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PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT

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Instructions: is a summative report of the student teache/s performance at the end of the PSI practicum, ' This of teacher based on expectations for that development. utage ' For each practicum outcome below, place a check mark in the appropriate box to indicate the student leache/s level of will fall into
either Nottr4eeting Expectations for the PSI level, Meeiing Expectations, or eiieeoing Expectations. graost students the Meeting Expectations category, unless there is clear evidence for Noiltr"uiin!-e*p"ctations or Exceeding Expectations.) For students within the Meeting Expectations category, please indicate tevet p"rforrano. outcomes may not be applicable to yor:r particular educational situation. lf you wish to indicate this, please put NIA in the rniddle of the rating scale. . At the end of each section of the form, provide comments in reference to the relevant KSAs and outcomes.

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PLANNING AND PREPARATION

KSA KSA KSA KSA KSA

#1 #3 #6 #9 #13

Teachers Teachers Teachers Teachers Teachers

make reasoned decisions about teaching and learning based on their ongoing anatysis of contextua! variables. use the programs of study to inform anidirect plannihg instruction ana a-sseJsment. plan for instruction, translating cuniculum and outcom6s into meaningtut tii;ini activities.
use

broad range

of instructiona/ sfratag'es.

identify and use relevant leaming resources.

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1. 2. 3.
4.

Demonstrates knowledge and skills in the subject matter of the lesson. lncorporates a variety of appropriate resources and instructional and assessment strategies into lesson planning.

Translates leaming outcomes from the Alberta Program of Studies into relevant and appropriate learning objectives for the lessons being tauqht.
aKes lnto account students' prior learning, learning needs, interests, and backgrounds. Organizes conlent into appropriate components and sequences for instruction
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5.
6.

includes leaming objective(s), an introduction and closure, detailed procedures and instructions, key questions, teaching strategies and sludent activities, and assessmenl of lesson objectives.

rrans rerevant content and activities sufficient for the time allottedrrepares resson ptans tor ail tessons taught, using a well-defined structure which

6.
9.

rnregrares rnlormatlon anct communications technology into instruction where appropriate.

Obtains and organizes equipment and materials for instruction.

Comments:

May 25,

2006-Summalive Assessment

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2o 2. INSTRUCTION
KSA

KSA KSA KsA

M #5 #9

#10

Teachers demonstrate knowledge of the content they teach. Teachers identify and respond to leamer differencei. Teachers use a broad nnge ol instructional sfrategies. Teachers apply a vaiety of technologies to meet students' leaming needs.

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1. 2. 3.
4.

Uses clear, fluent, and grammatically correct spoken and written language. Uses vocabulary appropriate to students' age, background and interests. Modulates his/her voice for audibility and expression.

Establishes sel: reviews prior learning, identifies lesson objective(s) and expectations, uses motivating attention-getters, provides an overview, and relates the lesson to previous learning as appropriate.

5. 6. 7.
8. 9.

lncorporates strategies for motivating students using relevant and interesling subject matter and activities.
Explains and proceeds in small steps at an appropriate pace to suit the activity and student response.

Demonstrates subjecl matter competence during instruction. organizes and directs learning for individuals, small groups, and whole classes. Provides clear directions, instructions and explanations. transitions between lessons and from one activity to the next during
lessons.

10. Directs efficient

11. Uses

a variety of instructional strategies to address desired outcomes, subject matter, varied learning styles and individual needs.

12. Uses appropriate materials and resources. 13. Demonstrates flexibility and adaptability.
14. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels.
',l5. Provides appropriate "wait-time" after posing questions.

16. seeks clarification and elaboration of student responses, where appropriate. 17' Leads and directs student participation in class discussion effectively and distributes
questions appropriately.

18. Circulates in the classroom, intervening when necessary, checking on individual and
group understanding of activity/content.
needs.

19. Recognizes and responds appropriately to individual differences and group learning

20'

Reinforces student learning, building on previous learning, reviewing, and re-teaching.

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

22. Provides homework when appropriale and explains assignments fully.

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May 25, 2006-Summative

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3. CLASSROOM LEADERSHIP AND MANAGEMENT

#7 KSA #8
KSA

Teachers create and maintain environments that are conducive to student leaming and understand student needs for physical, social, cultural and psychological secuity. Establishes relationships with students that respect human dignity.

1.
2. 3. 4. 5.

Assumes a leadership role in the classroom, taking charge of classroom activities, showing confidence, poise, composure, and presence.
Creates and maintains an effective learning environment, setting high expectations and standards for student learning. Demonstrates initiative, enthusiasm and a commitment lo the students and subject, models appropriate behaviours. Establishes positive relationships and a classroom climate based on mutual trust and respect. Clearly defines and reinforces classroom procedures and routines. Clearly communicates and reinforces expectations for appropriate student behaviour. Monitors student behaviour and is aware of student behaviour at all times. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate low-key and higher level responses; follows school discipline policies and procedures.

6. 7.
8.

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Comments:

ASSESSMENT KSA #11 Teachers

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gather and use information about students' leaming needs and progress and assess the range of learning objectives.

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Assesses student learning using a variety of appropriate assessment techniques and instruments (e.9., observations, conversations, questioning, performance-based and written assessmenl),
Provides timely and effective feedback on learning to students. Modifies and adapts teaching based on assessment data (e.9., uses alternative teaching strategies to re{each where required). Explains to students how learning will be assessed. Maintains accurate records of student progress.

2. 3. 4.

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5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES

KSA

#2 #15 KSA #16

KSA

Teachers understand the legislated, moral and ethical framework within which they work. Teachers engage ln assessing the quality of their teaching. Teachers are able to communicate a personal vision of their own teaching.

1. 2. 3. 4. 5. 6. 7. 8.
9.

Presents a professional appearance and manner. Fulfils professional obligations (i.e., punduality, routine administrative duties). Demonstrates maturity and professional judgment. Demonstrates an interest in and a commitment to the teaching profession. Establishes professional relationships with the school community.

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Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and
makes appropriate suggestions for improvements. Uses the results of studeni assessment and feedback to improve teaching practices and guide professional growth. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. Develops and communicales a personal vision of teaching.

10. Demonstrates willingness to take "informed risks" to benefit student learning. 11. Develops and presents a professional portfolio and/or growth plan including goals, evidence of progress
toward goals, reflections on growth, and future goals.
12. Respects the dignity and rights of all persons without prejudice as to raoe, religious beliefs, colour, gender, sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, place of origin, place of residence, socioeconomic background or linguistic background.

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

14. Does not divulge information about a student received in confidence or in the course of professional duties
except as required by law or where to do so is in the best interest of the student.

15. Does nol undermine the confidence of students

16. Does not criticize

in teachers or other student teachers.

the professional competence or professional reputation of teachers or other 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.

18. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the
profession unless authorized to do so.

Comments:

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*e^ch,y, tu mee-t Sh.tdrnt f\ccdi: 2006-Summative Assessment

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SUMMARY:

Areas for further growth:

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is recommended, please attach a signed document providing reasons and recommendations for additional practicum experience.

*lf an lncomplete grade

the University Consultant.

Note: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and

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Please submit the completed original signed report to Field Experiences, Room TH423, Faculty of Education, the University of Lethbridge, and provide signed copies for the Student Teacher and for the University Consultant.

May 25, 2006-Summative Assessment