Introductory Field Experience Final Evaluation

Field Experience Information:

Student Teacher:
Last Name: Marshall First Name: Kathryn
ID Number: 1237441 Course Number: EDFX 350
University Facilitator:
Last Name: Charchun First Name: Clement
Mentor Teacher:
Last Name: Bishop First Name: Joshua
Placement Information:
Start Date: (dd/mm/yyyy): (16/11/2016) End Date: (dd/mm/yyyy): (16/12/2016)
Subject(s) and/or Grade Level(s): Physical Education Grade 2, 5, 7, 8, 9, Science Grade 8

School Information:
School Name: A. Blair McPherson School District: Edmonton Public Schools
School Address: 430 Tamarack Green Postal Code: T6T 0J4
School Phone #: 7804684361 City: Edmonton

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 time according to the facultys retention schedule; 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): 16/12/2016

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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.

A. Blair McPherson is a school located in Edmontons southeast corner, has a population of 961 with an
average class size of 26. A. Blair McPherson is an inclusive learning environment. The school focuses
on inquiry learning and focuses on the Tribes trail community ideology.

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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.

Kathryn has a very high level of understanding the planning that comes with being a successful teacher
and she consistently selects appropriate content for grade level/ student level and uses the Program of
Studies to develop interesting and relevant lessons. Kathryn also has an excellent understanding of the
program of studies and shows that she understands how to translate the curriculum into meaningful
lessons.

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Teaching Skills and Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
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 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.

Kathryn has a natural ability to teach and has excellent previous experience in volunteering and
coaching sports that allows her to successfully deliver, arouse and maintain an exceptionally high
interest in classroom activities. She completes this through introduction, pacing, transitions and student
involvement; Student instruction is clear and promotes learning; Positive reinforcement for students is
evident throughout instruction; Is able to maintain a high degree of student involvement in the lesson;
Provides direction that encourages student understanding. Kathryn also Demonstrates critical awareness
in the classroom and the gym, resulting in appropriate responses to changing conditions or learner needs,
instructional delivery, pacing or adjusting lesson content; Modifying lesson plans includes changes in
teaching strategies or approach.

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Management and Classroom Climate
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
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.

Kathryn plans, implements and reinforces established classroom routines to maximize learning and
reduce transitions needed; Anticipates potential difficulties by scanning the classroom frequently and
using non-verbal and verbal cues to re-direct behaviors. Kathryn also clearly communicates student
behavior and learning expectations; Establishes positive outcomes for student compliance; Adapts
expectations to changing conditions; Secures student attention for direct instruction though a variety of
effective methods. Overall, Kathryn has done an excellent job managing the classes in the gym and has
built off the already established routines to build her own successfully.

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Communication
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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.
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.

It is obvious that Kathryn has personal values that fit within the teacher quality standards and truly
respects human dignity. She successfully builds strong rapport through personal interactions, and
positive facial and body language; Uses voice control effectively; Takes individual needs into
consideration during instruction; Encourages and supports student growth; Is approachable and receptive
to students. Kathryn establishes an environment where students feel safe, accepted and valued; for
example she pays attention to the students who may feel self-conscious and builds their confidence
through immediate and effective feedback.
Her classroom and gym appear to be a warm and inviting environment that is aesthetically pleasing and
comfortable and students are motivated to learn. Moreover, students are willing to behave according to
expectations; Consistent daily attention to building student self-esteem; Accepts individual differences
and incorporates them into instruction; Purposeful instruction leads to student success.

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Assessment Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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.

Kathryn successfully links assessment strategies clearly to the learning objectives by selecting relevant
tools to indicate achievement; Consistently weaves instructional objectives into assessment to encourage
growth/ learning; In one unit, Kathryn successfully used a rubric that she designed and demonstrated
that she understands how assessment works and the importance of the use of both formative and
summative assessments.

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Understanding Students Needs
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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. 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.

Kathryn demonstrates that she knows how to identify students with different learning styles and ensures
that she creates different learning paths towards the learning outcomes to accommodate all students.
She demonstrates that she understands how to translate curriculum and/or desired outcomes into
meaningful teaching pedagogy. Kathryn does an outstanding job and demonstrates awareness that she
understands the contextual variables that affect student learning.

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Professional Qualities and Attributes
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
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.
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.

Kathryn understands that teaching is a professional job and that there is a legislated ethical framework
that all teachers must work within. She has a personal moral framework that allows her to be successful
in respecting the students human dignity, which allows her to successfully build relationships with her
students that are mutually respectful and focus on the quality of student learning. Lastly, Kathryn has
the work ethic, energy, ability to collaborate and interpersonal skills required to be a successful teacher.

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Reflection and Self-Evaluation
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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.

Kathryn maintains an in-depth reflective journal that demonstrates exceptional insight into her teaching
practice and willingly shares insights. She is aware of the need to use reflective practice to improve
instruction and demonstrates a strong commitment to daily reflection. Kathryn also engages in dialogue
during conferences originating from self-reflection. Lastly, Kathryn also formulates and asks excellent
questions that allow her to reflect more successfully on her practices.

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Additional Mentor Teacher Comments:
It has been an absolute pleasure having Kathryn for her IFX. From the first observation day Kathryn
embraced the opportunity of her student teaching experience. She immediately began to build
relationships with both students and staff members at A. Blair McPherson school. She has also gone
beyond her teaching duties to help run a volleyball tournament and help the basketball teams where
applicable. Kathryn has shown that she understands the professionalism and work ethic involved in
being an excellent teacher and will have success wherever she practices the profession. I wish her all the
best in everything she does in the future.

Student Teacher Comments:

I have thoroughly enjoyed my time spent at A. Blair McPherson. The school has a very supportive and
respectful climate and I immediately felt a part of the staff and welcome from the students. I have
learned very effective teaching lessons while here. Specifically I have learned teaching techniques to
effectively manage large groups of students (80+), and also learned what activities and games are
appropriate for specific grade levels.

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