UniversIty vi

Lethbridge University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER ONE
Facrrlty ral EdscIIon
Summative Report
I StudentTeacher: SchooT:
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GradelSubjects Taught: LC5c TeacherAssociate:
University Consultant: Dates of Practicum:
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Instructions:
• This is a summative report of the student teachers performance at the end of the PSI practicum, based on expectations for
that stage of teacher development.
• For each practicum outcome below indicate the student teacher’s level of performance: either Not Meeting Expectations for
the PSI level, Meeting Expectations, or Exceeding Expectations. (Most students will fall into the Meeting Expectations
category, unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the
Meeting Expectations category, please indicate level of performance.
• Some outcomes may not be applicable to your particular educational situation. Leave the space blank.
• At the end of each section of the form, please provide comments in reference to the relevant KSAs and practicum outcomes.

1. PLANNING AND PREPARATION

KSA #7 Teachers make reasoned decisions about teaching and learning based on their ongoing analysis of contextual variables.
KSA #3 Teachers use the programs of study to inform and direct planning instruction and assessment.
KSA #5 Teachers plan for instruction, translating curriculum and outcomes into meaningful learning activities.
KSA #9 Teachers use a broad range of instructional strategies.
KSA #73 Teachers identify and use relevant learning resources.
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Planning and Preparation

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1. Demonstrates knowledge and skills in the subject matter of the lesson. [ [

2. Incorporates a variety of appropriate resources and instructional and assessment
strategies into lesson planning. :

3. Translates learning outcomes from the Alberta Program of Studies into relevant and
appropriate learning objectives for the lessons being taught. - —-.. .-—.
4. Takes into account students’ prior learning, learning needs, interests, and fl F [— [
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5. Organizes content into appropriate components and sequences for instruction. [ t— [] F2E E.i
6. Plans relevant content and activities sufficient for the time allotted. t’ F t— F
7. Prepares lesson plans for all lessons taught, using a well-defined structure which
includes learning objective(s), an introduction and closure, detailed procedures and
instructions, key questions, teaching strategies and student activities, and assessment
of lesson objectives.
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8. Integrates information and communications technology into instruction where
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9. Obtains and organizes equipment and materials for instruction. l t1 f, ?
COMMENTS:

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University of Lethbridge: P.S. I Summative Report (May 25, 2006) ‘I

2. INSTRUCTION
KSA #4 Teachers demonstrate knowledge of the content they teach.
KSA #5 Teachers identify and respond to lea met differences.
KSA #9 Teachers use a broad range of instructional strategies.
KSA #70 Teachers apply a variety of technologies to meet students’ leaming needs.
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Communication
I Uses clear, fluent, and grammatically correct spoken and written language. J•1 [fl [‘ t-
2. Uses vocabulary appropriate to students’ age, background and interests, [• [— F F’ F
3. Modulates his/her voice for audibility and expression. [ t EE’ E
Le5son Introduction
4. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations,
uses motivating attention-getters, provides an overview, and relates the lesson to [ F t
previous learning as appropriate.
General Lesson Development
5. Incorporates strategies for motivating students using relevant and interesting subject r— r— F t7
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matter and activities.
6. Explains and proceeds in small steps at an appropriate pace to suit the activity and
student response.
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7. Demonstrates subject matter competence during instruction. [ [— [ [
8. Organizes and directs learning for individuals, small groups, and whole classes. [ Fl [ Fl
9, Provides cleat directions, instructions and explanations. F— F- r [ FEE
10. Dhects efficient transitions between lessons and from one activity to the next during [“ r— i5—
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1 1. Uses a variety of instructional strategies to address desired outcomes, subject matter,

varied learning styles and individual needs.
12. Uses appropriate materials and resources.
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13. Demonstrates flexibility and adaptability. FEE [2 [2 [2
Questioning and Discussion -— -— —
14. Asks clearly phrased, well-sequenced questions ata variety of cognitive levels. [— t tEE E? FEE
15. Provides appropriate “wait-time” after posing questions. [2 FEE [El [ [2
16. Seeks clarification and elaboration of student responses, where appropriate. [EEl t [El [? tEE
17. Leads and directs student participation in class discussion effectively and distributes
questions appropriately.
Focus on Student Learning
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18. Circulates in the classroom, intervening when necessary, checking on individual and
group understanding of activity/content. ..-,

19. Recognizes and responds appropriately to individual differences and group learning
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20 Reinforces student learning building on previous learning reviewing and re teaching [ [ [ [7 [I
Closure
21. Achieves closure for each lesson, consolidating concepts through summaries, r—’
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reviews, etc.
22. Provides homework when appropriate and explains assignments fully. j [ t [El IEEE FE
COMMENTS:
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University of Lethbridge: P.S. I Summative Report (May 25, 2006)
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5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES
KSA #2 Teachers understand the legislated, moral and ethical framework within which they work.
KSA #15 Teachers engage in assessing the qualltyoftheirteaching.
KSA #76 Teachers are able to communicate a personal vision of their own teaching.
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Pro fessionalism :g .

1. Presents a professional appearance and manner. [ [

2. Fulfills professional obligations (i.e., punctuality, routine administrative duties).

3. Demonstrates maturity and professional judgment. [1 f

4. Demonstrates an interest in and a commitment to the teaching profession. [ [7
5. Establishes professional relationships with the school community. t
Pro fessional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and
makes appropriate suggestions for improvements. - —

7. Uses the results of student assessment and feedback to improve teaching practices and guide professional
growth.
8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. EZ
9. Develops and communicates a personal vision of teaching.

10. Demonstrates willingness to take “informed risks to benefit student learning. [ I-:?
11. Develops and presents a professional portfolio and/or growth plan including goals, evidence of progress r rj’
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toward goals, reflections on growth, and future goals.
Ethical Conduct
12. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender,
sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, place of [7
origin, place of residence, socioeconomic background or linguistic background.
13. Treats students with dignity and respect and is considerate of their circumstances. J— [?
14. Does not divulge information about a student received in confidence or in the course of professional duties f’ F’
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except as required by law or where to do so is in the best interest of the student.
15. Does not undermine the confidence of students in teachers or other student teachers. [‘‘ r7
16. Does not criticize the professional competence or professional reputation of teachers or other student
teachers unless the criticism is communicated in confidence to proper officials after first informing the
individual concerned of the criticism.
17. Acts in a manner that maintains the honour and dignity of the profession. F—
18. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the f_ (E77’
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profession unless authorized to do so.
COMMENTS

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University of Lethbridge: P.S. Summative Report (May 25, 2006) 4

 SUMMARY

Areas for further growth:

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Overall comments (Strongest aspects of student’s performance):

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RECOMMENDATION

*
PASS FAIL INCOMPLETE
____

*11 an Incomplete grade is recommended, please attach a signed document

providing reasons and recommendations for additional practicum experience.

Note: The Teacher Associate is responsible for completing this document, in consultation
with the Student Teacher and the University Consultant.

Signature: Student Teacher Date

Signature: Teacher Associate Date

Signature: University Consultant Date

Please submit the completed original signed report to Field Experiences, Room TH423, Faculty of
Education, the University of Lethbridge, and provide signed copies for the Student Teacher and for the
University Consultant.

University of Lethbridge: P.S. I Summative Report (May 25, 2006) 5

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