Faculty of Education

Advanced Field Experience

(9 Weeks)

Final Evaluation 2014-2015

Student Teacher:
Sydney Spencer

Dates of Field Experience:

February 10-April 17/2015

ID Number:
1102022

School Name & Address:

I.V. Macklin Public School
8876-108 Ave Grande Prairie AB
T8X 1N7

Course:
EDFX 425
School Telephone:
780-513-3391

Mentor Teacher(s):
Randy Dietrich

School District:
Grande Prairie Public School District #2357

University Facilitator:
Doreen Lakusta

Subject(s) and/or Grade level(s):

Grade 6

Distribution:
Students should retain a copy of the Final Evaluation form for their own records. Please note that potential employers
may ask for a copy of this Final Evaluation.
A copy of this form will be returned by the University Facilitator to the office of Undergraduate Student Services, where it
will be retained for a period of three years; no other copies will be retained by Mentor Teachers, University Facilitators
or employees of the University of Alberta without the written permission of the Student Teacher.

It is recommended that the Student Teacher receive a grade of: Credit

Date: April 14/2015

Winter 2015 - Final

The purpose of this Field Experience Final Evaluation document is to provide evidence and communicate
information regarding Student Teacher performance based on the Knowledge, Skills and Attributes (KSAs) for
Interim Certification.
Comments reflect strengths and areas for growth in each category.

Description of the school and context of teaching:

Suggested Topics
Not all need to be addressed.

School size
Special programs
Special needs students in class

Urban/Rural
Class size
Number of teachers

I.V. Macklin Public School, located in Grande Prairie, Alberta, is in its fifteenth year of operation. It is a K-8
middle school and currently has a population of 623 students. There are 40 teachers on staff and 10 noninstructional staff. The school embraces a Professional Learning Community model. Sydney was responsible for
teaching two grade 6 classes Math and Science. One class consisted of 29 students and the other 30. Five of the
students had an Individual Program Plan (IPP) regarding academic, attention, organizational, and writing skills
development goals. Several students from each class were involved in reading and math support groups operated by
other teachers. One of the students was a Down Syndrome child with a part time educational assistant. Two of the
students were diagnosed with a severe learning disability. Sydney was responsible for the planning and teaching of
the grade six Math and Science curriculums.

Preparation, Planning and Organization

KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA C: Teachers use the Guide to Education and the programs of study to inform and direct planning, instruction and
assessment.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to
learning for individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive
learning opportunities through short, medium and long range planning.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.

Suggested Topics
Not all need to be addressed.

Curriculum expectations
Content knowledge
Lesson Plans

Organization
Time management
Diverse learning needs

Teacher evaluation including evidence:

Sydney demonstrated solid strengths in this area and was very well planned, prepared, and organized. She was sure
to identify concepts needing to be taught and the direction units needed to take to accommodate learning of the
concepts. She was well prepared with supplementary exercises and activities. Sydneys repertoire of instructional
strategies showed excellent growth in her time with us. She used many and varied resources to accommodate the
various learning styles of the students including technology. She used a variety of assessment techniques such as
formal testing, rubric based, student self-evaluation, and checklists. Sydney was conscientious of the need for
effective planning and she was very meticulous in this area.

Winter 2015 - Final

Teaching Skills and Strategies

KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to
learning for individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive
learning opportunities through short, medium and long range planning.
KSA I: Teachers know and use a broad range of instructional strategies.
KSA J: Teachers use both traditional and electronic technologies to meet students learning needs.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.

Suggested Topics
Not all need to be addressed.

Learning strategies
Instructional strategies
Student interest
Pacing

Sequencing/timing
Uses ICT
Cultural sensitivity
Lesson/unit plans

Flexibility
Differentiation of instruction

Teacher evaluation including evidence:

Sydney showed good growth in recognizing and understanding individual learning needs. She adjusted her lessons
to accommodate various learning styles and she demonstrated excellent pacing and sequencing. Some of the
instructional strategies Sydney used included traditional, small group, audio-visual presentations, and computer
technology. Sydney spent part of her time planning for a learning disabled student by creating visual cue
assignments as well as assessments to complement them. She was very successful in motivating and fostering
student learning through interesting and well thought out lessons. Students were engaged.

Communication
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that
are characterized by mutual respect, trust and harmony.
KSA J: Teachers know how to use and how to engage students in using traditional and electronic technologies to present and
deliver content, communicate effectively with others.
KSA L: Teachers know how to develop and implement strategies that create and enhance teacher, parent, and student
partnerships.

Suggested Topics
Not all need to be addressed.

Oral and written language

Listening skills
Voice and language

Communication with parents/guardians

Teaching/learning technologies

Teacher evaluation including evidence:

Sydney demonstrated effective oral and written communication. She demonstrated good use of voice and tone to
focus student attention and cue listening to instructions. Written communication was clear and concise. Whiteboard
penmanship was good and students had no difficulties reading notes or written instructions. Sydney also used a
Smart board to communicate and teach effectively.

Winter 2015 - Final

Assessment Strategies
KSA K: Teachers gather information about their students learning needs and progress by using a variety of assessment
strategies.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and
learning.

Suggested Topics
Not all need to be addressed.

Appropriate questioning
Assessment variety
Formative/ Summative
Timely feedback

Adapted assessment
Record keeping
Reporting

Teacher evaluation including evidence:

Sydney used a variety of assessment techniques and worked hard to develop and improve on these as the practicum
progressed. Summative assessment was used for mid unit quizzes and unit end tests. Formative assessment was
used to assess projects. Sydney did an excellent job of providing timely feedback to students. She adapted
assessment for our learning disabled students through use of visual cues and by providing reading support on tests.
She kept extensive records of demonstrated learning and organized them for easy reference.

Management and Classroom Climate

KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA G: Teachers create and maintain environments that are conducive to student learning and understand student needs for
physical, social, cultural and psychological security.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that
are characterized by mutual respect, trust and harmony.

Suggested Topics
Not all need to be addressed.

Class tone
Rapport with students
Student engagement
Transitions

Routines
Conflict resolution
Leadership

Teacher evaluation including evidence:

This is an area of great strength for Sydney. She quickly established classroom expectations and was firm about
adherence to them. She was consistent in her expectations and students learned them quickly. Sydney worked hard
on incorporating nonverbal cues into her management skills and this has shown good growth. The climate in our
classroom was positive and focused. Sydney set high expectations for student behaviour and academic performance.
She demonstrated excellent leadership and the students responded positively to this.

Winter 2015 - Final

Understanding Students Needs

KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to
learning for individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive
learning opportunities. Teachers understand the need to vary their plans to accommodate individuals and groups of
students.
KSA I: Teachers know and use a broad range of instructional strategies and know which strategies are appropriate to help
different students achieve different outcomes.

Suggested Topics
Not all need to be addressed.

Planning that includes all students and learning styles

Alignment of strategies to student needs
Use of varied resources to differentiate instruction
Assists all learners
Understands contextual variables that affect teaching and learning

Teacher evaluation including evidence:

Sydney had an excellent sense of the needs of her students. She understood and respected their individuality. Sydney
demonstrated a good understanding of varied student ability and capability levels. She was flexible in suiting unit
and lesson pacing to meet individual instructional needs in both remedial and enrichment areas. She experienced a
great deal of personal satisfaction when students demonstrated learning.

Professional Qualities and Attributes

KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and
learning.
KSA N: Teachers know the importance of contributing, independently and collegially, to the quality of their school.
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional
development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate
their vision, including how it has changed as a result of new knowledge, understanding and experience.

Suggested Topics
Not all need to be addressed.

Work ethics
Initiative
Attitude
Commitment

Interpersonal skills
Energy
Appearance
Reflective

Collegiality
Team work

Teacher evaluation including evidence:

This is an area that has shone from the beginning for Sydney. She is a professional and she exhibits a very
professional attitude towards the students and their learning. She holds student individuality and dignity in very high
regard and she works hard to see students achieve and succeed. Sydney has demonstrated that she strives to improve.
She takes feedback very positively and sees it as an important part of learning and growing in the educational setting.
Interactions with parents and staff were always handled professionally. She had the opportunity to take part in two
evenings of parent teacher interviews. Sydney demonstrated professional and positive interactions with parents.

Winter 2015 - Final

Reflection and Self-Evaluation

KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional
development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate
their vision, including how it has changed as a result of new knowledge, understanding and experience

Suggested Topics
Not all need to be addressed.

Establishes specific strategies to meet professional goals

Demonstrates oral/written reflective practices
Engages in goal setting
Communicates overall vision of teaching

Teacher evaluation including evidence:

Sydney has done an excellent job of reflecting on her teaching practices and related situations. She has easily been
able to pinpoint and discuss areas of strength and areas in need of growth. From these, she has been able to set clear
and achievable goals. Sydney recognizes that professional growth hinges on reflection and self-evaluation and
considers this a very positive and essential part of being a teacher. She has been sure to ask for suggestion in regards
to improving her teaching skills and hence the success of her students.

Other Comments:
Sydney has earned the respect of the students she has taught and the staff she has worked with. She has shown that
she cares for and is sensitive to student needs as individuals and as learners. Sydney will be an excellent asset to any
staff and classroom. She brings a professional attitude, excellent work ethic, and genuine care for the students she
teaches.

Student Teachers Comments:

I am passionate about this career and am an extremely caring person. I always have the students best interests in
mind. Developing meaningful relationships has been one of the most rewarding parts thus far. While I do not possess
all the knowledge and skills yet, I am confident that I have created a wonderful base from which to start my career.

Winter 2015 - Final