University of Lethbridge, Faculty of Education

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PROFESSIONAL SEMESTER ONE

Summative Report

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University Consultant:

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This is a summative report of the student teacher's pe.rformance at the end of the PSI practieum, basad on expectations for
thai stage of teacher development.
Fcr each practicum outcome below indicate the student teacher's level of performance: either Not Meeting Expectations for
the PSI levat, Meeting Expectations, or Exceeding Expectations. {Most students will fall into the Meeting Expectations
category, unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the
Meeting Expectations category, please indicate levei of performance.
Some outcomes may not be applicable to your particular educational situation. Leave the space blank.

{. PLAHHING AND PREPARATTON

KSA #? Teachers make reasoned decrlsions about teaching and leaming based on their ongoing analysis of canbrtual variables.
KSA #3 Teachers use the programs of study to inform and direct planning instruction and assessmenf.
KSA #6 Teachers plan far iftstruction, translating curriculum and outcames into meaningful leaming activities.
KSA #9 Teachers use a broad range of instrudianal strategies.
KSA#13

Teachers identify and use relevant leaming resources.

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1. Demonstrates knowledge

and skills in the subject mafter of the lesson.

2. lncorporates a variety of appropriate resources and instructional and assessment

strateoies into lesson olannino.
3. Translates leaming outcomes from the Alberta Program of Studies into relevant and
aoprooriate learnino obiectives for the lessons beino tauchL
4. Takes into accounl students' priar learning, Iearning needs, interests, and
backorounds.
5. Organizes content into appropriate components and sequences for instruction.

6. Plans relevant content and activities sufficient for the time allotted.
7. Prepares lesson plans for all lessons taught, using a well-defined siructure which
includes learning objective{s), an introduction and closure, detailed procedures and
insin tctinn* kev nr restinnq teanhinn qtrrlcnicq anri sft rrleni anfivifiec :nrl esqaqqm
of lesson obiectives.
8. lntegrates information and communications technology into instruction where
asorooriate,
9. Obtains and organizes equipment and materials for instruction.

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Planninu and Preparation

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2. IH$TRUCTTON
XSA #4 Teachers demansttate knowledge of the cantent they teach.
KSA #5 Teachers identify and respoald to leamer differences.
KSA #9 Teachers use a braad rarrge of ifistructianalstrafeg,es,
KSA

#10 Teachers apply a variety af technologies ta meet itudents' leaming needs.

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Uses clear, fluent, and grammatically correct spoken and written language.

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Uses vocabulary appropriate to students'age, background and interests.

Modulates his,/her voice for audibility and expression.

Lesson lntroductian

4.

Establishes sel reviews prior learning, identifies lesson objective{s) and expectations,
uses motivating attention-getters, provides an overvlew, and relates the lesson to
Drevious learning as aopropriate.

General Lesson Develonment

[ncorporates strategies for motivating students using relevant and interesting subject
matter and activities.
6. Explains and preceeds in small steps at an appropriate pace to suit the activity and

5.

student resoonse.

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Demonstrates subject matter competence during instruction.

Organizes and directs leaming for individuals, small groups, and whele classes.
Provides clear directions, instructions and explanations.

10. Directs efficient transitions between lessons and from one aetivity to the next during
lessons.
11" Uses a variety of instructional strategies to address desired ouicomes, subject matter,
varied learninq stvles and individual needs.
12. Uses appropriate materials and resources.
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3- Demonstrates flexibility and adaptability.

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18. Circulates in the classroom, intervening when necessary, checking on individual and
group understandinq of activltvlcontent.
19. Recognizes and responds appropriately to individual differences and group leaming
needs.
20- Reinforces siudent learning, building on previous leaming, reviewing, and re-teaching.

Closure
21. Achieves closure for each lesson, consolidating concepts through summaries,
reviews. etc.

22. Provides homework when appropriate and explains assignmenis fully.

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15. Provides appropriate "wait-time" after posing questions.

Focus on Student Learninq

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14. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels.

17" Leads and directs student participation in class discussion effectively and distributes
questions appropriatelv.

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Questioning and Discussion

16. Seeks clarification and elaboration of student responses, where appropriate.

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Communication

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3. CLJTSSROOM LEADERSHIP AND MAI{AGEMENT

KSA #7 Teachers crcate and maintain environmefits that a{e condueive to student leaming and understand
for physical, social, cultura! and psychological security.
KSA #8 Establlshes relatianships with students that respect hunlan dignity.

student needs

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Classroom Leadershio
1. Assumes a leadership role in the classroom, taking charge of classroom activities,
showino confidence. ooise. comoosure. and oresence.
2. Creates and maintains an effective leaming environment, setting high expectations and
standards for student learnino.
3. Demonstrates initiative, enthusiasm and a commitment to the siudents and subject,
models aoorooriate behaviours.
4. Establishes positive relationships and a classroom climate based on mutual trust and
resoeci.

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appropr"iate low-key and higher level responses; lollows school discipline policies and

procedures.

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Clearly communicates and reinforces expectations {or appropriate student behaviour.

7. Monitors student behaviour and is aware of student behaviour at all times.

8. Responds to inappropriate behavior promptly, firmly, and consislently, using

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#11 Teachers gather and use {nfarrnatiori about studer?ls' learning needs and progress and assess fhe nnge af learning objectives
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Assessment
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Classroom Management

5. Clearly defines and reinforces classroom procedures and routines.

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Assesses student learning using a variety of appropriate assessment techniques and

lnstruments (e.9., observations, conversations, questioning, performance-based and
written assessment).

2. Provides timely and effective feedback on learning to students.

3. Modifies and adapts teaching based on assessment data (e.9., uses alternative
ieachinq strateqies to re-teach where required).

4. Explains to students how learning will be assessed.

5. Maintains accurate records of student progress.

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5. PROFESSIOHAL ATTRIBUTES AND RESPONSIBILITIES

KSA #2 Teachers understand the legis/ated. maral and ethical frafflewark within which they wark.
KSA
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#15 Teachersengage in assesslng the gualifl oftheirteaching'

#16 Teachers are able to cammunicate a personal vi$ion of their awn teaching.

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Professionalism

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Presents a professional appearance and manner.

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Fulfil{s professional ob}igations (i.e., punctuality, routine administrative duties).

Demonstrates maturity and professional judgment.

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Demonstrates an interest in and a commitment to the teaching profession.

Establishes professional relationships with the school community.

Professional Growth
rccurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and

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makes aooropriate suqqestions for improvements.

Llses the results of siudent assessment and feedback to improve teaching practices and guide professional

8.

Responds appropriately to feedback from others by tistening, interpreting, and implementing suggestions.

9.

Develops and communicates a personal vision of ieaching.

qrowth.

10. Demonstrates willingness io take "informed risks" ts benefit student learning

tt. Oevetopsand presents a professional portfolio and/orgrowth plan including goals, evidence o{progress
toward qoals, reflections on orowih, and fuiure goals.

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Ethical Conducl

and rights of all persons without prejudice as to race, religious beliefs, colour, gender,
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sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, place of
orioin- olace of residence. socioeconomic backqround or linguistic background.

It- Respects the

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13. Treats students with dignity and respect and is considerate of their circumstances.

14@t'ronaboutastudentreceivedinconfidenceorinthecourseofprofessionalduties
exceDt as recuired bv law or where to do so is in the besi interest of the student.
15. Does not undermine the confidence of students in teachers or other student teachers.
16" Ooes not criticize the professional competence or professional reputation of teachers or oiher student
teachers unless the criticism is communicated in confidence to proper officials after first informing the
individual concerned of the criticism.

17. Acts in a manner that maintains the honour and dignity of the profession.
t g. Ooes not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the
orofession unless authorized to do so.

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GOMMENTS:

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University of Lethbridge: P.S. I Summative Report (May 25, 2006)

SUMMARY
Areas for further growth:

REGOMMEHDATIOH

FAIL

PASS

INCOMPLETE "

"lf an lncomp[ete grade is recommended, please attach a signed document

providing reasons and recommendations for additional practicum experience.
Note: The Teacher Associate is responsible for completing this document, in consultation
with the Student Teacher and the University Consultant.
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nature: Ieacher Associate

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Date

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Date

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Please submitthe eompteted ariginal signed reoort to Field Experiences, Room TH423, Faculty of
Education, the University of Lethbridge, and pravide signed copies for the Student Teacher and for the
University Consultant.
University of Lethbridge: P.S. I Summative Report iMay 25, 2006)