UNIVERSITY OF SASKATCHEWAN

COLLEGE OF EDUCATION INTERNSHIP FINAL ASSESSMENT FOR 402.15

Luke Bartsch

Date: December 3, 2012 At: Hanley Composite School School Address: 316 Bodeman Avenue, Hanley, SK School Phone: (306) 544-2511 Co-operating Teacher: Ryan Herman Teaching grades and areas: Secondary Mathematics and Science

UNIVERSITY OF SASKATCHEWAN

COLLEGE OF EDUCATION INTERNSHIPASSESSMENT Signature page

I, Luke Bartsch, have carefully read and discussed this evaluation with my co-op teacher and internship facilitator. Date: December 3, 2012

________________________________________________________________________ Intern's Signature Intern's Student Number Permanent Address and Phone

________________________________________________________________________ Co-op Teacher's Signature Principal's Signature Internship Facilitator Signature

Ryan Herman Cooperating Teacher's Name

Chris Tucker Principal's Name

Jim Jelinski Internship Facilitators Name

CO-OPERATING TEACHERS ASSESSMENT

1. The Contextual Description of the teacher, learner, subject matter and community: Hanley Composite School is a K-12 school with approximately 235 students. It is a primarily rural school, with a majority of the students being Caucasian, with a few First Nations students, as well as several students whose parents are in the Canadian military. Mr. Bartsch has taught Workplace & Apprenticeship Mathematics 10, Workplace & Apprenticeship Mathematics 30, Science 10, Foundations of Mathematics 20, and PreCalculus 30.

2. The Summary of Extended Practicum performance based on program goals: Luke Bartsch had a successful internship. He displayed a high level of respect for students, staff and parents. He also demonstrated caring in his willingness to adapt curriculum and classroom practices to focus on the academic needs of his students. He has an easygoing manner and patient temperament as well as a dry sense of humour which enabled him to develop positive relationships and a good classroom environment. He developed a strong teacher identity and has become comfortable in using his authority as a teacher to discipline and guide his students learning and interactions in the classroom. He has a thorough knowledge of the curriculum and used a variety of instructional strategies with a problem-centered focus to engage the students in thinking, learning and to develop curiosity. He effectively used technology in the classroom, developing SMART Board lessons, using spreadsheets and video, as well as co-teaching in a flipped classroom. He is a reflective practitioner who strives to improve in all areas of his teaching. Luke worked to incorporate First Nations, Metis and Inuit Knowledge in appropriate and respectful ways and worked to reinforce these ideas when teachable moments arose. He was involved in the Terry Fox Run and also started a Music Club to further engage with students and staff. He gave willingly of his own time at recess and lunch, as well as before and after school as part of his commitment to his students success and the development of a positive rapport with them.

SUMMARY OF PROGRESS TOWARDS PROGRAM GOALS

The teacher candidate, Luke Bartsch, has achieved in the following areas: 1. Support broad areas of student growth by providing varied and constructive learning opportunities. Demonstrated proficiency and growth in: Use of constructivism in the math and science classroom to aid students in developing their own understanding of the content. o Currency Exchange Auction to reinforce concept of exchange rates. o Students wrote and develop their own solutions to problems on the SMART Board. Moved between groups during group discussion to ensure that all members participated and engaged in discussion. Paired students according to academic and social strengths; involved analyzing classroom dynamics and making adjustments. Adapted and adjusted lesson plans to enhance student engagement Example: physical demonstration of percentile ranking, rather than direct instruction. Effective incorporation of creativity and student interest in class projects Example: Science 10 video project for Motion unit. Use of written cues when giving instructions for class activities. Use of praise and encouragement to build student motivation and achievement. Presented opportunities for students to choose their own relevant topics for student projects so they could demonstrate their understanding in ways that were interesting and motivating to them. Effective use of small group activities to encourage student discussion. Clearly presented instructions for class activities. Co-taught in a flipped classroom for Pre-Calculus 30. 2. Affirm dignity and respect for individuals (students, families, colleagues). Demonstrated proficiency and growth in: Participated, interacted, and co-planned extra-curricular activities o Development and organization of Terry Fox Run event. o Development of Music / Choir Club in Hanley Composite School. o Involvement in football with scorekeeping and pizza sales. Allowed students to incorporate interests into various projects. o Choice of career for Unit 2 Project in Workplace & Apprenticeship Mathematics 10 (W&A 10). o Choice of research topic for Canadian Contribution to Motion Technology assignment in Science 10. Continued contact with parents of students who required extra help with homework and motivation, and respectful and understanding communication.

The development of report cards and interim reports in cooperation with cooperative teacher (CT). Participated in parent-student-teacher interviews. Developed understanding of student home life and the effect it has on student learning and engagement. Made a conscientious effort to interact and develop relationships with all students on a daily basis. o Greeted students by name. o Showed interest in students lives. o Encouraged students to succeed. Demonstrated patience and understanding to students. Participated in staff meetings, professional development, social events, and the Numeracy Professional Learning Community (PLC) group. Demonstrated a respectful and patient classroom management style which created a positive learning environment.

3. Strive to support social justice and ecological responsibility Demonstrated proficiency and growth in: Described the advantages and disadvantages of having deductions, taxes, and if applicable union dues, taken off of paychecks. Determined, during class discussion, the advantages and disadvantages of a penny-less economy. Determined, during class discussion, the advantages and disadvantages of a hypothetical economy that doesnt use minimum wage (e.g. third world countries, medieval times, etc). Developed a respectful understanding of exceptionality in the classroom. o Various students in W&A 30 that have exceptionalities. Conveyed a sense of democracy in the classroom. o Currency Exchange Auction in W&A 10. o Used democratic voting to determine class decisions. Provided supplies (calculator, geometry set) when students were unable to provide them. Discussed various current issues with students o US Election Taught First Nation / Mtis / Inuit (FNMI) contributions to motion science and technology o Lacrosse o Inuit weaponry Allowed students with exceptionalities more time to complete assignments and write tests.

4. Develop as a critical reflective practitioner who connects practical and theoretical knowledge. Demonstrated proficiency and growth in: Understood that student motivation, engagement and achievement are affected by cultural issues (poverty, racism, etc). o Some students in grade ten and twelve come from a lower socio-economic background. This affects their attendance, achievement and participation in school. Continually assessed choices made and actions taken to rectify situations and instruct various concepts, and adapted instructional and classroom management strategies accordingly. o Allowed students in W&A 10 to determine partner groups for a project. Determined that for the next project, partners will be predetermined. Recognized various learning abilities / strengths / weaknesses of students and respectfully encouraged students to build on their learning abilities and strengths. Re-evaluated classroom management styles and strategies, and made adjustments where needed. Continually worked to develop a patient and encouraging teacher identity, using consistent application of routines and enforced expectations. Understood that continual reassessment of daily situations and actions is imperative in developing a positive teacher identity. Resolved situations in a calm and confident manner. Understood that one-on-one conflicts with students need to be addressed outside of the classroom. Kept student needs in mind when planning lessons and activities.

5. Create a positive community in the classroom and school. Demonstrated proficiency and growth in: Connected and compared currency exchange rates and income to various countries and communities around the world. Collaborated with fellow colleagues and local community members in educational and extra-curricular activities. o Music / Choir Club involved a member of the local community (Hanley) who expressed interest in getting involved with music at the school. o Worked with CT in organizing, developing and planning lesson plans and unit plans. o Terry Fox Run worked with principal to make sure that all activities were safe. Also, involved various businesses in the community. Cooperated with and participated in the Numeracy Professional Learning Community. Provided mathematical help and support for students during lunch and after school. Worked to develop a positive and encouraging environment in and out of class.

6. Build instructional competence and strong teacher identity Demonstrated proficiency and growth in: Developed and conveyed knowledge of the curriculum and specific content related to each class (W&A 10, W&A 30, Foundations of Mathematics 20, PreCalculus 30 and Science 10). Planned and developed lesson plans with exceptional students in mind. o A large majority of the students in W&A 30 were exceptional (ADHD, absenteeism, difficulty with mathematics) and required adaptive dimension. Worked to develop an increased level of comfort in the classroom. o Developed identity as an authority figure; found a balance between respect, classroom discipline, and friendliness that worked to create an environment where all students have an opportunity to be successful. Demonstrated a respectful and cooperative attitude. Effective use of technology in the classroom: o Proper and effective use of SMART Board capabilities. o Use of technology and media in class projects Example: Science 10 video project for Motion unit. Developed appropriate assessment strategies (exams, projects) and returned marked assessment in a timely fashion. Selected resources that incorporated FNMI contributions to motion science and technology in Science 10. Demonstrated a conscious effort to respect cultural diversity. Effective use of PowerSchool to track student achievement and completion of formative and summative assessments.

TEACHER CANDIDATES SELF-ASSESSMENT My internship experience has provided me with critical insight into the development of my teacher identity. Although the theory provided during my first year in the College of Education has been valuable, it is the practical experience and classroom exposure that has allowed me to discover my teacher identity and connect theory to practice. I have learned that simply teaching the outcomes and indicators provided in the Saskatchewan curriculum does not provide an adequate learning experience for students with differing learning abilities. Effective instruction involves proper use of assessment, successful classroom management, and a positive learning environment. During my internship, I readily and effectively utilized formative assessment and successful questioning techniques (direct questioning) in the mathematics and science classroom. Also, it is imperative to incorporate FNMI content, which I did successfully. Successful classroom management must be adapted to suit different classes. I have discovered that effective classroom management must begin by setting clear expectations, and that it is important to follow through with those expectations. I have worked to develop a classroom management style that reflects my own teacher identity. My classroom management style is based on respect, encouragement, patience, and understanding. Developing a positive learning environment begins with building positive and respectful relationships with the students. I have done this by getting to know the students interests and being a part of the school community. Regarding extracurricular activities, I founded the Hanley Music Club to provide musically-minded students the opportunity to play music in a comforting and encouraging atmosphere. In September, I co-planned a successful Terry Fox Run. Finally, I helped out the Hanley Saber football team in the form of scorekeeping and pizza sales. With the completion of the Extended Practicum, I believe I am ready to undertake a classroom of my own and am eager to completely immerse myself in the teaching profession.