WSE 2nd Observation Field III

Student Teacher: Khadija Akbar ID#: 10125136 Date: Dec. 4, 2018

School: Dr. J.K. Mulloy Elementary School

Teaching Quality Standard - Pre-service Teacher Presence, Growth and Professionalism

Note: items highlighted in yellow have not been observed and/or need to be worked on more.
Pre-service Teacher Presence, Growth and Professionalism
- a strong yet caring and respectful command of the classroom
through voice and interaction with students;  Professionally dressed
- an ability to connect with and develop appropriate professional  Reflection on each completed lesson plan
relationships with students;
 Received feedback from field instructor
- an ability to develop appropriate, professional relationships
and applied it well
with staff that acknowledge the role of the staff as experts in the
 Positive relationship with partner
field;
teacher
- a willingness to request, accept and incorporate feedback from
 Willingness to be self-reflective and to
the partner teacher and field experience instructor in a respectful
and professional manner; use reflection for improvement
- a willingness to problem-solve and work to resolve differences  Strong, caring respectful voice and
professionally, be it with students, school staff or field interactions with students
experience instructors;  Connected with all students
- a willingness to be self-reflective and to use reflection for  Fair, respectful and consistent with
improvement; and students
- demonstration of exemplary professional conduct as per the
ATA Code of Conduct and the Werklund School of Education
Code of Conduct.

Fostering Effective Relationships – A teacher builds positive and productive relationships with students,
parents/guardians, peers and others in the school and local community to support student learning.
Achievement of this competency is demonstrated by indicators such as:
- acting consistently with fairness, respect and integrity;
- demonstrating empathy and a genuine caring for others;
- honouring cultural diversity and promoting intercultural
understanding.
 Connected with all students
- providing culturally appropriate and meaningful opportunities
 Fair, respectful and consistent with
for students and for parents/guardians, as partners in education,
students
to support student learning;
 Community beliefs tied into teaching and
- inviting First Nations, Métis and Inuit parents/guardians,
learning in classroom and school
Elders/knowledge keepers, cultural advisors and local
community members into the school and classroom; and  Did not see any FNMI connections
- collaborating with community service professionals, including
mental health, social services, justice, health and law
enforcement.

Engaging in Career-Long Learning - A teacher engages in career-long professional learning and ongoing critical
reflection to improve teaching and learning. Achievement of this competency is demonstrated by indicators such
as:
- collaborating with other teachers to build personal and
 Working positively with partner teacher
collective professional capacities and expertise;
and me
- actively seeking out feedback to enhance teaching practice;
 Applied feedback from me and partner
- building capacity to support student success in inclusive,
welcoming, caring, respectful and safe learning environments teacher

1
- seeking, critically reviewing and applying educational research  Using educational research best practices
to improve practice;  Used Smart Board, videos, and internet
- enhancing understanding of First Nations, Métis and Inuit  Did not see FNMI connections
worldviews, cultural beliefs, languages and values; and
- maintaining an awareness of emerging technologies to enhance
knowledge and inform practice.

Demonstrating a Professional Body of Knowledge - A teacher applies a current and comprehensive repertoire of
effective planning, instruction, and assessment practices to meet the learning needs of every student. Achievement of
this competency is demonstrated by indicators such as:
Planning and Designing Learning  Short and long-term planning with PoS
- planning and designing learning activities that address the outcomes
learning outcomes and goals outlined in provincial legislation  Varied instructional delivery methods
and programs of study; and instructional materials that meet
- planning and designing learning activities that reflect short, students at their grade level; continue to
medium and long range planning; break down instruction in chunked
- planning and designing learning activities that incorporate a sections and check for understanding
range of instructional strategies, including the appropriate use(s)  Scaffolded instruction that included
of digital technology, according to the context, content, desired literacy and numeracy
outcomes and the learning needs of students;  Students collaborated on multiple tasks
- planning and designing learning activities that ensure that all to acquire, apply and create new knowledge
students continuously develop skills in literacy and numeracy;  Review of previous assignment
- planning and designing learning activities that communicate  Asking students for input
high expectations for all students;
 Redirecting students for participation
- planning and designing learning activities that foster student
 Caring respectful voice and interactions;
understanding of the link between the activity and the intended
continue to fluctuate your voice as well
learning outcomes;
as use physical motions to gain and keep
- planning and designing learning activities that are varied,
students’ attention
engaging and relevant to students;
 Documenting information of student’
- planning and designing learning activities that consider student
assignment on board and handouts
variables, including:
 Differentiation strategies provided in
 demographics, e.g. age, gender, ethnicity, religion;
each lesson plan
 social and economic factors;
 ELL strategies visuals and peer support
 maturity;
and discussions, hands on activities
 relationships amongst students;
 Did not see activities that include local,
 prior knowledge and learning;
provincial, national and international
 cultural and linguistic background;
contexts and issues
 second language learning;  Student collaboration was not observed
 health and well-being;
 Used Smart Board, videos, and internet
 emotional and mental health; and Differentiation strategies provided in
 physical, social and cognitive ability; each lesson plan; be sure to make the
- planning and designing learning activities that consider learning visible by projecting the
relevant local, provincial, national and international contexts and worksheets and covering the
issues; expectations for the students prior to
- planning and designing learning activities that build student them beginning the work
capacity for collaboration;
- planning and designing learning activities that incorporate
digital technology and resources, as appropriate, to build student
capacity for:
 acquiring, applying and creating new knowledge;
 communicating and collaborating with others,
 critical-thinking; and
 accessing, interpreting and evaluating information from diverse
sources;

2
Instructional Strategies
- using instructional strategies to engage students in meaningful
learning activities, based on specialized knowledge of the
subject areas they teach;
- using instructional strategies to engage students in meaningful
learning activities, based on an understanding of students’
backgrounds, prior knowledge and experiences;
- using instructional strategies to engage students in meaningful
learning activities, based on a knowledge of how students
develop as learners;
Assessment
- applying student assessment and evaluation practices that
accurately reflect the learner outcomes within the programs of
study;
- applying student assessment and evaluation practices that
generate evidence of student learning to inform teaching practice
through a balance of formative and summative assessment
experiences;
- applying student assessment and evaluation practices that
provide a variety of methods through which students can
demonstrate their achievement of the learning outcomes;
- applying student assessment and evaluation practices that
provide accurate, constructive and timely feedback on student
learning; and
- applying student assessment and evaluation practices that
support the use of reasoned judgment about the evidence used to
determine and report the level of student learning.
 Used a variety of instructional strategies
to engage students in a scaffolded
manner
 Used formative assessment strategies to
direct instruction
 Used formative assessment data to
inform students of their progress other
through students’ questions during
group work and collection of student
work
 Collected formative assessment from
each student at the end of class
 Did not see application of summative
assessment but it was part of the long-
range unit plan (rubric used?)
 Has participated in parent-teacher
conferences
 Designed a rubric appropriate for The
Water Cycle Visual project that students
completed
 Designed and assessed a Science and
Math assessment for all the material that
we covered thus far
 Gave overall marks coinciding with
report card criteria for the six weeks that
I taught physical education based on
what I observed

Establishing Inclusive Learning Environments - A teacher establishes, promotes and sustains inclusive learning
environments where diversity is embraced and every student is welcomed, cared for, respected and safe.
Achievement of this competency is demonstrated by indicators such as:
- fostering equality and respect with respect to age, ethnicity,  Students were engaged in Q &A
culture, religious belief, gender, gender identity, gender  Did not see students provided with
expression, physical ability, cognitive ability, family status and leadership activities
sexual orientation;  Employed management strategies that
- using appropriate universal and targeted strategies and promote positive, engaging learning
supports to address students’ strengths, learning challenges environments
and areas for growth;  Community beliefs tied into teaching and
- providing opportunities for student leadership. learning in classroom and school
- communicating a philosophy of education affirming that
every student can learn and be successful;
- being aware of and facilitating responses to the emotional
and mental health needs of students;
- recognizing and responding to specific learning needs of
individual or small groups of students and, when needed,
collaborating with service providers and other specialists to
design and provide targeted and specialized supports to enable
achievement of the learning outcomes;
- employing classroom management strategies that promote
positive, engaging learning environments; and
- incorporating students’ personal and cultural strengths into
teaching and learning.

Applying Foundational Knowledge about First Nations, Métis and Inuit - A teacher develops and applies
foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.

3
Achievement of this competency is demonstrated by indicators such as:

- understanding the historical, social, economic, and political

 Did not see FNMI connections
implications of:
 Worked with students when they were
 treaties and agreements with First Nations;
observing and studying the Inuit
 agreements with Métis; and
artifacts that were brought in from the
 residential schools and their legacy; Glenbow Museum.
- supporting student achievement by engaging in collaborative,
 Read students The Polar Bear Son
whole school approaches to capacity building in First Nations,
written by Lydia Dabcovich which talks
Métis and Inuit education;
about the Inuit people and their
- using the programs of study to provide opportunities for all
lifestyle.
students to develop a knowledge and understanding of, and
 Students made connections from the
respect for, the histories, cultures, languages, contributions,
perspectives, experiences and contemporary contexts of First book to previous knowledge that they
Nations, Métis and Inuit; and acquired from the Inuit facts they
- supporting the learning experiences of all students by using observed from the Museum Kit that
resources that accurately reflect and demonstrate the strength was brought into the class.
and diversity of First Nations, Métis and Inuit.

Adhering to Legal Frameworks and Policies - A teacher demonstrates an understanding of and adherence to the legal
frameworks and policies that provide the foundations for the Alberta education system. Achievement of this
competency is demonstrated by indicators such as:
- maintaining an awareness of, and responding in accordance
with, requirements authorized under the School Act and other
relevant legislation;
- engaging in practices consistent with policies and procedures
established by the school authority; and  Meeting these standards
- recognizing that the professional practice of a teacher is bound
by standards of conduct expected of a caring, knowledgeable
and reasonable adult entrusted with the custody, care or
education of students.

Hi Khadija,

You have done a very nice job providing students engaging lessons with varied instructional strategies and supports.
Please see the comments above and let me know of any additions you make this semester. Those standards you have
not yet achieved are ones to work on between now and the end of Field IV as well as continue to meet the standards
you are currently applying to your teaching practice. It is especially important for the remainder of Field III to work on
formative assessment strategies that allow you to determine how well each student was able to meet your lesson’s
objective.

Please let me know if you have any questions or suggestions and keep up the hard work.

Best regards, Christi