Bachand Colette 1364013 w16 450

Advanced Field Experience Final Evaluation
Field Experience Information:

Student Teacher:
Last Name: Bachand
First Name: Colette
ID Number: 1364013
Course Number: AFX 450
University Facilitator:
Last Name: Prato
First Name: Phil
Mentor Teacher:
Last Name: Smallwood
First Name: Judy
Placement Information:
Start Date (dd/mm/yyyy): 16/02/2016
End Date (dd/mm/yyyy): 21/04/2016
Subject(s) and/or Grade Level(s): Art 10, 20, 30, 31
School Information:
School Name: Bellerose Composite High
School District: St. Albert Public Schools
School Address: 49 Giroux Rd
Postal Code: T8N 6N4
School Phone #: (780) 459-0798
City: St Albert
Distribution:
Students should retain a copy of the Final Evaluation form for their own records. Please note that
potential employers may ask for a copy of this Final Evaluation.
A copy of this form will be emailed by the University Facilitator to the office of Undergraduate Student
Services, where it will be retained for a period of three years; no other copies will be retained by
Mentor Teachers, University Facilitators or employees of the University of Alberta without written
permission of the Student Teacher.
It is recommended that the Student Teacher receive a grade of:
Final Grade (Credit or No Credit): Credit
Date (dd/mm/yyyy): 21/04/2016
Winter 2016
Page 1 of 11
The purpose of this Field Experience Final Evaluation document is to provide evidence and
communicate information regarding Student Teacher performance based on the Knowledge, Skills and
Attributes (KSAs) for Interim Certification.
For each category, the Mentor Teacher should provide comments that reflect strengths and areas for
growth in each category. Evidence and specific examples should be provided.
You do not need to fill the space provided; recommended length is 200-300 words per category. Write
only enough to provide necessary evaluation and evidence. Please do not exceed the space provided, as
lines of text that extend beyond the text box will not appear on printed copies; there is space for extra
comments at the end.
Use the KSAs and suggested topics as they relate to the category to guide your comments, not all need
to be addressed.
Description of the school and context of teaching

Suggested Topics (Not all need to be addressed): school size, urban/rural, special programs, class size, special needs students in class,
number of teachers, etc.
Bellerose Composite High houses over 1200 students with a large staff of over 80 people. Colette joined
my classes of three art classes that are each mixed with Art 10, 20, 30 and 31 students. This is one of
three high schools in St. Albert. There are a wide range of students abilities and interests who go
through the art program. We have students that range from needing a full time aid because of physical
and mental needs to IB students. Colette was able to work with myself and another art teacher within the
program. She observed as many other teachers as time permitted in order to learn as much as possible.
Winter 2016
Page 2 of 11
Preparation, Planning and Organization

Related Knowledge, Skills and Attributes (Not all need to be addressed):
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, etc.
Colette was responsible for planning and implementing a unit on mark making. This was for a 20 level
class. This unit showed planning and references to the Program of Studies. Colette does her research
well and is knowledgeable in the writing portion of the planning process. She is working on being able
to see the big picture in the overall planning. This will come with practice and experience. Being able to
plan on the move is a skill that is needed in a classroom with such a dynamic population.
Colette was on time with the things that she was responsible for. Colette was always enquiring as to
what were my values and reasons for my teaching and class management techniques were. I feel that
with more time in the classroom, Colette will be able to develop her own style. She was knowledgeable
in the curriculum for art and she did some full year planning exploring the deeper connections between
the reasons for creating art and the ways to connect students to the work that they are doing.
Winter 2016
Page 3 of 11
Teaching Skills and Strategies

KSA D: Teachers understand the subject discipline they teach.
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, sequencing/timing, flexibility, instructional strategies, use of ICT,
differentiation of instruction, student interest, cultural sensitivity, pacing, lesson/unit plans, etc.
Colette has an impressive use of technology in her lesson delivery. Her use of power point and the
smart board really added to her lessons. Colette planned and executed a painting exercise involving the
smart board. Her program would be very strong with her implementation of art history embedded within
her art lessons. Colette related with many of the students and was able to make connections with many
of them. The wide range of students can seem overwhelming at times and Colette did her best to be
aware and to link her teaching style to their needs. Some students can be intimidating and need a firmer
approach to establish a respectful relationship. This will come with time and experience.
One of the most important things in an art classroom is the ability to change and to adapt the projects
and expectations for the work assigned based on the individual needs of the students.
Colette is learning how to challenge the higher functioning students and with the help of the teacher aids
was learning how to adapt projects to the lower functioning students. Pacing within an art room is
something that many teachers struggle with. Colette has taken note of how it has been handled within
this classroom. I feel that my style of loose pacing does conflict with her own values, with the example
of project deadlines to exemplify this. This will be something that she will hone in her own classroom as
she develops her own way of teaching.
Winter 2016
Page 4 of 11
Management and Classroom Climate

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, routines, rapport with students, conflict resolution, student engagement,
leadership, transitions, etc.
Colette did make the students comfortable within the classroom setting. She got to know the majority
of the students names. Her verbal communication when giving direct instructions sometimes needed
clarification. This is something that comes with comfort within the classroom and research of art-related
vocabulary. Artists are very much about the physical world and I would suggest professional books and
articles that explain the techniques of project implementation to help Colette bring clear instruction to
her lessons.
Colette was kind and cheerful daily with the students and took the time to get to know more about
each of them through one to one conversations. This ability to talk personally with students is a strength
that many teachers can struggle with.
Colette planned a school-wide project during the bike-a-thon using origami as a communication tool.
The students and staff were asked to make paper butterflies to commemorate the struggle of people close
the them who were suffering from the effects of cancer. This project was very well received by the
school community. Colette made a personal how-to video to replace her initial teaching tool that was
from the internet. This made the project much more attainable for the whole school. This was her own
idea and she saw it through from the introduction to the staff at the staff meeting to the follow up with
individual teachers and finally to the installation and maintenance of the art.
As for classroom management, Colette is still working on the awareness needed to manage large groups
of diverse students and the successful tracking of varied individuals. My style of running a class is
something that not all teachers can relate to. There is a give and take style of managing that I use with
high school students when there is so much going on in their lives from day to day. This style does mean
that there are times when students need compassion and understanding on one day and a firmer approach
on another day. The ability to know when either of these approaches are needed is a skill that only
comes with experience. My hope for Colette is that she continues working with youth to gain this type of
experience.
Winter 2016
Page 5 of 11
Communication
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, communication with parents/guardians, listening skills,
teaching/learning technologies, voice and language, etc.
Colette was involved with parent-teacher interviews and presented herself in a very professional
manner. She was able to add pertinent details to the interviews in regards to the students progress.
Colette did not have an opportunity to work with parents on any other occasions but did make
connections with other teachers during her time here. Colette has developed her in-class presence and
has improved both her physical and vocal demeanor. Colette continues to work towards accepting
constructive advice from other professionals. This will be advantageous to her professional
development.
Winter 2016
Page 6 of 11
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, adapted assessment, assessment variety, record keeping,
formative/summative, reporting, timely feedback etc.
Colette was very interested in assessment strategies. In art it is more difficult to be specific in the type
of assessment used. I shared as much as I could with her and I feel that this will be something that she
will continue to research and develop on her own. In the unit she designed she was not able to assess a
lot of the work as the timing of her assignment overlapped with other things going on in the school year.
She did design a formative project as well as a summative one. This will be a professional development
skill that she should continue on with as she gets further into the teaching profession.
Pacing and timing are important in assessment and a 9 week time period is a short period of time to
see the full scope of assessment and its uses in encouraging and motivating students. This will be an
ongoing project of discovery.
Winter 2016
Page 7 of 11
Understanding Students Needs

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, etc.
Colette used the curriculum effectively and did reference the document when planning. She is
working towards teaching varied learning styles. She did connect with some reluctant learners and tried
different strategies to help them be more motivated. This will be a skill that she will continue to work on
as she pursues her teaching career.
She is developing her skills of sharing time evenly with all the students in the class. Colette worked
very hard to connect with students on a personal level and showed compassion and caring to students
who were struggling.
She has experienced the full scope of students abilities and motivation. This something that she will
learn as she goes into the teaching profession.
Winter 2016
Page 8 of 11
Professional Qualities and Attributes

KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
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, interpersonal skills, collegiality, initiative, energy, team work, attitude,
appearance, commitment, reflection, etc.
Colette was committed to trying the projects before she assigned them to the students. The ability to
create your own work is extremely important for an arts instructor. Her own artwork showed skill and
an attention to detail.
Colette developed a list of teaching goals and worked hard to attain these goals. She is open to new
approaches and was very curious as to the why of students actions. This opened her up to being on a
personal level with the students in a very positive way.
Colette worked with the other student teachers to create a question and answer session on the
challenges of attending post-secondary institutions which was met with enthusiasm both by staff and
students. She did an over-night shift during our 48 hour bike-a-thon and was very comfortable with
students on a more personal level during this time. She assisted with the set-up and take down of various
art shows during her time here and was willing to give up her free time in order to help out. She was part
of the school community in a positive way and realizes the importance of team-work. She related well to
other professionals in the building.
Winter 2016
Page 9 of 11
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, etc.
Colettes personal journal was thoughtful and well maintained. We met on a regular basis to address
the challenges that Colette found within the classroom. This program can very challenging in the amount
of variety in both age and natural talent within the student population. The key to effective teaching of
the arts is the ability to teach not only the naturally talented students but also to be able to draw out the
desire in the students who struggle and to help them find the artist within themselves. Colette continues
to strive to make this happen in her teaching style and in the delivery of her lessons.
Colette is committed to personal reflection and was always asking for ways in which to improve.
This is a very important part of teaching and I feel that she will continue with this personal practice as
she goes forward in her teaching career. She is very willing to attend training sessions and professional
growth sessions in order to improve her practice.
Winter 2016
Page 10 of 11
Additional Mentor Teacher Comments:

I wish Colette all the best in her pursuit of her dreams. It has been a journey of discovery from both
sides of the mentor/protg relationship. Thank you for all of your work Colette.
Student Teacher Comments:

What I will remember best about Bellerose are the relationships I made with the teachers, staff and
students. I cherish this most and desire to make these strong relationships again at the next school I am
involved with. Closely following, I loved contributing to the school community by creating a school
wide art project. I hope to follow Judys example and find various ways to color the school and the
local community courtesy of the students and the schools art department.
This practicum I feel that my full potential awaits to be unlocked at the opportunity of my own
classroom. Working under two vastly different teaching styles of well-established high school art
teachers, Ive come to the conclusion that I need more structure in my own classroom. Ive heard stories
of which new teachers too often go to extremes of classroom management in order to find themselves
and their limits, I am no exception. This practicum I was overly kind and learned the meaning of give
them an inch and they will take a mile however this experience has shaped my management style for
the better in how I will exert myself in the classroom. My next experience I hope to be a warm but strict
teacher that falls between the middle ground of two extremes.
I thank Judy for the opportunity to apprentice under her. She has changed and inspired me to connect
with students at a deeper level, pushed me to try different fields of art so that my students can have a
greater wholesome experience, and to make projects that emphasize true creativity (an essential skill for
the 21st century). What has affected me most is to never judge students especially those who we dont
understand or clash with our teaching agenda. Both teacher and student gain so much respect for each
other when you work with the situation instead of fight it.
In short I am very thankful for this experience with Judy Smallwood, she has taught me concepts that
cannot be found in a book or given in forms of verbal advice.
Winter 2016
Page 11 of 11

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Advanced Field Experience Final Evaluation

Field Experience Information:

First Name: Colette

Course Number: AFX 450

First Name: Phil

First Name: Judy

End Date (dd/mm/yyyy): 21/04/2016

Subject(s) and/or Grade Level(s): Art 10, 20, 30, 31

School District: St. Albert Public Schools

School Address: 49 Giroux Rd

Postal Code: T8N 6N4

School Phone #: (780) 459-0798

Date (dd/mm/yyyy): 21/04/2016

Description of the school and context of teaching

Preparation, Planning and Organization

Teaching Skills and Strategies

Management and Classroom Climate

Understanding Students Needs

Professional Qualities and Attributes

Reflection and Self-Evaluation

Additional Mentor Teacher Comments:

Student Teacher Comments:

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