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:

Castlebrooke Secondary School

Peel District School Board

Placement Period:

University of Ottawa Representative:

March 23 - April 24, 2015

Pamela Rogers

Associate Teacher:

Grade(s) - Subject Area(s):

Willi (Wilma) Clemens

Grade 10 and 11 Academic English

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:
Miss Isaac was a welcome member of our teaching community. She had a very positive rapport with her colleagues,
was familiar with and enforced the school rules and helped to maintain the positive learning atmosphere at the
school. She was very good at collaborating to plan the lessons and was a strong partner for team teaching. Miss
Isaac assisted with the school newspaper and visited other classrooms to view a variety of teaching styles at
different grades and levels.
The students in all three classes responded well to both her approachable personality and her command of the
class. She embraced the various roles of the teacher as the encouraging coach, the guide on the side, and the sage
on the stage (when it was necessary).

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:
From the beginning, Miss Isaac demonstrated strong skills with all forms of communication, including a clear voice,
a ready confidence, and impressive attention to detail. She employed strong questioning skills and often lead
students to probe deeper, so they could understand more and respond with more clarity. She was keenly aware of
the students, including their level of engagement, and checked on their understanding routinely. She monitored
individual and group activities, by circulating the room and moving closer to students who needed a non-verbal cue
to work on the assigned task.
Miss Isaac made note of student comprehension and adjusted consecutive lessons to address the needs of the
students, so they could move to the next step of the task or move on to the next unit with confidence. Her
assessment of student work was fair, accurate, and returned to students in a timely manner; the feedback included
level assessments, positive comments about strengths, and questions or instructions to guide students to next
steps.
Miss Isaac showed competence and confidence in her use of technology in the classroom, and employed a variety
of engaging activities for the students, including whole group, small groups, partner and independent work.

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:
Miss Isaac demonstrated fundamental knowledge of, and comfort with, the curricular concepts that were the focus
of the lessons and began with activities that established and built on prior knowledge. She was responsive to
students throughout each class, and demonstrated a natural skill in sensing whole class engagement and student
attentiveness. Miss Isaac timed activities to include closure and reflection on the learning that occurred.
Miss Isaac also created cohesive and collaborative assessment rubrics, which incorporated a metacognitive
component, either in the choices offered in the tasks, or in the reflection of the learning. Miss Isaac recognized
varying learning styles and incorporated accommodations for varying ability, including ELL students and some with
IEPs .
Miss Isaac built on student responses and connected concepts from lesson to lesson. She used a variety of both
instructional and assessment strategies throughout the lessons and then brought the unit together as a whole in a
culminating task.

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:
Miss Isaac demonstrated consistency in maintaining classroom routines and expectations. She prepared materials
that were varied, visually stimulating, technologically advanced, and most importantly, applicable to the various
learning styles and skills of the students. The teacher candidate was always prepared well in advance, so she could
invite critique and make minor changes if needed.
Miss Isaac incorporated many inclusive strategies which demonstrated respect for student backgrounds, and she
used a variety of grouping strategies and exercises so students would have several opportunities to work
comfortably and collaboratively.
Miss Isaac fostered a climate of mutual respect and demonstrated a keen sense of timing and methodology to
handle potential behavioral situations. She was approachable and fair with all of her students.

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

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

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.
Meets Requirements

Comments:
Miss Isaac utilized a lesson plan template including appropriate reference to specific and overall expectations,
needed materials, and technology use. She offered thorough details in each plan which demonstrated a continuity
in the scope and sequence, and also worked logically toward the culminating tasks.
Miss Isaac adjusted lessons according to the students' needs and worked around two assemblies, and a fire drill.
She was skilled in keeping the two grade eleven classes working at the same pace, so they would be ready for the
summative task on the same days. She offered a variety of learning opportunities and employed differentiated
instruction tactics to be sure that more students had more opportunities for overall success.
.

Overall Comments:
I am confident that Miss Isaac will be a successful teacher because her primary focus is her students' success. She
has a command of the class when she teaches, but also exudes an approachable, pleasant manner to which the
students responded well. Miss Isaac will foster a positive learning environment, and will temper it with solid
educational strategies; she will create a classroom culture where all of her students will be welcomed, supported
and encouraged. I wish her every success.

Signature of Associate Teacher:

Date:

Signature of Teacher Candidate:

Date: