Associate/Mentor Teacher's Summative Report

University
rrWindsoiTEACHER CANDIDATE:

To be completed at the end of the practicum.

Consecutive: OCT

Concurrent:

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Terence

BOARD:

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(First Name)

(Last Name)

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Attema

ASSocrArE TEACITER: Ms. A. Villella/ Ms. J.

GRADE(S) and or SUBJECT

DEC

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SCHooL: St. Anne's High School

Gr. 9 Religion/Gr. 10 Academic Math

Greater Essex County DSB

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Windsor Essex CDSB

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St. Clair CDSB

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Lambton Kent DSB

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Other:

LEGEND
EXEMPLARY(E)
Displays very good/excellent teaching skills in applying the most appropriate content and methodology to meet learners' needs. Actively seeks
leedback. Uses a reflective approach to independently modify teaching practice. Consistently explores and extends understanding ofprofessional
growth and responsibility, including respecting confidential infomration about students.

PROFICIENT(D
Displays sound teaching skills in applying appropriate content and methodology to meet learners' needs. Requires minimal assistance in responding
to slrggestions for improvement. Dernonstrates ability to apply reflective thought successfully in a variety of teaching sitr.rations. Displays solid
understanding olprofessional growth and responsibility, includin.q respecting confidential inlormation about students.

ADEQUATE (A)
Displays adeqr.rate understanding ofteaching skills. Content and methodology selected are generally appropriate and/or adequate to meet learners'
needs. Requires some assistance in responding to suggestions for improvement. Limited modifications in teaching practice are implemented as a
result ofreflection. Displays basic understanding ofprofessional gro*tl-r and responsibility, rvhich rnay include respecting oonfidential inlonnation
about students.

DOES NOT MEET EXPECTATIONS (D)

Displays unsatisfactory understanding ofteaching ski11s" Content and methodology are gerrerally inappropriate andior inadequate to meet the learners'
needs. There may be some response to suggestions for improvement but has difficulty in reflecting on practice and irnplementing modifications.
Although there may be some understanding olthe needs lor professional growth and professional responsibility, there is minimal evidence in
practice. which may include respecting confidential inlormation about students.

E:

EXEMPLARY

: P:

PROFICIENT

: A:

ADEQUATE

: D:

PERSONAL AND PROFESSIONAL FACTORS

DOES NOT MEET EXPECTATIONS

E

The teacher candidate:

1.
2.
3.
4.
5.
6.
7.
8.

Models professional and appropriate conduct

Cooperates with members of the school community
Dresses professionallv and appropriately
Is ounctual and orepared for school
Completes assigned tasks satisfactorily
Responds positivelv to constructive feedback
Practices independence and initiative
Actively participates in the 'life' ofthe school

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Comments:
Terence has shown that he is a comitted teacher. His behaviour and presentation are appropriate for the teaching environment. He
actively seeks out guidance and uses it to further enhance his lessons.

COMMITMENT TO STUDENTS AND STUDENT LEARI{ING

The teacher candidate:

1.
2.
3.
4.
5.

Shows awareness ofhow children develop and leam

Incorporates awareness of how socio-cultural differences impact
student learning into lessons
Demonstrates a positive rapport with students
Encourages active student participation in the learning process
Promotes respectful pupil interactions in the school

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Comments:
Terence is working on meeting the needs of all the students in the class. The students respect and appreciate Terence's dedication to
their learning. He is growing in his ability to break down mathematical processes so as to build on the student's previous knowledge.
Terence is also well received by the students of my Religion class. Even when he's not teaching, he'll contribute to class discussions
and help students out, when he sees they're debating an issue.

Associate/Mentor Teacher's Summative Report, p. 2.

TEACHER CANDIDATS. Terence

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Demonstrates accurate knowledge ofcurriculum content

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Differentiates instruction for learners

Sets clear instructional expectations
Uses effective strategies to assess student learning

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TEACHING PRACTICE

A. Curriculum

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Subject Matter Competence

The teucher candidate:

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Comments:

ierence understanding of the curriculum is an asset to his students. lt is through Terence's previous tutoring experiences that he has
acquired a thorough knowledge of the expectations of the content. He is working on ensuring he can meet the needs of every student in
the class by engaging all students in his lessons
Terence is also aware of different teaching/learning strat6gies and applies them to his lessons. He sets clear instructions for the class,
but needs to learn to quiet the class down, to listen to further-instructions.

B.

Planning and Preparation

The teacher candidate:

1.
2.
3.
4.
5.
6.
7.
8.

9.

Preoares aoprooriate and relevant instructional resources

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Prepares appropriate instructional plans

Links daily lesson plans and long-range plans
Includes key questions in lesson planning process

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Plans engaging introductory activities

Plans effective culminating activities
Uses technology effectively
Plans opportunities for students to apply new leaming
Keeps an up-to-date and well organized Teacher's Day Book

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Comments:

Terence is a very organized teacher. His lessons are well thought out to ensure the success of his students.
Along with Terence's organized lesson plans, he looks to incorporate different types of technology. He now needs to learn to link daily
lesson plans to long-range plans.

C.

Lesson Execution

The teacher cafididate:

1.
2.
3.
4.
5.

6.
7.
8.
9.

Presents material in an accurate and meaningful manner to students

Sequences leaming experiences

logically

Uses a variety of strategies to motivate students

Effectively engages students in the learning process
Demonstrates flexibility and adaptability in lessou delivery and
pacins
Handles lesson transitions effectively
Provides effective feedback and individual attention
Utilizes a variety of questions with fluidity within the leaming
context
Responds appropriately to students' questions

Comments:

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his lesson plans ensuring that the basic skills were present before continuing onto the new expectations and their

applications. He listens to students questions and adjusts his instruction and examples based on their current understanding. Terence
praises students understanding in class and while working on seat work.

Terence also effectively engages students in the learning process and always responds appropriately to their questions. When
transitioning from one ffring, to the next, he still needs to ensure that he has the class' full attention, before proceeding with his lesson.

TEACHER CANDIDATB. Terence

Associate/Mentor Teacher's Summative Report, p. 3.

D.

Communication

1. Speaks with clarity, and with appropriate volume and expression

2. . Models appropriate oral communication including phrasing,
qrammatical form. and enunciation
Displays sensitivity to individual learners by tailoring a variety
nonverbal strategies to enhance leaming

3.

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Comments:
Terence needs to learn to use volume to get the students'attention. With further practice, he'll learn to have more confidence in his
delivery of lessons.

E,

Learning Environment, Classroom Management and Motivation.

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The teacher candidate:

1.
2.
3.
4.
5.

Supports a classroom environment conducive to learning

Values the individuality of all leamers, and responds in an inviting
manner
Handles classroom/school scheduling routines effectively
Displays and models good time management and organizational skiils
Uses appropriate classroom management strategies

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Comments:

Terence's organized planning and preparation have led him to be an effective teacher in the classroom. He guides the students through
taking up the homework, reviewing and teaching'thg lesson. Thus he has created a well established daily routine in the classroom.

OVERALL ASSESSMENT:
Areas of Strength:

Provide suggestions for improvement:

Terence thoroughly understands the curriculum and

how to convey the information to the students. He
creates a positive and energetic classroom which is
conducive to learning.

Terence should try to get involved with the school community. He should try
to move around the room during lessons to ensure all the students are on
the same board and no student is being left behind.

your O\IERALL assessment by checking ONE box ONLY.

the teacher candidate will be receiving a "Borderline" or ('lUnsatisfactory" Summative report, consultation with the Faculty Advisor is
required. A supplemental assessment form for additional comments is available.

Please indicate

*If

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Satisfactory

*Borderline

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Dates of Absence(s):

Associate,Mentor

s) or

Principal submitting this report

O.f
SignYtuie of teacher candidate
(Indicates receipt of the report, not necessarily agreement with its content)

*Unsatisfactory

Associate/Mentor Teacher's Summative Report, p. 4.

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TEACHER CANDIDATB.

TETENCC

The repo^rt has been reviewed with the teacher candidate

ffr" teacher candidate has signed the Associate/Mentor Teacher's Summative Report
The teacher candidate has NOT signed the Summative report. Please contact the Faculty of Education