Pre-Observation | 3rd Field Experience

Student Teacher: Julie Yoon Program: TESL

Co-operating Teacher(s): Mr. Angelo Gallo Field Supervisor: Claire Caillé

School: Sacred Heart Montreal Cycle/Year: Secondary 5

Form Completed by: Supervisor Date: November 17, 2019

Formative Assessment #: 4 Teaching Context: Distribution of Wealth ΠGeographical Perspective

Instructions: Choose one lesson for the Formative Assessment. Complete the Pre-Observation section of the Formative
Assessment forms based on the lesson plan provided to you by the Student Teacher and in advance of the scheduled visit at the host school.
Please indicate the degree of development of the Student Teacher based on the following criteria. The ‘Guide to PC Development’ and the ‘PC
Rubric’ may prove useful in this task. The completed Pre-Observation should always be sent to the Student Teacher with enough time for
review and discussion ahead of the scheduled lesson.
Rubric: 5 = Advanced 4 = Thorough 3 = Acceptable 2 = Partial 1 = Minimal

Review the Student Teacher’s lesson plan: 5 4 3 2 1

Plans and frames activities with logical progressions of learning within the lesson (PC3)

Links the lesson to subject-specific competencies (knowledge, strategies, skills) (PC3)

Incorporates current resources and suitable teaching approaches from a range of sources into the lesson plan
(PC1, 3)
Differentiates the lesson to accommodate the needs of the students (with assistance of CT) (PC7)

Integrates ICT (as appropriate) in the design of the lesson (PC8)

Yes No
Targets a self-directed specific teaching skill for development (PC11)

Comments:
Julie,

Another lesson well presented, logically described, clear, and well-sequenced.

Your lesson contains a variety of teaching and learning activities, including appropriate ICT to suit the needs of your students. You evaluate and reflect on the
effectiveness of teaching and learning experiences and you will adjust further planning as required.

Do you know this small country, Bhutan, in Asia? The government believes that the GNH, gross national happiness GNH, is more important than the GDP.
What would your students think of that? In another lesson maybe?

Submit this Formative Assessment by e-mail to the Student Teacher with a CC: to the Field Supervisor and Co-operating Teacher.

Formative Assessments are for the the Student Teacher's benefit and development, and do NOT need to be submitted/e-mailed to the
Internships & Student Affairs Office (ISA), except at the special request of the ISA.

*If validation of authenticity is required, please contact the Internships & Student Affairs Office at isa.education@mcgill.ca
Post-Observation | 3rd Field Experience

Student Teacher: Julie Yoon Program: Secondary

Co-operating Teacher(s): Mr. Angelo Gallo Field Supervisor: Claire Caillé

School: Sacred Heart Montreal Cycle/Year: Secondary 5

Form Completed by: Supervisor Date: November 19, 2019

Formative Assessment #: 4 Teaching Context: Distribution of Wealth ΠGeographical Perspective

Instructions: Please indicate the degree of development of each of the following Professional Competencies based on your observation of the
targeted lesson. The ‘Guide to PC Development’ and the ‘PC Rubric’ may prove useful in this task. Please record comments and concrete
strategies for improvement and on-going professional development, based on your observation of the targeted lesson. Discuss the below
assessment and the associated comments with the Student Teacher immediately after the lesson. The completed Post-Observation should
always be reviewed and discussed in person with the Student Teacher.

Rubric: 5 = Advanced 4 = Thorough 3 = Acceptable 2 = Partial 1 = Minimal

S = Satisfactory D = Developing U = Undeveloped

Professional Competency Development 5 4 3 2 1

Foundations (Professional Competencies 1 & 2)
Understands the subject and program-specific content to be taught

Adopts a thoughtfully informed and accessible approach to the subject matter

Is aware of current events and makes connections to curriculum

Communicates appropriately, clearly and accurately at all times – orally and in writing

Recognizes and corrects errors in students’ oral and written work

Teaching Act (Professional Competencies 4, 5 & 6)

Lesson objectives have been met

Structures and makes the learning relevant to the students and subject-specific competencies

Encourages students to approach subject matter in a critical manner and to work well together

Uses evaluation tools/feedback to enable/show development of competencies (with assistance of CT)

Acknowledges adjustments as required and makes necessary changes in his/her teaching

Maintains routine that ensure the smooth running of the classroom (with assistance of CT)

Anticipates and solves organizational problems that hinder the smooth running of the class (with assistance of
CT)
Social and Educational Context (Professional Competencies 7 & 8)
Effectively implements information and communications technology (ICT), as appropriate

Helps students use ICT to effectively support learning, as appropriate

Identifies strengths and weaknesses of students in a learning situation

Works to solve problems and support students who exhibit inappropriate behaviours (with assistance of CT)

Cooperates in the implementation of IEPs, if applicable

*If validation of authenticity is required, please contact the Internships & Student Affairs Office at isa.education@mcgill.ca
 Post-Observation | 3rd Field Experience

Professional Identity (Professional Competencies 11 & 12) S D U

Behaves in a manner expected of a teaching professional

Sustains a positive, assertive and professional presence

Maintains a complete and up-to-date record of lesson plans (logbook)

Is appropriately dressed and well groomed

Is punctual and reliable

Demonstrates sufficient responsibility so that a class can be entrusted to his/her care

Comments:

Julie,

Your classroom routine and teacher actions encourage positive classroom behaviors.

You ask relevant questions to promote higher-level thinking and serve different purposes , e.g., probing
for learner understanding, helping students to articulate their ideas and thinking processes, stimulating
curiosity, and helping students to question.

You often check for understanding throughout your lesson to monitor student learning, using varied and
time-efficient methods.

You demonstrate ability to self-reflect in a meaningful manner to improve your teaching practice. You
master the subject well, you answer all questions correctly. You show a lot of confidence. As you are well
prepared, the students sense it and understand that you are knowledgable with the subject.

The material prepared by you (revision pages with graphics and map) is relevant and very appropriate
for your lesson. This is a good review for your students before their exam in December.

Effective and respectful classroom management.

You accept and act upon constructive feedback from you CT and supervisor.

Submit this Formative Assessment by e-mail to the Student Teacher with a CC: to the Field Supervisor and Co-operating Teacher.
Formative Assessments are for the the Student Teacher's benefit and development, and do NOT need to be submitted/e-mailed to the
Internships & Student Affairs Office (ISA), except at the special request of the ISA.
*If validation of authenticity is required, please contact the Internships & Student Affairs Office at isa.education@mcgill.ca