Advanced Field Experience Final Evaluation

Field Experience Information:

Student Teacher:
Last Name: Callaghan

First Name: Ginny

ID Number: 1388110

Course Number: EDFX 425

University Facilitator:
Last Name: Fahlman

First Name: Cameron

Mentor Teacher:
Last Name: French

First Name: Carol

Placement Information:
Start Date (dd/mm/yyyy): 16/02/2016

End Date (dd/mm/yyyy): 22/04/2016

Subject(s) and/or Grade Level(s):Grade 5 School Information:

School Name: Duggan Elementary

School District: Edmonton Public

School Address: 10616 36A Ave

Postal Code: T6J OC9

School Phone #: 780-434-0319

City: Edmonton

Distribution:
Students should retain a copy of the Final Evaluation form for their own records. Please note that
potential employers may ask for a copy of this Final Evaluation.
A copy of this form will be emailed by the University Facilitator to the office of Undergraduate Student
Services, where it will be retained for a period of three years; no other copies will be retained by
Mentor Teachers, University Facilitators or employees of the University of Alberta without written
permission of the Student Teacher.
It is recommended that the Student Teacher receive a grade of:
Final Grade (Credit or No Credit):

Credit

Date (dd/mm/yyyy):

22/04/2016

Winter 2016

Page 1 of 11

The purpose of this Field Experience Final Evaluation document is to provide evidence and
communicate information regarding Student Teacher performance based on the Knowledge, Skills and
Attributes (KSAs) for Interim Certification.
For each category, the Mentor Teacher should provide comments that reflect strengths and areas for
growth in each category. Evidence and specific examples should be provided.
You do not need to fill the space provided; recommended length is 200-300 words per category. Write
only enough to provide necessary evaluation and evidence. Please do not exceed the space provided, as
lines of text that extend beyond the text box will not appear on printed copies; there is space for extra
comments at the end.
Use the KSAs and suggested topics as they relate to the category to guide your comments, not all need
to be addressed.

Description of the school and context of teaching

Suggested Topics (Not all need to be addressed): school size, urban/rural, special programs, class size, special needs students in class,
number of teachers, etc.

Duggan Elementary School is an urban school within the Edmonton Public School Board. It meets
the needs of over 300 students from Kindergarten to Grade 6.
At Duggan School great emphasis is placed on reading instruction with guided reading groups that
take place 3 days a week, as well as buddy reading on Fridays. In guided reading groups, all students in
the school who are at a particular reading level gather into one class to receive reading instruction that
matches their skills and abilities. The size of the guided reading group changes as students progress to
higher levels. There is also allotted library time for each class, and the grade 5 teacher takes on the
responsibility of aiding grade 4 students and the strategies classroom during these times.
Duggan schools vision is to allow students to learn to their full potential, and develop passion,
ability, and imagination to reach their dreams and contribute to their community. They also strive to
work with families and community partners to provide safe, caring, healthy, diverse, inclusive and
equitable learning experiences that engage students to achieve their full potential in an increasingly
independent world.
Ginny Callaghan is in the grade 5 class where there are 24 students. One student is an ESL learner
who speaks very limited English. There are also several students with ADHD and ADD, as well as one
student who is below grade level in many areas. There is one teacher in this classroom, and no
Educational Assistants are present. There is also a strategies class which joins the grade 5 class for
physical education.

Winter 2016

Page 2 of 11

Preparation, Planning and Organization

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA C: Teachers use the Guide to Education and the programs of study to inform and direct planning, instruction and assessment.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.
Suggested Topics (Not all need to be addressed): curriculum expectations, content knowledge, lesson plans, organization, time
management, diverse learning needs, etc.

Ginny has demonstrates strong organizational skills. At the end of each day, she goes over her next
days plan to ensure that she has all that is needed for the students and herself. These day plans are a
more detailed accounting of how she gets the students to meet their learning outcomes as per her unit
plan or plans.
Her unit plan on the Wetlands is an example of this long range to short range planning that an effective
teacher needs. Ginny read the learning outcomes for science, researched several sources to find
engaging resources, and looked at the time lines. With these parameters, she has created lessons and
activities to cover the learning outcomes and keep her students engaged. As the unit progresses, she is
becoming adept at being flexible when it comes to adjusting the instruction and application time to meet
the inherent variables in her classroom.
Differentiation and challenges are incorporated to meet the diversity of the students. Ginny takes
advantage of having long-range learning plans so that she makes sure that she has the knowledge and
skills needed for her students.

Winter 2016

Page 3 of 11

Teaching Skills and Strategies

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA I: Teachers know and use a broad range of instructional strategies.
KSA J: Teachers use both traditional and electronic technologies to meet students learning needs.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.
Suggested Topics (Not all need to be addressed): learning strategies, sequencing/timing, flexibility, instructional strategies, use of ICT,
differentiation of instruction, student interest, cultural sensitivity, pacing, lesson/unit plans, etc.

Ginny has effective unit and lesson plans. In these plans, she has quickly learned to put in more
differentiation, practice time, and wait time. She has this flexibility built into her plans and she is able to
move lessons around within the teaching day. As mentioned in her assessment description, she checks
in with her students to see how well they understand the lesson and will reteach, or use different
instructions as needed to ensure the best for her students.
She starts her day with a warm greeting and has an established routine that helps her students settle in
and are ready to learn. She uses a variety of interesting anticipatory sets. While giving instruction and
during practice time, Ginny walks around the classroom monitoring progress and maintaining a
productive work speed. Her experience teaching before her field experience has obviously prepared her
with great teaching skills and a variety of strategies. Ginny is able to encourage most students to
participate in class discussions and can end the discussion with all students feeling heard, all within the
time allowed. She is quick to notice a student struggling academically or socially and uses her gentle
approach to help the student problem solve.

Winter 2016

Page 4 of 11

Management and Classroom Climate

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA G: Teachers create and maintain environments that are conducive to student learning and understand student needs for physical,
social, cultural and psychological security.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
Suggested Topics (Not all need to be addressed): class tone, routines, rapport with students, conflict resolution, student engagement,
leadership, transitions, etc.

Ginny has taken over established routines. As she takes on more and more responsibility for classroom
management, she uses her field experience to explore different management strategies. She follows
these attempts with thoughtful reflections and learns well from the different variables that can make a
strategy work one day and be less effective on another day.
Ginny has built up a friendly and respectful rapport with her students. Her voice and mannerisms are
calm and steady. She is becoming more proficient at waiting until the students are settled and listening
before she begins her instruction. As conflicts arise between students, she is able to get the rest of the
class on task while she talks quietly and respectfully to the students to solve the conflict and/or discuss
consequences. Although she deals with consequences for her students, she more often has fun with
students. Several of them make a point of talking with her as she walks around during recess supervision
and rush to share stories with her.

Winter 2016

Page 5 of 11

Communication
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA J: Teachers know how to use and how to engage students in using traditional and electronic technologies to present and deliver
content, communicate effectively with others.
KSA L: Teachers know how to develop and implement strategies that create and enhance teacher, parent, and student partnerships.
Suggested Topics (Not all need to be addressed): oral and written language, communication with parents/guardians, listening skills,
teaching/learning technologies, voice and language, etc.

Ginny is consistently professional, warm, and considerate in all her communications. When delivering
her instructions she maintains a clear, soft voice that allows students to focus on the learning and not
straining to hear or diffusing a shrill noise. Ginny has given written feedback to students in most subject
areas. These always point out positive notes and areas for growth are in an encouraging supportive tone.
She has communicated verbally, as well as, written on paper and comments on electronic documents.
Part of her practice is the I do, we do, you do format. During these sessions of instruction and
practice, Ginny paced the instruction to be sure her students are following along and inform her of any
confusion. To this end she also uses several check in methods such as thumbs up, exit slips and
anonymous check ins to be sure her students understand the material. She takes the time to listen to
students while giving instruction and addresses areas of confusion. As she is giving instruction on
academic points, she also is teaching students good behaviour and respecting each other. She will make
sure the class is quiet so all students can hear a classmates question or comment. She demonstrates
excellent listening and respecting.
Ginny has had several occasions to communicate with parents/guardians. She called home to tell family
members of the successes as well as areas of concern. Quickly and capably, she has taken on the
responsibility of drafting and sending a monthly newsletter from the classroom using School Zone.

Winter 2016

Page 6 of 11

Assessment Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA K: Teachers gather information about their students learning needs and progress by using a variety of assessment strategies.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
Suggested Topics (Not all need to be addressed): appropriate questioning, adapted assessment, assessment variety, record keeping,
formative/summative, reporting, timely feedback etc.

Ginny uses assessment for, as, and of learning questions, and uses exit slips. She also gleans an
understanding of where her class is at on a subject while doing classroom discussions. Ginny is using
these assessments to create her next lessons and instructions. In one of her quick assessments, she has all
her students put their heads down and put a hand up it they do not understand, if they sort-of understand
or if they are clear and want to move on. She uses this information to reteach or set challenge work to
the appropriate learners and when to follow up with assessment of learning measures.
Ginny uses and creates a variety of assessments, such as, multiple choice, short answer and paragraph.
She has her students use oral and visual presentations in both skits and using technology. She creates
effective rubrics and scoring guides. She continues to polish these to also be effective tools for students
to use as assessment as learning.
Ginny has been adapting her assessments to reflect the learning of other styles. She uses verbal and
visual feedback to help her effectively assess the learning needs and success to address the variety of
learning styles in her class. For her
Ginny hands back assignments, tests, and projects back quickly. She uses the Power Teacher program
used in the Edmonton Public School system to record students learning. As well, she puts initial records
in her mark book.

Winter 2016

Page 7 of 11

Understanding Students Needs

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities. Teachers understand the need to vary their plans to accommodate individuals and groups of students.
KSA I: Teachers know and use a broad range of instructional strategies and know which strategies are appropriate to help different
students achieve different outcomes.
Suggested Topics (Not all need to be addressed): Planning that includes all students and learning styles, alignment of strategies to student
needs, use of varied resources to differentiate instruction, assists all learners, understands contextual variables that affect teaching and
learning, etc.

Ginny has been fortunate to be part of the school wide and catchment area PDs. While attending these
sessions, she has contributed thoughtful ideas and applied new suggestions to assist her students.
Ginnys philosophy centers on children feeling good about themselves and the learning in a positive
atmosphere.
She constructs her lessons and strategies from this starting point. After a math PD, she has aligned
several strategies to try with her students. During the elementary school day, students go through a
variety of courses. Ginny has been successful in finding ways to deliver information and materials to
address several learning styles. She has students that need tactile material, oral, and auditory delivery.
She has tried several ways to ensure her students get what they need. For example, Ginny has her ESL
student using a Chromebook to practice reading at her grade level. The student also uses Google
translate to understand instructions and translate her written work.
Ginny is becoming confident in her ability to align strategies to student needs and have appropriate
materials, (head phones, ChromeBooks, graph paper, anchor charts etc.) handy for the variety of
learning her students need.

Winter 2016

Page 8 of 11

Professional Qualities and Attributes

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
KSA N: Teachers know the importance of contributing, independently and collegially, to the quality of their school.
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience.
Suggested Topics (Not all need to be addressed): work ethics, interpersonal skills, collegiality, initiative, energy, team work, attitude,
appearance, commitment, reflection, etc.

Ginny has been a wonderful addition to the Duggan teaching staff. Although her assignment is only
nine weeks long, she demonstrates all the professional qualities one looks for in a colleague. Her
appearance is professional, neat and clean. She is always energized and ready to work. She comes to
school each day early and uses this time to ensure that the classroom is set up with the materials and
technology she plans to use that day. Ginny keeps track of time and is sure to be where she needs to be,
such as at the doors for recess, in the library, or set up for the next change in class assignments. During
staff meetings, parent conferences, discussions with children, really in any situation, she is always
respectful and allows those she talks with to feel comfortable. She often talks with her students about
what they want to do or have done on the weekend. They, in turn, are excited when they see her.
Ginny took the initiative to ask what school wide project needed her help or if there was a school wide
need that she could work on. As it was, some students were eager to do a bake sale fundraiser. Ginny
has taken this on and the bake sale was successful on several levels: student success, school
participation, and financially.
At the end of the day, Ginny has an encouraging comment for her class. She stays late to complete her
planning for the next day. During this time, she shares her reflections and asks for critical feedback.
She has observed in several classrooms and had reflective discussions with other staff members. Her
colleagues have often asked if she could help on field trips or extra-curricular projects. Ginny has
always taken on these requests enthusiastically.

Winter 2016

Page 9 of 11

Reflection and Self-Evaluation

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience
Suggested Topics (Not all need to be addressed): establishes specific strategies to meet professional goals, demonstrates oral/written
reflective practices, engages in goal setting, communicates overall vision of teaching, etc.

Ginny is a deeply reflective teacher. She started her field experience observing and following the
classroom flow. Overtime, she has taken on her role as a teacher and tried several other strategies and
techniques. While working with her students, she is always monitoring how successful the students are
doing and how successful they feel. During our oral reflections and general discussions throughout the
day, Ginny willingly points out areas that she felt did not go well. She also reviews assessments to see
where her learners are having problems and on what she could improve. She is very open to
constructive criticism and tries out other techniques or strategies at the next possible opportunity. She
follows these sessions up with further reflections to determine if she should continue trying that that
particular strategy. Ginny actively asks for feedback on what she is doing. She also asks for comments
on her thoughts and observations.
Ginny also works as a teacher for a playschool and is noticing how different age groups respond
differently to encouragements and consequences. Ginnys overall vision is apparent in her style and
mannerisms around her students. She realizes that her students are with her for approximately seven
hours a day. She wants to be a positive adult in each childs life. She appreciates that not every moment
can be entertainment, but she tries to make learning fun whenever possible.

Winter 2016

Page 10 of 11

Additional Mentor Teacher Comments:

I have truly enjoyed working with Ginny. She learns quickly and uses her new understandings to make
better lessons for her students. She is always looking at several factors that can be affecting the
classroom atmosphere and success. She has tried different groupings, seating arrangements, instructional
layout, in short, she has intelligently used her field experience to learn. It has been wonderful having a
colleague come in early and have everything ready to go for the day. Ginny is using her time well here,
and she is well prepared to take on her new role as a teacher. I would be more than happy to work with
her.

Student Teacher Comments:

During the nine weeks I have spent student teaching at Duggan Elementary School, I have gained a
wealth of knowledge through many different sources. My mentor teacher, Carol, has provided me with
the opportunity to try out my own management strategies, and allowed me to be creative with how I
teach a variety of subjects. I have also learned a tremendous amount from the not only the students in the
grade five class, but also from many other students within the school. Because of how Duggan
Elementary School organizes their classes, I have had the opportunity through guided reading, buddy
reading, and through teaching gym to a combined class to teach the grade fives, as well as students in
grades one, three, and four. These opportunities allow me to feel extremely welcome and comfortable
within the school community.
In the introductory letter I wrote before receiving my placement, I expressed a desire to deal with more
challenging behaviours and to have the opportunity to plan lessons for older students. With my
experience here at Duggan Elementary School, I now feel prepared to teach these older grade levels, as
well as to deal with behavioural issues. While the grade five class had only 23 students when I arrived, I
was able to encounter a wide variety of students; the class ranges from students with behavioural issues
to high-achieving students, and also has a student with limited English. In addition, I was able to
experience helping students who are below grade level, and was even able to see what it takes to
accommodate a new student into a classroom.
Overall, I had a fantastic experience at Duggan Elementary School, and feel ready to use the knowledge
and skills I have gained here to take on new challenges. I feel more confident in my teaching abilities,
and feel a stronger passion and excitement to teach in the near future.

Winter 2016

Page 11 of 11