Advanced Field Experience Final Evaluation

Field Experience Information:

Student Teacher:
Last Name: Smith First Name: Jennifer
ID Number: 1132155 Course Number: EDFX 450
University Facilitator:
Last Name: Fahlman First Name: Cameron
Mentor Teacher:
Last Name: Unguran First Name: Tania
Placement Information:
Start Date (dd/mm/yyyy): 15/02/2017 End Date (dd/mm/yyyy): 28/04/2017
Subject(s) and/or Grade Level(s): Art 10-20-30 (regular and IB)

School Information:
School Name: Harry Ainlay High-school School District: Edmonton Public
School Address: 4350-111 Street Postal Code: T6J 0X8
School Phone #: 780-413-2700 City: Edmonton

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 emailed by the University Facilitator to the office of Undergraduate Student
Services, where it will be retained for a period of time according to the facultys retention schedule; no
other copies will be retained by Mentor Teachers, University Facilitators or employees of the University
of Alberta without written permission of the Student Teacher.

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

Final Grade (Credit or No Credit): CREDIT Date (dd/mm/yyyy): 28/04/17

Winter 2017 Page 1 of 11

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.

For each category, the Mentor Teacher should provide comments that reflect strengths and areas for
growth in each category. Evidence and specific examples should be provided.

You do not need to fill the space provided; recommended length is 200-300 words per category. Write
only enough to provide necessary evaluation and evidence. Please do not exceed the space provided, as
lines of text that extend beyond the text box will not appear on printed copies; there is space for extra
comments at the end.

Use the KSAs and suggested topics as they relate to the category to guide your comments, not all need
to be addressed.

Description of the school and context of teaching

Suggested Topics (Not all need to be addressed): school size, urban/rural, special programs, class size, special needs students in class,
number of teachers, etc.

Harry Ainlay high school is a large urban school located in south-side Edmonton with a student body of
just over 2500 and a staff of over 150. They are an extremely diverse population with many cultures and
ethnicity represented. Walking the halls you hear so many different languages and accents. This also
provides a challenge, as many students are English language learners.

Harry Ainlay has an assortment of specialized option classes including Cosmetology, Automotives,
Criminology, Foods, Fashions, CTS and an assortment of Fine Arts courses including visual arts, music
and theater. Additionally Harry Ainlay offers numerous specialized programs such as International
Baccalaureate, French Immersion, Interactions, Knowledge and Employability, etc. At the school, there
is a program called No Kid Left Behind; this program is designed to give students every opportunity to
complete assignments and exams outside of class time. During this AFX experience, Mrs. Smith was
paired with Tania Unguran who is a full-time art teacher and also the department head of Fine Arts. Mrs.
Smith taught Art 10, 20, 30 and Art 10, 20, 30 IB. At times all three grades are together in one block.

The school building was founded in 1966 and this year is celebrating its 50th anniversary. The building
is aging and without windows, but is currently undergoing significant renovations in many rooms
including the art studio. They new space will have more storage, natural light, new work areas, and even
a mini computer lab. It has been a great learning experience for Mrs. Smith to experience student
teaching during a renovation where there are not accessible sinks within the classroom, and the
classroom space is very small in comparison to the new studio space expected near the end of April.

Winter 2017 Page 2 of 11

Preparation, Planning and Organization
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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, etc.

During this field experience, Mrs. Smith demonstrated the ability to create detailed lesson plans but
accommodated for individual differences, using tiered lessons that focused on mid-level, challenge level
and support level. Mrs. Smith sent suitable objectives and minimum criteria in all of her projects. She
maintained a daily planner and took the initiative to discuss and share her lessons ahead of time with me
to ensure that she was meeting the needs of the students and specific curriculum objectives related to the
planned unit of projects (portraiture, Altered Books, street art, coffee stain project). We were very
fortunate to have Mrs. Smith as she has a strong background in lesson planning as well as instruction of
small group and large groups. It is worth noting that she worked for the Alberta Art Gallery for several
years prior to finishing her education degree.

Mrs. Smith arrived early to school in the morning to make sure that she was fully prepared for that day
of instruction and spend personal time developing a better understanding of the variety of media she
would be expected to instruct on. This allowed her to get a better understanding of the struggles and
questions her students would have over the journey of their project, and in turn offer them support on
getting past a specific obstacle. She took a special interest in understanding how our low vision and
Down Syndrome students would approach the painting unit using acrylic paints. She also showed honest
excitement in the projects the students will be challenging at each grade level. Mrs. Smith has a very
strong background in painting and was more than willing to share her expertise with me as well as her
students, especially when it came to demonstrating students use of space, rule of thirds, and lighting.

During the Art 10 Portraiture Unit (part A), Mrs. Smith was able to demonstrate to students a variety of
techniques including contour line drawing, gestural drawing, blind contour and continuous contour. She
then had students create an expressive self-portrait that allowed students to choose three forms of media
to execute and explore within their art. Students were responsible for documenting all of the processes
for that unit in their visual journals. Mrs. Smith's students were always excited to hear the art history
lesson she prepared and presented during her project demonstrations or in one-on-one conversations. In
her Self Portrait (Part B) unit, Mrs. Smith demonstrated colour mixing using acrylic paints to study the
colour wheel and in turn better understand how to create authentic skin tones. In her Art 20 classes, Mrs.
Smith guided students in an assortment of project expectations, allowing students to choose their own
personal direction and style.

Mrs. Smith also took the initiative to prepare a presentation to guide students through the development
of a large-scale mural in celebration of our 50th anniversary. She then worked with students individually
on ensuring that all of the small pieces were completed and submitted in on time for framing and
presentation.

Winter 2017 Page 3 of 11

Teaching Skills and Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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, sequencing/timing, flexibility, instructional strategies, use of ICT,
differentiation of instruction, student interest, cultural sensitivity, pacing, lesson/unit plans, etc.

Mrs. Smith instructed in whole class and small group settings. She was very open to dividing the class
into smaller groups and team teaching with me during the initial stages of the painting component of the
portrait unit. This allowed for more one-on-one individual attention with her students. She used
classroom demonstrations in her portrait, altered book and coffee stain projects, showcasing project
criteria, student exemplars and an art history component. She used classroom examples and her own
personal examples to illustrate project expectations. She used teaching aids in media imaginatively,
integrating these into lesson plans for maximum effectiveness. She included online resources such as
videos for techniques and strategies, and information that students could utilize in their portrait unit.

Mrs. Smith motivated the students to challenge themselves and engaged students in small group demos
using her reassuring, uplifting and supportive tone of voice. She gave very clear instructions through the
use of positive reinforcement, and expectations both orally and written on the whiteboard. She managed
classroom discussions with the use of focus questions and student involvement.

Mrs. Smith demonstrated a wide variety of affective teaching strategies when instructing and assessing
students; thoughtfully selected appropriate strategies to maximize learning; varied her teaching style
with whole group, small group and individualized students; paced the lessons to increase student
interest, participation and purpose for learning, and utilize technology meaningfully to achieve her goals.
She has learned that a firm due date is not always affective in a visual arts class as every student works
at a different pace. She quite enjoyed altering or adjusting the due date to meet the needs of her students
skill levels and exploration.

Mrs. Smith demonstrated critical awareness in the classroom, resulting in appropriate responses to
changing conditions or learner needs, instructional delivery, pacing or adjusting lesson content.
Modifications to lesson plans, including changes in teaching strategies or approach, were based on
particular needs of students. This was highly evident when working with her special needs and English
language learners.

It is very evident that her time working at the Art Gallery of Alberta, along with her personal experience
as a practicing artist has helped Mrs. Smith gain a better understanding of how to be a strong teacher and
leader within a classroom.

Winter 2017 Page 4 of 11

Management and Classroom Climate
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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, routines, rapport with students, conflict resolution, student engagement,
leadership, transitions, etc.

Mrs. Smith plans, implements and reinforces established classroom routines to maximize learning and reduce transitions
needed; anticipates potential difficulties by scanning the classroom frequently and uses nonverbal and verbal cues to redirect
behaviors. She demonstrates a pronounced physical and emotional presence by moving around and communicating effective
body language. She uses strategies such as proximity with those who experience problems during transitions. She secures,
maintains and reinforces student attention and commands attention by using appropriate motivational strategies. Mrs. Smith
clearly communicates student behavior and learning expectations; establishes positive outcomes for student compliance;
adapts expectations to changing conditions; secures student attention for direct instruction through variety of effective
methods. She diligently worked to address students by their names whenever possible and became a noticeable presence in
the classroom\studio.

Mrs. Smith maintains conditions for affective learning consistently; adapts lesson plans and instruction with sensitivity to
changes in routines or unusual situations. She clearly develops and demonstrates a plan to deal with disruptive behavior and
consistently administers appropriate and effective consequences; reinforces classroom and instructional priorities to deal with
problems; is familiar with and supports school behavior policies and procedures; manage personal emotions for effective
response to situations; maintains conditions for learning and uses a variety of behavior management strategies including
redirection, moving a student to a quieter location, or gentle reminders to get back on task. She holds her students
accountable for their behavior and is clear in her expectations with regards to behaviors in the studio.

Mrs. Smith groups and manages students effectively to promote optimal learning conditions; teaches and reinforces student
ownership; keeps students interested and accountable for learning and encourages active participation and student
engagement. Mrs. Smith demonstrates the use of proximity, gestures, facial expressions, private dialogue, eye contact, humor
and voice as management strategies to maintain classroom atmosphere.

At the end of each day, she shares her concerns and positive moments with me, as well as reflects on how she could have
handled situations differently the next time around. Throughout her nine-week field experience, she has maintained a very
detailed reflective journal.

Mrs. Smith reinforces expectations and routines at the start of class before allowing students to begin activities. She has also
made herself available to students at lunch on a regular basis, as well as in halo and early morning, to allow students the
opportunity to catch up on missed or incomplete work, or require extra time.

Having been a professional artist, and worked in an art gallery setting, Mrs. Smith feels comfortable within the classroom and
studio environment. She openly shares her experiences to both me and the students especially as it pertains to being a
professional artist. Mrs. Smith built a strong rapport through personal interactions, and positive facial and body language. She
uses voice control effectively and takes individual needs into consideration during interaction or instruction. She encourages
and supports student growth, and is approachable and receptive to students and their needs.

Mrs. Smith establishes an environment where students feel safe, excepted and valued. Her classroom atmosphere is a warm
and inviting environment that is aesthetically pleasing and comfortable. Students are motivated to learn and are willing to
behave according to expectations. There is consistent daily attention to building student self-esteem. She accepts individual
differences and incorporates them into instruction. She is seen as a strong leader within the school and in turn the classroom.

Winter 2017 Page 5 of 11

Communication
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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, communication with parents/guardians, listening skills,
teaching/learning technologies, voice and language, etc.

Mrs. Smith exhibited clear, concise, and complete instructions and expectations with regards to lesson
and classroom management. Mrs. Smith is highly articulate, able to express ideas smoothly and readily
in a manner appropriate to the age of her students, and encourages correct grammar and pronunciation.
Her language is professional and free of slang or jargon and uses tone and volume to enhance and
structure interactions. Mrs. Smith uses appropriate facial expressions such a smiling or encouraging,
gestures, body contact and proximity to enhance student learning and interaction. She uses a wide
variety of body language that can be interpreted as positive or inviting and uses nonthreatening body
language in the learning environment. Her students feel safe in her classroom and are comfortable
approaching her with any questions or inquiries.

Mrs. Smith has a strong ability to stimulate discussion through effective questioning; listens carefully to
student responses and uses appropriate wait time effectively. She redirects discussion to instructional
objectives and utilizes higher order thinking skills. Her written ideas are expressed flawlessly and
fluently and she sets an exemplary model for her students. All written conventions are adhered to
(spelling, punctuation, grammar) and her writing skills show evidence of appropriateness for its purpose.
She uses arts accurate language and vocabulary, and enhances instruction or communication. This is
evident in her written comments given to students on their rubrics as well as communication on the
whiteboard.

Mrs. Smith exhibited, clear, concise, sequential instructions and expectations with regard to lesson and
classroom management. She focused her attention on projecting her voice within the structures of the
temporary art studio. Her speech was clear and very easy to understand. She took great effort to get to
know students names through the use of direct questioning and one-on-one interaction. She also made a
point of talking to each student individually at some point in the field experience to find out their
strengths and personal interests, as well as to get a status update as to where they were in the assignment
and how much more time they required. It is very obvious that she showed an honest interest in getting
to know her students better on a personal and professional level. She gathered students around one of the
art tables in the studio (to avoid having students backs directed towards her), faced the class when
speaking and learn to create "set" only when she had their full, uninterrupted attention.

Mrs. Smith also spent a great deal of time reflecting on students artwork, and giving constructive
criticism orally. When a student's project was submitted in for assessment, she was very eager to give
feedback and formulate a summative mark for that student. She let students know of their strengths,
suggestions for improvement and always posed a question for students to reflect on with regards to their
art piece. Mrs. Smith demonstrated the patience to explain a concept or terms students were unfamiliar
with and constantly reinforced key art concepts and vocabulary to ensure that students had a strong
understanding of the lesson being taught. She encourages discussion appropriate to the objectives of the
lesson and is able to guide a discussion very effectively. She incorporates higher level questioning
techniques with in her classroom, as well as lower level questioning techniques to help reach the needs
of her special needs children and English language learners.

Winter 2017 Page 6 of 11

Assessment Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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, adapted assessment, assessment variety, record keeping,
formative/summative, reporting, timely feedback etc.

Mrs. Smith manages very well in terms of time needed to prepare all materials, pacing of a lesson, and
time after teaching to clean up and prepare for the next lesson or class. She provides appropriate time
limits and guides to students and communicates these two students without pressuring them to
compromise quality. She gives timely feedback when appropriate, uses formative and summative
assessment, questions students to help them recognize areas for enhancement and plans for consistent
allocation of space for students, materials and activities. Mrs. Smith and I spent a great deal of time
discussing outcome-based assessment versus project-based assessment, and she understands the benefits
of both. When she initially started assessing student work, we sat down together and went through all of
the strategies needed to fairly and accurately assess a students project. Once she felt confident enough
to attempt assessment on her own, she took on the role of marking the Art 10, 20 and 30 level projects,
including the IB students. Mrs. Smith was also given instruction on how to use the districts
Powerschool program to enter attendance, document student concerns and update marks.

Mrs. Smith understands the importance of giving both oral and written feedback to students,
complimenting them on something they have done well in their piece, suggesting an area of
improvement and always posing a question for students to reflect on in their workbook. She understands
the districts focus on triangulation of assessment, a focus that includes looking at the students work
(product), talking with the students (conversations) and observing students demonstrating a skill or
technique.

Mrs. Smith also participated in a few peer assessment practices. This was seen as a great experience for
her as it demonstrated the students understanding of giving constructive criticism while using
appropriate art vocabulary/language and in-turn be receptive to feedback from their peers.

Since the start of the field experience, Mrs. Smith has openly shared that she really wanted to focus on
building a strong assessment program and understanding as an educator. I was extremely impressed by
the conversations we had and the reflections she shared with me during her journey with regards to
assessment. She's very excited to see how she could implement outcome-based assessment in an
assortment of other subjects that she may teach along the way.

Winter 2017 Page 7 of 11

Understanding Students Needs
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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, etc.

Mrs. Smith work diligently to get to know as many students names as possible to better her relationships
with them. She made an effort to accommodate for a variety of learning strategy needs in the classroom,
be at by adjusting her questioning techniques, rewording a focus question, creating tiered projects or
finding an alternative's workspace for a student who is repeatedly off task or needs a more private work
location. She strongly articulates to her students the belief that everyone can demonstrate creativity in
their own personal artwork. She planned lessons they gave her students the opportunity to learn through
a variety of modalities, including visual, auditory and kinesthetic. Mrs. Smith is very approachable,
encouraging, warm and friendly. She establishes eye contact with all students, respective of where they
are seated and smiles readily. She establishes personal contact with most students throughout a class and
balances it with professionalism.

Mrs. Smith took honest effort to learn how she could work with a low vision student who does not see
color. In an art program, understanding colour is very important. When working with this low vision
student, she had to think outside of the box on how he could represent value using a limited palette. She
also worked with another student who has Down Syndrome and his fine motor skills were delayed. Once
again, she formulated a plan to help the student be successful using carbon copy paper to help him trace
out the original image before presenting colour or details within it.

Winter 2017 Page 8 of 11

Professional Qualities and Attributes
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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, interpersonal skills, collegiality, initiative, energy, team work, attitude,
appearance, commitment, reflection, etc.

Mrs. Smith is fully aware of strengths and areas for growth in teaching, and is able to monitor and
evaluate her own performance accurately. She demonstrates strong initiative in planning for professional
development and seeks out experienced teachers opinions or expertise. She also took the initiative to
observe a handful of teachers in an assortment of classroom atmosphere us, in hopes of understanding
different teaching strategies, classroom set up, communication and assessment practices. She was eager
to share her observations with me in conversation and when reflecting in her workbook. Mrs. Smith is
aware of professional standards of dress, communication styles and behavior, along with punctuality,
responsibility and commitment to teaching. She is consistent, calm, firm and professional in the
classroom and with her colleagues. She is interested and receptive to constructive feedback and coaching
and makes use of this feedback and coaching by demonstrating improvement in subsequent lessons.

Mrs. Smith participated in our professional development staff meetings that focused on assessment and
peer evaluation. She also participated in G.E.T.C.A, our open house, parent teacher interviews, Japanime
Festival, and our Evening of the Arts (annual art exhibition celebrating over 50 artists and in total over
450 pieces of artwork on display). She also helped in the creation of our mural for the 50th anniversary
of our school, and also participated in our catchment area professional development where over 800
teachers worked in an assortment of areas focusing on mental health, assessment, and supporting our
English language learners.

Mrs. Smith willingly participates in extracurricular activities and is professional in attitude and
appearance. She is fully aware of her strengths and weaknesses in teaching and is able to monitor and
evaluate her own classroom performance. She is realistic in planning for the development of her
weaknesses. She appears confident, and works with students in a consistent way, reacting to classroom
situations in an acceptable professional manner. She seeks advice, is open to suggestions and utilizes
them in a critical and thoughtful way. Mrs. Smith searches for solutions to teaching problems using all
resources available. She is very organized, yet flexible towards instructional challenges and actively
seeks to improve instructional abilities to improve student achievement and self-esteem. She is very
persistent in seeking alternative or additional resources to improve performance.

Winter 2017 Page 9 of 11

Reflection and Self-Evaluation
Related Knowledge, Skills and Attributes (Not all need to be addressed):
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, etc.

Mrs. Smith reflected while planning and after every lesson. She evaluates and assesses a student
performance and growth critically. She reflects and evaluates the lesson effectiveness and student
comprehension. She critically reflects on her own teaching and seeks to improve her performance. She
reflects on student and teacher interactions, accepts new techniques and practices to enhance self-
growth, and uses reflection outcomes to actually change or better her practices.

Mrs. Smith maintains an in-depth reflective journal that demonstrates exceptional insight into her
teaching practice. She willingly shares her insights and is aware of the need to use reflective practice to
improve instruction. She demonstrates a strong commitment to daily reflection and engages in dialogue
during conferences originating from self-reflection.

Along her journey during this field experience, I have also given her articles and resources to reflect on
in her journal. She is very receptive to all of this.

Winter 2017 Page 10 of 11

Additional Mentor Teacher Comments:
Mrs. Smith has demonstrated substantial growth as a teacher and a leader over these past nine weeks.
Her willingness to better herself and every occasion indicates to me that she enjoys teaching and will be
an exceptional asset to any staff and classroom. It is been wonderful working with Mrs. Smith during her
last round of student teaching. She should leave with the knowledge that she has worked very hard over
the course of her field experience and has built many marvelous resources and relationships that will be
an asset to her in the future. It was wonderful walking into the studio every morning, seeing a big smile
on her face and the excitement she's shared starting a new day with her students.

Mrs. Smith is an exceptional leader and phenomenal teacher in the classroom and I have thoroughly
enjoyed being a part of her journey. It is obvious through my observations that Mrs. Smith is extremely
comfortable in a classroom setting, working with students. She has a strong, yet sensitive and calming
presence in the studio and the students are appreciative of her dedication to helping them become better
artists.

Understandably, I along with the University Facilitator have nominated Mrs. Smith for the E.E. and G.S.
Lord Memorial Prize.

Thank you Jennifer for all of your extra time, support and guidance you gave me and your students. You
were truly inspirational! Good luck in all your future endeavors.

Student Teacher Comments:

I cannot begin to express my esteem and gratitude towards my mentor Tania Unguran, as well as the other staff and students
at Harry Ainlay for the enduring positive impact they have had in supporting the development of my practice to become an
effective and reflective teacher. Over the past ten weeks I feel I have become a part of this school community in various
capacities. Both in and outside of the classroom, Tania has been very supportive in helping me to reach my goals for this
practicum as a new teacher on the cusp of entering into the profession.

During my time here I have prepared and delivered a comprehensive portraiture unit at the Art 10 and 10IB level in which
students performed hands-on tasks to develop and refine drawing skills and express aspects of the inner self through drawing,
painting, and mixed media projects. I have also supported students at the Art 20 and 30 levels with their individual projects,
as well as observed in the areas of Social Studies, Psychology, Music, and English. In my lessons I promoted multiple
pathways to learning by modifying goals for exceptional students in particular I worked with a student with low vision,
one with down syndrome, and added challenges for some advanced learners. Daily opportunities to experiment with
modifying pedagogical practices were available to me, as I was able to repeat lesson delivery to different classes. This
allowed me to improve upon effective delivery of course content and observe differences in comprehension and classroom
management needs based on different student demographics and times of day.

Outside of the classroom I have participated in several extracurricular events that have enabled me to build meaningful
relationships with my students. I volunteered as a monitor for Harry Ainlays weekend Japanime' festival, face painted
for Touch of Class, and organized an art club to initiate the creation of a collaborative mural painting in celebration of Harry
Ainlays 50th anniversary. This practicum experience has opened my eyes to the many ways teachers can weave themselves
into the fabric of their school communities. I am realizing the importance of stepping out of my day-to-day roles in order to
make meaningful connections and promote lifelong learning, and am eager to bring this perspective into my career in the
hopefully very near future!

Winter 2017 Page 11 of 11