Mount Royal University and Medicine Hat College

Bachelor of Education

PRACTICUM II EVALUATION FORM

✔ EDUC 4030 Practicum II – Final

Student Teacher: Chelsey Mandel School: Crestwood School

Grades/Subject Taught: Mentor Teacher:
Grade Three - All Subjects Melynda Harrison
Faculty Supervisor: Terry Freeman Date: March 18, 2020
1

Most student teachers will demonstrate knowledge, skills, and attributes in the “Meeting Expectations”
category.

A checkmark in the “Beginning” column indicates that the student teacher’s performance is weak but
acceptable. A checkmark in the “Proficient” column indicates that the student teacher consistently
performs at a strong level.

A checkmark in the “Not Yet Meeting Expectations” column indicates that the student teacher is not yet
performing at the minimum level of expectation. Student teachers who are rated as not meeting
expectations during Practicum II in two or more outcomes are at risk of not receiving credit for EDUC
4030.

A checkmark in the “Demonstrating a Standard of Excellence” is reserved for the small number of
student teachers who are performing at an exceptional level during the current assessment period.
Mentor teachers should use discretion when using this rating.

If an outcome has not been evident or the student teacher has not had an opportunity to demonstrate it,
the mentor teacher is asked to identify this as not applicable (N/A).
 Expectations

Demonstrating a Standard of
PLANNING FOR LEARNING

Meeting
Student teachers are expected to demonstrate consistently that they understand:

Not Yet Meeting

a. contextual variables affect teaching and learning.

Not applicable

Expectations

Excellence
c. the purposes of the Guide to Education and programs of study germane to the
specialization or subject disciplines they are prepared to teach.
d. the subject disciplines they teach.

Developing
Beginning

Proficient
f. the purposes of short, medium and long term range planning.

1. Uses programs of study to set learning goals. ✔

2. Analyzes resources (e.g. programs of study, teaching materials, textbooks) to select
appropriate teaching strategies and design relevant learning experiences. ✔
3. Translates outcomes into coherent short, medium and long range plans. ✔
4. Demonstrates understanding of pedagogies appropriate to the discipline. ✔
5. Demonstrates knowledge of learner development and differences and uses this
knowledge to plan learning experiences. ✔
6. Develops activities and assignments that are clearly aligned with learning goals, require
deep thinking and support student engagement and choice. ✔
7. Plans for multiple paths to learning for individuals and groups of learners. ✔
Comments:

Chelsey showed growth in planning and preparation throughout her practicum. By experiencing great success in
lessons and struggling through others, she discovered that eight and nine year olds require their learning facilitators to
be well-planned and well organized. Chelsey was careful to follow curriculum and delved deeply into the content of
science and social studies especially. Although Chelsey's lesson plans were brief in the beginning, she learned very
quickly how important planning is in the classroom. Chelsey's lessons became stronger as the term progressed and she
spent many nights organizing her delivery of these lessons. She was very reflective of these lessons and would always
ask questions after to try and improve them for next time. For those students who were unable to complete work
during class time, Chelsey always arranged time at recess or after lunch time to finish work. Our class was a very
diverse group of children with many different learning plans. As the term progressed I could see that she was
addressing the many multiple paths to learning within our room.
 Expectations

Demonstrating a Standard of
FACILITATING LEARNING

Meeting
Student teachers are expected to demonstrate consistently that they understand:

Not Yet Meeting

e. all students can learn, albeit at different rates and in different ways.

Not applicable

Expectations

Excellence
i. there are many approaches to teaching and learning.
j. the functions of traditional and electronic teaching/learning technologies.
k. the purpose of student assessment.

Developing
Beginning

Proficient
m. student learning is enhanced through the use of home and community resources.

1. Uses a variety of teaching strategies to engage learners in rich learning experiences. ✔

2. Incorporates the appropriate use of digital technologies. ✔
3. Communicates and monitors high and achievable expectations in student-friendly
language. ✔
4. Scaffolds student understanding including knowledge, skills, and strategies. ✔
5. Provides clear explanations with rich language and examples. ✔
6. Analyzes and responds to student misconceptions.
7. Engages in discussions and inquiry that invite high level thinking and engagement of all
students. ✔
8. Paces lessons appropriately for all students including time for reflection and closure. ✔
Comments:
Chelsey has begun to provide a variety of teaching strategies. She has become very successful with her centers. She has learned that being
very consistent with her directions is very important with center time. Directions must be given quickly and concisely. Chelsey and I take a
good deal of time to reflect on her lessons. We talk about what works and what needs to be elaborated. At this time more reflection before
each lesson is needed to help her fully understand the result of her lessons. With practice I believe that Chelsey will be more successful with
her lesson plan delivery. Responding to student misconceptions is very important and helps to shape your lessons. Every child will not
understand what you are teaching, so it is difficult, but important to have those conversations with them as they are learning. An "over the
shoulder" approach is important. It will help engagement and lets you know what you can do to "tweek" that lesson for next time.
 Expectations

Demonstrating a Standard of
ASSESSING LEARNING

Meeting
Student teachers are expected to demonstrate consistently that they understand:

Not Yet Meeting

k. the purposes of student assessment and how to assess the range of learning

Not applicable

Expectations

Excellence
objectives by selecting and developing a variety of techniques and instruments.

Developing
Beginning

Proficient
1. Uses assessments to identify learner needs and adjusts instruction to include varied ways
of addressing misunderstandings. ✔
2. Creates multiple and varied assessment tools that align with outcomes. ✔
3. Develops learner understanding of learning goals and achievement expectations to
promote self-monitoring. ✔
4. Provides specific, timely, constructive feedback to help students monitor their own
learning. ✔
5. Reflects on assessment data with students, parents and colleagues. ✔
Comments:

Chelsey was able to gather information on the children's learning by using a grade book where she kept track of each
child's assignments/assessments. She has begun to reflect on assessment and was able to put some of this knowledge
to work. Chelsey spent a great deal of time developing assessments for her projects with the SD#76 EMAB scale. It
was very helpful for her to have her learner intentions and outcomes on the board daily to help her maintain her lesson
focus and to help the children understand their learning. Chelsey's lessons have begun to have been more thoughtful
and this has been reflected in her teaching. Additionally, this extra time spent understanding her lessons before
delivery helps her understand and see the other things going on in the classroom. Her extra time planning has been
very good for her and the classroom in general.
 Expectations

Demonstrating a Standard of
CREATING A LEARNING ENVIRONMENT

Meeting
Student teachers are expected to demonstrate consistently that they understand:

Not Yet Meeting

g. students’ need for physical, social, cultural and psychological security.

Not applicable

Expectations

Excellence
h. the importance of respecting students’ human dignity.

Developing
Beginning

Proficient
1. Makes reasoned and fair decisions in response to contextual variables (e.g., gender, SES,
culture). ✔
2. Plans a classroom environment that is physically, socially, culturally and psychologically
secure. ✔
3. Creates and manages effective classroom routines and procedures to ensure positive
student behavior. ✔
4. Creates a respectful and ethical learning community that encourages learners to take
risks, build trust, embrace diversity, and increase self-confidence. ✔
Comments:

Chelsey is beginning to understand the importance of an effective classroom with classroom routines that
work for her. She has tried a few different things and is realizing that being consistent and on top of
behaviours is very important. What works for one teacher may not work for her. I have had the children for
a longer period of time and we have a system of trust and understanding developed. Chelsey needs to
develop her own relationships with the children and put in that time and do what works for her. I have seen
some positive improvements in the last few weeks, as Chelsey has begun to sit with the children and really
get to know them on their level. The time invested in developing these relationships with children will pay
dividends in their learning and in classroom management. It cannot be over emphasized, nor avoided. If
you hope to influence children and to teach them they must know you care.
 Expectations
ASSUMING PROFESSIONAL RESPONSIBILITIES AND ESTABLISHING

Meeting

Demonstrating a Standard of
PROFESSIONAL RELATIONSHIPS
Student teachers are expected to demonstrate consistently that they understand:

Not Yet Meeting

b. the structure of the Alberta education system.

Not applicable

Expectations

Excellence
l. the importance of engaging parents, purposefully and meaningful, in all
aspects of teaching and learning.
n. the importance of contributing, independently and collegially, to the quality of

Developing
their school.

Beginning

Proficient
o. the importance of career-long learning.
p. the importance of guiding their actions with a personal, overall visions of the
purpose of teaching.

1. Identifies and implements specific changes to practice based on reflection and feedback
from Mentor Teacher and Faculty Supervisor. ✔
2. Understands the expectations of teachers in Alberta (code of conduct, organizational
structure, growth plans). ✔
3. Collaborates with teachers, parents, learners, and community members. ✔
4. Engages with colleagues in professional learning. ✔
5. Establishes professional and ethical relationships. ✔
6. Demonstrates deep thinking by connecting theory to practice during professional
reflection, lesson critiques. ✔
Comments:
Chelsey understands the importance of being a professional in and out of school. She has developed
professional relationships at Crestwood School and with her other colleagues. It has been wonderful to see
the other student teachers connect and work on different projects throughout the school, ex., Destination
Crestwood and Physical Education.
MENTOR TEACHER FEEDBACK ON PROFESSIONAL GROWTH

Strengths/ Professional Learning Achieved:

Chelsey is very prompt and professionally dressed when she would come to Crestwood School. She is very kind hearted
and her level of self awareness has grown throughout the practicum. She is beginning to develop many positive
relationships with all the children in our class. Her lesson plans are well laid out and lend themselves well to her
long-term plans. Chelsey is able to reflect on each lesson and day. It has been wonderful to see what works for her
and what may not work and how she reflects upon the ups and down. She has grown from every experience this
year. I know that with experience and time in her own room she will make strides.

Suggestions/ Areas for Growth:

Chelsey has a great understanding of how our classroom works and has taken on many challenging situations. I would
like to see Chelsey continue to take on more classroom management skills. Chelsey has become more prepared
with her lessons and is ready to reflect daily. It is at this time we see the more growth. I am so glad to see her take
a more child-centered approach to teaching with many engaging centers. Integrating more technology in her
lessons has been positive for herself and the children.
• To be more prepared with her lessons, she is very prepared, but in some areas needs more reflection.
• Some more hands on and some center interaction time with the children.
• More technology in her lessons.
STUDENT TEACHER RESPONSE TO FEEDBACK ON PROFESSIONAL GROWTH

I have learned a lot through this practicum experience. This practicum taught me the power of
reflection. It taught me to be more patient, become better at planning and being prepared,
and using the teaching strategies that I may not have been comfortable with in the beginning
but succeeded with in the end. I would like to begin working more on my classroom
management skills and integrating even more hands on activities in the classroom.
Technology has never been a huge strength of mine but with more practice and professional
development, I hope to integrate more technology in the classroom. Another thing that I
would like to improve upon is responding to student's misconceptions. Especially finding new
ways to explain concepts to students who are struggling to understand. Throughout my
coming journey, I hope to become a stronger teacher and never stop learning.

EDUC 4030 Practicum II - Final Evaluation

Credit No Credit

Chelsey Mandel
Student Teacher Signature Mentor Teacher Signature Faculty Supervisor Signature
March 19, 2020
Date Date Date