University of Lethbridge, Faculty of Education

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PROFESSIONAL SEMESTER TWO

Summative RePort
Fa(uliy ol Education

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at the end
report of the student-teacher's performance

of the PSll practicum,

based on expectations for

Meeting Expectationstor

either Not
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Meeting Expectations
or exceeaiiiI*iiiiiirr1.1119.1-.1ildents willfall into the

the psu tevet, Meetins Expectations,

category, unress there rr'i""i

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students within the

For
for Not M'eeting Expectati'ons or Exceeding Expectations'l
performance'
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of
level
please
indicate
Uu"iini Expectations category,
your particulai educational situation. Leave the space blank'
some outcomes may not be applicable to
KSaq and prgglicup gulcomgs'
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PLANNTNG AND PREPARATION

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Teachers identify and use relevant learning

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1.Demonstratesknowted@rofthelessonsincluding
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4.TakeSintoaccount"tu@ndudingstudentlPPs),
such as age, gender, socio-economic status and
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interests, and student variables

cultural/linguistic bacrgrouno'
for instfuction'
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.nntent and activities for the time allotted'

includes learning

introOuition and-closure, detailed procedures and

stratesies, tearning activities, and assessment of

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Summativei aepdrt (Mav 25' "^iY
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2.

TNSTRUCTION
KSA
KSA

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#9

KSA

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KSA

Teachers
Teachers
Teachers
Teachers

demonstrate knowledge of the content they teach.

identify and respond to learner differences.
use a broad range of instructional strategies.
apply a vaiety of technologies to meet students' leaming needs.

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Communication

1.

Uses clear, fluent, and grammatically correct spoken and written language.

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4.

Uses vocabulary appropriate to students'age, background and interests.

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Modulates his/her voice for audibility and expression.

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Establishes set: reviews prior learning, identifies lesson objective(s) and expectations,
uses motivating attention-getters, provides overview, and relates the lesson to
orevious learnino as aoorooriate.

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General Lesson Develooment

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lncorporates strategies for motivating students using relevant and interesting subject
matter and activities.

7.
8.

Presents content in appropriately organized sequences for instruction.

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Explains and proceeds in small steps at an appropriate pace to suit the activity and
student resoonse.

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1. Provides clear directions, instructions and explanations.

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12. Directs efficient transitions between lessons and from one activity to the next.
13. Uses a variety of instructional strategies to address desired outcomes, subject matter,
varied learnino stvles and individual needs (includinq student IPP qoalsiobiectives).

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Demonstrates subject matter competence during instruction.

0. Organizes and directs learning for individuals, small groups, and whole classes.

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Demonslrates cultural sensitivity in communication and instruction.

Lesson lntroduction

5.

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14. Uses a broad range of instructional strategies specific to subject major.

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15. Uses appropriate materials and resources.

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16. Demonstrates flexibility and adaptability.

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uestlonino and Discussion

17. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels'

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18. Provides appropriate "wait-time' after posing questions.

19. Seeks clarification and elaboration of student responses, where appropriate.

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20. Leads and directs student participation in class discussion effectively and distributes
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Focus on Student Learnlng

21. Circulates in the classroom, intervening when necessary, checking on individual and
orouo understandinq of activitv/content.
22. Recognizes and responds appropriately to individual differences and group learning
needs.
23. Reinforces student learning, building on previous learning, reviewing, and re-teaching.

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reviews. discussions. and aoolications.

25. Provides homework when appropriate and explains assignments fully.

GOMMENTS:

university of Lethbridge: P.S. ll Summative Repori (May 25, 2006)

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Closure
24. Achieves closure for lessons, consolidating ideas or concepts through summaries,

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3. GLASSROOM LEADERSHIP AND MANAGEMENT

KSA#7
KSA

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needs
Teachers creata and maintain environmenlsthat are conducive to student learning and understand student
for physical, social, cultural and psychological secuity'
Estab iishes relationships with students that respect human dignity'

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@theclassroom,takingchargeofclaSSroomactiVitieS,
showinoconfidence,poise,compoSure,andprese!L

@nshipsandaclassroomclimatebasedonmutualtrustand

Monitors student behaviour and is aware of student behaviour at all times.

8. Responds toinappropriate behavior promptly, firmly, and consistently, using
appiopriate low-key and higher level responses; follows school discipline policies and
orocedures.

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4. ASSESSMENT
KSA #1

Teachers gather and

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information about students' learning needs and progress and assess the range of leaming obiectives.

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ffiaVarietyofapPropriateaSSeSSmenttechniquesand
work
instruments (e.g., observations, conversations, questioning, checking daily
and written
ouizzes. tests).

2. Checks frequently for understanding'

3. Provides timely and effective feedback on learning to students.
4Jr4odifies and adapts teaching based on assessment data and student lPPs
{e.o.. emolovs alternative teachinq strategies to re-teach whereiequle!].

5. Analyzes and evaluates measurement data to assess student learning.

Z. Oe,vetops and maintains accurate records of student achievement (e.9. grade sheets,
databases) and communicates results to students, parents and the school effectively)

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6. Explains to students how learning will be measured'

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Clearly communicates and reinforces expectations for appropriate student behaviour.

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5. Clearly defines and reinforces classroom procedures and routines.

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models aPProPriate behaviours.

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standards for student learning, attending to student variables such as age'

socio-economic status and cultural/linquistic backqround.

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lJniversity of Lethbridge: P.S. ll Summativa Report (May 25' 2006)

5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES which they work.

framework within
KSA #Z Teachers understand tha legislatad, moral and ethical
KSA #1
KSA

Teachers engage in assesslng the quality of their teaching'

to commuiicate a personal vision of their own teaching.
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Presents a orofessional appearance and manner'

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4.

Fulfills Orofessional obligations (i.e., punctuality, routine administrative duties)'

Demonstrates maturity and professional judgment'

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the teaching profession'

ls knowledgeable about professional issues and demonstrates a commitment to
onal community and wider community (where

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suggestions.
Responds appropriately to feedback from others by listening, interpreting, and implementing

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Develops and communicates a personal vision of teaching'

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chool Act' school and district

oolicies and other relevant legislation.

12. Applies the knowledge, skills and attributes for interim certification appropriately.
13.

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o race, religious beliefs, colour' gender'

place of
sexual orientatiJn, gender iO"ntity, physical characteristics, disability, marital status, age, ancestry,
^-:^r^ ^r^^^ ^i.^ai/anaa oaniaonnnnmia hanknrnrrnd or linouistic backofound.

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18. Acts in a manner that maintains the honour and dignity of the profession.

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course of professional duties about a student

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Does not undermine the confidence of students in teachers or other student teachers.

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14. Treats students with dignity and respect and is considerate of their circumstances.

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RECOMMENDAT!ON

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INCOMPLETE

*lf an
lncomplete grade is recommended, ptease attach a signed document
providing reasons and recommendations for additionat practicum experience.

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

^EZ'.|0,.,
Si$rlature

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Student Teacher

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Consultant

Please submitthe compteted originat signed reportto Field Experiences, Room TH42g, Faculty of
Education, the University of Lethbridge, and provide siqned copies for the Student Teacher and ior the

University Consultant.

University of Lethbridge: P.S. ll Summative Report (May 25,

2006)