Professional Semester III Final Report

Faculty of Education
Field Experiences
Fall

Spring Semester, 2016 (Please check appropriate semester)

Professional Semester III is a five-course equivalent integrated semester including half-time teaching and
professional study in curriculum design, leadership, advanced methods, and reflective practice. Intern Teachers are
assigned full time to schools for the semester during which they assume responsibility for approximately one-half of
the teaching day. PS III professional study is designed to complement and enhance the internship. The professional
study components may occur on or off-campus and are coordinated by the Faculty Mentors in collaboration with
Intern Teachers and school personnel.

Place a checkmark () in front of the course in which you are registered

Education 4571
Elementary Education
Education 4572
Secondary Internship
Education 4573
Special Focus Internship
Education 4574
Fine Arts Internship - Art or Drama
Education 4575
Fine Arts Internship - Music
Intern Teacher:

Nicole Sturtevant (Toth)

Grade Level(s):

School:

Milk River Elementary School

Administrator:

Teacher Mentor:

4/5

Faculty Mentor:

Intern Teachers Descriptive Report:

My PSIII internship has been a rewarding learning experience that has only infused my passion
for teaching. The Milk River Elementary School (MRES) staff is welcoming, supportive, and an
excellent example of a collaborative teaching network. The professional connections I have
made with my teacher mentor (Karen Garber), administrator (Allan Rancier), other staff
members, and students will be long lasting. At MRES I was treated like a certified teacher and
had responsibilities such as: recess/lunch supervision, report cards, staff meetings, parentteacher interviews, professional development, library, coaching, and teaching half time.
I taught LA 5, social 4/5, and health 4/5. Majoring in CTS, I had little experience teaching either
LA or social coming into PSIII. It took me additional time to study the Alberta Program of
Studies, set up my long range/unit plans, and learn the content. I planned a novel study and a
media unit in LA, in which students would create the school yearbook using computer software
as a culminating activity. In social, I covered two Canadian regions and the history of Canada
(explorers, fur trade, etc.). With the use of teacher resources, support from my teacher mentor,
organization and lots of effort I was able to successfully teach these subjects. The UofL and my
teaching experiences have prepared me to teach any subject at any level, and in PSIII I have
proven that I can do this.
My class sizes ranged from 16 to 27 students. Students came with a range of capabilities. I had
several students on ISPs, four ESL students, and one student on a behavioral support plan.

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PS III Final Report for Nicole Sturtevant

These students were given accommodations such as: readers for tests, modified worksheets,
additional work time and breaks. With combined classes for social and health, I used
differentiation by asking different thinking-level questions and eliminating possible answers
during MC quizzes. With access to a Smartboard, I was able to use notebook software to create
interactive lessons. My kinesthetic learners were able to do word sorts up on the board or click
to reveal answers. My slides included pictures and text for my visual and read-write learners.
Most of my social lessons also included a short video. Students were able to use technology to
collect images and do additional research. They were also taught about Internet safety and
digital citizenship in health.
Before I started teaching I designed a classroom management plan, which I modified over time
to suit the needs of my students. I set clear classroom expectations off the start and posted my
rules up in the classroom. I tried several techniques for bathroom/water breaks such as owing
time after class and then rewarding those who went before class. After some time, students
knew my expectations and could leave with permission one at a time. Every class is different,
some strategies may work for some but not others, therefore I had to be flexible. To encourage
listening I rewarded students with stuffed animals called, Listening Buddies and also kept track
of their noise level up on the board.
Every day, I greeted my students in the morning and took a general interest in their lives.
Showing up to watch them participate in sporting events, such as mini-ball and hockey, allowed
me to connect further with parents and the community. I also volunteered my time to coach one
of the schools mini-ball teams. By respecting my students human dignity and getting more
involved with the school I was able to build positive relationships with all of my students.
Throughout PSIII, I presented a professional appearance and manner. I fulfilled my obligations
by showing up on time, ready and prepared to teach. Feedback from evaluators was taken with
appreciation and was then utilized to improve my teaching practices. Any parent concerns were
addressed in a professional and timely manner. By attending PD days, such as SWATCA, I
established professional relationships with the educational community. I also spent time on my
professional growth. I implemented mindfulness activities in order to help my students become
more focused/calm during class time, created a TPGP, and expanded on my professional
portfolio.
Teaching at the MRES has made me a more well-rounded and confident teacher. I have proven
that I have the knowledge, skills, and attributes required by any certified teacher. Being in the
classroom makes me feel happy and gives me a sense of purpose. Teaching is more than a job,
it is a passion and I know I have a passion for teaching. It is truly a part of who I am.

Intern Teacher Signature

Date

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PS III Final Report for Nicole Sturtevant

This page is to be attached to the Intern Teachers Report.

School Administrator Comments:

Nicole began her PSIII internship at Milk River Elementary School on January 4, 2016. During
this time, Nicoles half time teaching assignment has included language arts, social studies and
health within a grade four, grade five and a grade four/five multi-age setting. Nicoles class sizes
ranged from 11 in grade four, 16 in grade five and 27 within the grade four/five multi-age setting.
During this time Nicole has been responsible for all areas of planning, preparation and
management of her classroom.
Nicole has spent considerable time learning about her students and the uniqueness of each
individual. When visiting Nicoles classroom it became obvious that she is willing to learn about,
gain understanding and work within the unique variables of each student. Nicoles classroom
had opportunities and support for students who required movement, students who required
additional time to complete assignments and students who required assistance and support due
to individual circumstances. I frequently observed Nicole allowing extra time for students when
completing note-taking assignments, including one student that required support from an
educational assistant in order to complete their note-taking. On other occasions I observed
Nicole showing excellent compassion and understanding with certain students that required a
gentle touch and acknowledgment of unique emotional circumstances. Consistently, I observed
Nicole put forth individualized support and understanding of the special and individual nature of
each student.
Throughout her time at our school, Nicole consistently planned her classes in order to meet the
objectives outlined in her long-range plans, in accordance with the Alberta Program of Studies.
Nicole would communicate her objectives to students by outlining the goals for each class on
the board. Nicole was consistently well organized and had a clear plan of instruction that
allowed her students to successfully learn the elements of the curriculum Nicole was presenting.
Classes were well organized and Nicole was consistently ready to teach her students.
Nicoles growth in the area of classroom organization and management showed excellent
growth during her practicum. Nicole started her practicum with very clear expectations of her
students and worked very hard to communicate those expectations to her students. Classroom
management is an interesting challenge for any teacher and I was impressed by Nicoles
willingness to learn and develop her skills in this area. Nicole quickly identified areas of
weakness in her management strategies and was consistently searching for new ideas and
creative solutions in order to maintain high quality learning opportunities for her students. Nicole
has great strategies for refocusing students such as creative catch-phrases, visual cues such as
NOISE letters on the board and positive rewards for appropriate behaviour. I would challenge
Nicole to continue developing these strategies and continually be aware of the need for
adjusting management strategies throughout the year.
Throughout her practicum, Nicole has used a variety of techniques in her instruction. In classes
that I have observed, I have seen the following techniques: teacher directed, individual
deskwork, group work, and student directed. Nicole has a very confident delivery style and does
a good job maintaining student focus. Nicole is able to put forth information in creative ways and
maintain student connection. I was consistently impressed with Nicoles ability to conclude each
of her classes with excellent questions that students would always be prepared to answer.

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PS III Final Report for Nicole Sturtevant

Nicole often will use technology in her delivery of material. It seemed that every class I visited,
technology such as Smart Notebook, YouTube and other computer technology was used to
assist student learning. The use of technology in a 21st Century learning environment is
something that students are very comfortable with, Nicole did a good job of utilizing this comfort.
I would challenge Nicole to find unique and creative ways to have the students work more
closely with the technology, putting it into their hands to further their own learning.
Nicole has used a variety of tools for evaluation of student learning. Tests and quizzes,
consisting of a mix of multiple choice, matching, true or false and short answer. Nicole has
students writing on a regular basis and collects assignments and provides feedback and grades
to the students in a timely manner. Even the brief questioning Nicole uses at the end of her
classes has allowed her to assess student learning in order to drive future learning
opportunities. Nicole has also taken part in a mid-year report card that allowed her to formulate
appropriate grades, provide explanations and suggestions for student improvement and clearly
communicate with parents and students.
Nicole has consistently proven to be professional and courteous to all students, parents and
staff. Nicole has an appreciation of teamwork and collegiality, often approaching staff in order to
develop a greater understanding of education and the needs of kids. I was very pleased to see
Nicole volunteer to coach one of our basketball teams that allowed students, parents and staff to
see a different side of Nicole.
Throughout the past months, Nicole has become a valued member of our teaching staff. Nicole
has developed excellent relationships with students and staff and has shown herself to be truly
interested in the well-being of our students. Nicole has shown excellent growth as a teacher, I
have been impressed with her flexible classroom management, her ability to clearly outline her
learning goals for students and her ability to assess student learning at the end of each class. I
have no doubt that Nicole will be a valuable member of the teaching community and I wish her
nothing but the best in her future.

School Administrator Signature

Date

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PS III Final Report for Nicole Sturtevant

This page is to be attached to the Intern Teachers Report.

Teacher Mentor Comments:

Nicole Sturtevant has been a valuable member of our teaching staff here at Milk River
Elementary School. During her PSIII internship Nicole has consistently demonstrated
knowledge, skills, and attributes related to the teaching profession. Since we are a small
school, staff at MRES works together unfailingly as a team. From the beginning of her
internship, Nicole demonstrated this attitude as well, supporting students educational needs
and well-being.
Along with teaching half time, Nicole willingly participated in additional teacher responsibilities
such as supervision, parent meetings, professional growth opportunities, and staff meetings.
She met with the Learning Support Teacher and support staff to develop a plan to enhance
student learning. One area that involved extra time and commitment on Nicoles part was her
willingness to volunteer as a coach for one of our schools mini-ball teams. In this role, Nicole
shared her personal interest in sports with her team. She took measures to instill
sportsmanship and develop athletic skills. My observations of Nicole interacting with her team
of young players revealed her strong leadership qualities. It was very important to Nicole that
her team had a positive experience. This being the first time participating in a team sport for
some students, Nicole strove to encourage and support them.
Nicole has put in a great deal of effort to successfully teach her assigned units and outcomes.
Initially, Nicole was a bit apprehensive about teaching subjects with which she was not familiar.
However, being determined and dedicated, Nicole immediately set to work on reviewing
materials and the programs of study. She utilized teacher materials, plans, and researched to
develop lessons that met the desired objectives. Nicoles organization and planning are very
strong attributes that are especially notable in her lesson plans. On the occasions that I taught
lessons for Nicole, it was obvious that she had considered the following when developing
lesson plans; desired student outcomes, classroom dynamics, student participation and
individual learning styles.
PSIII offers teacher interns an opportunity to get to know their students in a manner that
shorter practicums do not. Nicole has had the opportunity to witness and appreciate individual
differences; not only academic differences, but differences in learning styles as well. She has
had to revise and alter some of her teaching practises as a response to individual students as
well as class dynamics. Nicole shows flexibility in her responsiveness to the unique
personalities and learning styles of her students.
Classroom management can be one of the biggest challenges faced by teachers, new or
experienced. Each group of students responds differently to management techniques and
strategies. Nicole experienced some challenges with this area of teaching at the beginning of
her internship and recognized the need to acquire student engagement. She implemented
suggestions from her university consultant and listened to ideas from Mr. Rancier and myself.
By implementing various management strategies, Nicole has taken measures to develop a
classroom environment that is conducive to student learning. Routines are in place, and for
each class, a visual agenda is in view for the students. Nicole understands how seating
arrangements, expectations, organization, and classroom activities all play a part in creating an
effective environment for learning. One suggestion for Nicole to consider in future teaching
experiences may be to limit extrinsic rewards for good behaviour. Nicole has grown a great
deal in this area of teaching, and I feel confident that she will continue to develop with
experience.
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PS III Final Report for Nicole Sturtevant

Assessing student progress as well as self-assessment has been part of all the units Nicole
taught. She included various student assessment techniques such as, observations,
questioning, quizzes, reviews, and projects. Nicole kept careful records of the assessment
results and used the results to measure student achievement as well as indicators to modify
teaching if needed. In doing so, Nicole demonstrated reflectiveness and observance in her
professional growth.
Nicole Sturtevant has been a valued member of our staff. Throughout her internship, Nicole has
presented herself in a professional manner. Her conduct toward others and communication
with staff and students is always respectful. She shows a high regard for the teaching
profession. It is obvious that Nicole cares about her students and always strives to make their
learning experiences positive. Nicole has many talents and abilities. With her conscientious
attitude and desire to learn, I have no doubt that Nicole Sturtevant will be an excellent teacher.

Mentor Teacher Signature

Date

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PS III Final Report for Nicole Sturtevant

This page is to be attached to the Intern Teachers Report.

Faculty Mentor Comments:

Nicole began her internship with detailed long-range plans, and unit plans. These were then
broken down into detailed, step-by-step lesson plans that took into account the students prior
learning needs, interests and backgrounds.
It was evident that Nicole had a deep commitment to her students, and was intent on providing
them with the best learning experiences that she possibly could. This was done with a variety of
teaching strategies designed to engage the different types of learners in her classroom.
As Nicole planned her daily lessons, it was obvious that she had paid close attention to
individual student needs and had differentiated her instruction and assessment strategies
accordingly since some of her classes were combined Gr. 4 and 5 students.
Nicoles classroom management techniques were exceptional. Routines were established and
reinforced. Classroom behaviour expectations were high, and consistently expected. She
researched and applied new strategies when she could see that problems were occurring, or if
she felt that she was not dwelling enough on the positive behaviours of her students.
Management procedures were used that ensured the dignity of the student was respected at all
times.
The mindfulness activities that Nicole researched and employed helped greatly to reduce the
number of problem behaviours as well as bring her students to a state of focus so that more
effective learning occurred especially in her larger classes.
There was a visual agenda used on the whiteboard at the start of each lesson that I observed.
This allowed the students to understand what they would be expected to cover during the
lesson, and also served as a guide to what students should do next. Nicole also used a visual
timer to ensure that the pace of the students work on their tasks moved along nicely.
Once students were set to work on a task Nicole would circulate to see that everyone had
begun. She would intervene if students appeared not to understand or if they needed the
assignment to be scaffolded for them.
Nicole approached each of her professional obligations in a mature manner. She was always
prompt with her assignments, and fulfilled her professional duties at the school. She continually
reflected on her practice and how to make it better for her students. It was very clear that she
was committed to excelling as a classroom teacher.
I have read the complete Final Report and certify that the assigned grade is PASS.

Faculty Mentor Signature

Date

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