not only thoroughly researched the required components to be taught, but also came up with timely issues to discuss including the introduction of zebra mussels in the Great Lakes. Along with social and other subjects, Dakota's extensive experience in Science, I feel, would make him make an exceptional Science teacher. Students are engaged in class. Students easily understand the concepts as his delivery of information and choice of exercises to enhance student learning are grade level appropriate and appropriately challenging. Dakota is a very quick study who learns from his experiences and quickly remedies anything that may impede learning in the classroom. When asked to present objectives more clearly at the start of the lesson, it was very evident in the next lesson. When asked to provide a base from which to connect previous learning to new concepts, Dakota included a review of key concepts that related directly to the objectives of the new material. Dakota's professional attributes are exceptional and bring integrity to the teaching profession, He is always punctual for work and his dress is very appropriate, Dakota is viewed as a teacher by the staff and students at our school, Tt was a genuine pleasure to work with Dakota Mattson and the University of Lethbridge's programming this past term. My students and I are going to miss Mr. Mattson very much. ‘Api 2, 2016—Summative Assessment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 << Nbcer her /ZLLE. Salen Teach Sue 15, 20/ . ‘Teacher Asgociate Date Trey Conse Baie 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. ‘April 22, 2016—Summative Assessment