Lethbri1ge University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER TWO

Faculty of Education
Formative Assessment
Student Teacher: ‘flk1ffq on School:
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GradelSubjects Taught:
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TeacherAssociate: yy University Consultant:
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Dates:
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Instructions:
• The purpose of this form is to provide the student teacher with specific feedback during the PSII Practicum (ED 3600).
• The teacher associate should complete this form at regular intervals during the practicum (e.g. every other week).
• The student teacher retains the completed form for his/her records; it is not submitted to the Field Experience Office.
• To document the student teacher’s growth over the practicum, select/place a checkmark, or week 1, week 2, etc., in the
level of performance for outcomes being assessed. Please also provide some comments on the final page of the form.
• It is not necessaryjp-selet/placea cheãkmrkThexto each outcome every time the form is completed you may wish-

to concentrate on the’ 3-5 most relevant and significant strengths and areas for growth, depending on the situation.
TEACHER: - -

1. PLANNING AND PREPARATION (KSAs#1,3,6,9 and 13)

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tl?Iann,ng and Preparation zw ui w w
1. Demonstrates knowledge and skills in the subject matter of lessons including his/her
subject major. —

2. Incorporates a variety of appropriate resources and instructional/assessment

strategies into lesson plans. I —

3. Translates learning outcomes from the Alberta Program of Studies into relevant and
appropriate learning objectives for the lessons and units being taught. LI]
4. Takes into account students’ prior learning, learning needs (including student IPPs),
interests, and student variables such as age, gender, socio-economic status and
cultural/linguistic_background.
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5. Organizes content into appropriate components and sequences for instruction. El LiI LI El
6. Plans appropriate content and activities for the time allotted. LI EEl El El
7. Prepares lesson plans for all lessons taught, using a well-defined structure which
includes learning objective(s), an introduction and closure, detailed procedures and
instructions, key questions, teaching strategies and learning activities, and
assessment_of_lesson_objectives.
8. Prepares unit plan(s) in subject major that include rationale, overview, learning r— rn
outcomes, teaching/learning activities, and assessment plan. L_. LJ
9. Integrates information and communications technology into instruction in subject
major and other subjects, where appropriate. —

10. Obtains and organizes equipment and materials for instruction. LI ]i Li El

2. INSTRUCTION fKSAs #4, 5, 9 and 10)
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Communication
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1. Uses clear, fluent, and grammatically correct spoken and written language. [ t] [[1 El LI
2. Uses vocabulary appropriate to students’ age, background and interests. El t1 1i1 Li
3. Modulates his/her voice for audibility and expression. t] Fl [ii Fi El
4. Demonstrates cultural sensitivity in communication and instruction. F- LI Li I LI
Revised: Januany 2018
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 Lesson Introduction I
5. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations, I
uses motivating attention-getters, provides an overview, and relates the lesson to
previous_learning_as_appropriate. 1_ [f 1_
General Lesson Development
6. Incorporates strategies for motivating students using relevant and interesting subject
matter and activities.
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7.
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Presents content in appropriately organized sequences for instruction.
Explains and proceeds in small steps at an appropriate pace to suit the activity and
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student_response.
9. Demonstrates subject matter competence during instruction.
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10. Organizes and directs learning for individuals, small groups, and whole classes.
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1 1. Provides clear directions, instructions and explanations.
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12. Directs efficient transitions between lessons and from one activity to the next.
13. Uses a variety of instructional strategies to address desired outcomes, subject matter,
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varied learning styles and individual needs (including goals/objectives of student lPPs)
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14. Uses a broad range of instructional strategies specific to subject major.

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15. Uses appropriate materials and resources.
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16. Demonstrates flexibility and adaptability.
Questioning and Discussion
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17. Asks clearly phrased, well-sequenced questions ata variety of cognitive levels.
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18. Provides appropriate “wait-time” after posing questions.
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19. Seeks clarification and elaboration of student responses, where appropriate.
20. Leads and directs student participation in class discussion effectively and distributes
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questions_appropriately.
Focus on Student Learning
21. Circulates in the classroom, intervening when necessary, checking on individual and
group understanding of activity/content. - —i
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22. Recognizes and responds appropriately to individual differences and group learning
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23. Reinforces student learning, building on previous learning, reviewing, and re-teaching.
Closure
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24. Achieves closure for lessons, consolidating ideas or concepts through summaries,
reviews, discussions, and applications. —
25. Provides homework when appropriate and explains assignments fully. [] [] [ r] L_Li LI
3. CLASSROOM LEADERSHIP AND MANAGEMENT (KSAs#7 and 8)
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Classroom Leadership zw ui w w
1. Assumes a leadership role in the classroom, taking charge of classroom activities,
showing confidence, poise, composure, and presence. L
2. Creates and maintains an effective learning environment, setting high expectations and
standards for student learning, attending to student variables such as age, gender,
socio-economic status, and cultural/linguistic background.
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3. Demonstrates initiative, enthusiasm and a commitment to the students and subject, II,
models appropriate behaviours. I.
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4. Estabhshes positive relationships and a classroom climate based on mutual trust and
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U of L: PS II Formative Assessment: (Revised: Januanj 2078) Page 2 of 4

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 Classroom Manaqement
5. Clearly defines and reinforces classroom procedures and routines.
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6. Clearly communicates and reinforces expectations for appropriate student behaviour.
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7. Monitors student behaviour and is aware of student behaviour at all times.
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8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate
low-key and higher level responses; follows school discipline policies and procedures. ii:

4. ASSESSMENT (KSA#11)
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Assessment z ui w w
1. Assesses student learning using a variety of appropriate assessment techniques and
instruments (e.g., observations, conversations, questioning, checking daily work,
performance-based_and_written_assessment,_quizzes,_tests). El [1 [1 [Ti Li
2. Checks frequently for understanding.
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3. Provides timely and effective feedback on learning to students.
4. Modifies and adapts teaching based on assessment data and student IPPs
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(e.g., employs alternative teaching strategies to re-teach where required). .— —

5. Analyzes and evaluates measurement data to assess student learning. El LI LI [iii LI

6. Explains to students how learning will be measured.
7. Develops and maintains accurate records of student achievement (e.g. grade
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sheets, databases) and communicates results to students, patents, and the school
effectively.
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S. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (KSAs#2, 15 and 16)

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Professionalism
1. Presents a professional appearance and manner.
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2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). El
3. Demonstrates maturity and professional judgment. LI
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Is knowledgeable about professional issues and demonstrates a commitment to the teaching profession.
Establishes professional relationships with the educational community and wider community (where
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appropriate).
Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and
makes appropriate suggestions for improvements.
7. Uses the results of student assessment and feedback to improve teaching practices and guide professional
growth.
8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions.
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9. Develops and communicates a personal vision of teaching.
10. Develops a professional portfolio and/or growth plan including goals, evidence of progress toward goals,
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reflections on growth, and future goals. —-

1 1. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district /
policies and other relevant legislation.

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12. Applies the knowledge, skills and attributes for interim certification appropriately.
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U of L: PS II Formative Assessment: (Revised: January 2018) Page 3 of 4
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