Midpoint Evaluation Form

Last updated 26/08/2014 8:27 AM

STUDENT TEACHER AFX MIDPOINT SELF-EVALUATION
Preamble
At the midpoint of the field experience, the Student Teacher, with guidance from the Mentor Teacher, is required to
complete a formative Midpoint Self-Evaluation. The purpose of this document is to provide the Student Teacher with
an opportunity to reflect on his/her growth as a teacher.
Instructions
The Midpoint Self Evaluation should:
Be thoughtful and detailed
Be complete by
the Monday of Week 5 of the APT
Be discussed with the Mentor Teacher and the University Facilitator
Include Mentor Teachers comments
Be signed by student Teacher, Mentor Teacher, and University Facilitator



Faculty of
Education
University of
Alberta
AFX
Student Teacher
Midpoint Self-Evaluation
Student Teacher:
Shaylene Machacek

ID Number:
1268544


Course:
EDFX 450

Dates of Field Experience:
February 20 April 18

School Name & Address:
Beiseker Community School - 415 2nd Ave.
Beiseker, AB, T0M 0G0

School Telephone:
403-947-3883

University Facilitator:
Lorraine Bauer

School District:
Rocky View
Subject(s) and/or Grade level(s):
Science 10, Chem 20, Bio 30
Mentor Teacher(s):
Chloe Guidinger
Date: March 16, 2014




____________________________________
Signature of Mentor Teacher

____________________________________ ____________________________________
Signature of Student Teacher Signature of University Facilitator




Signatures indicate that the University Facilitator and Mentor Teacher have received and read the evaluation report.


The purpose of this Field Experience Midpoint Evaluation document is to provide evidence and communicate information
regarding Student Teacher performance based on the Knowledge, Skills and Attributes (KSAs) for Interim Certification.
Comments reflect strengths and areas for growth in each category.

Description of the school and context of teaching:
Suggested Topics
Not all need to be addressed.
School size
Special Programs
Special Needs Students in class
Urban/Rural
Class size
Number of teachers
Beiseker Community School is a K-12 school consisting of approximately 300-350 students and 37 staff.
The school lies in a rural area, thus the majority of the students are bussed to school. The Chem 20 and
Science 10 classes that I teach have 25 students in them. The Biology 30 class is much smaller with only
15 students. Two of the students in my Science 10 class are on IPPs that allow them extra time when
writing tests. The school is currently focused on 21
st
century learning, which means hands on learning. 21
st

century teaching requires that the teacher focus on the learner outcomes, be inclusive, use blended learning,
engage students and provide balanced and ongoing assessment. Students have recently started an
environmental group, as well as a global action group. Because the school includes grades kindergarten
through grade 12, they value a school environment that is inclusive of all grades and has older students
working with younger ones.



Preparation, Planning and Organization

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

Student Teacher evaluation including evidence:
I go into every week with a plan for what I expect to happen Monday through Friday. I have a lesson plan
for every day of the week, but as the week progresses I often have to make minor adjustments to my plans.
I also pre-planned which objectives from the program of studies I was going to cover each day for the
entire unit. I am generally well organized, as I come in early to get anything that I need ready. I know
where to find most of the lab material, thus I can set up what I will need for my labs or demos the day
before and/or the morning of. Sometimes my organization is lacking when I come up with a last minute
idea and I am not sure what resources I will have available to me until I talk to Chloe, but even then the
lesson comes together before class starts. My time management has improved significantly over the past
three weeks. I really struggled with time management my first week as I was getting to know the students,
the school, and the curriculum. As I have become comfortable in my current setting, I have been able to get
done everything that I hope to in each class. I still struggle with estimating how long each activity will
take, but I am always prepared to move into the next days activities if I need to. The area that I believe I


struggle with the most, and that I believe has caused me to struggle in areas that I normally do not struggle
is my knowledge of the content. High school chemistry is not something that I am very confident in and I
had to do a lot of research to determine how I was going to teach it to my students. I have had a few
instances where I have done an example with the class and received incorrect answers from the students
without realizing it, thus in the future I plan to have my answers and procedure written somewhere that I
can check it while I go through the example.



Teaching Skills and Strategies

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
Instructional strategies
Student interest
Pacing
Sequencing/timing
Uses ICT
Cultural sensitivity
Lesson/unit plans
Flexibility
Differentiation of instruction

Student Teacher evaluation including evidence:
My first two weeks felt quite stressful as I was trying to get comfortable with the students, the school and
the content. As I moved further into the Science 10 unit, into balancing equations and chemical reactions, I
felt more confident and capable of teaching the content. For Science 10, I had to come up with my own
notes and other resources, so I was worried about how in-depth I should get and I wanted to make sure that
I covered everything I needed to. I discussed my concern about content with Chloe, and over the past three
weeks, she has assured me that I have been covering everything that I need to. Chloe was able to give me
quite a few resources for the Chemistry 20 curriculum, which has really helped me with determining how
in depth to cover the material. I have incorporated a wide variety of activities into my lesson plans over the
past three weeks. I have done demos, labs, notes, games, worksheets, online games, manipulatives, hands-
on modeling, and class discussions. I expect to differentiate my lessons more as I get to know my students
and what resources I have available to me. I have incorporated a number of real-life examples into my
chemistry lesson to initiate class discussion. Last week, I presented a news article about a gas explosion
due to corroded pipelines. My grade 11 students were very eager to discuss and debate a number of
questions that I presented to them. Through real-life examples of chemistry and hands-on activities, I
believe that I have been able to address many students interests. It has been challenging for me to plan 88
minute lessons that will keep students engaged and learning the whole time, but I believe that I have been
able to accomplish this by breaking the lesson into a chunks of various activities.



Communication

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
Listening skills
Voice and language
Communication with parents/guardians
Teaching/learning technologies

Student Teacher evaluation including evidence:
I have mostly been using powerpoint and the whiteboard for my lessons. I often use the whiteboard to do
examples with my students. I struggle with using the whiteboard because my back is to the students while I
am writing on the board. I like to talk about what I am doing while I do it, but when I am facing the board I
know that it can be hard for the students to hear me. I have occasionally used the overhead projector to get
around this problem, but it cannot always be used. I would like to incorporate the Smartboard into my
lessons more, but this is very challenging since my computer cannot be used with the Smartboard. I hope
to continue to develop new ways of incorporating various technologies into my lessons. I sometimes
struggle with using the appropriate language because I want to use scientific language, but I also want to
make sure that my students understand what I am saying. I tend to err on the side of not scientific enough,
as I do not want to confuse my students. My students are generally very good at asking questions and
whenever I do not understand what they are asking, we talk it out so that I can address exactly what they
are struggling with. I have led a couple class discussions where the students get excited and all start talking
at the same time, thus I would like to work on leading more organized class discussions as I move into the
next five weeks.


Assessment Strategies

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
Assessment variety
Formative/ Summative
Timely feedback
Adapted assessment
Record keeping
Reporting

Student Teacher evaluation including evidence:
I have written a progress report for two students in my class who are struggling and/or underachieving.
The progress reports were checked by Chloe and then sent home to parents. I have been using
PowerSchool to complete attendance for all of my classes and to update the gradebook. Chloe has shown
me her grade book and how she keeps it organized and up-to-date, which I have taken note of for my
future gradebook. Beiseker Community School has a no-zero policy, so they have implemented a room
called the Zap Room to ensure that their students are getting their work in on time. When students do not
hand in assignments on time, they are required to go to zap room at lunch to complete their missing work.
The Zap Room is a resource that Chloe already had in place, so I have continued to use it with my
students. I have participated in a number of assessment discussions, at various staff meetings, to determine
the best way to ensure that we are receiving our students work and that zero is not an option. I try to give
plenty of time in class for students to complete their assignments, so that homework is kept to a minimal. I
have managed to keep up-to-date with my marking to ensure that I know where my students need more


help. So far I have used, quizzes, worksheets, and labs as forms of summative assessments. I have used
class discussions and worksheets, as well as my daily observations and discussions with individual
students as formative assessments.


Management and Classroom Climate

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
Rapport with students
Student engagement
Transitions
Routines
Conflict resolution
Leadership

Student Teacher evaluation including evidence:
I have developed a routine with the students, which requires them to come into the classroom and begin the
do now, which I have written on the board. While the class works on the do now, I complete attendance
and collect assignments; after 5-10 minutes, we complete the do now as a class. The do now has worked
well so far, although there are always a few students who need to be reminded to complete the do now.
Classroom management has been a struggle for me over the past three weeks. I am used to working with a
much younger group of kids, thus I have really had to re-think and re-develop my management strategies.
Last week I worked on being more firm with the students and making better use of my tone of voice. I
implemented a new seating plan, as many students had been distracted by those around them the previous
week. I believe that my classroom management improved significantly last week, but I will definitely
continue to work on it. As I have become more comfortable, I have been able to observe the students more
and catch students who are off task. Knowing my students better has also allowed me to call on students
who are not paying attention or who are being disruptive. I am establishing a role as a leader in the
classroom, but it has been a struggle. I have had a couple of opportunities to deal with conflict. My first
week I had a student who refused to join a group for the lab that we were doing. I talked to the student,
asking that he join a group since I did not have enough resources for him to work on his own. I kept my
tone of voice even throughout the entire discussion, but upon his refusal to join a group I told him that he
would have to get the results from another student and complete the lab report without getting to do the lab
unless he changed his mind. I have had problems with him since, but with Chloes assistance a plan has
been implemented to get past his refusal to work with others.



Understanding Students Needs

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

Student Teacher evaluation including evidence:
During my lessons, when students are doing work on their own, I walk around the room to assist students
who need help and to check in with students that I know are struggling with the current topic. As already
mentioned, I use a variety of strategies and techniques in my lessons to aid students in their learning. I
usually have extra worksheets printed as well as a variety of online games available for students who
complete assignments early. I have been trying to incorporate variety and choice into my lessons and have
been successful so far, but I hope to continue to work on this in the future. As I get to know my students
better, I have been reflecting on the various ways I can adapt my lessons to better meet the needs of my
students. When I am planning, I do my best to consider the concepts that students may struggle with and
think back to what I struggled with when I was in school. I have been trying to break the concepts down
into manageable chunks for the students and I believe I have generally been successful at this. I have also
found a variety of ways to use manipulatives and illustrations to help students visualize concepts, such as
balancing and chemical reactions.



Professional Qualities and Attributes

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
Initiative
Attitude
Commitment
Interpersonal skills
Energy
Appearance
Reflective
Collegiality
Team work

Student Teacher evaluation including evidence:
Teaching two 88-minute classes a day, has required me to be very committed and hard working. I have
arrived at the school early and organized. I am almost always present in the classes that I am not teaching,
so that I can observe and help when the students are doing classwork. I have planned for someone from the
U of C to bring in a scanning electron microscope to show a couple of the science classes in the school. I
have organized this with teachers that were recommended to me by Chloe. I have participated in a number
of staff meetings and PD days, in which I have engaged in the discussions. I have been involved in many of
Chloes supervision duties, such as hallway and Zap Room supervision. I have attended a student council
and environmental committee meeting to get a feel for student activities and student involvement in the
school. I plan to help coach the middle school badminton team beginning this week.




Reflection and Self-Evaluation

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

Student Teacher evaluation including evidence:
I have been constantly reflecting at the end of each day on my own and with Chloe. We have discussed a
number of areas that I am struggling with and she has mentioned areas that I have been strong in. Chloe
and I discuss my plans for the next day and sometimes the rest of the week. We discuss various strategies
that I could use to enhance my lessons and to improve the areas that I am struggling in. Each week I have
set a SMART goal and sent it into my UF. My SMART goal is attainable and includes a number of
strategies regarding how I plan to accomplish it. I have discussed my goal with Chloe each week and then
reflected on how well I accomplished it with a written reflection at the end of the week.



Mentor Teacher Comments:

I believe that Shay is a very capable, committed and self-aware young woman. She has demonstrated her
passion for working with students from the first day she arrived in my classroom by interacting with
students in all of my classes and taking on small duties that have helped her learn names and a bit about
each student. Her willingness to help out in any way around the school has been greatly appreciated by
myself and other staff members.

Shays planning and preparation for classes has been very well done, she is always ready for her lessons and
has been flexible in her plans when there has been need for her to be. She has identified a couple of areas of
growth in her preparation and delivery of lessons and has made plans improve. We have discussed her
unease with some of the content that she will be teaching, specifically in Chemistry 20. She has been sure
to check with me when she is uncertain of what specifically needs to be covered and to what depth. I find
her eagerness to work hard to solve these problems to be indicative of her commitment to her role in our
school.

Shay has presented herself very professionally in our school, establishing rapport not only with her students
but with staff members as well. She has involved herself with many of the responsibilities outside of the
classroom that come with being a teacher and has contributed meaningfully to several discussions during
staff meetings.

Though Shay still has some work to do in regards to her classroom management, she has done an admirable
job adapting to the variety of issues she has encountered. She is still adjusting to working with high school
students, but is quickly learning what does and does not work with each group. I am confident that in the
coming weeks she will settle in to a style that works well for her with this age group.