University of Lethbridge, Faculty Of Education

PROFESSIONAL SEMESTER ONE

Formative Assessment Comments

Student Teacher: Angela Welsh School: Acadia School

Grades Taught: Grade Three university consultant: Sue Price
Teacher Associate: Crystal Moore
Dates: November 8, 2018 - December L3, 2018

Planning and Preparation

Angela worked hard to adapt to the diverse needs within the classroom. Over her
practicum, she had opportunities to teach lessons in Physical Education, Math,
Writing, Reading, Spelling Social Studies, Art and Health. Angela has a strong
background in Health and Physical Education. Her background as a fitness
instructor over the last twenty years benefitted the students greatly. Angela was
able to teach each skill in succession. Her previous experience as a pArent volunteer
in schools, and in teaching youth groups and Sunday School, transferred well into
the classroom. She demonstrated good management and control of the students, and
was able to connect and speak with the students using age appropriate language.

Angela's lessons were well prepared, organized and structured logically. She
included lots of relevant questions and prompts to help engage the students in their
learning as part of her plans. She demonstrated a good understanding of and
reference to the Program of Studies, and clearly indicated learning objectives for
each lesson. Angela was eager to learn about programs for the classroom and
assessment tools to support student learning. She observed and conducted some
basic running records using the Fountas and Pinnell Assessment kits, and supported
a small group of students in Guided Reading over three weeks. An area Angela
expressed she was most confident with in planning was getting to the heart of the
lesson. She indicated that she enjoyed learning how to sequence learning tasks in a
variety of subjects.

Instruction:
Angela communicated effectively with the students; her patience and caring nature
was always evident. She used verbal and non-verbal communication to engage the
students and manage the classroom during her lesson. Using a low and calm voice,
helped her to maintain control when teaching. Angela was "hands on" with students,
circulated regularly, and used her time observing in the classroom to fine tune her
practice and connect with students, When teaching a lesson, Angela demonstrated
very good control over class discussions, and helped redirect students if they lost
sight of the learning target. Transitions are a challenge for all new teachers, and this
would be a good area of focus in Angela's next practicum and as she continues to
embark on her chosen career.
Classroom Leadership and Management
Angela was very supportive of a substitute teacher on a day where the classroom
teacher was absent, ensuring that teacher become acquainted with classroom rules
and procedures. Angela circulated through the classroom and provided support to
students when they were working. She ensured students understood the lesson, and
often supported students who needed additional help during "down time" later in
the day. She enjoyed challenging students who were working above grade level, and
was always prepared with additional learning tasks to keep their minds engaged.

Assessment:
Angela provided good, specific feedback to students during learning tasks. She
utilized formative and summative assessments in her practice. Some of the types of
assessment she incorporated over her practicum included: self and peer
assessments, small group and whole class assessments, exit slips, assessment of
writing tasks and math worksheets, spelling assessments and reading assessments.
Angela gained confidence in determining whether or not a student "got it". Over her
five weeks, she demonstrated a robust understanding of assessment in the
classroom.

Professional Attributes and Responsibilities

Angela demonstrated excellent professionalism and upheld the integrity of the
profession, especially in her dealings with students. She arrived at the school well in
advance of the school day, and made every effort to stay and plan with the Grade
Three team. Angela regularly reflected on her teaching practice, including reflecting
on ways to improve her teaching practice and increase student understanding. She
was able to adapt and recalculate her approach with students during lessons, and as
units progressed. Angela attended Parent Teacher Conferences, supported with
Christmas Concert preparations, stayed to supervise the evening of the Christmas
Concert, and engaged in recess and lunch hour supervision duties with increased
confidence. Angela always treated students with kindness and dignity.

Areas for growth:

Some areas Angela expressed she would like to focus on in her upcoming practicum
are:
Classroom management: Angela would like to learn additional strategies
around getting student attention, keeping students focused, and finding
greater fluidity during classroom transitions. She would like to have more
time to practice these strategies and fine tune them to fit her own teaching
approach.
 Confidence: Angela would like to gain more confidence in bringing her own
style into the classroom. This will be easier in a longer practicum where she
is teaching whole units and can be seen by the students as the "TIC" (teacher
in charge). This time, in such a short practicum, often students were still
looking to the classroom teacher for confirmation of what to do. Angela also
would benefit from increasing her confidence when collaboratingwith her
next sponsor teacher, and be reminded to not be afraid of "stepping on toes"
as this is her chance to grow and try new things before she has her own
classroom.

Teaching Non-Preferred Subiects: Angela would like to learn strategies to

ensure that when she is teaching non-preferred teaching subjects she feels
confident and can "fake it until you make it". Angela understands it is
important for teachers to sometimes falsely demonstrate a love of the
subjects they are teaching in order to maximize student learning. Students
need to believe the work they are learning is exciting, important and
relevant.

Overall Comments:
Angela's professionalism and commitment to becoming a teacher was evident from
the beginning of her practicum. Angela arrived to Acadia School as a confident'and
experienced professional. Her previous career backgrounds supported her in being
well equipped to handle the daily life of a teacher. Angela made thoughtful
contributions to the classroom daily, and worked hard to connect with students. She
was always ready to dive in and support students, was flexible with schedule
changes, and maintained a positive and upbeat personality during challenging
circumstances. In the classroom, there were 24 students, 4 students with IPPs, 5 ESL
students and a variety of other students who presented significant complex needs
but who were not yet coded. Angela gained experience working with students with
learning disabilities, students with severe social emotional, behavioural and
attentional concerns, and with students who were brand new to Canada. Angela
quickly adjusted her teaching practice to meet the needs of these learners, and
despite a very demanding class, Angela maintained her composure and sense of
humour. Angela demonstrates the qualities of a natural teacher, and the students
immediately accepted her in the classroom. Angela will continue to gain confidence
in her next practicum, but it was a breath of fresh air having her support, creativity
and presence in the classroom over the last five weeks.