TEACHER CANDIDATE PRACTICUM SELF-EVALUATION

2018-2019

TEACHER CANDIDATE: Jasmin Meere

SCHOOL: Sir Winston Churchill Public School
GRADE(s): 5 EFI, 3 EFI
ASSOCIATE TEACHER: Karen Perry
PED 3150 PROFESSOR: Louise Hall
Please Note:
· Reflective inquiry into your own thinking and practices will lead to the construction and
reconstruction of professional knowledge and practice as you negotiate your journey of becoming a
teacher. This self-evaluation of your practicum experience will help you set goals for next year and
your next practicum experience.
· Your comments should reflect your areas of strength, areas for further development, and suggestions to
improve practice. This is a component of your formative assessment.
· Please submit your self-evaluation to your PED 3150 professor after your practicum.

A. PROFESSIONAL COMMITMENT COMMENTS

COMPETENCY
As a developing teacher, the Teacher
Candidate:

Professional Interactions: Throughout my time at Sir Winston, I’ve established professional

Demonstrates professionalism in
interactions. Demonstrates a positive
rapport with students.
Professional Relationships:
Interacts respectfully with members of
school community.
Demonstrates an understanding of the
Associate Teacher/ Teacher Candidate
mentoring relationship.
Professional Responsibility:
Fulfills responsibilities identified by the
Associate Teacher and the University
Practicum Handbook. Meets required
deadlines.
Initiative:
Demonstrates that he/she is a ‘self-
starter’ and acts on suggestions and
guidance from Associate Teacher.
relationships with many of the Junior teachers. I’ve participated
in parent-teacher meetings, staff meetings, and the ETFO PD day.
With my students, I maintain a positive, enthusiastic, warm, and
encouraging rapport.
I treated all the staff members at Sir Winston with courtesy and
respect.
I valued my Associate Teacher’s feedback and used her
suggestions in my next lesson and activities.
Throughout the year, I’ve fulfilled my responsibilities of co-
planning a unit with my Associate Teacher and creating and
implementing my own lessons. I was timely with submitting lesson
plans and assessments.
For next practicum, I want to make a greater effort to be
involved in initiatives outside of the classroom, such as a club.

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 B. COMMUNICATION COMPETENCY
As a developing teacher, the
Teacher Candidate:
Verbal Communication:
Speaks clearly and understandably.
Uses correct oral conventions.
Non-Verbal Communication:
Uses effective and appropriate
non-verbal communication. Reads
nonverbal communication and
responds appropriately.
Written Communication:
Uses correct written conventions.
Writes clearly and understandably.
Listening and Responding:
Uses appropriate wait time. Uses
probing and prompting techniques.
Models effective listening skills.
C. KNOWLEDGE COMPETENCY
As a developing teacher, the
Teacher Candidate:
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COMMENTS
I made sure to speak clearly and loudly enough so that
all the students could hear me. One of my students
requires the teacher to wear a device to help them
hear, so I made sure to always where that so that the
lesson was accessible to them.
To regain attention of the class, I made use a
countdowns, hand signals, and verbal prompts.
When writing on the board, I made sure to print neatly
and largely so that the students could easily see the
notes I was writing,
For next practicum, I will be more aware of gender
when communicating in French because I sometimes
used the wrong gender when speaking and in written
communication. I will also take more time to proof
read my own work (assessments, creating readings)
before handing them to my students.
When facilitating class discussions, I acknowledged
each of their answers and thanked them for sharing,
even if the answer was incorrect. If a student gave a
very short answer, I would probe them to think deeper
about the question, or I would piggy bag off that
answer to lead the whole class in a more in-depth
thought process of the question.
COMMENTS
 Subject Knowledge:
Demonstrates fundamental
knowledge of subject matter for
teaching the assigned grade level.
Provides clear explanations and
demonstrates appropriate subject
knowledge and related skills.
Developmental Nature of
Learners:
Responds to questions regarding
lesson content in a knowledgeable
and appropriate manner. Builds
upon student responses to expand
and extend the discussion and
learning.
Curriculum:
Demonstrates an understanding of
the context in which the learning
takes place. Demonstrates growth
in understanding the Ontario
curriculum expectations specific to
grade and subjects taught.
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Before I taught my lesson, I made sure to learn the
material in-depth so that any questions that might
possibly have, I would be able to answer them. Being
knowledgeable about my subject matter and taking
information from various sources (books, online
documents) ensured that my students were receiving
the right information.
Sometimes though, I wouldn’t know the answer to the
question, and instead of coming up with an answer that
I thought might be right, I told my students that we will
look it up together after the lesson.
Instead of simply telling students that today we would
be learning a certain subject, I activated their curiosity
by beginning my lessons with open-ended questions and
building on their prior knowledge.
Throughout my time in this placement, I became
familiar with the overall and specific curriculum
expectations for the subjects I was teaching. My lessons
were designed that by the end, students would have a
grasp of the big ideas of the concepts.
 D. CLASSROOM MANAGEMENT COMMENTS
COMPETENCY
As a developing teacher, the
Teacher Candidate:

Positive Learning Environment:

Demonstrates a friendly, positive,
and professional manner. Promotes
class safety and wellness.
Demonstrates a professional
presence in the classroom that
helps to ensure students’ attention
and respect.
Managing Classroom
Environment:
Demonstrates consistency in
maintaining classroom routines and
expectations.
Utilizes appropriate verbal and
non-verbal classroom management
techniques (e.g., circulates
throughout the class, makes eye-
contact, uses pauses and
proximity).
Managing Behaviours:
Uses strategies for managing
student behaviours in an
appropriate manner. Takes
proactive and preventive measures
as needed (e.g., considers
potential problem areas).
Demonstrates self-control (e.g.,
avoids power struggles, belittling
statements and sarcasm; uses
appropriate voice volume).
Collaborative Problem-Solving
and Planning:
Demonstrates an understanding of
the need for collaborative planning
and additional resources to assist
and manage students experiencing
behavioural difficulties. (e.g.
working with the Associate
Teacher, school staff)
Every day I was happy, encouraging, and enthusiastic. I
was very patient with my students, however, I made
sure that when it was time to listen, they were to
listen. They understood, with occasional reminders,
that when I was talking, they were to listen actively
and not continue or start private conversations/direct
their attention elsewhere.
I’ve been following the classroom routine and
expectations that my Associate Teacher had set up back
in the fall time. When students first come into class in
the morning or after a break, they are to go to the
carpet where they calmly wait for the teacher’s
instructions. They are expected to come prepared to
class with writing materials, their binder, and their
agenda.
For next practicum, my goal is to circulate to the back
of the classroom more, instead of hovering always at
the front.
Collaboration:
Through my placement, I have worked really well with
my Associate Teacher. We openly share ideas for lesson
and while teaching, we both feel comfortable speaking
up and adding in points or elaborating on ideas.
Throughout the year, we would take turns to work with
students individually or with small groups.

E. PLANNING AND COMMENTS

IMPLEMENTATION COMPETENCY
As a developing teacher, the
Teacher Candidate:

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 Development of Lesson Plans
Utilises a lesson plan template
including appropriate reference to
Ontario curriculum.
Provides in lesson plan sufficient
detail and timing for each part of
the lesson. Uses appropriate
resources to enhance lesson.
Incorporates a variety of
appropriate instructional strategies
into lesson plan.
Incorporates techniques for
student engagement into plan.
Incorporates opportunities for
consolidation and application.
Plans to gather evidence of
student learning and next steps.
Incorporates strategies to address
student needs.
Development of Unit Plans, if
applicable (required in Y2
Practicum)
Demonstrates a continuity of plan
and progression of learning.
Demonstrates backwards design
and differentiation.
Implementation of Lesson Plan:
Ensures all materials are
organized and ready for use prior
to instruction.
Uses clear and effective
instructional and questioning
techniques that incorporate a
range of thinking skills. Promotes
relevant purposeful talk and
student dialogue.
Demonstrates appropriate pacing
and timing. Makes effective
transitions prior to and throughout
the lesson.
Employs instructional strategies
that engage all learners.
Adjusts lessons to circumstances.
Ensures consolidation of student
learning and closure of lesson.
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For my lesson plans, I made use of the lesson plan
templates provided by ETFO. In each of my lesson plans,
I made sure to reference the curriculum strand of the
subject and the overall and specific expectations that
the lesson touched on.
My lesson plans were detailed and thoughtfully laid out,
but for next practicum, I’m going to be sure to write out
the timing of each lesson, as that is something I didn’t
add to my lessons this year. I see how adding in the .
I will also focus on having more consolidation for
lessons, even if it’s simply having them note down 1
thing that they learned from the lesson and 1 question
that they still have.
My lessons were enhanced with a variety of visuals
(images, diagrams, videos), hands-on opportunities
(building models, experiments), and a variety of small
groups and seat work activities.
For this year’s practicum, I created a science unit plan
with my Associate Teacher. The unit plan listed the
overall and specific learning expectations as well as
learning goals and assessment strategies. For next year's
unit plan, I will also include timing of the lessons (i.e.
how many days each lesson is expected to take).
In order to not waste any teaching time, I made sure to
have my materials prepared and laid out before the
start of the teaching black.
My grade 5 class this year happened to be particularly
inquisitive, which was wonderful, but it also meant that
the timing of the lesson was thrown off and would take
longer than anticipated. I began having students jot
down their questions that they still had so that their
question could still get answered but at a more
convenient time.
For my lessons, I had elements that benefited different
kinds of learners. I taught orally to appeal to auditory
learners, I made use of lots of images and diagrams for
my visual learners, had videos for my auditory-visual
learners, and provided them with hands-on learning
opportunities for my kinaesthetic learners. I allowed
students for seat work to work independently or in
pairs, depending on whether they were of an
interpersonal and intra personal learning style.
For next year’s practicum, I’m going to keep working on
having more student dialogue amongst each other, as
well as utilize strategies to give every student a chance
to share their ideas (eg. popsicle sticks). I will also
continue to
 Assessment - Student Learning:
Assesses student work fairly,
accurately and in a timely
manner.
Encourages students to seek ways
to improve responses when
giving answers in class, and/or in
assignments/tests.
Throughout the year, I used a variety of assessment
strategies ranging from exit slips and quick checkin-ins,
journaling, group work posters, student-created anchor
charts, and summative quizzes.
I was flexible with my final assessments and allowed
extra time for those who needed it. I also allowed
students to repair their incorrect answers in order to
give them another opportunity to show me that they
have an understanding of the material.

For next year’s practicum, I’m going to try to

incorporate more student self-assessing so that they
themselves understand and can identify what they are
doing well and areas that need improvement.

GOALS FOR NEXT PRACTICUM (September 2019):

1) Show the students models of assignments so they know exactly what I’m expecting.
Show them exemples of different level assignments and as a class go over what makes
it a level 2 vs 3 vs 4.

2) Provide students with more opportunities to discuss the concepts with each other,
such as turn and talk or four-corners.

3) Attempt to have a quick consolidation at the end of every lesson, even if it is simply
then writing down one thing they learned and one question they may still have.

TEACHER CANDIDATE:
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