SUMMATIVE EVALUATION RUBRIC

Student Name: TIM WIEBE Faculty Supervisor: BILL GADD Cooperating Teacher: HEATHER BARANYK
Date: FRIDAY, MAY 1, 2015 School: VINCENT MASSEY Grade/Subject: PHYSICAL EDUCATION GRADE 9 & 10
Course: 271: 371: 474: 475: Assessment: Pass: Incomplete: Withdraw: Fail:

Focus
Not Meeting (Does not meet expectations within the category)
Areas
Assessment Does not perform pre-assessment of students skills, knowledge, or
& experience
Lessons lack a variety of assessment strategies & tools
Evaluation
Is ineffective in checking for student understanding
Rarely provides a framework for assessment subsequent to the
assignment
Does not discuss assessment results with the CT
Does not identify students who need assistance
Has little understanding of as learning, for learning, and of learning
Does not provide feedback to students in a timely fashion
Does not match assessment strategies to learning outcomes
Rarely invites student input in the development of assessment criteria
Planning & Little familiarity with subject matter
Preparation Little familiarity with MB curriculum
Does not produce lesson plans
For
Lessons lack evidence of activation, acquisition, and application of
Learning content
Does not consistently provide closure to lessons
Lacks materials necessary for lesson
Unfamiliar with technology
Ignores cultural diversity
Lesson plans rarely include a variety of activities suited to student
needs, learning styles, abilities, multiple intelligences, learning
disabilities, and interests
Delivery of Begins lessons without giving students an idea of where the lessons are going
Instruction
Rarely takes advantages of teachable moments
Has some difficulty clearly communicating instructions
Rarely provides exemplars to students
Uses only one instructional strategy
Rarely utilizes groupings to enhance learning
Rarely utilizes questioning techniques to enhance student learning
Rarely attempts to engage students in active thinking
Appears to lack confidence and is uncomfortable while teaching
Lacks enthusiasm while teaching
Has some difficulties projecting an effective teacher voice
Exhibits difficulty with the spoken language being used for instruction
Exhibits difficulty with the written language being used for instruction
Rarely incorporates assessment data to inform instruction
Developing (Occasionally meeting expectations within the category)
Usually performs a pre-assessment of students skills, knowledge, or experience
Attempts to use a variety of assessment strategies & tools
Usually checks for student understanding
Usually provides a framework for assessment subsequent to the assignment
Occasionally discusses assessment results with the CT
Makes an attempt to identify students who need assistance
Is developing an understanding of as learning, for learning, and of learning Displays an understanding of as learning, for learning, and of learning
concepts
Occasionally provides feedback to students in a timely fashion
Occasionally matches assessment strategies to learning outcomes
Occasionally invites student input in the development of assessment criteria
Some familiarity with subject matter
Some familiarity with MB curriculum
Lesson plans are prepared but may lack clarity
Lessons reflect an attempt to demonstrate activation, acquisition, and
application of content
Attempts to bring closure to lessons
Uses appropriate materials related to lessons occasionally
Explores the use of technology
Some awareness of cultural diversity which is occasionally evident in lessons
Lesson plans occasionally include a variety of activities suited to student needs,
learning styles, abilities, multiple intelligences, learning disabilities, and
interests
Tells students the main objective of each lesson, but sometime struggles with
articulation
Attempts to take advantage of teachable moments when appropriate
Usually successful in communicating clear instructions to students
Occasionally provides exemplars to students
Attempts to utilize various instructional strategies
Attempts to use groupings to enhance learning
Attempts to utilize questioning techniques to enhance student learning
Usually attempts to engage students in active thinking
Growing in confidence and comfort level while teaching
Is somewhat enthusiastic while teaching
Usually has an effective teacher voice
Has a fair command of the spoken language being used for instruction
Has a fair command of the written language being used for instruction
Occasionally incorporates assessment data to inform instruction
Proficient (Consistently meeting expectations of the category)
Consistently performs a pre-assessment of students skills, knowledge, or
experience
Successfully uses a variety of assessment strategies & tools
Consistently checks for student understanding
Consistently provides a framework for assessment subsequent to the
assignment
Consistently discusses assessment results with the CT
Consistently assists students needing support
concepts
Consistently provides feedback to students in a timely fashion
Consistently matches assessment strategies to learning outcomes
Consistently invites student input in the development of assessment criteria
Understands subject matter
Understands MB curriculum
Well-developed lesson plans
Lessons consistently reflect activation, acquisition, and application of content
Consistently provides closure to lessons
Consistently uses appropriate materials
Incorporates technology with ease
Consistently incorporates cultural diversity within the lessons
Lesson plans include a variety of activities suited to student needs, learning
styles, abilities, multiple intelligences, learning disabilities, and interests
Gives the students a clear sense of purpose of the lesson in language they
understand
Identifies teachable moments and uses them to enhance teaching
Consistently provides clear instructions to students
Consistently provides exemplars to students
Consistently utilizes strategies
Consistently and successfully utilizes grouping to enhance learning
Consistently uses questioning techniques to enhance student learning
Consistently engages students in active thinking
Appears confident and comfortable while teaching
Displays enthusiasm while teaching
Consistently projects an effective teacher voice
Has a good command of the spoken language being used for instruction
Has a good command of the written language being used for instruction
Consistently incorporates assessment data to inform instruction
 SUMMATIVE EVALUATION RUBRIC
Focus Areas Not Meeting (Does not meet expectations within the category) Developing (Occasionally meeting expectations within the category) Proficient (Consistently meeting expectations of the category)
Classroom Classroom is frequently chaotic and sometimes dangerous Classroom is a safe learning environment where students are usually engaged in Classroom consistently reflects a safe environment where students are
Engagement learning engaged in learning
Struggles to get students attention at the start of the lesson Occasionally is able to get the attention of most students before beginning a Consistently has the attention of most students prior to beginning a lesson
and
lesson
Environment Instruction time is lost due to confusion, interruptions and poor Confusion among students is minimal; interruptions and transitions are managed Confusion is rare among students; interruptions and transitions are skillfully
transitions somewhat effectively managed
Does not support established classroom routines Attempts to maintain classroom routines Maintains classroom routines consistently
Fails to establish expectations with students as the new teacher in the Announces expectations to students as the new teacher in their classroom Discusses expectations with students as the new teacher in their classroom,
classroom invites their input
Does not display fairness and respect toward students Attempts to be fair and respectful to students Is consistently fair and respectful of students
Has difficulty establishing behavior standards for students Possesses high standards for students but has trouble communicating these Clearly communicates and consistently enforces high standards for student
standards behavior
Displays limited strategies in dealing with discipline; discipline is Discipline is more reactive than proactive, but does attempt to utilize specific Practices proactive discipline and rarely faces disruptions among students
reactive strategies
Little attempt to foster positive interactions among students Attempts to foster positive interactions among students Consistently fosters positive interactions among students
Little attempt to maximize learning Academic learning time is usually evident, but is not always maximized Consistently maximizes academic learning time
Rarely expresses high expectations for academic performance among Occasionally expresses high expectations for academic performance among Consistently expresses high expectations for academic performance among
students students students
Family Demonstrates insensitivity to culture and beliefs of students and/or Occasionally attempts to be sensitive to culture and beliefs of students and/or Consistently displays sensitivity to culture and beliefs of students and/or
Communicatio their families their families their families
Appears reluctant to communicate with families Appears to attempt some communication with families Appears to be comfortable communicating with families
n and School
Does not follow up on assignments Attempts to follow up on assignments Consistently follows up on assignments
Community Does not attend or participate in extracurricular events at the school Participates limitedly in extracurricular events at the school Consistently participates in extracurricular events at the school
Involvement Does not participate in meetings with parents when possible Attends some meetings with parents when possible Participates in meetings with parents when possible
Professional Has no awareness of school/division policies Has an awareness of school/division policies Has and demonstrates awareness of school/division policies
Responsibilitie Arrives late Arrives at school moments before the start of the day. Arrives early to prepare for teaching
Leaves early Leaves promptly at the closing of the day. Stays after school to prepare or attend to other teaching related tasks
s
Is absent more than 4 days Mediocre attendance (1-3 days absent) Has perfect attendance
Does not respect confidentiality regarding staff and students Displays confidentiality regarding staff and students most of the time Consistently maintains confidentiality regarding staff and students
Has negative or self-serving relationships with CT and other staff Has developed some professional relationships with CT and other staff Has developed several professional relationships with CT and staff
Somewhat defensive in listening to feedback and suggestions Is open to feedback and suggestions Invites feedback and suggestions and attempts to implement ideas
Does not display an attitude of team Is working at developing an attitude of team Consistently participates as a team player
Seldom practices good judgement and honesty in conversation Usually practices good judgement and is honest in conversation Consistently practices good judgement and is honest in conversation
Is not self-reflective and has difficulty setting goals Is somewhat self-reflective and attempts to set goals Is consistently self-reflective and sets goals
Does not complete student teaching requirements: Occasionally demonstrates an awareness of student teaching requirements: Consistently demonstrates an awareness of student teaching requirements:
Contacted school in advance Contacted school in advance Contacted school in advance
Contacted supervisor in advance Contacted supervisor in advance Contacted supervisor in advance
Presents criminal records check, child abuse records check, Presents criminal records check, child abuse records check, resume Presents criminal records check, child abuse records check,
resume Notifies school in good time if cannot attend due to illness or resume
Notifies school in good time if cannot attend due to illness or emergency Notifies school in good time if cannot attend due to illness or
emergency Maintains a professional dress code emergency
Maintains a professional dress code Maintains student records (attendance, marks, etc.) Maintains a professional dress code
Maintains student records (attendance, marks, etc.) Occasionally provides a lesson plan in advance of an observed lesson Maintains student records (attendance, marks, etc.)
Rarely provides a lesson plan in advance of an observed lesson Consistently provides a lesson plan in advance of an observed lesson

COMMENTS COURSE KEY INDICATORS

 Identifies goals for placement.
st Actively observes the classroom & becomes aware of classroom management & routines.
1st Placement 1 Yr
Becomes familiar with students & develops rapport with both staff and students. Develops
Course # 01:271
professional relationships.
5 weeks Term I Fall
Becomes familiar with the role of the education assistant and understands the importance and
2 Formal Observations
function of classroom assistants in the support role for student learning.
by Cooperating
Based on the cooperating teachers units that are being taught, the preservice teacher will
Teacher(s) & Faculty
develop and teach 2 lessons per week for the final 3 to 4 weeks. Complete lesson plans must be
Supervisors
constructed. Cooperating Teachers may assist pre-service teachers in the development of lesson
plans.
Identifies goals for placement.
2nd Placement 1st Yr Actively observes for 1st week while participating in classroom routines and assisting with
Course # 01:371 individual students.
7 weeks Term II Spring May do some collaborative teaching with cooperating teacher.
2 Formal Observations Assumes responsibility (with assistance) for at least 2 subject areas for a minimum of 5 weeks. At
by Cooperating senior levels, preservice teachers become responsible for at least 2 blocks on the time table.
Teacher(s) Complete unit and lesson plans must be constructed. Assistance may be required.
3 Formal Observations Preservice teachers may team teach at the discretion of the cooperating teacher for subjects they
by Faculty Supervisors are not assuming full responsibility.
Active participation in all classes is expected at all times.
Identifies goals for placement.
Informal observation is expected in the first week of September. NO formal record of written
3rd Placement 2nd Yr
observation sheet is expected.
Course # 01:474
With commencement of the final 5 weeks, the first week will be spent informally observing,
6 weeks Term I Fall
establishing rapport & professional relationships, actively assisting in classroom routines and
2 Formal Observations
preparing for teaching.
by Cooperating
Team teaching with the cooperating teacher may occur to transition into a minimum of 3 weeks
Teacher(s) & Faculty
full time teaching. Complete unit and lesson plans are required. Some assistance may be needed.
Supervisors
Being a reporting period, preservice teachers will participate in the reporting process, providing
assessment results to the cooperating teacher, and assist whenever requested.
4th Placement 2nd Yr Identifies goals for placement.
Course # 01:475 Arrives prepared and confident. Displays an ease of rapport with students and professional
7 weeks Term II Spring relationships. Is actively involved within the life of the school.
2 Formal Observations Understands differentiation and possesses strategies for classroom management.
by Cooperating Maintains classroom routines while demonstrating independent initiative in planning, assessing,
Teacher(s) & delivering instruction. Displays team spirit and collaborative philosophy.
3 Formal Observations Displays a professional demeanor reflective in personal presentation & belief that all students are
by Faculty Supervisors able to learn.
Assumes full time teaching for 5 weeks. Unit plans and lesson plans must be completed
independently. Planning processes must reflect a variety of grade appropriate strategies.
Assessment should support as, of, and for learning practices.
Above all, displays readiness to the full time role as a classroom teacher.

Evaluation Written by: HEATHER BARANYK BILL GADD

Preservice Teacher Comments:
 Days Absent: 0 Plan for alternative dates:
TIM HAS TAUGHT A VARIETY OF PHYSICAL EDUCATION UNITS DURING HIS PRACTICUM AT VINCENT MASSEY. HE HAS CREATED DIVERSE UNIT PLANS WITH SPECIFIC LESSONS TO TACKLE
DAILY TEACHING SKILLS. TIM TOOK OVER ALL OF THE TEACHER RESPONSIBILITIES FOR MOST OF HIS PLACEMENT. TIM HAS FOCUSED ON MAKING CONNECTIONS WITH HIS STUDENTS AND
THUS CREATED AN INVITING AND LEARNING ENVIRONMENT FOR ALL OF THEM. HE IS WELL VERSED ON PROFESSIONAL METHODOLOGY ON ANY DISCIPLINE ISSUES. TIM USED VARIOUS
FORMS FOR ASSESSMENT THROUGHOUT HIS CLASSES AND TOOK TOTAL RESPONSIBILITY FOR THIS TASK. TIM WAS ALWAYS OPEN TO SUGGESTIONS AND WORKED COOPERATIVELY WITH
BOTH HEATHER AND MYSELF. TIM SHOWS GREAT MATURITY AND PROFESSIONALISM IN HIS TEACHING AND BOTH HEATHER AND I AGREE HE IS MORE THAN CAPABLE AND READY TO ENTER
THE TEACHING PROFESSION. TIM, BOTH HEATHER AND I THANK YOU FOR THE GREAT JOB YOU HAVE DONE OVER THE PAST 7 WEEKS AND HOPE YOU HAVE ENJOYED YOUR EXPERIENCE
WHILE AT VINCENT MASSEY. IF WE CAN BE OF ANY FURTHER HELP IN YOUR QUEST FOR A TEACHING POSITION PLEASE DO NOT HESITATE TO CONTACT US FOR HELP. GOOD LUCK AND BEST
WISHES IN YOUR TEACHING CAREER.
LET US KNOW WHERE YOU WILL BE TEACHING NEXT YEAR. CONGRATULATIONS ON A GREAT TERM TIM AND ONCE AGAIN THANK YOU AND LUCAS FOR CHAIRING OUR S.T. TEAM MEETING.

SUMMATIVE EVALUATION RUBRIC