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be completed at the end of the

Consecutire: OCT

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l-EB

10,

APR

(First Name)

(Last Name)

GRADE(S) and or 5UgYBga;

(r)

Terence

Attema

AssocrATETEACrrER: Richard

practicum.

Concurrent: MAY

TEACHER CANDIDATE

I\CPrrf

Arseneault

11

ssH6s1. Maranatha Christian Academy

, 12 Math

BOARD: Grearer Essex Counry DSB (C Windsor

Essex CDSB

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St. Clair CDSB

1fl\ t ambton

Kent DSB

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Other:

I,EGEND
EXEMPT,ARY {E)

Displays very good/excellent leaching skilis in applying the most appropriate content and methodology to meel iearners' needs. Actively sceks
feedback. LIses a rellective approach to independently modify teaching practice. Consistently explores and extends understanding ofprofessional
srowth and responsibilitv. includine respecting confidential inlbrmation about studcnts.

PROFTCTENT{I)
Displays sound tcaching skills in applying appropriate content and methodology to meel learners' needs. Requires minimal assisiance in rcsponding
to suggestions for imprcvement. Demonstrates ability to apply' rel'lective thought successfuily in a varicty ol'teaching situations. Displays solid
understandins of prof'essional growth and responsibility, includirig respecting confidential informatir:n about students.

ADEQUATB (4]
Displal s adequate understanding of teaching skills. Clontent and melhodology sclected are generall3, appropriat* and/r'rr adequate to meet leamers'
needs. Requires some assislance in responding to suggestions lor improvement. l,imited modifications in teat-hing practice are implcmented as a
result of reflection. Displays basic understanding of professional grorvth and responsibiiity, rvhich rnay include respecting contldential inibrmation
about students.
DOES NOT MEBT I'XPECTATIONS gD
Displays unsatisfactory understanding of teaching skills. Content and methodologv are generally inappropriate and/or inadcquate te meet the lcarners'
needs. There may bc somc lesponse to suggestions lbr improvemcnt but has difficulty in retlecting on practice and implementing modilications.
Although there may be some understanding of the needs for professional grorvth and prof'essional responsibilitv, there is minimal evidence in
practice, rvhich may include respecting confidential information about studcnts.

E = EXEMPLARY

P = PROFICIENT

: A= ADEQUATE :

D = DOES NOT MEETEXPECTATIONS

PERSONAT, AND PROFESSIONAL FACTORS

i.
2.
3.
.1.
-5.

Models professional and appropriate conduct

(loopcrates with members of the school community
l)resscs professionally and appropriately
Is punctual and prcparcd for school
Completes assigned tasks satisiactoril\,
Responds positivelv to constr-uctive feedback

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The teacher candidate:

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Practices independence and initiative

C.

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Activcly participates in the 'lif'e' of the school

COMMITMENT TO STT}DENTS AND STUDENT LEARNING

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The teacher cwdidate:

I
Shorvs a\'vareness

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6.

1.
8.

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Comments:
Terence maintains a positive and professional conduct in the classroom.

.
2.

Incorporates arvarerless

3.
4.
5.

student lcanrins into lessons

Demonstrates a positive rapport rvith students
Encourages active student rrarticipation in the learning process
Prcmotes respectlul pupil interactions in the school

ol horv children develop and learn

of how socio-cultural

diff'etences impact

C'

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Comments:
Terence is sensitive to how the students learn and is committed to helping them succeed in the classroom. The students feel
comfortable and actively participate in the classroom.

candidde:
Demonstrates accurate knorvledge of curriculum content

l)itlbrentiates instruction for learncrs

IBACHING PRACTICE

{.

Currieulum

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Sutrject Matter Competence

The tea.cher

l.
2.
.1.
4.

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Sets clear instructional expectatioas

lJses efl'ective strategies to assess studcnt learning

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Comrnents:

in the classroom. For example, he allowed the students to construct visual aids
to assist with spatial thinking and 3-dimensional problem solving.

ferience has been implementing a variety of strategies

B.

Planning andPreparation

fhe teacher candidde:

l. Plepares appropriate and relevant instructional resoulces
Prepares appropriatc instructional plans
Links dailv lesson plans and long-range plans
Includes key <luestions in lesson planning process

2.
3.
.1.
-5.
6.
1.
8.
9.

Plans ensaging introductory activities

Plans effective culminating activities
Llses technology eft-ectively
Plans opportunitics fbr students to apply ncw learnrng
Keeps an up to-date and rvell organized'Ieacher's Day Book

C
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Comments:
Terence is well organized and prepared for his daily lessons. He maintains a long-range plan and focus, and carelully selects his
examples to reach the long term goal.

C.

Lesson Execution

fhe teacher candidale:

Presents material in an accurate and meaningful manner to students

L
2.
3.
4^
5.
6.
8.

'7

9.

Sequenccs learning experiences logically

l]ses a varie{.y ol'strategies to motivate students

L,tfectively cngages students in the leaming ptoccss
Demonstrates flexibility and adaptability in lessor delivery and
oacing
Ilandles Iesson transitions efiectivclyProvides effective feedback and individual attentron
Utilizes a variety of questions with fluidity within the leaming
context
Responds appropriately Lo students' questions

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C,

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Comments:
le"ren'cti'hEs shown much improvement in the clarity of his lessons. The students are able to follow his instructions, and examples.
He used technology sometimes for his lessons, however, I would encourage him in future placements or positions to explore a little
further with the use of technology that is available to him. (Our school had some technology issues during the placement, so his options
were limited).

D.

Communication

fhe teacher candidale:

Speaks with claritr-, and with appropriatc volurne and erpression

l.
2.

Models appropriate oral comrnunication including phmsing,

grammatical form, and enunciation
Displays scnsitivity to individual lcarners by tailoring a variety ol
nonverhal strategies to enhancc learning

3.

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Comment^s:

Terence speaks with a clear voice and has shown improvemenl in volume level.

B.

l,earning linvironment, Classroom Management and Motivation,

I' he

.
2.
I

teacher candidale :
Sup!-rorts a classroom environment conducive to lertming

3.
1.
5.

Values the individuality of all learners, and responds in an inviiing

manner
Handles classroom/school scheduling routincs elfbctivcly
Displavs and models good tinte management and organizationai skills
Llses appropriate classroom managelnent strategicrs

a
a

C
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C.
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Comments:
Terence maintains a positive c,assroom atmosphere and environment that invites the students to learn- Terence should focus on
building a stronger prescence in the classroom thal promotes a confidence that the students will respond to. As he continues in the
profession I am confident he will hone this skill.

OVERALL ASSESSMENT:
Areas of, Strength:

Provide suggestions l'or improvernent:

- Terence displays a lrue passion ,or mathematics.

- He is well prepared.
- He gives the students a sense of how he likes to do

Continue to hone your own teaching style so lhat you can be even more
conlident with the students, and so that the students can feel you are in

math, and how he approaches challenging problems.

- Terence asks imporlant questions in class, which
leads students down a path ol discovery and activates a
critical thinking process.

complete control.
Make eye-contact with students while explaining difficult or challenging
examples to the students"

your OYIIRALL assessment by checking ONE box ONLY.

teacher candidate will be receiving a "Borderline" or "UnsatisfactorX" Summative report, consultation with the l'aculty Advisor is
required. A supplemental assessment form for additional comments is available.
Please indicate

*If thc

L]

Satisfactory

L]

Borderline

L]

*Unsatisfactory

Dates of Absence(s):

%#tu

Signature(s) of AssociatelMentor Teache(s) or Principal submitting this

Signature

,, *,tt-'

report

ofteachercandidate

(Indicates receipt of the report, not necessarily agreement with its content)

2 - 27 -/f
Date

!-l:
Date

- t<

Ass0crate/iltentor leacner-s bumtnauve Keporu, p. rt.

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The report has been reviewed with the teacher candidate

The teacher candidate has signed the AssociatelMentor Teacher's Summative Repoft
The teacher candidate has NOT signed the Summative report. Please contact the Faculty of Education