Ome [Student Teacher. | [ instructions: * The purpose of this form * The student teacher retai + To document the student concentrate on the 3-5 m Dates CE Manch 33/7 gach 30/11 * The teacher associate snes eae the student teacher with specific feedback during the PSIll Practicum (ED 3600). appropriate piace in the ch * Itis not necessary to place a University of Lethbridge, Faculty of Education ROFESSIONAL SEMESTER TWO Formative Assessment TomtetceTae| eS seroot_| Cardston Sv. thal Teacher Associate: | ( Aac, University Consuttant: | Riche (he. isto: Complete this form at regular intervals ular intervals during the practicum (e.g. every other week). ns he comptes form for her records; ts not submited to he Field Experience Office }r's growth over the practicum, place a checkmark, or week 1, week 2, etc, in the feckbox. Please also provide some written comments on page 4 ofthe form 9 @ checkmark next o each outcome everytime the form is completed - you may wish to ost relevant and significant strengths and areas for growth, depending on the situation 4. PLANNING AND PRI THE STUDENT TEACHER: IEPARATION (ksAs #1, 3,6,9 and 13) Planning and Preparation Not Meeting [Expectations [Expectations IMocting [Expectations 1. Demonstrates knowledgi 1@ and skis in the subject matter of lessons including Risher subject major. 2. Incorporates a variely of appropriate resources and instructionallassessment strategies into lesson plans. VIN [esereaig 3. Translates learning outcomes from the Alberta Program of Studies into relevant and appropriate learning objectives for the lessons and units being taught. TKK “@_ Takes into account students’ prior learning, learning needs (Including student IPPs), interests, and student variables such as age. gender, socio-economic status and culturaVlinguistic background. %._ Organizes content into appropriate components and sequences for instruction. wa 6._ Plans appropriate content and activities for the time allotted, wa WS 7. Prepares lesson plans for all lessons taught, using a well-defined structure which includes learning objective(s), an introduction and closure, detailed procedures and instructions, key questons, teaching strategies and learning activities, and assessment of lesson objectives. A 3 Prepares unit plan(s) in subject major tat include rationale, overview, learning outcomes, teaching/learing activities, and assessment pian. NIN 3. Integrates information and communications technology into instruction in subject 5. where appropriate. major and other subjects, 10, Obtains and organizes equipment and materi sf jals for instruction. 2. INSTRUCTION (ksAs #4, 5, 9and 10) Not Meeting [Expectations Expectations| Communication srmiaticaly correct spoxen and written language. 9 1._Uses clear, fluent, and grat ‘background and interest, University of Lethbridge: PS. II Formative 2. Uses vocabulary appropriate to students! 492. 3. Modulates his/her voice for audibilty and expression. 4. Demonstrates cultural sensitivity RINK [escorting pf Kf leg KISAK [osteo Tn communication and instruction. assessment (May 22,2006) Revised: January 2017)TeSom introduction = 5. Establchos sot review prot lai, Wanitios lesson SbyeaWEla) and eapeaakane Uses mobvating attention-gatters, provides an overview, and relates tne lessen to ‘Previous learning as appropriate [General Lesson Development ame 8: Incorporates svaieges for molvaling sludahis using relevant and wHsvading BUSSE matter ang actvives, 7__Presents content in appropriately organized sequences for instucton 3, Explains and proceeds in sma siops an appropiate paca wut SCAvay and student response 9._Demonstrates subject matter competence during instruction 10. Organizes and directs leaming for individuals, small groups, and whole daseos 11, Provides clear directions, instructions and explanations. 12, Directs efficient transitions between lessons and from one activity to the next 13. Uses a vanety of nsinuctional strategies to address desired outcomes, subject malior vvaned learning styles and individual needs (Including goalsiobjectves of stadent IPPs) 14, Uses a broad range of instructional strategies specific to subject major. 18. Uses appropriate materials and resources, 16 Demonstrates flexibilty and adaptability. | Questioning and Discussion 17. Asks clearly phrased, wellssequenced questions at a variety of cognitive levels, 18, Provides appropriate ‘wait-time" after posing questions, 19. Seeks clanfication and elaboration of student responses, where appropriate, 720. Leads and directs student participation in clase Gscussion effectively and distibutes guestions appropriately. | Focus on Student Learning 21. Circulates in the classroom, intervening when necessary, checking on individual and group understanding of actvityicontent. 22, Recognizes and responds appropriately to individual differences and group leaming needs. 23. Reinforces student learming, building on previous learning, reviewing, and re-teaching, [Closure 724. Achieves closure for lessons, consoidaling eas or Concepts through summaries, reviews, dscussions. and apalcatons 25. Provides homework when appropriate and explains assignments fuly. A. CLASSROOM LEADERSHIP AND MANAGEMENT (ksés #7 and 8) Not Meeting [Expectations Meeting [Expectations Exceeding [Expectations Classroom Leadership 1. Assumes a leadership role in the classroom, taking charge of classroom activite showing confidence, poise, composure, and presence, 2. Creates and maintains an effective learning environment, setting high expectations and | standards for student learning, attending to student variables such as age, gender, socio-economic status, and culturalinguistic background. \ 3. Demonstrates initiative, enthusiasm and a commitment to the students and subject, models appropriate behaviours. 4, Establishes positive relationships and a classroom climate based on mutual trust and N respect Jniversity of Lethbridge: P.S. Il Formative Assessment (May 23, 2006) (Revised: January 2017)Student behaviour dent behaviour at ail mes mre ly, frniy, i School Gacy aesslenty, wang approprale j Not Meeting [Expectations m9 Coe She eg Ma a Seopa rnereReeE |_ ferences aes Semesters weston naa a SSeSsment, quizzes, tests), | 2. Checks frequent for understanding 2 Prowdes timely and eflectve feedback on learning w siudaria |W Modifies and adapis teaching based on ‘assesement Gata a 1_(e.g.empioys atematve teaching Se en may ) Strategies to re-teach where required) | 5 Ananzes and evaluates measurement data to assess student eaming | 6 Expiains to students how learning will be measured TT Develops and maintains accurate record sheets, databases) and communicates etectwely. s of student achevemient (6g grade ‘results to students, parents, and the schoo! 3 a 3 1. Presents a professional appearance and manner. | 2. Futhts professional obligations (i, punctuality, routne administrate dutes). |3._ Demonstrates maturty and professional judgment. is knowledgeabie about professional issues and demonstrates a commitment tothe teaching profession L Eslabishes professional relationships with the educatonal community and wider community (where appropri [Pretessional Growth ‘of essons. Wants sirengine and weaknesses and ae is the effeciveness . ‘Accurately assesses and document 2 vements |__makes approprate suggestons for improvements ve olessional T Uses tre results of student assessment and feedback 16 improve leaching practices and guide pr = listening, interpreting, and implementing suggestons. 18. Responds appropriately to feedback from others by vision of teaching } mmmuncates a personal a 9, Develops ang com care sag including goals, evidence of progress toward goals, | 10 Beveicpa a professorai porte andlor growin pt L_teflections on growth, and future 9098 the Alberta Schoo! Adi, school and dastnct | Th Cames out the roies and responsibiites of @ Lpotes and otter retevart leg’siaton ‘ski's and attnbutes for inten cerbfication 3p 12 Appives the knowledge 2017) it (May 23, 206) (Revaed: january ‘ormative Assessmer Unversity of Letmondge PS WF |[Ethicar Conduct | 13: Respects te digniy and igh aFaT nor ersoné without prejudice as To race Tolgous 1 Treats students wit dignity and respect and is considerate of thei once + Pecanr a nuge efermaton Fécewed in eantaetc arin he colon ot peices dias GoSAS HUSA 2:20 a5 required by aw or where todo sos nthe bestnreat a Ree 16. Does not undermine the confidence of students in teachers or aer student teachers. 17" Doss Nat criiize the professional commpatence or professional epalstorcr Teachers oF Giver student uv seNg less the crtcism is communicated n confidence o pone omomeane ee Informing the A ingvidual concerned of the entisism. 18. Acts in @ manner that maintains the honour and digniy of the profession, 8: Dots: speak on behalf ofthe Facuty of Education, te Univeeiy of USHUTgE-TNe GOST Sr TS L___ profession uniess authorized to dose [ FEEDBACK ON PROFESSIONAL GROWTH —_— an Petes Learning Achieved: OA POREE TF RAY inwo prachce. . Aer ReClecting on prackce and idenkying oceas~ to work on ~ keep studend behav tower SAAN) . meet on APACK = 2xpectag Wig Quality ‘Suggestions/Areas for Growth: Con’nue working on questioning and closure. _ Not being kop Kod on youcsel® ( tut got Ahis' Being conkderns— Kot You University of Lethbridge: P.S. Il Formative Assessment (May 23, 2008) (Revised: January 2017) (May 23, 2006) (Re oe ar amet a nee 0