Associate/Mentor Teacher's Summative Report

u n iversitv To be completed at the end of the practicum.

orWinedsc'g' Consecutive: FALL O wNTER O SPRING O

^
Concurrent: SPRING (J

Mailloux Lauren
TEACHER CANDIDATE:
(Last Name) (First Name)
ASSOCIA TE TEACHER: Nancy Foster scHool: Ursuline College Chatham
GRADE(S) and or SUBJECT: 12 English University prep/College prep

BOARD: Greater Essex County DSB (-j Windsor Essex CDSB () St Clair CDSB (') Lambton Kent DSB (l) Other:

LEGEND
EXEMPLARY(E)
Displays very good/excellent teaching skills in applying the most appropriate content and methodology to meet leamers' needs. Actively seeks
feedback. Uses a reflective approach to independently modify teaching practice. Consistently explores and extends understanding ofprofessional
erowth and responsibility, includine respecting confidential information about students
PROFTCTENT(
Displays sound teaching skills in applying appropriate content and methodology to meet learners' needs. Requires minimal assistance in responding
to suggestions for improvement. Demonstrates ability to apply reflective thought successfully in a variety of teaching situations. Displays solid
,,l: confidential information about students.
understanding of professional growth and responsibility,
ADEQUATE (A)
Displays adequate understanding ofteaching skills. Content and methodology selected are generally appropriate and/or adequate to meet learners'
needs. Requires some assistance in responding to suggestions for improvement. Limited modifications in teaching practice are implemented as a
result of reflection. Displays basic understanding of professional growth and responsibility, which may include respecting confidential information
about students.
DOES NOT MEET EXPECTATIONS (D
Displays unsatisfactory understanding ofteaching skills. Content and methodology are generally inappropriate and/or inadequate to meet the learners'
needs. There may be some response to suggestions for improvement but has difficulty in reflecting on practice and implementing modifications.
Although there may be some understanding of the needs for professional growth and professional responsibility, there is minimal evidence in
which include confidential information about students.

= EXEMPLARY: P=PROFICIENT: A:ADEQUATE: D=DOESNOT MEET EXPECTATIONS

PERSONAL AND PROFESSIONAL FACTORS E P A D nla
The tetcher
1. Models professional and appropriate conduct ioi {_.j {} {'; {.
(.';
2. Cooperates with members of the school community {r t.r {. .} {..'l

3. Dresses professionally and appropriately i:": {'. {, '}

t. {.:
4. Is punctual and prepared for school {9.i {: ('; f-
-;
{-,
5. Completes assigned tasks satisfactorily i? {...: t.: {: {.:
6. Responds positively to constructive feedback {.1 {' (i i: {..:

7. Practices independence and initiative {!. (-i l -., {

8. Activelv participates in the 'life' ofthe school (..., {. i: {.i {^t

WnAgbht to have Lauren for this block! lt seemed as if I was team teaching with an experienced instructor rather than a novice
She was always professional and respectful both to the students and the staff.

She was always prepared and more importantly, willing to alter those preparations whenever necessary.

COMMITMENT TO STUDENTS AND STUDENT LEARNING D P A D nla

The eacher candidate:
l. Shows awareness ofhow children develop and learn "t {'. l', (.', (i
2. Incorporates awareness of how socio-cultural differences impact
(. t-, {^'t (_: t',
student leaming into lessons
3. Demonstrates a positive rapport with students a I: {' t: r,"",

4. Encourages active student participation in the leaming process l f': l-i t"':
5. Promotes respectful pupil interactions in the school t {,i l*r a, t:
Comments:
Lauren and I discussed the differences in learning and in skills between the three classes, all grade twelve students. This discussion
was initiated by Lauren as she shared her observations about the different levels of learning.
She has a very good rapport with the students who will miss her next week!
is always respectful to the students and in turn, they demonstrate respect for her. She is stern when necessary but never

Lauren has private discussions with students who seem to be reluctant learners.
 Associate/Mentor Teacher's Summative Report, p. 2. TEACHER CANDIDATE: Mailloux Lauren

TEACHING PRACTICE E P A D nt^

A. Curriculum & Subject Matter Competence

The teacher candidate:
1. Demonstrates accurate knowledge ofcurriculum content {. {- ., i- ': {.-':

2. Differentiates instruction for learners i., {. {. {. {:

3. Sets clear instructional expectations (oi {' {: t-, {
4. Uses effective strategies to assess student learning {i f- 'r f-r {,. {-i
Comments:
Lauren has taken the lead in direct instruction with the novel for the college class. Here she demonstrated solid knowledge and was
willing to research whatever element she was unsure of.
During the in class assessment, Lauren conferenced with both the classes of university prep students. She guided them well, both in
terms of writing and content of the two pieces of literature. I have not had to correct Lauren's instruction/information and I am confident
in her content expertise. Lauren also created a rubric for a summative assessment task and evaluated the students' performances on
that task using the "TACK" categories. We both assessed and compared our results. Our results aligned suggested she has a good
grasp, not onlV of the process, but of creating a rubric, creating a summative task that aligns with learning goals and expectations, and

B. Planning and Preparation E P A D nla

The teachr candidate:
l. Prepaes approriate and relevant instructional resources ' i'
2. Prepares apropriate instructional plans {: t: l'\ t:
3. Links daily lesson plans and long-range plans r {-: {r C
4. Includes key questions in lesson planning process l.l (, (', {.r l*,
5. Plans engaging introductory activities (. {": f-, {} {
6. Plans effective culminatins activities {rj {' {': {l {.
-;

7. Uses technology effectively {4. {' t" l.l {r

8. Plans opportunities for students to applv new leaming {i; (.'. (1 {':
9. Keeps an up-to-date and well organized Teacher's Dav Book ' {l (' fl (":
Comments:
Lauren is a very organized personl! She plans in advance but is willing to alter these plans whenever necessary. She has very
effectively implemented a "week at a glance" element into her day book to balance the elements required, the lessons, tasks, and "to
lists that are required throughout the week. Her lesson for introducing our novel in the college class was engaging and the students
responded well.
We discuss curriculum expectations and learning goals regularly and I strongly feel Lauren has a firm grasp of these concepts and a
solid working knowledge of what is expected from us as teachers and from the students.
She is also a 'wiz'with technology, introducing a new tool to me and the students - the popplet! This lesson and this tool were
tremendously effective and engaging for the sludents as they solidifled their learning after the literature.

C. Lesson Execution E P A D nla

The teacher cndidate:
l. Presents material in an accurate and meaningful manner to students n lr: {:: l^.
2. Sequences learning experiences logically f.' {": { {: T:
3. Uses a variety of strategies to motivate students {;; i"l {*
r
{."):

4. Effectively engages students in the learning process {", {) {"

5. Demonstrates flexibility and adaptability in lesson delivery and
i, (1' I
pacing
6. Handles lesson transitions effectivelv r* {; f {- {',
7.
8.
Provides eflective feedback and individual attention
Utilizes a variety of questions with fluidity within the learning
l.o:' r {:"i
..'

{- (',

context
{;: {: {", | ..:

9. Responds appropriately to students' questions {d: t-: il {-: rf

Comments:

Because of the in class essay writing, Lauren had ample opportunity to provide specific feedback during the process. Because of her
summative task, feedback was also necessary in her lessons. She gave appropriate and helpful feedback regularly. She transitions
well between tasks, even with a group of students who do not. She leads them gently but firmly into the next "task" or the next focus of
study.
Her excitement over the lessons is contagious to the students (and to me!). They are engaged in her lessons, as is she.
 TEACHERCANDIDAIB.MaiI|oux Lauren
Associate/Mentor Teacher's Summative Reportn p. 3.

D. Communication E P A D nla
The teacher candidate:
with and with volume and r (-. (' {^ {":
Models communication including phrasing, {',
and enunciation
{il {i (t C,

3. Displays sensitivity to individual learners by tailoring a variety of {i. {". t': {- {'
nonverbal strategies to enhance leaming
Comments:
Lauren has a confidence presence in the class but a respectful one. She projects her voice well and knows when to repeat if necessary
She has also been sensitive to the students' needs and speaks privately whenever necessary to move the student along without
centering them out.

E. Learning Environment, Classroom Management and Motivation. E P A D nla

The teacher cndidate:
1. Supports a classroom environment conducive to learning (l t-: t': (.: i':
2. Values the individuality of all learners, and responds in an inviting i.+ /"\ {": ("; {i
manner
3. Handlesclassroom/school scheduling routines effectively rl {: {, i- {';
4. Displays and models good time management and organizational skills {.1 (.. ti (':
5. Uses appropriate classroom management strategies i.!; \. t..
Comments:
Midway through the placement, we were moved to a classroom that was once a computer lab, just for one period. This did not go
smoothly, but Lauren was positive and encouraging. She was instrumental in creating a welcoming learning environment in our new
temporary home and was eager and willing to do so. As for classroom management, as mentioned early, Lauren is never disrespectful
nor does she embarrass any student. Her tactics are with proximity, with a stern voice, with clear expectations and with positive
reinforcement.

OVERALL ASSESSMENT:
Areas of Strength: Provide suggestions for improvement:
luren demonstrates several areas of strength Lauren is encouraged to continue to try different assessment strategies as
rticularly in content knowledge, organization, lesson she moves into assessment and evaluation.
ing, and building healthy relationships with the
She has a good working knowledge of
cular details and even demonstrates a clear and
understanding of assessment strategies.

Please indicateyour OVERALL assessment by checking ONE box ONLY.

*Ifthe teacher candidate will be receiving a "Borderline" or "Unsatisfactory" Summative report, consulation with the Faculty Advisor is
required. A supplemental assessment form for additional comments is available.

g Satisfactory n * Borderline n *Unsatisfactory

Dates of Absence(s): Q

S of Teacher(s) or Principal submitting this report Date

S ofteacher candidate Date

(Indicates receipt ofthe report, not necessarily agreement with its content)
 Associate/MentorTeacherosSummativeReport,p.4. TEACHERCANDIDATE . Mailloux Lauren

O The report has been reviewed with the teacher candidate

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