Introductory Field Experience Final Evaluation

Field Experience Information:

Student Teacher:
Last Name: Palladino First Name: Marina
ID Number: 1393645 Course Number: EDFX 350
University Facilitator:
Last Name: McCorquodale First Name: Gary
Mentor Teacher:
Last Name: Vezina First Name: Barb
Placement Information:
Start Date (dd/mm/yyyy): 20/03/2017 End Date (dd/mm/yyyy): 28/04/2017
Subject(s) and/or Grade Level(s): Math and Science 8/9

School Information:
School Name: Highlands School School District: Edmonton Public
School Address: 11509-62 st Postal Code: T5W 4C2
School Phone #: 780-479-4206 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 faculty’s 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): 28/04/2017

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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.

Highlands Junior High School is located in Northeast Edmonton. It is a designated Arts program school
that has an enrolment of 220 students; student population is very diverse with many students coded as
Literacy, LD, ELL and BLA. Classrooms are inclusive and students are supported by staff and many
outside agencies. There is a breakfast and lunch program provided every day. Students have a wide
variety of options and extra-curricular activities to choose from to round out their learning experiences.

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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.

Marina uses the Program of Studies to develop interesting and relevant lessons that incorporate the
appropriate outcomes and skills. Her lesson plans include components that enable her to adjust to
student needs and monitor understanding effectively. Her lesson plans are very detailed and well
structured but also flexible enough to fit the situation. After each lesson, Marina would record how long
each activity took to complete; she found that this helped with her planning and timing.
Marina has an excellent grasp of the subject matter and understands the importance of scaffolding to
build student understanding. She sees that awareness of student’s prior knowledge must always be the
starting point of all planning and formative assessment must be gathered daily to guide instruction.
Marina incorporates a number of different resources to support her lessons. She effectively uses the
interactive whiteboard, lab equipment and variety of internet resources.
Marina created innovative lessons that successfully caught the attention of the students; these included a
number of different online simulations for concepts that were hard to visualize, hands-on activities, and
labs.

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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.

Marina is very knowledgeable in both subject areas and it was evident in the time and effort she put into
making the lessons comprehensive and interesting. She experimented with a wide variety of teaching
strategies for instructing and assessing students. Marina thoughtfully selects appropriate strategies to
maximize learning and adjusts teaching style with whole group, small group and individual students.
Marina carefully paces her lessons; she is aware that pacing can greatly affect student engagement and
that she needs to watch carefully for cues from the students to either speed up or slow down.
Marina also understands that student interest and participation can be key to supporting purposeful
learning so she uses positive reinforcement and encouragement to maintain focus. She understands the
importance of having supplementary activities prepared for students who finish quickly so she has time
to spend with those students that need more time to gain an understanding of the concepts.

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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.

Marina was able to establish respectful relationships with her students, which minimized conflicts and
supported peaceful resolutions. She set clear expectations for classroom behavior and is beginning to
implement strategies to manage students by circulating and anticipating behaviors. She is aware of
potential problems and is effective in re-directing it. Marina can gain student attention when needed and
attends to off task student behavior for increased participation.
Marina realizes that engagement is the best tool to reduce classroom management issues and that
transitions need to be set into routines so students can quickly settle into learning.

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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.

Marina’s friendly manner enabled her to form relationships with the students and they quickly accepted
her as a teacher they could go to for help. Her lessons enabled students to comfortably ask questions
and clarification if needed. Marina would simplify her explanations when she sensed misunderstanding
in her lessons.
Marina used a variety of different means to communicate with the students. She is very comfortable with
technology and used the interactive whiteboard to present information. She is aware of the pros and
cons regarding the use of personal devices in the classroom and is considerate of the emerging
technologies. Marina successfully used online resources (Plickers) to engage students in review.
Marina expresses ideas smoothly using correct grammar and is developing a strong “teacher’s voice”
that she can adjusts for a variety of needs.

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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.

Marina effectively used a number of different formative assessment strategies to guide her teaching.
She used informal techniques within lessons to gauge pacing and understanding. She has improved the
wording of her questions to elicit the desired responses. Marina used a random popsicle stick system to
call on students to check for understanding.
Marina had a few opportunities to administer assessments that she constructed based on the learning
outcomes within a unit. These assessments were in the form of quizzes that were either traditional paper
pencil or using a Google form in which students completed the quiz online.
Unfortunately Marina was unable to create a summative assessment during her practicum due to timing
but she realizes that students need to be given multiple opportunities to demonstrate their understanding.
She understands that those opportunities need to vary between projects and exams and that students
should always be given access to rewrites if necessary.

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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.

Understanding student needs was something that Marina took very seriously. She is genuinely
concerned about students and wants to do everything that she can to help students to be successful.
Her lessons include a number of different strategies and checks for understanding that help her meet the
variety of needs within the classroom. Marina circulates during independent work time to assist students
with any problems. Marina provided extra tools and manipulatives that assisted struggling students such
as times tables, calculators and Algetiles.

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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.

Marina is fully aware of her strengths and areas for growth in teaching. She is able to monitor and
evaluate her own performance accurately. She seeks experienced teachers’ opinions and expertise to
improve her teaching strategies. Marina observed in other teacher’s classrooms and did not hesitate to
ask questions. Marina is interested and receptive to constructive feedback and coaching and
demonstrates improvement in subsequent lessons.
Marina follows professional standards of dress, communication styles and behavior. She is punctual,
responsible and her commitment is evident. Marina conducts herself in a professional manner in the
classroom and with colleagues.
Marina became involved in the activities around the school. She also attended staff meetings,
professional development sessions, and organized a basketball tournament for the students at lunch.

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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.

Marina maintained a reflective journal and used the reflection to inform future instructional decisions.
She uses self-questioning strategies appropriately to learn and develop as a teacher. Marina does not
hesitate to verbalize her reflections on a lesson or student interaction and is very open to advice.
I feel that Marina has developed a good sense of what type of teacher she wants to be and is willing to
work hard to achieve her goals.

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Additional Mentor Teacher Comments:
I really enjoyed having Marina in my classroom. Her love of science is evident and that kind of
enthusiasm is contagious. Marina’s kind nature made her a great addition to the supportive learning
environment that I nurture in my classroom. I believe that Marina will become an excellent teacher and
I wish her the very best in her career.

Student Teacher Comments:

I feel as though Highlands has taught me so much about the importance of adapting teaching techniques
according to the needs of students. My mentor teacher’s expertise in classroom management has helped
me to grow and understand the importance of patience. She has helped me develop an assertive presence
in front of the class. Testing different teaching techniques has allowed me to compare and contrast the
strengths and flaws of various activities. Overall, I feel very fortunate to have had a placement with such
a nurturing mentor who goes out of her way to support my learning, and that of everyone around her.

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