Afx Final Eval

Advanced Field Experience Final Evaluation
Field Experience Information:

Student Teacher:
Last Name: KLAUDT First Name: Kristine
ID Number: 1472418 Course Number: AFX #425
University Facilitator:
Last Name: Fercho First Name: Eileen
Mentor Teacher:
Last Name: Kuly First Name: Chris
Placement Information:
Start Date (dd/mm/yyyy): 13/02/2017 End Date (dd/mm/yyyy): 21/04/2017
Subject(s) and/or Grade Level(s):Math 4 and 5, Religion 4, Language Arts 4
School Information:
School Name: St. Martin de Porres School District: Red Deer Catholic School Division
School Address: 3911-57A avenue Postal Code: T4N 4T1
School Phone #: (403) 347-5650 City: Red Deer
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): 18/04/2017
Winter 2017 Page 1 of 11

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.
St. Martin de Porres is a school with a population of approximately 280 students from diverse
backgrounds. We have a number of ESL students in our school, especially from the Philippines,
Columbia and Africa. The school is located in West Park and most students are from average income
earning homes. Kristine taught mainly in the Grade 4K classroom of 22 students, one of whom was
autistic but with some help and minor adaptations, he is high functioning. There are also 2 other
students who are low cognitive functioning at grade one or two level in reading comprehension. One of
these students has a learning disability and the other is going to be tested within the next month as he is
very impulsive and has a great deal of difficulty focusing in class. He does not function well in
unstructured situations such as Phys. Ed and during recesses as he has no concept of what is acceptable
social behavior. He does not do well with transition times or with change in the classroom. Considering
all of that Kristine has made a point of befriending him and trying to develop a bond with him. This
has been very difficult for her as he is not comfortable with any change. There is an EA in the
classroom as well as the main teacher. In the grade 4K classroom, there are also a number of ESL
students, 2 of whom are still monitored and assessed in terms of their English language learning. There
are 4 others who are ESL students who do not need to be monitored any longer.
Kristine also taught in the grade 4O classroom of 23 students, 8 of whom are ESL students. There are
no special needs students and no EA. In the grade 5 classroom of 22 students, there are 3 special needs
students, one who is low cognitive, one who is a high functioning FAS student and the other has ADHD,
but is not medicated. There is one teacher and an EA in the classroom.

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.
Kristine plans excellent lessons which are very engaging and she has shown great improvement in her
confidence and her ability to use technology in her lessons. She has incorporated the use of QR codes,
Ipads, websites to support learning such as Prodigy, mr.naussbaum.com, and Black Golds school
division website which has excellent Math resources on it. In many of her lessons, she has grouped
students into pairs or groups. This provided students who experienced difficulty to be supported by
peers who would help them along. She has also provided for students who need to move around by
allowing them to work at various stations around the classroom. For example in Math 5, students were
given a task to buy groceries with $60.00 and various boxes or cans of food were placed around the
room for students to go shopping. Kristine incorporated knowledge of healthy food groups into the
activity by informing students that they were required to buy one food item from each food group so
they had a healthy meal. Students worked together to use mental math, addition of decimals in the form
of monetary costs, and communication to ensure all members of their group or pairing were able to
present the information in front of the classroom. Her lessons were often created on Google slides and
provided objectives and I can statements so students could see what the expectations were for each
lesson. Kristine completed a unit on Motion Geometry in grade 5 Math with students using
manipulatives such as 2-D shapes, grid paper, and square dot paper to create and identify translations,
reflections, and rotations. She used exit cards, worksheets as well as a unit test to assess student success.
During class time, as students were working, Kristine walked around the room, checking on student
understanding . In Math 4, students completed a unit on symmetry and used the Ipads to go out onto the
playground to take pictures of objects in their immediate environment which were symmetrical.
Students worked together in groups to decide which picture they wanted to show to the class as these
were downloaded and shown on the Smartboard so all students could identify all of the lines of
symmetry. Students completed objects that were half drawn so that they were symmetrical and were
also encouraged to create symmetrical objects. They were provided with Mira Mirrors (reflector
mirrors) to assist if they wished. In Language Arts, Kristine, developed lessons on a number of poems
that students were to write in order to create their very own poetry booklet. At the end of the unit,
students had written 19 poems. Students were also instructed on the use of similes, alliteration, and
onomatopoeia. Since we are a fine arts school, Kristine assigned the students with creating an
alliterative name for a new type of pop and had to label and decorate a photocopied picture of a bottle of
pop. These were coloured and displayed at the back of the room on the classroom bulletin board. Next,
students were given neon cards of various colours to write a sound word that pop makes on it to also
display on the bulletin board. The students really enjoyed this. Kristine displayed good lesson pacing
and used both her on-line curriculum guide as well as our essential outcomes guide which our
administrators led our staff through to help ensure that she was on track with the other grade four class
as well as to ensure that curriculum was being covered.Students who had difficulty typing their poetry
due to fine motor skills being weak or due to being very slow on the computer were allowed to use
speech to text tools on the computer.

Teaching Skills and Strategies
KSA D: Teachers understand the subject discipline they teach.
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.
Kristine was very diligent about sending me a copy of her lesson plans prior to teaching her lessons.
They were very thoroughly done and very detailed. She incorporated technology, manipulatives such as
base ten blocks when addition and borrowing were the focus, small individual whiteboards, pairing
students up with someone stronger who could assist with those experiencing difficulty, as well as you
tube videos to help explain or demonstrate a concept. There was really no issue with cultural sensitivity
as most students have attended St. Martins for at least the last two years. She used examples of her own
difficulties with learning to motivate students to never give up and to try their best. Kristine also
allowed students to stay in at recess to finish up or complete unfinished work so that they did not get
behind. Those students who were in need of their recesses due to lack of focus, were given the option to
be pulled out of French or Religion class to complete their unfinished work. In many of her lessons,
Kristine reviewed the previous concepts taught and asked students for thumbs up, thumbs down or
thumbs sideways to help her see immediately who was still experiencing difficulty. Those who finished
work in class with minutes left in the class period, were often given an on-line game to participate in
which supported the outcome that was being taught. This gave Kristine time to work individually or in
small group situations to reteach a concept or help explain what the questions were asking of them.
Occasionally, students with learning difficulties were provided with fewer questions to complete. In
Math 5, students created their own small estimation booklets to summarize all of the estimation
strategies they had learned so that they could refer to it when they were uncertain.

Management and Classroom Climate
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.
Kristine was initially a bit uncomfortable with taking on much teaching but once she started to get to
know the students, she kept taking on more content in her teaching load. Since the beginning of this
practicum, Kristine has become much more confident and is demonstrating her presence and a level of
comfort in front of the class. She became more assertive with her classroom management and discipline
skills. Kristine found it difficult being very firm with the students but soon realized that in order for
students to function, they need a line drawn for them which is very clear about what one expects as the
teacher. She took morning attendance and participated in morning prayers daily as well as end of the
day prayers and developed rapport with students by sharing her love for drawing and anime. At lunch
time, every Thursday, Kristine helped lead the drawing club in our learning commons area. She
commented that this was a neat way to get to know other students in the school that she didnt teach. At
lunch, Kristine took charge of supervising students in our classroom as they ate their lunch. Transitions
from one class to another improved greatly over time. Students enjoyed her friendly nature and her
helpfulness as they worked on particular activities within her lessons. Kristine used a number of
strategies to get students engaged in her lessons. She used think-pair-share activities, group
presentations in front of the class, Kahoot quizzes to review concepts with students which they loved,
youtube videos, QR codes, Chromebooks for typing poetry, and online games.

Communication
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.
Kristine uses proper English when teaching students orally. She recognizes the need for clear, specific
instructions with elementary students. She has informed students that she also had a disability as a child
in school and shared that reading aloud is difficult for her. She did go out of her comfort zone and read
the novel I Want to Go Home with students to prove that you can overcome challenges and fears you
might have in school. She became more confident the more she read and must still work on using
expression in her voice when reading statements various characters say. This will further encourage
reluctant readers to listen carefully to her read alouds. She also expressed to students that she may
occasionally make spelling mistakes on the board and that it is okay for them to correct her if they notice
as this was also an area of concern for her as a student in school. This did not occur very often but on
occasion, the students were quick to alert her to fix her spelling on the board. Kristine had good voice
projection and demonstrated a strong sense of confidence at the front of the classroom. She used a
variety of technologies in her planning and in the lessons as she delivered them. Kristine attended
Teachers Convention to further develop insights to new teaching strategies and curriculum. She
attended Monday PD sessions each week and after learning about Kahoot, incorporated this form of
technology into her lessons. During parent-teacher interviews, Kristine participated by sharing with
parents her observations of student behaviors or concerns, successes and achievements. Some parents
informed her that their children were enjoying her teaching. At the beginning of her practicum, Kristine
sent out a parent letter introducing herself and asking parents for permission to take photos of their
children for her personal portfolio. In addition, Kristine often sought advice from our Assistant
Principal or the Principal on how to deal with particular issues with students. Kristine participated in
collaboration teams with our LIFT team members, administration and the other grade four teacher to
ensure that we are covering the same outcomes at the same time and to discuss student needs and
expectations of admin. This occurred biweekly. Kristine also observed the grade four Science teacher
during times when the cooperating teacher was teaching French and she also observed some Phys. Ed.
classes which are more unstructured to help her understand the difference between being in structured
and unstructured situations. Kristine was very easy to talk to and was willing to share her ideas with me
as her cooperating teacher. She accepted constructive criticism well and consequently, showed a great
deal of improvement over the course of her practicum. She has excellent communication skills and
continues to seek ways to improve them so students are clear about what is expected.

Assessment Strategies
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.
Kristine used a variety of forms of assessment. At the beginning of teaching a new concept, she would
often use an exit card activity or thumbs up, thumbs down to see how many students were still uncertain
and how many grasped the concept well. This provided her with quick feedback to help with planning
for her next lesson. Sometimes, it resulted in spending more time on a concept than she planned as she
noticed a large number of students who were still confused about the concept being presented. She
provided students with many examples and sometimes used those students who had a solid
understanding of concepts to explain to their peers what needed to be done. Using strong students to
teach their peers is beneficial to both them and their classmates as they use a different level of language
that their peers seem to understand better.
In terms of assessment, Kristine provided adapted unit tests for those students who had learning
disabilities, focus problems, or eye-hand coordination issues. She learned to verbally explain all
instructions to students prior to them tackling their assigned activities and tests as many students dont
like to read instructions, so she discovered. Kristine asked many open ended questions, provided hints
if students were unsure, spent time on teaching important vocabulary, especially in Math, so students
would understand what they were required to do. For example, she explained that estimate does not
mean guess and taught students a number of ways that they could estimate using front-end estimation,
compensation and rounding. Students were then provided with the choice of which strategy they were
comfortable with using to complete their assignments and tests. This demonstrates a strong awareness of
the need for differentiation in todays classrooms.
Kristine was provided with a class list for each class that she taught and kept records of students who
had not completed various assignments. She spent some of her time out of school marking assigned
work and unit tests. In one particular case, Kristine was not happy with the results of a unit test and
allowed all students who were below a level of proficiency, the opportunity to rewrite the test. Parents
of these students were emailed and informed of this. Students were provided with immediate feedback
whenever they presented a task in front of the class. On student assignments, Kristine often wrote notes
to students and discussed the assignment and informed students through talk and demonstrations where
she was seeing misunderstanding of the concept of focus. Tests were always discussed after they were
marked so students understood where they made mistakes and why.

Understanding Students Needs
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.
Kristine used a wide variety of resources in her planning. Once she came to understand which students
in the classroom experienced difficulties in specific subject areas, she worked with both the EA and
myself to help adapt concepts taught so that these students could also feel some success. For example,
one student cannot add and subtract 4 digit numbers with regrouping and borrowing so she gave this
student 2 digit addition and subtraction with regrouping and borrowing. This then progressed to using 3
digits to see if the student could apply the same strategies. In Math 5, one student in particular does not
attend class regularly as he is often late or absent. She struggles with how to catch him up without
overwhelming him. We are working on keeping his work on track with curriculum, but giving him less
questions and trying to focus on skills that are life-time skills that he will need. He is usually partnered
with students who have strong grasps of concepts taught which provides him with more support. She
has also provided students with opportunities to work in a quiet space if they need as sometimes specific
students are very distracted in the classroom. These students are often permitted to work in a quiet
corner of the hallway for example. Some students are provided with stand up desks, or opportunities to
work at various stations around the room so they can have some movement. This is an area that is
challenging at times, but Kristine is definitely aware of the needs of these students and is always trying
to find a way to make them feel comfortable and successful.

Professional Qualities and Attributes
KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
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.
Kristine is very professional in her approach to teaching. She arrives as early as 7:30 or 8:00 and class
time begins at 8:47. She is often at school with me reflecting on her lessons and discussing plans for the
next day until 6 or 7 oclock. She is friendly and has developed relationships with some of the staff who
are more her age. She has a strong work ethic and has demonstrated that she has the initiative, the skills,
the work ethic and the desire to become an independent teacher within the classroom. She works well in
team as she has shown this in professional development activities as well as in our personal learning
communities in which we share and discuss various lessons with our admin bi-weekly. She has also
volunteered to take on leading a session at our monthly CREATE sessions that we offer to students from
Kindergarten to grade five. She has also worked with other teachers to provide a drawing club at lunch
recess every week.
Kristine appreciates the assistance of the EA and realizes what a great benefit they are to the classroom
with students who experience difficulty in school. Parents seem to appreciate her presence and energy
in the classroom. Students often like to stay in at recess to share their stories or ideas or their personal
experiences with her. Kristine reflects regularly on her teaching and how well her lessons seem to reach
her students. She can be very self-critical when sometimes, its a matter of students just being tired after
a long weekend. With the skills she possesses and her passion for teaching, Kristine will be an asset to
any classroom. She works very hard and wants what is best for her students. She demonstrates a love
for the students and wants them to succeed. This will serve her well in her future career as a teacher.

Reflection and Self-Evaluation
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.
Kristine is a very reflective student teacher. She spends every day after school with me discussing how
she felt about each lesson she taught that particular day. She arranges and rearranges student groupings
and seating plans all the while thinking about possible conflicts between students or students who need
to be nudged by their peers in order for them to perform assigned tasks. Kristine is flexible and has
rearranged some of her lessons to provide for other teachers who have been away or have had to change
a timetable issue temporarily. She has adapted very well to last minute changes in our timetable.
Kristine is an eager student teacher who is always up for a challenge and works hard daily at doing her
best for her students. She truly demonstrates a passions for teaching. She has communicated some of
her future goals to me but has also mentioned that she realizes that she may have to take small steps at a
time to get there, with the realization that we dont always get to teach what we truly desire in our first
few years of teaching. Through this practicum experience, Kristine has realized that although she may
have reservations initially about teaching a specific concept or group of students, that she can push
through, challenge herself and come out feeling stronger and much more confident about her teaching
skills. She has done a very good job of reflecting on her teaching and trying to improve in areas that she
feels may not be as strong as others. I am pleased with the effort that she has made and the impact that
she has made on the students at St. Martins. She will do well in the classroom.

Additional Mentor Teacher Comments:
Kristine was a pleasure to teach with. She communicated freely with me about professional and
personal concerns. I appreciate her flexibility and desire to always do her best. She has developed very
good rapport with the students she has taught and has developed other relationships with students who
are in her drawing club. Kristine is well-organized and ensures that she has a solid understanding of the
concepts she must teach ahead of time. She works well as a member of our staff in team and is much
more comfortable about teaching on her own in the classroom. With the amount of growth that she has
demonstrated and the skills she possesses, Kristine will make an excellent teacher. She will be an asset
to any staff. I will miss her presence at St. Martins as will the students.
Student Teacher Comments:

I was stretched and challenged throughout this practicum, which laid the foundation for incredible growth. Some of this
was due to the change of setting from middle school to elementary school and some of this was self-imposed. I made a
point throughout the last nine weeks to really step out of my comfort zone and try new things. I view uncomfortable
situations as avenues of growth and for that reason I had days I tripped, others I surprised myself, but as a result I feel I
grew. I have to credit my mentor for creating such a supportive, safe place for me to try new and different ways of
teaching. I was able to gain a wealth of perspective and insight from her feedback. We would often spend hours after
school planning, debriefing, and reflecting after the teaching day. I was able to gain a far more realistic idea of what
goes on behind the scenes beyond lesson planning, teaching, and assessing. I made an effort to take advantage of the
technology in the school to enrich my lessons and students' learning. I feel one of my strengths lie in creative and
engaging learning activities, while an area of growth has been assessment. Throughout my practicum I've responded to
this by incorporating a variety of assessments before, during, and after learning to improve my instruction to target
specific students' needs. Examples of this include Kahoot, stand up/touch down, thumbs up/middle/down, exit cards,
observational checklists, small group and one-on-one conferencing. I've ensured my students have a clear target to hit
and that this target is visited at the beginning and ending of learning. My classroom management has come a long way
since my first practicum. I'm now far more assertive and firm than I used to be. My natural presence in the room comes
from a referent authority base (students listen to me because they like me), but I've learned that means I should be
friendly, not friends. I am still a professional in the room who must be respected and this requires a clear set of
behavioral expectations. Another one of my strengths is my ability to build strong relationships with my students. This
has been an asset dealing with some of the higher behavior students in my room. Students became more responsive to
my requests and more readily opened up. I feel part of what makes me so approachable to students is I'm not afraid to
be vulnerable with them. I grew up with learning disabilities and struggled in particular academic areas. Rather than
hide this from my students, I share my challenges and invite them to help me when they spot mistakes. I've taken
several courses in mental health and know how important it is to feel safe in order to learn: psychologically and
physically. I never want students to see academic struggles as a weakness, but rather an opportunity for incredible
growth. As a response to this, I have invested a lot of effort into structuring my instructional strategies and learning
activities in differentiated formats to reach all students. I love collaborative learning and modeling to students how to
constructively guide their peers when they struggle with a concept. It was amazing being able to talk to such a wide
range of professionals with various talents and backgrounds. I will really miss being part of such a diverse, supportive,
and engaged school community. In conclusion, thanks to my incredible students, mentor, and school community, I've
come so far and changed so much. I hope to carry all that I've learned in the last 9 weeks forward in my first year of
teaching and in the many years to come.

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Afx Final Eval

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Advanced Field Experience Final Evaluation

Field Experience Information:

It is recommended that the Student Teacher receive a grade of:

Final Grade (Credit or No Credit): Credit

Winter 2017 Page 1 of 11

Description of the school and context of teaching

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Student Teacher Comments:

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