Professional Semester III Final Report

Faculty of Education
Field Experiences
Fall Spring Semester, 2016 (Please check appropriate semester)

Professional Semester III is a five-course equivalent integrated semester including half-time teaching
and professional study in curriculum design, leadership, advanced methods, and reflective practice.
Intern Teachers are assigned full time to schools for the semester during which they assume
responsibility for approximately one-half of the teaching day. PS III professional study is designed to
complement and enhance the internship. The professional study components may occur on or off-
campus and are coordinated by the Faculty Mentors in collaboration with Intern Teachers and school
personnel.

Place a checkmark () in front of the course in which you are registered

Education 4571 Elementary Education
Education 4572 Secondary Internship
Education 4573 Special Focus Internship
Education 4574 Fine Arts Internship - Art or Drama
Education 4575 Fine Arts Internship - Music

Intern Teacher Kirsten Johnson Grade Level(s) Grade 2 in a combined

classroom

School Ross Ford Elementary School Administrator

Brent Runnett

Teacher Mentor Angela Dalton Faculty Mentor XXX

Intern Teachers Descriptive Report:

PLANNING AND PREPARATION

KSA #1 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 #13 Teachers identify and use relevant learning resources.

In planning my long range, unit and daily lesson plans for PS III, I began well in
advance. I found that the more prepared and organized I was, the smoother
things ran. I began with Long range plans that laid out a timeline for units, and
assessment. This gave a general sequence of how the Social Studies year
would go. Once past this point, I was able to create more specific Unit and
lesson plans. I completed Unit and Lesson plans using Backwards Design.
Educational outcomes were always the first step in building unit and daily
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lesson plans. Additionally a unit or lesson, was always approached with the end
in mind. It was more important to know how I would assess the students
learning, and know that they had gained knowledge of a particular concept,
before I began to plan the particular activities that would help them to achieve
this outcome. In keeping the end in mind, I was able to more closely follow the
Program of Studies, rather than getting lost in an activity that might be fun to
do, but may not be that closely connected to Program Outcomes.

Additionally, in planning a unit, I sought out a variety of resources to use. In

attempting to get away from the textbook trap, I sought out interesting videos,
childrens books, and information books, as well as online resources that were
related to learner outcomes. The Curriculum website provided a wide range of
online resources, including Learn Alberta, and Discovery Education. Teacher
resources, such as those accompanied by the textbook company, also provided
a number of activity suggestions that were suitable for the particular age level,
and achievement of outcomes.

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 #10 Teachers apply a variety of technologies to meet students
learning needs.

While Grade Seven and Grade Six Social Studies were both programs I was
not an expert on when I was assigned the two grades, I made sure to study,
read-up on, and collect resources enabling me to teach the subjects to the
students at the best of my ability. I was able to use several resources from
the U of L Curriculum Lab, including informational books and picture books to
increase my own knowledge and to guide my teaching. Often students would
have questions that I didnt have an answer to. However, this gave an
opportunity for both of us to do a little bit of research. All I would need to say
is, lets google that!, and often we were able to find an answer to their
questions right away.

Throughout the semester I was able to use both traditional and more
innovative teaching strategies. While I would often use direct teaching
strategy, I also engaged the students in small-group, and partner work.

Additionally, the students were given the opportunity to learn with a variety
of learner profiles. Kinesthetically, I had the students engage in dramatic
plays. Visually, the students were given the opportunity to create artistic
projects such as comic strips and collages, as well as watching video clips

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and analyzing historical painting, drawings and documents. Auditory learners

benefited from class discussions, reading and partner work. As one of my
classes, had several students that struggled to read, but could pick up on
information very well when they listened to it, I increased the amount of
class wide reading and class discussion that we did. For the more logical
learning style, I used a variety of graphic organizers, including mind-maps, t-
charts, and white board graffiti.

Technology, became a commonly used tool in my classroom. In order to

make student work more engaged, I often had students complete projects
within on-line programs such as Glogster and Bitstrips for Schools.
Students were also given the opportunity to work on their typing skills, and
make use of spell check tools, by completing written assignments in the
computer lab or using the schools laptops.

I was able to use technology to help my exceptional learners. I had students

write tests using Smartboard Senteo Technology. In this respect students felt
like they were texting their test answers to me, and I was able to read to
them and pace them through their test writing. With a student with Cerebral
Palsy I was often able to use technology to achieve greater success. In art
class for instance, she was able to create Media Arts projects that made her
feel more successful, rather than drawing or painting activities.

CLASSROOM LEADERSHIP AND MANAGEMENT

KSA #7 Teachers create and maintain environments that are

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.

I began building a relationship and repertoire with the students from day one of
my practicum. Instead of jumping right into content, I spent the first couple of
days of the school year, introducing myself, getting to know the students and
setting the stage for classroom routines, and expectations. I shared information
about myself with the students, giving them an opportunity to get to know me
a little bit better, as well as a way of making a personal connection with
individual students. For instance, I shared that I had a black lab at home. Those
students that had a pet at home, now had something they could connect to me
with. Additionally, I told them about my close connection with my two nieces.
Throughout the semester, usually at the beginning of the week, it became a
ritual that I would share a story about the two of them with the class,. In
attempting to learn about the students, I had them fill out a personal survey of
a variety of questions. In this respect, if there ever came a time that I really
needed to be able to connect with a student, I could refer to their survey, and
instantly have a conversation starter. Lastly, in helping with both the schools

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basketball and volleyball teams, I was able to form even stronger relationships
with the girls that played on the teams.

I set out strict set of expectations at the beginning of the year, which I followed
through with consistently. Students were responsible for respecting the dignity
of others in our class, myself as well as the students around them. I followed
through with the schools NO BULLYING policy. Early within the semester, I
addressed this issue in my classroom, setting the tone for the rest of the year.

With respect to classroom management I used a variety of techniques. From

day one I taught the class my freeze game. The students knew that this quo
meant I needed to speak to them about something. They knew that at this time
they needed to freeze in their desk and stop talking, ready to listen.

Additionally, bellwork became a comfortable routine for them, something

that they anticipated to happen at the beginning of class. They were taught
that they needed to come in the room and get started on the bell work,
showing me that they were ready to learn.

ASSESSMENT

KSA #11Teachers Gather and use information about students learning

needs and progress and assess the range or learning objectives.

Over the course of the semester I used a wide range of assessment methods. I
used both summative and formative - assessment, for, of and as learning.

Summative assessment techniques, which gave me a strong idea of the

students knowledge at the end of a unit or topic, was essential to gage
assessment of learning. Within this framework students completed several unit
or topic end performance tasks. My grade Seven Social Studies students
completed online comics, glogster pages, as well as visual arts projects such as
a picture book page on their study of early North America and its diverse
people. My Grade Six Social Studies classes, on top of completing arts based
projects, were also engaged in Inquiry Projects. Once the students had
learned the framework of a particular subject, such as the Canadian Charter of
Rights and Freedoms, they were asked to complete a written assignment
evaluating a real life case study. On top of project based work, summative
assessment also included the completion of unit end tests and vocabulary
quizzes.

I was able to use formative assessment techniques to find out what the
students were understanding, and what they were not understanding, enabling
me to adjust my teaching in order to help the students learn best. Several
techniques were used in order to do so. I was able to use both bell work and
exit slips at the beginning and end of classes to get an idea of what the

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students had learned, as well as any things that they had questions about.
When students offered a question on their exit slips, I was able to take the
opportunity to address these questions at the beginning of the next class. In
the use of bell work at the beginning of each class, I was able to review the
prior days content with the students and clear up any misconceptions that the
students may have had. Both of these tools were strong indicators to me of any
adjustments would I needed to make to my teaching. Simple drills, thumbs up/
thumbs down, verbal questioning and class discussion should also not be
forgotten as a strong formative assessment tool.

PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES

KSA #2 Teachers understand the legislated, moral and ethical
framework within which they work.
KSA #15 Teachers engage in assessing the quality of their teaching.
KSA #16 Teachers are able to communicate a personal vision of their
own teaching.

I was able to assess my learning, mainly through self reflection of lessons,

and adjusting them for my consecutive classes. As I taught Grade Seven
Social Studies, twice a day, I was able to evaluate my first lesson and make
adjustments for my second lesson. I was able to evaluate these lessons
through conversations with both my mentor teacher and principal. As well as
a lot of personal, self reflection time. I would pen changes in, directly on my
lesson plan at the end of a lesson or day.

I appreciated both positive and constructive criticism from my Mentor

Teacher and Principal. Through conversations with them, I was able to
continue doing things well, as well as make changes to things that I could
improve on.

My professional development goals for the semester included, increasing

strategies for classroom management.
I began this journey by taking a lot of advice from Harry Wong. Before I
began my practicum, I read The First Days of School. I made a list of
several of the ideas he suggested, including bell work, routines for bathroom
breaks, routines for gaining their attention etc. Next, I made a series of
classroom routines, tailored to the age group that I would be dealing with.
Throughout the semester I introduced, practiced and used these tools with
my students.

Additionally, one of my goals was to incorporate technology into the

classroom, keeping up to date with emerging technologies for the classroom.
In keeping with this goal, I frequently used Smartboard technology, learning
tools that I had never used before. I learned how to use Senteo in the
classroom, and incorporated this into my test taking procedures. I also
incorporated online collaborative programs such as Glogster, Bitstrips and

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Webquests that enabled the students to gain information, communicate and

be creative.

Lastly, I worked throughout the semester to incorporate Art into Social

Studies. While on this journey, I took suggestions from students to gain a
better idea of how Art could be more engaging for them. I used traditional art
techniques such as drawing, by incorporating the creation of a story book
page, and democracy posters. In keeping with my students requests, I
incorporated several media arts projects, by using a variety of online,
educationally safe programs. Additionally, I extended my own traditional
view on Art, by incorporating dramatic arts activities into the classroom, to
make historical events and concepts more engaging. While I continue on this
journey, I will also work hard to incorporate music into Social Studies.

Intern Teacher Signature Date

This page is to be attached to the Intern Teachers Report.

School Administrator Comments:

Intern Teacher Evaluation

Intern Teacher: Kirsten Johnson School Year: September to

December 2016

Subjects Taught: Grade Two Generalist Observer: Brent Runnett

Observation Dates: School: Ross Ford Elementary School

1. PLANNING AND PREPARATION

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 #13Teachers identify and use relevant learning resources.
OBSERVATIONS & COMMENTS
Mrs. Johnsons term plans (while she has been with us) consist of Monthly-at-
a-Glance courses and topics. These are very informative and easy to follow

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they most definitely provided a good road map for the term and were clearly
aligned with the Program of Studies. I understand Mrs. Johnson arrived in
August already well prepared ahead of time to work with her teacher
mentors.
Her Unit Plans are very detailed and comprehensive with clear
demonstrations of outcomes, resources to be used, and learning activities
planned in advance.
Her Lesson Plans are equally comprehensive, (as above) with activities that
are clearly and purposefully aligned with the Program of Studies and
appropriately chosen for the grade and skill level of the children.
It should also be noted, given the demands of the combined classroom with
over 40 students, Mrs. Johnson had the opportunity to teach similar lessons
(particularly in P.E) twice in succession, had the additional challenge of
planning with another teacher in mind or collaborating with another adult (or
two, including an EA) in the classroom. Mrs. Johnson did very well with all of
this and was ready daily for the many demands of the students and the
larger classroom.
In all instances, Mrs. Johnson demonstrated a strong grasp of subjects
covered, had a careful, detailed plan for her lessons and a strong
understanding for the needs of students she was teaching. This obvious hard
work ahead of time allowed her to communicate clearly with her students
and confidently towards the concepts being presented.
The combination of very strong planning and content mastery created a solid
foundation for learning in Mrs. Johnsons classroom.

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2. INSTRUCTION & PEDAGOGY

KSA #5 Teachers identify and respond to learner differences.
KSA #9 Teachers use a broad range of instructional strategies.
KSA #10 Teachers apply a variety of technologies to meet students
learning needs.

OBSERVATIONS & COMMENTS

Mrs. Johnsons detailed learning activities have been very much outcome
driven and purposeful. She used a variety of resources from a variety of
teachers and from her peers. She used different approaches and techniques
during her teaching time that involved quite large groups of students, more
regular class sizes, smaller groups (like with her RTI literacy work), or more
individual attention as needed with a smaller number of students.
Consistently, students were on task or, depending on the needs of the
student, well attended to. The students have enjoyed her creativity and
found her lessons to be engaging and meaningful.

Mrs. Johnson should be complimented on her initiative and work to learn

more about how a Response To Intervention (RTI) model can be applied to
literacy work within the classroom. This work was planned collaboratively
with the other two teachers in the room (Mrs. Paton and Mrs. Dalton). As
well, she applied some of the learning during her attendance at the Reading
Summit Professional Development. She applied and continued to build upon
the skills and resources introduced with Tricksters Drama Residence week
and initiated a Drama club with students from grades 2-4 during lunch hours.
She seems very comfortable using the SMARTboard and Chrome technology
with her students. She seems equally comfortable with the students in the
story corner and going old school with manipulatives and more hands on
learning.

I also wish to complement Mrs. Johnson on finding a balance with her voice
within a very large classroom and seems to have successfully avoided the
temptation to just try to be louder (especially with the assistance of the
microphone and speaker system) than her students. She has also managed
very nicely to avoid the habit of simply telling, repeating, or reminding
students about what they should be doing in turn, encouraging the
students themselves to regulate themselves or take an additional moment to
decide for themselves what would be helpful.

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3. CLASSROOM LEADERSHIP AND MANAGEMENT

KSA #7 Teachers create and maintain environments that are 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.

OBSERVATIONS & COMMENTS

Again, Mrs. Johnsons hard work and careful preparation serves her very well
in this area, as well. She follows the classrooms well-established routines
and has made them her own. She has applied these nicely with her Drama
Club students and when she has modelled substitute teaching in two other
classrooms.

During her lessons, Mrs. Johnson demonstrated a number of cues or prompts

to get student attention and encourage positive student behaviour. These
were used respectfully and, as mentioned above, encouraged student
ownership and appropriate responsibility. Mrs. Johnsons rapport with her
students is very good and they have been equally respectful back.

All of this supports a strong foundation for learning in her classroom.

4. ASSESSMENT
KSA #11Teachers gather and use information about students learning
needs and progress and assess the range of learning objectives.

OBSERVATIONS & COMMENTS

Mrs. Johnson has demonstrated she understands the importance of student

assessment in the learning process. She was seen constantly checking for
evidence of student learning during her lessons. It was also clear Mrs.
Johnson was then able to use those formative assessments to make
immediate adjustments to her teaching practice for the benefit of students
or to make adjustments for her subsequent lessons.

As Mrs. Johnson becomes more familiar with the curriculum and more
experienced with the data she gathered from formative assessment
practices, I am confident these adjustments will only become even faster and
more efficient.

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5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES

KSA #2 Teachers understand the legislated, moral and ethical framework
within which they work.

OBSERVATIONS & COMMENTS

Mrs. Johnson is extremely professional, both in appearance and in the way

she deals with staff, students and parents. Even though the demands of the
program and the room have kept Mrs. Johnson busy, she certainly has
pursued as much professional development as possible attending the K-3
Reading Summit in Calgary and attending two CARC sessions on math and
literacy assessment.

Mrs. Johnson quietly took part collaboratively planning with her classroom
teachers, met with her grade team members during the schools
Collaborative Days and has joined all of the available staff meetings,
including our August start up meeting.

Mrs. Johnson has joined several of the day-to-day activities whenever she
has been able to for example, she joined parent/teacher interviews,
supervision and has started a Drama Club to extend her role beyond the
classroom.

I am very confident Mrs. Johnson has successfully demonstrated the Teaching

Quality Standards in the lessons observed.

______________________________ ____________________
School Administrator Signature Date

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This page is to be attached to the Intern Teachers Report.

Teacher Mentor Comments:

Student was a participating PSIII teacher in School September 2011-

December 2011. Student taught two different classes of Social 7 and Social
6.

Students Communication
Student has an excellent ability to elicit verbal responses from
students.
Her level of confidence and verbal delivery were/are superior.
Student had the up most respect from her students.
Student was able to adapt the appropriate language for the
specific level she was teaching.
Non - verbally, Student exceeded expectations. Her non - verbal
presence helped many of her lessons to run smoothly. (gestures,
expression, and eye contact, movement).
Student used many different techniques to deliver her lessons.
(example: smart board, whiteboard, computer, group activity,
engaged student learning practices)
Student has an exceptional ability in determining the nature of
each class. She used this ability to alter each class to best suit and
encourage the learning environment.
Student put in the effort and took the time needed to prepare
lessons in advance. As a result, Student was able to help students
with the concepts that were being delivered.
Student was always very prepared for each lesson and always
mastered the content of each and every lesson.
Student always took the time needed to prepare extra for the
students who seemed to excel or those who needed extra help.
This was done through one on one instruction after school and at
noon. Her devotion was astonishing.
Student always took the time to keep in contact with parents.

Knowledge

Student demonstrated a very broad knowledge providing her with

the ability to enhance each and every lesson.
She demonstrated a superior level of knowledge in her major
subject.
Student always put in the extra effort needed to learn and master
the subject area before hand.

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Instruction

Student quickly adapted her teaching style to the level of the

lesson and age of the students, providing them with focused
feedback
Student was exceptional at monitoring student work and sensing if
students were in need of help.
Student was able to quickly adapt to the dynamics of each
students and each class. As a result, she was able to incorporate
the proper strategies.
Student always administered rules consistently and fairly. She
handled classroom routines with ease and was able to create and
maintain a positive learning environment.
Student utilized a variety of instructional strategies to enhance
each lesson.
Specific examples
- Small group activities
- Traditional teacher delivery.
- Using the computer room to do presentation projects
and to gather research.
- Use of technology to create Glogster presentations
as well to create comic strips.
- Effective small group and large group activities that
engaged students.
- Differentiated learning techniques that engaged
students.

Student was able to quickly adapt to the dynamics of each student

and each class. As a result she was able to incorporate the proper
strategies to deliver the content, to reinforce learning, to reinforce
learning, to vary the pace of the lesson, and to monitor pupil work.
Student addressed all KSAs with confidence and ease.

Assessment

Student has a great ability in determining the adequacy of

learners' prior knowledge and skills.
Student used a number of formal and non formal techniques in
assessing the evaluation of the student from one on one
questioning to specific written content based evaluation criteria
based on the rubric.
Student was always very organized and kept and maintained an
accurate recording of all pupils.
Student participated in the development of IPPs.

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Professional Attributes and Responsibilities

Student walked into this round already aware of the teachers role
and the responsibilities of the teacher. She always demonstrated
preparedness and assumed responsibility with ease. She
continued to evaluate her performance, learning from each and
every lesson- improving on her strengths and evaluating her
weaknesses.
From day one, Student took the initiative to make sure she was
involved in any extra curricular activities. She volunteer her time
to help with the Jr. volleyball and basketball. Student fit very well
into the social structure of the staff from day one. She
participated in all staff functions and was always willing to help
another colleague if he or she needed help.

Rarely does there come a time when you become so impressed with
someone's ability that you are lost for words. This is one of those times. It is
hard to express in words the true nature of Student's ability as a teacher.
Student far exceeded the expectations of a PSIII student teacher. She was
always very prepared and organized for each and every day. She took the
time to master any content that she was not sure about. I was most
impressed with Student's confidence and sureness. From day one Student
was able to tackle many of the challenges that she was faced with. She did
this by adapting to the students rather than having the students adapt to
her. For Student, the student always came first. Students very much
appreciated all the help Student provided. Student has this great ability in
dealing with difficult students. She was always very well prepared when
dealing with parents. In fact, there are certain techniques that she used that
went beyond anything that we have seen in a teacher at this level. It is hard
to find any area of Student's teaching that did not exceed the expectations of
PSIII. was blessed with the presence of Student to our staff. It will be hard to
see her leave, but I wish her the best of luck and know that the school she
soon will be employed with will receive an exceptional educator.

You are truly a natural Good Luck Student.

Mentor Teacher Signature Date

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PS III Final Report for First Name Second Name

This page is to be attached to the Intern Teachers Report.

Faculty Mentor Comments:

Student completed her PS III Internship at School X. She was responsible for
the education of Grade 6 and 7 Social Studies students as well as a class of
Grade 6 Art students. Student has met all the requirements of the Internship
and has demonstrated the KSAs required of successful beginning teachers. I
am highly confident that Student will be a great teacher.

Planning and preparation for Student begins, as it should, with the Program
of Studies. She understands how these documents provide the foundation for
education in this Province and effectively integrates the GLOs and SLOs into
her long range, unit, and daily lesson plans. She also integrates knowledge of
her students into her planning, especially her daily plans, and provides for
modified programs and differentiated instructional needs. Student has fully
integrated the Smartboard into her planning process and uses this level of
technology daily.

Student has developed a fine repertoire of instructional skills. Student

presents herself as a very pleasant person who naturally enjoys the students
she is working with. Students like her and she likes them. She is able to keep
students focused on the task at hand and moving forward in their learning.
She understands and uses differentiation techniques and accommodates the
needs of diverse learners.

Classroom management is a strong element in her teaching. Student keeps

the environment of the class light yet focused on student learning. It is
evident that in her classes students are to be respectful of each other and
the teacher. She uses a host of management techniques while not being
overbearing or too demanding. The students in her classes responded to her
approach and seemed willing to work collaboratively with this beginning
teacher. Her classroom leadership skills are some of the best developed I
have ever seen in a beginning teacher.

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Student demonstrated a solid understanding of current practices in student

assessment. She uses assessment for learning as well as assessment of
learning in a manner that informs students of their progress and yet provides
her with the knowledge of where her students are at in their understanding
of the Program of Studies.

Student actively integrated herself into the life of the school. She shared her
talents with others and contributed to the outreach mission of the school.
Student brought to the school a great respect for the value and worth of
each individual she interacted with. This respect for others, along with her
well-developed teaching skills, will ensure that Student is an outstanding
teacher.

I have read the complete Final Report and certify that the assigned grade is
PASS

Faculty Mentor Signature Date

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