Mount Royal University and Medicine Hat College

Bachelor of Education

PRACTICUM I EVALUATION FORM EDUC 3010 Practicum I Midterm

* EDUC 3010 Practicum I Final

Student Teacher: Liz Lobert School: Mother Teresa

Grades/Subject Grade 1/Math, Science, Gym, Mentor Melissa Scory

Taught: Art Teacher:

Faculty Supervisor: Christy Gust Date: December 12, 2017

1

Most student teachers will demonstrate knowledge, skills, and attributes in the Meeting Expectations category.

A checkmark in the Beginning column indicates that the student teachers performance is weak but acceptable but in the early
stages of development. A checkmark in the Proficient column indicates that the student teacher consistently performs at a strong
level.

A checkmark in the Not Yet Meeting Expectations column indicates that the student teacher is not yet performing at the minimum
level of expectation. Student teachers who are rated as not meeting expectations in two or more outcomes are at risk of failing the
practicum.

If an outcome has not been evident or the student teacher has not had an opportunity to demonstrate it, the mentor teacher is asked to
identify this as not applicable (N/A).

Expectations
PLANNING FOR LEARNING

Meeting
Not Yet Meeting
Student Teachers are expected to demonstrate consistently that they understand:

Not applicable

Expectations
a. contextual variables affect teaching and learning.
c. the purposes of the Guide to Education and programs of study germane to the
specialization or subject disciplines they are prepared to teach.

Developing
d. the subject disciplines they teach.

Beginning

Proficient
f. the purposes of short, medium and long term range planning.

1. Uses programs of study to set learning goals *

2. Analyzes resources (e.g. programs of study, teaching materials, textbooks) to select *
appropriate teaching strategies and design relevant learning experiences
3. Translates outcomes into coherent short range plans *
4. Demonstrates understanding of pedagogies appropriate to the discipline *
5. Demonstrates knowledge of learner development and differences and uses this knowledge *
to plan learning experiences
6. Develops activities and assignments that are clearly aligned with learning goals, require *
deep thinking and support student engagement and choice
Comments: Liz does a great job of planning lessons for our Grade 1 learners. She has improved, however needs to add more
differentiation for how to include our special needs learner and adjust lessons to ensure he participates. He is very capable
of participating in all academic areas.
 Expectations
FACILITATING LEARNING

Meeting
Student Teachers are expected to demonstrate consistently that they understand:

Not Yet Meeting

Not applicable
e. all students can learn, albeit at different rates and in different ways.

Expectations
i. there are many approaches to teaching and learning.
j. the functions of traditional and electronic teaching/learning technologies.
k. the purpose of student assessment.

Developing
Beginning

Proficient
m. student learning is enhanced through the use of home and community resources.

1. Uses a variety of teaching strategies to engage learners in rich learning experiences *

2. Incorporates the appropriate use of digital technologies *
3. Communicates and monitors high and achievable expectations in student-friendly language *
4. Scaffolds student understanding including knowledge, skills, and strategies *
5. Provides clear explanations with rich language and examples *
6. Analyzes and responds to student misconceptions *
7. Engages in discussions and inquiry that invite high level thinking and engagement of all *
students
8. Paces lessons appropriately for all students including time for reflection and closure *
Comments: Liz is very strong in this area. She uses a great variety of hands-on learning strategies to get students interested in
their learning. Liz challenges their deeper thinking skills through great discussion and inquiry.

Expectations
ASSESSING LEARNING

Meeting
Student Teachers are expected to demonstrate consistently that they understand:
Not Yet Meeting
Not applicable

k. the purposes of student assessment and how to assess the range of learning
Expectations

objectives by selecting and developing a variety of techniques and instruments.

Developing
Beginning

Proficient

1. Uses assessments to identify learner needs and adjusts instruction to include varied ways of *
addressing misunderstandings
2. Develops learner understanding of learning goals and achievement expectations to promote *
self-monitoring
3. Provides specific, timely, constructive feedback to help students monitor their own learning *
Comments: Liz has made many gains in this area, since mid-term report. She could improve in the area of teaching the
students what the learning goal is and how to promote self-monitoring.
 Expectations
ASSUMING PROFESSIONAL RESPONSIBILITIES AND ESTABLISHING

Meeting
PROFESSIONAL RELATIONSHIPS
Student Teachers are expected to demonstrate consistently that they understand:

Not Yet Meeting

Not applicable
b. the structure of the Alberta education system.

Expectations
l. the importance of engaging parents, purposefully and meaningful, in all
aspects of teaching and learning.
n. the importance of contributing, independently and collegially, to the quality of

Developing
Beginning

Proficient
their school.
o. the importance of career-long learning.
p. the importance of guiding their actions with a personal, overall visions of the
purpose of teaching.

1. Identifies and implements specific changes to practice based on reflection and feedback *
from Mentor Teacher and Faculty Supervisor
2. Engages with colleagues in professional learning *
3. Establishes professional and ethical relationships *
4. Demonstrates deep thinking by connecting theory to practice during professional *
reflection, lesson critiques
Comments: Liz is very good at building relationships. The students really like her. She has volunteered to help other staff
members with supervision, etc. She is a great model of positivity for students and staff.
MENTOR TEACHER FEEDBACK ON PROFESSIONAL GROWTH

Strengths/ Professional Learning Achieved: Liz plans very organized, fun lessons. They follow the
needs/essential learning outcomes for Grade 1. Her lessons engage most learners. She
facilitates great discussion with students, both before and after activities. Liz is really good at
building relationships with students and staff. She seems to understand how to pull them in
and get them excited about learning new concepts. Liz uses awesome analogies to build
knowledge for students learning new concepts. She uses many hands-on activities to get them
excited about learning.

Suggestions/ Areas for Growth: 1. Classroom management ensuring majority of students are on-task for
the entire lesson. 2. Differentiating and including our special needs learners in all lessons. 3. Assessment
activities to monitor learning for reporting purposes, feedback to help students monitor their own learning.
4. Watch your time during lessons.

STUDENT TEACHER RESPONSE TO FEEDBACK ON PROFESSIONAL GROWTH

EDUC 3010 Practicum I - Final Evaluation

Credit No Credit

Student Teacher Signature Mentor Teacher Signature Faculty Supervisor Signature

Date Date Date