Associate Teacher

Faculty of Education
Field Experience Final Report

Teacher Candidate:

Mariah Dipede

Placement Period:

School:

St. Michael the Archangel

(YCDSB)

School Board:

York Catholic District School

Board

Associate Teacher(s):

Tanya Crocitto

Grade(s) / Subject(s):

Grade 8

Faculty Advisor:

Charis Newton-Thompson

Approved by UOIT:

Approved :
5194831022528534

Level 4 = exemplary Level 3 = good Level 2 = adequate Level 1 = unsatisfactory n/a (not
applicable) = not able to be assessed and/or observed

2014/11/24 to 2014/12/17

PASS

FAIL

Note: Please refer to the rubric in the Field Experience handbook for a clearer description of

Overall Comments:
Ms. Dipede has had an outstanding placement in my classroom. She developed a great relationship with students and has fit in
very well with the staff. Her planning and delivery of each lesson has been phenomenal. She has worked hard to ensure that
each student has a good understanding of the concepts taught. Ms. Dipede's enthusiasm towards teaching is quite obvious in
the attitude she shows. MS. Dipede will be an asset to the profession and to any school lucky enough to have her.

Approved by UOIT Education: 5194831022528534

Page 1 of 8

A. COMMITMENT COMPETENCY
1. demonstrates a positive rapport with students

N/A

2. models and promotes polite and respectful student interactions

N/A

3. promotes student self-esteem (e.g. reinforces positive behaviours, responds to student

contributions in a sensitive and thoughtful manner)

N/A

4. demonstrates a general awareness of individual student needs

N/A

5. provides extra assistance during class to students

N/A

Overall Comments:
Ms. Dipede developed an amazing relationship with students and showed care and professionalism in dealing with each
individual in the classroom. She has taken the time to really get to know the students in the short period she has been here and
has really earned the respect of all the students she has taught in rotary classes.

Approved by UOIT Education: 5194831022528534

Page 2 of 8

B. COMMUNICATION COMPETENCY
1. speaks clearly and understandably (e.g. pronunciation, modulation, volume, articulation)

N/A

2. uses correct oral conventions (e.g. mechanics of the English language as well as
subject specific terms and symbols)

N/A

3. uses effective and appropriate non-verbal communication (e.g. eye contact, facial
expressions, body language)

N/A

4. uses correct written conventions (e.g. mechanics of the English language as well as
subject specific terms and symbols)

N/A

5. writes clearly and understandably (e.g. appropriate size and script of text, legible text,
layout of board work, overhead, multimedia)

N/A

6. uses appropriate wait time (e.g. gives students appropriate time to process questions
before responding)

N/A

7. uses probing and prompting techniques (e.g. rephrases questions, provides clues)

N/A

8. models effective listening skills (e.g. demonstrates active listening, demonstrates

comprehension)

N/A

Overall Comments:
Ms. Dipede has exceptional qualities when communicating with the students. She communicates in an effective manner,
ensuring all students understand the task at hand. She uses a clear and consistent format to present information. She
encourages a learning environment that promotes respecting others and being positive at all times.

Approved by UOIT Education: 5194831022528534

Page 3 of 8

C. KNOWLEDGE COMPETENCY
1. provides clear explanations demonstrating mastery of subject knowledge and related
skills

N/A

2. responds to questions regarding lesson content, in a knowledgeable and appropriate

manner

N/A

3. builds upon student responses to expand and extend the discussion and learning

N/A

4. seeks out appropriate resources to enhance knowledge (e.g. uses Board

library/resources, laptop resources, Internet)

N/A

Overall Comments:
Ms. Dipede used various instructional strategies in her placement to allow students an opportunity to use their strengths to their
advantage when learning. Her follow-up activities for each task ensured that students would be able to show an understanding of
the concepts taught each day. Her timing of each lesson was exceptional. Her lessons were split into equal parts of modelling
concepts and than allowing enough time for student learning to take place. Technology was used daily as an excellent tool to
reach a wider variety of students in the classroom.

Approved by UOIT Education: 5194831022528534

Page 4 of 8

D. PROFESSIONALISM COMPETENCY
1. dresses and grooms appropriately

N/A

2. arrives on time

N/A

3. attends to duties (with the Associate Teacher) for the duration of the activity (e.g. bus
duty, lunch duty, yard duty)

N/A

4. interacts respectfully with peers and colleagues

N/A

5. interacts respectfully with other staff members, students and parents

N/A

6. accepts and uses constructive feedback in a positive manner

N/A

7. shows initiative (e.g. demonstrates leadership qualities, demonstrates helpfulness

without prompting, participates in extra activities)

N/A

8. volunteers assistance when needed (e.g. assists Associate Teacher or students)

N/A

9. attends staff/division/department meetings with Associate Teacher

N/A

10. submits lesson plans on time

N/A

11. meets required deadlines (e.g. marking, returning resources, attendance tracking)

N/A

12. attends school based professional development activities, if invited

N/A

Overall Comments:
Ms. Dipede has been more then exemplary in his professional commitment to teaching. She is prompt each day and is always
prepared for the lessons. She is always willing to help out whenever possible with anything that needs to be done in the
classroom. She has developed a great relationship with staff. Ms. Dipede has had the opportunity to be involved in extracurricular activities as she helped coach the boys volleyball team.

Approved by UOIT Education: 5194831022528534

Page 5 of 8

E. CLASSROOM MANAGEMENT COMPETENCY

1. maintains a friendly, positive and professional disposition

N/A

2. demonstrates self-control (e.g. avoids power struggles, belittling statements and

sarcasm, uses appropriate voice volume)

N/A

3. promotes class safety and wellness

N/A

4. demonstrates consistency in maintaining classroom routines and expectations

N/A

5. effectively utilizes non-verbal management techniques (e.g. circulation throughout the

class, eye-contact, pauses and proximity, while maintaining flow of instruction)

N/A

6. reviews rules or instructions to promote on-task behaviours as needed or appropriate

N/A

7. distributes materials in a well-planned and organized manner

N/A

8. gains attention of all students before teaching (e.g. circulates as needed, verbal cues,
pause, proximity)

N/A

9. uses strategies to maintain student attention throughout the lesson (e.g. circulates as
needed, verbal cues, pause, proximity)

N/A

10. deals with disruptive student behaviours in an appropriate manner

N/A

11. takes proactive and preventive measures as needed (e.g. considers potential problem
areas)

N/A

Overall Comments:
With a wide range of behavioural issues that exist in the rotary classes, Ms. Dipede showed excellent poise in dealing with issues
that arose. Ms. Dipede should continue to work on classroom management strategies, as this is the hardest area that new
teachers face in their career. She is learning that methods that work for one group or student, do not work for all.

Approved by UOIT Education: 5194831022528534

Page 6 of 8

F. PLANNING COMPETENCY
1. demonstrates an understanding of the context in which the learning takes place (e.g. the
rationale of the lesson, how the lesson fits into the overall unit or long range plans)

N/A

2. includes appropriate Ontario curriculum specific expectations and other opportunities for
learning into plan

N/A

3. incorporates motivational techniques into plan (e.g. making topic relevant to students'
interests, allowing for student participation)

N/A

4. pre-assesses lesson (e.g. lists all resources, assesses layout of learning environment)

N/A

5. incorporates a variety of effective instructional strategies into lesson plan (e.g. teacherdirected, student-centered, cooperative learning)

N/A

6. plans for consolidation of lesson (e.g. summarizes key components of lesson)

N/A

7. incorporates some type of application of the learning into plan (e.g. follow-up activity,
seatwork, homework)

N/A

8. sequences lesson components with sufficient detail and description (e.g. moves from
concrete to abstract, appropriately scaffolds, progresses logically)

N/A

9. lists a variety of key questions in plan (e.g. incorporates Bloom's Taxonomy)

N/A

10. allocates appropriate time for material covered

N/A

11. plans for opportunity(ies) for students to construct own knowledge as appropriate (e.g.
use of manipulatives, labs, hands-on activities)

N/A

12. ensures all materials are organized and ready for use and plans for effective
distribution of materials

N/A

13. considers some modifications and adaptations to address student needs

N/A

14. plans to gather evidence of student learning (e.g. summative and/or formative
assessment)

N/A

15. where possible, plans for effective use of technology to promote student learning

N/A

16. ensures that the Field Experience Binder is organized and up-to-date, containing all of
the required elements

N/A

Overall Comments:
Ms. Dipede uses effective formal lessons. She utilizes appropriate Ministry guidelines and Board curriculum resource documents
when planning her lessons. She has the students engaged throughout the lessons and hold their attention by having them be as
involved as possible. Ms. Dipede gives students an opportunity to consolidate their learning in order for students to allow them
the best possible means of achieving success.

Approved by UOIT Education: 5194831022528534

Page 7 of 8

G. IMPLEMENTATION COMPETENCY
1. motivates students (e.g. makes topic relevant to students' interests, allows for student
participation)

N/A

2. gives effective instructions and directions (e.g. clear, logical, written, oral)

N/A

3. uses clear, concise and effective questioning techniques that incorporate a range of
thinking skills

N/A

4. encourages participation from all students

N/A

5. promotes meaningful dialogue with students to provide feedback during the

teaching/learning process (e.g. listens to responses, responds appropriately)

N/A

6. sequences the lesson components appropriately

N/A

7. demonstrates appropriate pacing and timing

N/A

8. makes effective transitions throughout the lesson (e.g. from conducting lesson to giving
instruction, to collecting and distributing materials)

N/A

9. employs several instructional strategies that engage all learners

N/A

10. adapts and modifies lessons to address student needs

N/A

11. adjusts lesson to circumstances (e.g. able to resume lesson after interruption)

N/A

12. provides students with opportunities to construct own knowledge (e.g. use of
manipulatives, labs, hands-on-activities)

N/A

13. incorporates some type of application of learning in the lesson (e.g. follow-up activity,
seatwork, homework)

N/A

14. integrates effective use of technology to promote student learning as appropriate

N/A

15. consolidates lesson

N/A

Overall Comments:
Ms. Dipede uses questioning techniques that allow her to better understand where the students are in the process of learning
new concepts. This is important to ensure quality learning in the classroom environment. She reflects on her lessons each day
to ensure that the students are receiving the best quality lessons that she can offer. She shows dedication in becoming an
excellent teacher in the future through the efforts she puts into each day in the classroom.

Approved by UOIT Education: 5194831022528534

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