PRACTICUM FINAL REPORT 2014-2015

Email: practic2@uottawa.ca
Please CC the PED2143 professor
Fax: (613) 562-5441
Teacher Candidates must retain a signed copy for their records

Teacher Candidate:

University of Ottawa Student Number:

Renee Isaac

7690037

School Name:

School Board:

David Suzuki Secondary School

Peel District School Board

Placement Period:

University of Ottawa Representative:

Nov. 3 to Nov. 28, 2014

Pamela Rogers

Associate Teacher:

Grade(s) - Subject Area(s):

Brian Leichnitz

Teaching: AVI2O0 / AVI3M0

Observing: AVI3O0 / AVI4M0

Number of days late:

Number of days absent:

Make Up Days for Absences

FINAL
EVALUATION:

PASS
FAIL

Please Note:
This evaluation should be based on the developmental nature of learning to teach. In filling out the report please
keep in mind the Teacher Candidates stage of preparation in the program. Teacher Candidates continue to develop
their skills through observation, guided practice and the constructive feedback and mentoring of Associate Teachers.
If a Teacher Candidate receives any ratings of Does Not Meet Expectations, the PED 2143 professor or the
Practicum Coordinator must be contacted and a Letter of Concern may be collaboratively generated.
Under the comment section within each competency the Associate Teacher is encouraged to add descriptions of
the positives that really stand out for the Teacher Candidate and/or to make suggestions in areas where the Teacher
Candidate needs improvement.
Please refer to the rubric in the Practicum Handbook for a clearer description of each competency level.
Please ensure that the Teacher Candidate signs and is given a copy of the report.

A. PROFESSIONAL COMMITMENT COMPETENCY

As a developing teacher, the Teacher Candidate:
Professional Interactions:
Demonstrates professionalism in interactions.
Demonstrates a positive rapport with students
Meets Requirements

Professional Relationships:
Interacts respectfully with members of school community.
Demonstrates an understanding of the Associate Teacher/ teacher candidate mentoring relationship
Meets Requirements

Professional Responsibility:
Fulfills responsibilities identified by the Associate Teacher and the University Practicum Handbook
(e.g., duties, reinforcing school rules, and/or other curricular activities)
Meets required guidelines (e.g., submitting lesson plans, marking, returning resources, attendance tracking)
Meets Requirements

Initiative:
Demonstrates that he/she is a self-starter and acts on suggestions and guidance from Associate Teacher.
Meets Requirements

Comments:

Renee consistently demonstrated excellence in integrating with the team. She supported all
department initiatives while on her practicum, including (but not limited to department meetings,
course team meetings, staff meetings, extra curricular activities, inter-school / board wide meetings,
collaborative inquiry meetings). Her committment to learning about all aspects of teaching, inside and
outside of the classroom, has given her a sound understanding of the demands of the profession,
and the opportunities to explore and learn as an educator.
She is very dedicated to ensure that she exceeds expectations, and accomplishes this goal through
dedication to her curricular work through assessment and evaluation, planning engaging activities for
students and providing extra studio time for students to complete or refine their work.
Renee is willing to take on her fair share of the work load in order to ensure that she is maximizing
her learning. When asked to help with the Walk the Art, she did so with considerable competence,
and has offered to extend her work on this initiative beyond her practicum committment because she
understands the importance in creating rich learning opportunities for students.

B. COMMUNICATION COMPETENCY
As a developing teacher, the Teacher Candidate:
Verbal Communication:
Speaks clearly and understandably (e.g., pronunciation, modulation, volume, articulation).
Uses correct oral conventions (e.g., mechanics of the English language as well as subject specific
terms and symbols).
Meets Requirements

Non-Verbal Communication:
Uses effective and appropriate non-verbal communication (e.g., eye contact, facial expressions, body language).
Reads nonverbal communication and responds appropriately. (e.g., scans class to identify students who are not
engaged).
Meets Requirements

Written Communication:
Uses correct written conventions (e.g., mechanics of the English language, as well as subject specific terms and
symbols).
Writes clearly and understandably (e.g., appropriate size and script text, legible text, layout of board work,
overhead, multimedia).
Meets Requirements

Listening and Responding:

Uses appropriate wait time (e.g., gives student appropriate time to process questions before responding).
Uses probing and prompting techniques (e.g., rephrases questions; provides cues).
Models effective listening skills (e.g., demonstrates active listening; demonstrates comprehension).
Meets Requirements

Comments:

Renee's confidnece has increased significantly over the four weeks that she has been at David
Suzuki Secondary School. Her ability to clearly communicate classroom expectations in a respectful
manner is a tremendous asset. In an art environment, there are many materials that need to be
tracked and kept clean. She works with students to ensure that they learn the importance of material
management. She teaches and leads by example.
She effectively ciruclates durings studio time to ensure that students are beings successful. She
stops and praises student accomplishment, and provides excellent descirptive feedback for students
so that they can move their learning from one level to the next.
Renee is learning how to develop assessment and evalaution tools that clearly communicate success
criteria for students. She also provides an exceptional amount of descriptive feedback so that
students move toward learning, and not just the achievemnet of a grade.

C. KNOWLEDGE COMPETENCY
As a developing teacher, the Teacher Candidate:
Subject Knowledge:
Demonstrates fundamental knowledge of subject matter for teaching the assigned grade level.
Provides clear explanations and demonstrates appropriate subject knowledge and related skills.
Meets Requirements

Developmental Nature of Learners:

Responds to questions regarding lesson content in a knowledgeable and appropriate manner.
Builds upon student responses to expand and extend the discussion and learning.
Meets Requirements

Curriculum:
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).
Demonstrates growth in understanding the Ontario curriculum expectations specific to grade and subjects taught
Meets Requirements

Comments:

Renee is able to effectively integrate many aspects of the visual art curriculum into a single
assignment - creative process, developing foundations of techniques and vocabulary, critical thinking,
and visual culture, just to name a few. Her Pop Art assignment was very successful with the students
and engaged them thoroughly.
In visual art, there is much that can be taught, and often it is outside of the learning experience of
teacher candidates in their own studies. Although we have only investigated painting, which has
somewhat limited her exposure to teaching different media, she is aware of the importance of refining
her knowledge and understanding in all artforms and materials.
Renee effectively scaffolds student learning, through the use of diagnostic, formative and summative
tasks. For the grade 10s, she effectively assessed a short 2 day still life painting assignment.
Formatively assessed students use of colour in a second task, which prepared them for the final task.
In the grade 11 class, she introduced a complex art strategy known as appropriation. She effectively
identified artworks from the past that used appropriation to provide a context for students to work
within, and then selected exemplars for students to debate. She managed the discussion of these
controversial artworks very well, and sparked insightful conversation.

D. CLASSROOM MANAGEMENT COMPETENCY

As a developing teacher, the Teacher Candidate:
Positive Learning Environment:
Demonstrates a friendly, positive, and professional manner. Promotes class safety and wellness.
Demonstrates a professional presence in the classroom that helps to ensure students attention and
respect
Meets Requirements

Managing Classroom Environment:

Demonstrates consistency in maintaining classroom routines and expectations.
Utilizes appropriate verbal and non-verbal classroom management techniques (e.g., circulates throughout the
class, makes eye-contact, uses pauses and proximity).
Meets Requirements

Managing Behaviours:
Uses strategies for managing student behaviours in an appropriate manner. Takes proactive and preventive
measures as needed (e.g., considers potential problem areas).
Demonstrates self-control (e.g., avoids power struggles, belittling statements and sarcasm; uses appropriate
voice volume).
Meets Requirements

Collaborative Problem-Solving and Planning:

Demonstrates an understanding of the need for collaborative planning and additional resources to assist and
manage students experiencing behavioural difficulties. (e.g., working with Associate Teacher, school staff)
Meets Requirements

Comments:

Renee is very aware of the importance of establishing relationships with students. She effectivley
communicates and interacts with students to build a strong raport. Over the course of the practicum,
whe was able to develop professional relationships with the students in her classes. As a result, the
challenges that she faced early in her practicum (i.e. the boys interrupting lessons, or attitude given
by a student with ODD) faded, and allowed her to provide students with greater opportunities for
learning.
Managing materials and tools is always a challenge, especially when there is so many tools being
used by different classes. Renee is continuing to develop strategies to assist in the management of
classroom materials and making sure that students adequately clean up the room.
Renee is also very concerned with making sure that the students are able to do the best work
possible, and has learned how to observe the class, the quality of their progress, to determine when
it is appropriate / necessary to provide additonal class time beyond what was originally expected.

E. PLANNING AND IMPLEMENTATION COMPETENCY

As a developing teacher, the Teacher Candidate:
Development of Lesson Plans
Utilises a lesson plan template including appropriate reference to Ontario curriculum. (e.g., overall and
specific expectations )
Meets Requirements

Provides in lesson plan sufficient detail and timing for each part of the lesson. Uses appropriate resources to
enhance lesson (e.g., visuals, library/resources, technology, internet).
Meets Requirements

Incorporates a variety of appropriate instructional strategies into lesson plan (e.g., teacher-directed, studentcentered, cooperative learning, technology).
Meets Requirements

Incorporates techniques for student engagement into plan (e.g., topic relevant to students interests, appropriate
questioning, student participation, use of manipulatives, labs, hands-on activities).
Meets Requirements

Incorporates opportunities for consolidation (e.g., summarizes key components of lesson) and
application (e.g., follow-up activity, seatwork, homework).
Meets Requirements

Plans to gather evidence of student learning and next steps. (e.g., checking for understanding, summative and/
or formative assessment.
Meets Requirements

Incorporates strategies to address student needs. (e.g., Students with IEPs, students at risk, English Language
Learners).
Meets Requirements

Development of Unit Plans (Practicum 2 Only)

Demonstrates a continuity of plan and progression of learning (e.g., scope and sequence, culminating tasks).
Demonstrates backwards design and differentiation.

Implementation of Lesson Plan:

Ensures all materials are organized and ready for use prior to instruction.
Meets Requirements

Uses clear and effective instructional and questioning techniques that incorporate a range of thinking skills.
Promotes relevant purposeful talk and student dialogue.
Meets Requirements

Demonstrates appropriate pacing and timing. Makes effective transitions prior to and throughout the lesson
(e.g., starting the lesson, conducting the lesson, giving instruction, collecting and distributing materials).
Meets Requirements

Employs instructional strategies that engage all learners. (e.g., way one starts and ends the lesson, hands-on
activities, technology). Adjusts lessons to circumstances (e.g., able to resume lesson after interruption,
addressing student needs). Ensures consolidation of student learning and closure of lesson.
Meets Requirements

Assessment - Student Learning:

Assesses student work fairly, accurately and in a timely manner.
Encourages students to seek ways to improve responses when giving answers in class, and/or in assignments/
tests.
Meets Requirements

Comments:

Renee is learning very well how to develop and organize her teaching. She has developed
exceptional teaching resources for assignments, assessments and evaluations. Through the process
of teaching her first independent unit - the Pop Art based artwork - she quickly learned that
sometimes the way a lesson is planned, is not the way the lesson needs to go. Being flexible as a
teacher is very important, and Renee is learning how to adapt through self-reflection. When she
gauges that lessons do not go as planned, she ensures that students get it by approaching the
lesson concept or skill from a different point of view. Renee has learned the importance of graphic
organizers to help students develop and articulate their thinking.
Renee has also made tremendous gains in planning assessment tools that link to student work,
curriculum expectations and the achievement charts.

Overall Comments:

Renee is an amazing student teacher who is dedicated to her own learning. She is always reflecting
on how her learning to teach can be improved and mirrors this self-reflection in her concern for
students and their achievement. Renee is extremely reliable, willing to assist in any way necessary,
making her an exceptional asset to any art department and school.
Renee is also beginning to learn about 21st century teaching and learning, and the importance of
teaching through the curriculum to prepare students for career pathways post secondary school.
Renee is welcome to volunteer with me in the spring, to continue her learning in this area.

Signature of Associate Teacher:

Date:

Brian Leichnitz

Nov 28 2014

Signature of Teacher Candidate:

Date:

Renee Isaac

Nov 28 2014