Summative Evaluation of Practicum

Master of Teaching
Teacher Candidate: Vanessa Wolf
Year: 1 Practicum Session: 2
Dates: February 16, 2016 to March 11, 2016
Associate Teacher: Stephanie Krutzmann
Grade level and/or subjects: 1,2
School: St. Barbara Elementary School
Board: DPCDSB
ASSESSMENT, PLANNING AND INSTRUCTION
Vanessa consistently demonstrated an in-depth understanding of the Ontario Curriculum and the diverse
learning styles of the class by planning lessons that matched the academic abilities of primary students. She
made use of a wide range of teaching strategies to address the dierentiated needs of students within her care
including a student on an Individual Education Plan. Vanessa incorporated multiple intelligences, ensuring she
engaged all the students in her planned lessons. She used a variety of resources and concepts including: whole
class, small group, pairs and individual attention as needed. Vanessa created cross-curricular lessons which
incorporated both Grade One and Grade Two expectations. She created a complete unit plan including
formative and summative assessments for her Science unit on Liquids and Solids for Grade Two. She also
created and implemented a Data Management and Probability Unit for Grade One and Two, including all
assessments. She consistently taught all material in an organized way that the students could understand. The
lessons incorporated hands on learning with informative experiments/manipulatives to keep the students
engaged. Vanessa eectively linked concepts within and across curricular areas and was able to successfully
teach material in a progressive, focused, and organized fashion. She used both diagnostic and summative
assessment strategies, including rubrics, observation, anecdotal record keeping, unit tests, and summative
assessment tasks to track student progress and assess student learning. During her lessons, Vanessa stressed
significant ideas, ensuring each student understood the concepts before moving to the next level in the lesson.
She ensured student completion of assigned work and readily assessed student progress.

CLASSROOM MANAGEMENT
Vanessa established good rapport and made an immediate connection with the students by introducing herself
through her own personal storybook. Vanessa's organizational skills were evident as she adopted the
established routines and made adjustments in order to facilitate her programs. Vanessa made students aware of
the expected standards of behaviour by reviewing classroom rules and by providing models that reinforced
desirable student behaviour. Materials needed for lessons were prepared in advance, thus contributing to the
successful delivery and flow of her lessons. Creativity, technology and good use of voice helped with the flow of
her lessons and reduced classroom misbehaviour. Vanessa incorporated the teaching of social skills into her
daily routines. She used positive management techniques that included verbal phrases and one-to-one
conferences when required. Vanessa had an excellent grasp of using praise for appropriate behavior. She is
aware of the need to monitor the pacing and content of lesson to ensure all students feel successful in their
learning. Vanessa went beyond the Teacher Candidate role as she provided additional support during recess for
specific children.

UNDERSTANDING CURRICULUM AND THE LEARNER

Knowledge of subject content was demonstrated with excellence as Vanessa has clearly shown that she is
willing to read curriculum resource materials in order to obtain extensive information prior to introducing new
lessons. In all areas of the curriculum, Vanessa incorporated creativity, technological background and
questioning skills. She used the Smart Board as a prime teaching tool at every opportunity. Vanessa

encouraged feedback, risk taking and questioning on the

part of the students by providing a comfortable learning environment for them. She also used what the students
already knew about the topic, to target her questioning and to build upon their developing schema. Vanessa
consistently provided an assortment of visual aids to support student learning. Themes were highlighted by the
use of bulletin boards for her unit on Data Management and Probability. Vanessa varied her teaching strategies
in order to create exciting activities for the students. She used co-operative learning strategies, whole group
and small group discussions, one to one conferencing, games, manipulatives, oral presentations and openended assignments. The students responded very positively.

DIVERSITY AND EQUITY

Vanessa's warm personality, friendly disposition and genuine interest in the children enabled her to develop a
great rapport with all of the students. Vanessa was consistently sensitive to the needs of each individual child.
She worked closely with small groups of students or individuals to ensure understanding of all concepts taught.
Vanessa made accommodations to her plans, lesson delivery and assessments to ensure that all learners could
be successful in the classroom. She is aware of the need to group students eectively based on their strengths,
needs and social behaviours. Vanessa also selected materials which reflected cultural diversity during her
lessons. She was also attentive to those who lost their focus and redirected their attention in a positive way. It
was obvious that Vanessa appreciated the unique and interesting qualities of each child. Vanessa celebrated
the successes of all students.

PROFESSIONALISM
Vanessa displayed a high level of professionalism at all times. She attended to all responsibilities placed upon
her. She regularly arrived at school well before the beginning of class to allow ample time for preparation of
lessons, resources and classroom set up. She demonstrated initiative by accepting responsibilities beyond
what was expected of her. Vanessa was able to adapt readily to changes in scheduling, often with little notice.
Vanessa regularly reflected upon lessons taught with an aim to improving subsequent lessons. She engaged in
continuous reflective professional practice and often sought constructive feedback and was always willing and
eager to apply new ideas and suggestions to enhance her development as a teacher. She takes part in yard
duty, greeting and dismissing students, and all other professional duties. Vanessa is dedicated to personal
growth and doing her best at all times. She was available at lunchtime to attend meetings, assist students, and
to run student groups. Vanessa easily displayed the virtues and was an exemplary role model for all students.

INVOLVEMENT IN SCHOOL / COMMUNITY LIFE

-attended a monthly sta meeting
-assisted with recess and lunch duties with associate teacher
-assisted with the RazKids reading club
-attended mass at St. Joseph's Parish with the entire school
-shadowed librarian to observe her role in the school
-contacted 'Let's Talk Science' to organize a workshop for the Grade 1/2 Class

ADDITIONAL COMMENTS
I have thoroughly enjoyed working with Vanessa throughout this practicum block. Her sense of humour,
commitment to students well-being and love for learning and children all make her an excellent candidate for
the teaching profession. She was always willing to show me new ways to implement curriculum ideas using the
Smart Board. Her strengths lie in her ability to collaborate, team teach with me and building positive and
respectful relationships. The students have embraced her teaching practices and eagerly participated during
her lessons. I wish Vanessa all the best in her next placement and am confident that she will be a welcomed
addition to any sta team, and a wonderful teacher to a fortunate group of students. She will be missed!

Overall appraisal:

Pass

Fail