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,\ssociate/Nlentor feacher's Summative Report

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To be completed at the end of the practicum.

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Consecutive: OCT

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Mitchel

TEACIIER CANDIDATE: Chartrand

(First Name)

(Last Name)

ASSOCIATE TEACI{ER:

1r) DEC(-)
t )

Concurrent: MAY

sCHooL: Vincent Massey

Shannon Munson

GRADE(S) and or 5xB15g1; SCH4C, SCH4U

BOARD:

Greater Essex County DSB (

.)

Windsor Essex CDSB

( 'r St. Clair CDSB (. ) Lambton Kent DSB 1 ) Other:

LEGEND
EXEMPLARY(E.}
Displays very good/excellent teaching skills in applyng the most appropriate content and methodology to meet learners' needs. Activelv seeks
i'eedback. Uses a retlective approach to independently modifu teaching practice. Consistently explores and extends understanding ofprot'essional
wth and responsrbili&. including resDectinq contldential intbrmation about students.
PROF',ICTENT (D
Displays sound teaching skills in applying appropriate content and methodology to meet leamers' needs. Requires minimal assistance in responding
to suggestions tbr improvement. Demonstrates ability to apply retlective thought successfully in a variety of teaching situations. Displays solid
understandins of orolbssional qowth and resDonsibilitv. inclu.iinq resDectrne confidenfial information about shrdents.

ADEQUATE (4)
Displays adequate understanding ofteaching skills. Content and methodology selected are generaily appropriate and/or adequate to meet learners'
needs. Requires some assistance in respondhg to suggestions ibr improvement. Limited modifications in teaching practice are implemented as a
result of reflection. Displays basic understanding of professional growth and responsrbility, which may include respecting conhdential information
about students.

DOES NOT IIEET E)QECTATTONS (D


Displays unsatistbctory understanding ofteaching skills. Content and methodology are generally inappropriate and/or inadequate to meet ttre learners'
needs. There may be some respoffie to suggesfions for improvement but has difficulry in retlecting on practice and implementing modifications.
Although there may be some understanding ofthe needs for professional growth and prolessional responsibility, there is minimal evidence in
which mav include resoectins confidential information about students.

EXEMPLARY

: P:

PROFICIENT

A=ADEQUATE

D =DOES NOTMEET EXPECTATIONS

PERSONAL AND PROF'ESSIONAL T'ACTORS

f.
L
-1.

iv{odels orot'essional and aoorooriate conduct


wrth members of the school communi
Dresses prol'essionally and
Is puncfual and prepared for school

6.

Resoonds oositivelv to constructive t'eedback

7. Practices indeoendence and initiative


8. Activeiv DartlciDates in the 'lif'e' of the school
Comments:
Mitchel always models professional and appropriate conduct, all the days of his placement. He cooperates with his associate teachers
(Ms. Munson and Ms. Zuk) and is volunteering his time with the Curling team at Massey as of this week. He always dresses
appropriately in a very professional matter. He is always here on time, greeting students at the beginning of class. He completes
assigned tasks and is a good judge of what needs to be done to gauge student learning (ex. quizzes, in class assrgnments, unit test,
CO

IINI ITMENT TO STII'D ENTS .{r\ D STUD ENT LEARNIN G

The teacher condidtte:

1.
2.
3.
4.
5.

Shows awareness of how chil&en develoo and leam

lncorporates awareness of how socio-cultural differences impact


student leamins into lessons
Demonstrates a positive raDDorr with students
Encourages active student DarticiDation in the learmn
Promotes respectfui ouoil interactions in the school

Comments:
Mitchel is very aware of how students learn, making sure to "chunk" material into smaller parts that are more conducive to learning, as
well as making sure that he is teaching at the appropriate level for understanding. Making note of prerequisite knowledge has helped
greaily in explaining things more effectively. He builds a great rapport with students being realistic and honest with them while
explaining things in a way all students can undei'stand. He encourages students to be positive within the school and often lends them
bits of knowledge that will help them in their future endeavors.

Associate/ilIentor Teacher's Summative Report, p. 2-

TEACHER Cfu\DTDATE: Chartrand

Mitchel

HING PRACTICE

\.

Curriculum

&

Subject Matter Competence

The teaeher candidate:

l.
2.
l.
^1.

Demonstrates accurate knowledge of cumculum content

Ditferentiates instruction tbr leamers


Sets clear ilstructional
Uses effective strategles to assess student ieami:r

Comments:

it up on
strength is his knowledge of content. when put on the spot, Mitchel can make a quick question up and take
are
students
whether
with
very
in
tune
is
but
all
learners,
for
material
differentiate
the boardl casually and effectively. He is 6eginning to
and should
expectations,
instructional
sets
clear
He
understand.
students
more
tnat
it
so
explain
he
can
how
not,
and
or
understanding
lesson. He has
continue to make them visible (on board, on poster, etc..) so that all learners can refer back to it at any time in the
of questions on those
all
levels
how
to
balance
and
TACK
more
about
iearn
to
will
continue
and
assessments
variety
of
a
developed
assessments.

Miifidl;t?;"test

B.

Planning and Preparation


and relevant instructional resources

3.
4.
5.
6.
1.

Links daily lesson plans and long-range plans


Includes key questions in lesson
Plans eneacine introductory activities
Plans etTective culminating activities
Uses tecbnoloev effecti

q.

(ieos

an uo-todate and

well orgamzed Teacher's Day Book

Comments:

in class
Mitchel uses appropriate and relevant instructional resources, and prepares appropriate instructional plans. He does a variety of
plans
and
plans
range
long
and
lesson
links
daily
He
leamers.
questions
to
engage
effective
and
overhead
work, using the'board,
plan more
continues to view the "hang ups" or lack of prerequisite knowledge students have when planning lessons. He is beginning to
and
to
implement
is
fast
he
techniques,
leams
more
and
teaches
As
he
quick
his
repertoire.
to
build
is
and
activitieS,
engaging opening
work
trvi iarietv of di*erent straiegies in class. He is also trying more culminating activities, getting students to hand in even just classterms
pioblems, etc.. to
what coincepts students didn't understand. He has shown some videos to extend the students' leaming' in
""eand atomic theory. He allows students ample time and opportunities to practice what is taught.
of the moie concept

C. Lesson Execution
1. Presents material in an accurate and meamngiul manner to students
2. Sequences leamrng experiences logically
l. Uses a variety of srateqies to motivate students
-1. Ellectively enqages students in the leami
5. Demonstrates tlexibility and adaptabiiity in lesson delivery and
6.
7.
8.

Handles lesson transitions efTecti


Provides e1-fective feedback and individual attention
Utilizes a variety of questions with fluidity within the learning

Comments:
rViil'f,15lfiits'sented material on stoichiometry to SCH4C and Structure and Properties to SCH4U students. He made sure students in
SCH4C had an understanding of converting units and unit analysis before using formula and more complex chemical calculations- ln
and got stulents to complete examples on bright boards and chalk boards to ensure clarity' He is very
SCH4U, he did many
"""*pli"
can
chinge the pathway and outcome on the spot. He elfectively handles transitions between classes and
and
what
is
taught,
in
flexible
activities. He has hefied students duriig lunch, after-school and in class. Mitchel has excellent quesiioning techniques getting the
students to learn often from what questions ne has asked.

TEACHERCANDIDATp. Chartrand

\ssociate/Nlentor Teacher's Summative Report, p. 3.

D.
l.
2.

Communicarion
cudidate:
Speaks with
and with
volume and
\;lodels appropriate oral communication including phrasing,

3.

Displays sensitivity to individual learners by tailoring a vanety

Mitchel

The tpather

:nernmarical form, and enunciation

ol

nonverbal strategies to enhance

Comments:
l\4itchel always speaks with clarity and appropriate volume. He can speak and students listen immediately upon hearing his voice.
uses proximity control to ensure students are working and engages individual students by helping one on one.

Learning Environmenl Classroom Management and Motivation.


The teacher candidate:

1.
2.
3.
1.

5.

Supports a classroom environment conducive to leamrn


Values the individuality of all leamers, and responds in an inviting
miulner
Handles classroom/school scheduling routines effecti
Disolavs and models
time manaqement and organizational skills
Uses appropriate classroom management s

Mitchel has a very positive classroom environment when he is teaching. He speaks to all students in the class, and makes sure to help
those of all abilities. He is able to follow classroom scheduling effectively. He manages time well, and continues to find his own way of
organizing his lesson plans, and long term plans in a way that suits all his needs. He uses classroom management strategies like
proximity control or using his voice, but with the classes he has taught, classroom management was not an issue.

OVERALL ASSESSMENT:
,\reas of Strength:

Provide suggestions for improvement:

Knowledge of Curriculum content and beyond


Flexibility
Ability to reflect and adapt accordingly
Rapport with students and staff
Willingness to help
Questioning techniques

Continue to leam more about TACK


Continue to differentiate instruction
Continue to learn more about learning goals and success criteria

your OVERALL assessment by checking ONE box ONLY.


'tIf the teacher candidate will be receiving a "Borderline" or "Unsatisfactory" Summafive report, consultation with the Faculty Advisor
Please indicate

required. A supplemental assessment form for additional comments is available.

Satisfactory

Dates of Absence(s):

Signarure(s)

* Borderline

*Unsatisfactory

N/A

Teacher(s) or Principal submitting this report

f)

.J

0ot
Signature olteacher ca
(Indicates receipt ofthe report, not necessarily agleement with its content)

is

ZLl

Associate/Mentor Teacher's Summative Report, p' 4'

o
c
o

TEACHER CANDIDATB.

ChATITAN9

--$:I1

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The teacher candidate has signed the Associate/Mentor Teacher's Summative Report
Education
The teacher candidate has NOT signed the Summative report. Please contact the Faculty of