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University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER THREE


Final Report
PS 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 University Consultants in collaboration with Intern Teachers and school personnel.

Select the course in which you are registered:


Education 4571 Elementary Education Internship
Education 4572 Secondary Education Internship
Education 4574 Fine Arts Internship in Art or Dramatic Arts
Education 4575 Fine Arts Internship in Music
Education 4576 Native Education Internship
Education 4577 International Education Internship
Education 4578 Early Childhood Education Internship
Education 4582 Inclusive Education Internship
Education 4583 Technology in Education Internship

INTERN TEACHER: Sydney Peters


SCHOOL: Cardston High School
Grade Level(s): CTS 10, 20 ,30
Teacher Mentor: Paul Sloan
Administrator: Austin Nunn
University Consultant: Leonard Sproule

Checklist

Final Conference Date: ✔ Date: December 15, 2017


Review the Portfolio:
Review the Professional Inquiry Project

Intern Teacher Report and Signature


Teacher Mentor Report and Signature
Administrator Report and Signature
University Consultant Report and Signature

Complete Final Report submitted to Field Experience Office by UC

University of Lethbridge: PS III Final Report (Revised: Nov 2017) 1


PROFESSIONAL SEMESTER THREE: Final Report
University Consultant: Leonard Sproule

Intern Teacher: Sydney Peters

University Consultant Comments:

Sydney Peters completed her PSIII Internship at Cardstong High School, where she taught Computers 10, Computers 20/30,
and Photoshop classes. Sydney successfully completed the academic requirements of the PSIII program by creating and
implementing a Teacher Professional Growth Plan, and a Professional Inquiry Project focused on the application of yoga as a
strategy for promoting mindfulnness. The substance of the following evaluation are informed by a combination of three formal
classroom observations, four seminars, and ongoing communications with Sydney and school personnel throughout the fall
semester.

Sydney developed high quality unit and lesson plans for all classes taught throughout her Internship. Unit plans addressed the
big ideas of units/modules of instruction, and demonstrated Sydney's advanced capacities to design construcivist learning
sequences. Sydney's assessment plans included a variety of purposes, modalities, and instruments, reflecting her ability to
design and implement programs that promote the success of a wider diversity of students.

In class, Sydney projects a calm, poised, and approachable demeanour. Students are comfortable initatiing conversations
with Sydney, and approaching her with questions. Sydney takes an interest in learning about the lives of her students, and did
a great job of sharing her own passions and hobbies with them. Students appeared happy to be in Sydney's classroom, and
were respectful of her expectations during all three of my formal observations.

Sydney responded positively to feedback provided by members of her support team this semester. Although technology was
not a particular area of strength for Sydney at the start of the semester, she demonstrated commendable levels of growth with
the purposeful integration of educational technologies in her classes. Sydney dedicated herself to learning about the hardware
and software associated with her courses after hours, often taking cameras and related technologies home in the evenings,
and over weekends, to ensure that she was adequately prepared for leading classroom activities in upcoming lessons.
Sydney applied an effective combination if high-tech and low-tech in her instructional practice, utilizing a variety of high quality
multi-media clips and tutorials, in combination with teacher-facilitated whole group discussions to reinforce learning on a
whiteboard. In all three of my formal observations, students were exceptionally well-behaved and on-task in Sydney's
classroom.

Sydney's assessment practice included an effective combination of formative and summative assessment tasks in each of the
classes she taught. Sydney's projects reflected prioritized outcomes from the modules of study, and provided students with
choices and multiple modalities to demonstrate their learning. Sydney is increasingly proficient at providing feedback that
supports student learning, and encourages them to continue refiniing and advancing their knowledge and skills. Sydney is
encouraged to continue developing her ability to emphasize aspects of career awareness, and industry-standard knowledge,
skills, and attitudes throughout the learning sequences associated with each CTS module.

Sydney experienced some challeges this semester that demanded heightened responsibilities to communicate effectively with
all members of her support team, to make additional plans and preparations for travel and accommodations, and to prioritize
aspects of her personal health and well-being. These challenges have helped Sydney realize the benefits of communicating
openly and frequently with her colleagues, and these developments will serve her well in future teaching opportunities.

In conclusion, Sydney Peters has successfully demonstrated the KSAs for Interim certification.

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

University Consultant Signature Date

University of Lethbridge: PS III Final Report (Revised: Nov 2017) 2

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