S UNIVERSITY OF CALGARY WERKLUND SCHOOL OF EDUCATION UNDERGRADUATE PROGRAMS IN EDUCATION INDIVIDUALIGI Student’s Name: Amy Novak ID#: 10056055 Date: April 30, 2017 School: W.G. Murdoch NOTE: This is not a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential ‘employers., however potential employers may ask for this assessment from the student directly. ‘The purpose of this four-week Field experience is to focus on complex dimensions of individualroup leaming in classrooms. The student's Leaming Portfolio and his/her participation in the Field placement sbould provide evidence of an emerging ability to act thoughtfully in the classroom and within the school community, and a preliminary understanding of leamers and of the enactment of curriculum and pedagogical relationships within the classroom environment. The Narative Assessment should address the student teacher's growth in their intial ability 0 plan for, implement and assess learning. It should also comment on the student teacher's growth in relation to the KSAS, including the student's ‘own goal setting reflections and personal/professional assessment throughout the field experience. The Field Experience Instructor's assessment should also address the student's overall participation in both collaborative and cohort learning assignments including D2L and the final presentation assignment. The following report on the student’s work should be organized in relation to the questions: Where is the work Particularly strong? What could the student do to further his/her professional growth and development? You may also want to consider the course outcomes as a method of organizing the assessment, Ms. Novak spent her four-week practicum in a grade nine mathematics class of 21 students in a rural public school in Crossfield, Alberta. This class had a diverse range of student learning needs including students in the knowledge and employability program and two students with severe socio- emotional challenges. Although Amy focused her attention on the grade nine class she also supported her partner teacher in other mathematics classes during the day. This demographic provided an excellent opportunity to implement differentiated instruction and cultivate classroom management. Ms. Novak demonstrated comprehensive organization and lesson planning skills. Under the direction of her partner teacher she was able to select relevant learner outcomes, develop a ‘sequential learning plan including appropriate differentiation, consider and monitor achievement of the selected learner outcomes and provide personal reflections of the success of the lessons taught. Amy became adept at both recognizing areas for improvement in subsequent lessons and being open to suggestions from her field advisor, her partner teacher and other professionals. Her planning acumen was beyond what is expected from a first year practicum teacher and demonstrated her conscientious nature. During the observations it was evident that Amy's kind and attentive personality maintained a respectful, supportive and productive classroom climate. She demonstrated care and concern and modeled expectations kindly and deliberately with comments such as, “Thank you for your attention” and “Don't worry, | will help you.” Ms. Novak continued to experiment with different Field Instructor's Name: Shirley Pepper Sieamre For Field a Ui: Indiv es Classrooms, the recommendation is:management techniques responding to feedback from her partner teacher and field advisor and showed improvement throughout her practicum. With the guidance of her partner teacher, Amy was able to extend her lessons with the use of technology. She took full advantage of her partner teacher's technological expertise to enrich, engage and differer aspects of each lesson as she observed student responses and individual learner needs. Her effectiveness with the use of the Promethean board, DESMOS activities and the Socrative APP improved throughout the practicum demonstrating her interest in meeting student needs through multiple means of engagement. Through scaffolding, collaborative activities, small group and one on one support, Ms. Novak challenged each student to find success. In fact, students in the class noted how effectively she was able to explain concepts to make complex mathematics more understandable. Her partner teacher provided many opportunities and feedback to develop both formative and summative assessments. In one of her lesson reflections, Amy noted how exciting it was to see students understand concepts that she had been responsible to teach. The guided immersion in the assessment process will serve her well in the future. Amy is a mature, responsive, emerging professional able to accept and follow through with suggestions for professional improvement. Areas of focus and future growth for Ms. Novak include: continuing to design engaging, authentic, age appropriate learning experiences with applicable assessment measures, differentiating the curriculum and personalizing classroom management techniques that enable her to speak with greater confidence to build the classroom atmosphere that she envisions and for the complexity found in today’s classrooms. Ms. Novak has met the KSAs associated with EDUC 465. Field Instructor’s Name: Shirley Pepper z £ pefatal Sign For Field Experience Il: Individual/Group Learning in Classrooms, the recommendation is