Uoiversity of

Lethbridge University of Lethbridge, Faculty of Education

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Faculty of Education
PROFESSIONAL SEMESTER TWO

*e TYPE (including comments) DIRECTLY

Summative Report
onto this form. Submit a SIGNED, DOUBLE SIDED paper copy.

Student Teacher: Kimberly Orr School: Kate Andrews High School

Grade/Subjects Taught: Drama 9/English 10-2/CALM 20
Teacher Associate: Kimberly Alexander-Schimpf University Consultant: John Paulsen
Dates of Practicum April 4-16 2019

Instructions: -

• This is a summative report of the student teacher’s performance at the end of the PSII practicum, based on expectations for
that stage of teacher development (ED 3600).
• For each practicum outcome below select the student teacher’s level of performance: either Not Meeting Expectations for the
PSII level, Meeting Expectations, or Exceeding Expectations. (Most students will fall into the Meeting Expectations category,
unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the Meeting
Expectations category, please select level of performance.
• Some outcomes may not be applicable to your particular educational situation. Leave the space blank.
• At the end of each secUon of the form, pase prode comrnentsreference to the relevant KSAs and practicum outcomes.

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

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Planning and Preparation
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1. Demonstrates knowledge and skills in the subject matter of the lessons including his/her
subject_major.
2. Incorporates a variety of appropriate resources and instructional/assessment strategies
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3. Translates learning outcomes from the Alberta Program of Studies into relevant and
appropriate learning objectives for the lessons being taught.
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4. Takes into account students’ prior learning, learning needs (including student lPPs), ——

interests, and student variables such as age, gender, socio-economic status and
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5. Organizes content into appropriate components and sequences for instruction. t1 t t [‘ r
6. Plans appropriate content and activities for the time allotted.
7. Prepares lesson plans for all lessons taught, using a well-defined structure which
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includes learning objective(s), an introduction and closure, detailed procedures and
instructions, key questions, teaching strategies, learning activities, and assessment of
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lesson_objectives.
8. Prepares unit plan(s) in subject major that include rationale, overview, learning
outcomes,_teaching/learning_activities,_and_assessment_plan.
9. Integrates information and communications technology into instruction in subject major
and other subjects, where appropriate.
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10 Obtains and organizes equipment and materials for instruction
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COMMENTS:
Kimmy was always very organized in her planning and preparation. I found both her unit plans and lesson plans to be detailed
and thorough. She communicated her lesson plans to me regularly and with advance notice. Predicting the amount of time
lessons will take comes with experience in teaching, and she was always reflecting on the amount of time her plans took,
compared to the time she had allotted for completion of projects. This improved over her time teaching the classes, as she
became increasingly aware of how long things actually took in class.

Revised: January 2018

2. INSTRUCTION (KSA #4, #5, #6, #9, #10)
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Communication II
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1. Uses cleat, fluent, and grammatically cortect spoken and written language. -

2. Uses vocabulary appropriate to students’ age, background and interests.

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3. Modulates his/her voice for audibility and expression.
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4. Demonstrates cultural sensitivity in communication and instruction.
Lesson Introduction
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5. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations,
uses motivating attention-getters, provides overview, and relates the lesson to
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General Lesson Development
6. Incorporates strategies for motivating students using relevant and interesting subject
matter and activities.
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7. Presents content in appropriately organized sequences for instruction.
8. Explains and proceeds in small steps at an appropriate pace to suit the activity and
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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.
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13. Uses a variety of instructional strategies to address desired outcomes, subject matter,
varied learning styles and individual needs (including student IPP goals/objectives).
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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.
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Questioning and Discussion - —=-

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. Ti Ti [ Ti
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, 11 F7
reviews, discussions, and applications. I I
25. Provides homework when appropriate and explains assignments fully.
COMMENTS:
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The instruction that took place In Kimmys classes was strong. In her classes she worked to engage students, both with the
materials she chose and the activities she guided them through. She communicated well with her classes and worked to clarify
for students when they were confused, along with challenging them with higher level thinking directives. She had a strong,
capable presence in her classrooms, and worked with students as they completed assighments to help them when needed. In
her future lessons, I would encourage Kimmy to frame her lessons at the beginning and end of class in order to help students
access prior knowledge and reflect on what they learned in class that day. Much of this will come with timing of lessons.

U of L: PS II Summative Report: (Revised: January 2018) Student: Kimberly Orr Page 2 of 5

3. CLASSROOM LEADERSHIP AND MANAGEMENT (KSA#7,#8)
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1. Assumes a leadership role in the classroom, taking charge of classroom activities,
showing_confidence,_poise,_composure,_and_presence.
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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. T H t tv [ -

3. Demonstrates initiative, enthusiasm and a commitment to the students and subject,

models appropriate behaviours.
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4. Establishes positive relationships and a classroom climate based on mutual trust and
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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.
8. Responds to inappropriate behavior promptly, firmly, and consistently, using
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appropriate low-key and higher level responses; follows school discipline policies and
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COMMENTS:
Kimmy had a clear leadership role in her classrooms and demonstrated strong management skills. Even when dealing with
challenging students, she maintained her authority, asked for help when appropriate, and always maintained composure. i
know that one of her goals was to work on both classroom management along with getting to know her students and creating
jenuine relationships with them. I believe she achieved both of these things. Teaching is a fine balance of that warm
relationship and genuine caring with firm control and management, which Kimmy seemed to both understand and work hard to
md and maintain that balance.

4. ASSESSMENT (KSA#11)
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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 assessments, quizzes, tests)..
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2. Checks frequently for understanding.

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3. Provides timely and effective feedback on learning to students.
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4. Modifies and adapts teaching based on assessment data and student IPPs
(e.g., employs alternative teaching strategies to re-teach where required).
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5. Analyzes and evaluates measurement data to assess student learning. ri F— 1I Ii’ H
6. Explains to students how learning will be measured.
7. Develops and maintains accurate records of student achievement (e.g. grade sheets,
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databases) and communicates results to students, parents and the school effectively). I I
COMMENTS:
Throughout her practicum, Kimmy did an excellent job of assessing in her classes. In drama, she had detailed assessments to
go along with each assignment given and recorded them and then sent them to me quickly. Even more impressively, she kept
up with a large amount of marking that comes with teaching an English class. This is a large class with many struggling
learners and IPP’s. She used different tools to assess student growth and compared her marks with me in order to determine if
she was assessing correctly. She worked with me to develop some peer review materials, and built her own rubrics to go with
her assignments. Again, her organiztion and work ethic were apparent in the field of assessment.

U of L: PS II Summative Report: (Revised: January 2078) Student: Kimberly Orr Page 3 of 5

 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (KSA#2,#15,#16)
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1. Presents a professional appearance and manner.

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2. Fulfills professional obligations (i.e., punctuality, routine administrative duties).
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3. Demonstrates maturity and professional judgment.
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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).
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Pro fessional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and
makes appropriate suggestions for improvements.
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7. Uses the results of student assessment and feedback to improve teaching practices and guide protessional
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8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. fv
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.
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11. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district [1
policies and other relevant legislation.
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12. Applies the knowledge, skills and attributes for interim certification appropriately. [v
Ethical Conduct
13. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender,
sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, place of
origin, place of residence, socioeconomic background or linguistic background.
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14. Treats students with dignity and respect and is considerate of their circumstances.
15. Does not divulge information received in confidence or in the course of professional duties about a student
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except as required by law or where to do so is in the best interest of the student. fl I
16. Does not undermine the confidence of students in teachers or other student teachers.
17. Does not criticize the professional competence or professional reputation of teachers or other student
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teachers unless the criticism is communicated in confidence to proper officials after first informing the
individual concerned of the criticism. [] tb’
18. Acts in a manner that maintains the honour and dignity of the profession.
19. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the
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COMMENTS:
(immy was always professionsl in every aspect of her practicum. She represented the school well including during parent
eacher interviews, private meetings with parents, staff meetings, and was collegial and friendly to all staff members. She treated
ll of her students with respect and dignity, striving to understand their situations and work through challenging circumstances.
er professional growth was iimpressive through this round of student teaching, and clearly takes the profession of teaching
;eriously, and her role as a teacher as important and instrumental to student success.

U of L: PS II Summative Report: (Revised: January 2078) Student: Kimberly Orr Page 4 of 5

0

SUMMARY
Areas for further growth:
Kimmy had an excellent PSII round and should be very proud of her work and her growth. In her internship I would challenge her
to use her skills in the drama classroom and apply them to all of her classes. Her presence and voice are clear in her drama
classrooms, and that can translate to all of her classes to help engage her students. We discussed timing of lessons and how
much longer things take than we anticipate when planning. This then can carry on to affect unit plans, and semester plans if not
kept in check. However, much of this is just experience, learning how long lessons and assignments realistically take comes with
time. Klmmy was able to adjust and change her unit plans as needed in order to incorporate these changes, which is important. I
also commend her for her detailed lesson plans, but would like to see more of her introduction and conclusions to lessons in
practice, as they are very well done in her plans. Some of this is difficult in practice, because of watching the time, classroom
management, unexpected interruptions, etc. However, a strong framing of the lesson at the beginning and the end does help
students understand the direction of thier learning and your goals for the class time.

Overall comments (Strongest aspects of student’s performance):

I can confidently recommend Kimmy pass her PSII practicum. Her work was apparent and her organizational skills were an
asset to her teaching. Her lesson and unit plans were done very well, and she pulled her own resources and created her units
independently. She asked for assistance when needed, but always stood on her own to develop her plans. Her growth
throughout the 6 weeks was impressive and I was always encouraged by her ability to reflect on her lessons and her classes in
an honest and humble manner. She took those reflections and our conversations and constantly worked to improve her teaching
skills, which was impressive. As we worked together to discuss students and lessons, I could always see Kimmy implementing
our plans and discussions into her teaching. She worked hard to develop relationships with students, and had some very
challenging ones this round. She managed to keep not only her composure when challenged, but also a sense of humor and
humility thoughout the process, which isn’t always easy. I am confident that Kimmy will do very well in her PSIII Internship and
recommend she pass her PSII practicum.

RECOMMENDATION

[i PASS FAIL fl INCOMPLETE *

*/f an Incomplete grade is recommended, please

attach a signed document
providing reasons and recommendations for additional practicum experience.

Note: The Teacher Associate is responsible for completing this document, in consultation
with the Student Teacher and the University Consultant.

Qntr \\ / C\
S1gture: Student Teacher Date

cc-s pt tt/i
eacher Associate Date

-
. 7/i .

ciWnature University Consultant Date

Please submit the completed original signed report to University of Lethbridge, Faculty of Education,
Field Experiences. Please provide signed copies for the Student Teacher, the UC and the TA.

U of L: PS II Summative Report: (Revised: January 2078) Student: Kimberly Orr Page 5 of 5