Summative Evaluation of Field Experience

Teacher Candidate Carly Emily Cormier Practicum Session Consecutive Fall Practicum Candidate's Specialization Primary/Junior Dates Monday, October 28, 2013 to Friday, November 22, 2013 Grades Grade 4 Board Toronto District School Board-TO School Balmy Beach Community PS

Associate Amy Kidman email amy.kidman@tdsb.on.ca Other Associates (if applicable)

ASSESSMENT, PLANNING AND INSTRUCTION During Carlys practicum, she planned and delivered lessons in a wide range of curriculum areas. Carly took initiative from her first day, and as a risk-taker, she was willing to try any teaching opportunities that were offered to her. Lesson plans were developed for topics such as Canada's Great Lakes as a natural resource, elements of design in visual arts, poetry and pictorial narratives, print media literacy, geometric solids in Mathematics, cooperative games in Physical Education and Remembrance Day letter writing. Many of her lessons were cross-curricular, interactive and involved hands-on learning opportunities. Creativity and initiative were used in planning such as conducting classes outdoors to increase the students connection with nature. Carly successfully integrated Aboriginal Education throughout her poetry, visual arts and social studies lessons. She arranged for First Nations guest speakers to provide an authentic experience and discuss issues about water as a natural resource and cultural expression through poetry, storytelling and painting. Lesson plans were detailed and prepared ahead of time in order to allow feedback from her Associate Teacher. Carly showed sensitivity to the students needs and abilities. Carly is building a repertoire of assessment strategies that she can use effectively. Class discussions, oral presentations, written responses, student self-assessment, peer assessment, anecdotal observations, rubrics and checklists were some of the techniques that Carly implemented. Carlys practicum ran smoothly because of her thoughtful planning and preparation. CLASSROOM MANAGEMENT Carly easily established and maintained a positive rapport with the Grade 4 students. She was warm and genuine in her interactions with them, and made meaningful connections with each student. Carly prepared classroom materials appropriately to capture and sustain student interest. Some of these materials included: anchor charts, KWL charts, visual arts materials, power point presentations and videos. Carly frequently dialogued with her Associate Teacher and collaboratively developed new desk and carpet seating plans that would increase student focus. She was able to implement an effective blend of her own and her Associate Teachers management strategies. Some techniques included

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clapping response patterns, warning colour cards, parking lot charts, and student-teacher dialogue. Carly encouraged the students to consistently follow the routines and classroom code of behaviour. Transitions were carefully planned and practiced with the students to allow for smooth flow between activities. The students were always treated with fairness and consistency. UNDERSTANDING CURRICULUM AND THE LEARNER Carly has a solid grasp of the Gr.4 curriculum expectations and is able to successfully plan and implement activities to cover this material. Prior to lesson development, Carly dialogued with her Associate Teacher about curriculum document specifics to ensure that she would target key concepts. In lesson planning, she offers activities that are open-ended and lead to a successful outcome for students at a wide range of levels. She is aware of individual needs and tries to modify accordingly. Carly became familiar with IEP accommodations for special education students and implemented many of these strategies such as strategic pairings, computer usage and extra time for given tasks. Instruction is clear, logical and engaging for the learners. Visual examples and projector presentations were provided to appeal to a range of learners. Carly engaged students through enriching experiences such as outdoor writing lessons and guest speakers bringing objects that represent their own culture. DIVERSITY/EQUITY Carly shows a strong commitment toward the inclusion of all learners. She expects and encourages respect of each others race, gender, religion, culture and abilities. Her selection of learning materials always reflects her awareness of equity and an anti-bias curriculum. This was reflected in her First Nations Inquiry lessons. Her lessons on the Ojibwe story of creation promoted a great respect for spirituality and cultural beliefs. Many lessons were taught in circular formation to promote respectful dialogue. Carly showed empathy and patience towards students with special needs. She effectively differentiated instruction to reach all learners (i.e. ESL, gifted, autistic, etc.) During independent work periods, Carly circulated and offered assistance to students who needed support. Strategic groupings were made to balance strengths and maximize student success. PROFESSIONALISM Carly consistently conducts herself in a professional manner, showing commitment and respect for the teaching profession. She willingly accepts feedback and suggestions, incorporating changes as needed. Her flexibility is greatly appreciated, as inevitable shifts in the schedule sometimes come up. Carly often arrived early and stayed late to ensure that everything was fully prepared. Carly is fully engaged in our discussions about each day, leading her to regularly reflect on her own professional growth. She consistently reflected on the impact of her lessons, looking for next steps to move the students forward in their learning. Carly participated in several Parent Teacher Interviews and professionally expressed her insights. Carly attended an Eco Schools Workshop with her Associate Teacher and engaged in professional dialogue with teachers from other schools in our area. INVOLVEMENT IN SCHOOL/COMMUNITY LIFE Carly became fully involved in Balmy Beach Community School life. She participated in school wide Halloween and Remembrance Day activities. Carly facilitated students presentations of their letters of comfort at the Remembrance Day Assembly. Carly assisted with remediation during recesses and after school. She became involved in Math Club, Volleyball, and Eco Club. She assisted our Librarian during her lunch hour with book shelving and book fair preparations. Carly was also a teacher chaperone for

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our Toronto Zoo field trip. Carly interacts professionally with colleagues and parents throughout her practicum. ADDITIONAL COMMENTS Carly is creative and has a passion for Visual Arts which enriches her students' learning. I am confident that Carly will be an excellent teacher and a welcome addition to any teaching staff.

ASSOCIATE'S OVERALL APPRAISAL OF CANDIDATE Pass Amy Kidman ASSOCIATE TEACHER Carly Emily Cormier TEACHER CANDIDATE

This evaluation has been submitted electronically on a secure server. This PDF copy of the evaluation bears the name of the Associate Teacher, but does not require a signature.

Dr. Carrie Chassels Director, School-University Partnerships Office (SUPO) Ontario Institute for Studies in Education (OISE)

Digitally signed by SUPO OISE Date: 2013.12.05 11:09:41 -05:00 Reason: Official P1 2013-14 Summative Evaluation Location: OISE, Toronto

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