WERKLUND SCHOOL OF EDUCATION

UNDERGRADUATE PROGRAMS IN EDUCATION

EDUC 540: FIELD EXPERIENCE III
FIELD EXPERIENCE INSTRUCTOR NARRATIVE ASSESSMENT
PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT

Student Teacher: Alana Parsons ID: 30016738 Date: November 25, 2017
School: Glenbrook
NOTE: This is not a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential
employers., however potential employers may ask for this assessment from the student directly.

The purpose of this six-week Field experience is to focus on complex dimensions of social and cultural engagement in classroom learning.
The student’s Learning Portfolio and his/her participation in the Field placement should provide evidence of a growing ability to act
thoughtfully in the classroom and within the school community, and a deepening understanding of learners and of the enactment of
curriculum and pedagogical relationships within a whole class context. The Narrative Assessment should address the student teacher’s
growth in the emergent ability to plan for, implement and assess learning. It should also comment on the student teacher’s growth in relation
to the Teaching Quality Standard (Draft, 2016), including the student’s own goal setting reflections throughout the Field experience. The
Field instructor’s assessment should also address the student’s overall participation in both collaborative and cohort learning assignments
including D2L and the final presentation assignment. The following report on the student’s work should be organized in relation to the
questions: Where is the work particularly strong? What could the student do to further his/her professional growth and development?
You may also want to consider the course outcomes as a method of organizing the assessment.

This assessment is based on Field Three classroom observations and conversations and
overall participation in both collaborative and cohort learning assignments as well as the
growing ability to act thoughtfully in the classroom and within the school community, deepen
understanding of learners and of the enactment of curriculum and pedagogical relationships
within a whole class context and the emergent ability to plan for, implement and assess
learning.

In relation to the Outcomes for this course, the work is strong in sharing thoughts about
teaching and learning with the partner teacher and other student teachers in order to build
deeper understandings of the role of the teacher, developing professional relationships with
students, developing appropriate classroom management skills that retain the dignity of all
students and beginning to develop a teacher presence using tact and thoughtfulness in order
to develop a community of safety, security and trust for the learners.

Areas requiring professional growth include continuing to learn about addressing diverse
needs in order to plan appropriate lessons to meet those needs, developing appropriate lesson
plans that will allow for all levels of learners to enter the learning experience and continuing to
examine and implement purposefully designed formative assessment strategies.

In relation to the TQS [2016 Draft] the work is strong in fostering effective relationships to
support student learning and ongoing critical reflection to improve teaching and learning,
planning and designing learning activities that incorporate a range of instructional strategies
including the appropriate use(s) of digital technology according to the desired outcomes and
Field Instructor’s Name:
Signature

For Field Experience III: Principles of Social and Cultural Engagement, the recommendation is:
Credit ( X )
Non-Credit ( )
the learning needs of students. There is awareness that professional practice is bound by
standards of conduct expected of a caring, knowledgeable and reasonable adult trusted with
the care and education of students.

Areas requiring professional growth include continuing to learn about planning and designing
learning activities that ensure that all students continuously develop skills in literacy and
numeracy, planning units of study that address the goals outlined in provincial programs of
study, planning and designing learning activities that communicate high expectations for all
students and that foster student understanding of the link between the activity and the intended
learning outcomes, planning and enacting learning activities that are meaningful, varied,
engaging and relevant to students, consider student variables and relevant local, provincial,
national and international contexts and build student capacity for collaboration. Areas requiring
professional growth also include continuing to learn about applying student assessment and
evaluation practices that accurately reflect the learner outcomes within the programs of study,
applying student assessment and evaluation practices that support the use of evidence of and
for student learning and continuing to put into practice the promotion and sustaining of
inclusive learning environments and developing foundational knowledge about First Nations,
Metis and Inuit for the benefit of all students.

These areas of growth will be the focus for Field Four and supported by design focused
planning and enactment of units and lessons [UBD], the Outcomes for the Field Four course,
The Alberta Education Competencies, the Teacher Quality Standard and the Teacher
Effectiveness Framework. I look forward to working with you and supporting your professional
growth in this final step of your learning to be a knowledgeable, well informed, forward thinking,
21st century teacher.

Thank you, Alana, for your very good work and growing understanding of the complexity of
being a teacher. I have enjoyed working with you very much. You have a very good teacher
presence and work from a position of empathy, your planning and enactment of lessons that
are engaging and authentic are very good and you have become a valued part of the school
learning community. You are very well positioned to be an excellent teacher.

Dianne J Dodsworth PhD

Curriculum and Learning
EDT 744
Werklund School of Education
University of Calgary
2500 University Drive NW
Calgary Alberta T2N 1N4
403-220 7750
ddodswor@ucalgary.ca

Field Instructor’s Name:

Signature

For Field Experience III: Principles of Social and Cultural Engagement, the recommendation is:
Credit ( X )
Non-Credit ( )
Field Instructor’s Name:
Signature

For Field Experience III: Principles of Social and Cultural Engagement, the recommendation is:
Credit ( X )
Non-Credit ( )