Summative Evaluation of Field Experience

Teacher Candidate Brittany Thompson Practicum Session Consecutive Fall Practicum Candidate's Specialization Primary/Junior Dates Monday, October 28, 2013 to Friday, November 22, 2013 Grades Grade 2/3 Board Toronto District School Board-TO School Hillcrest Community School

Associate Erin Clancy email erin.clancy@tdsb.on.ca Other Associates (if applicable)

ASSESSMENT, PLANNING AND INSTRUCTION Brittany consistently shows initiative and creativity when constructing daily lessons and course unit materials. As part of the Grade two and three curriculums, Brittany effectively planned and delivered reading comprehension strategies (e.g., text-to-self and text-to-text connections) on a daily basis using a diverse selection of mentor texts (including, Big Red Lollipop by Rahksana Khan, Mr. Hiroshis Garden by Maxine Trottier and Shin-Chis Canoe by Nicola I. Campbell), anchor charts and graphic organizers. Using Lucy Calkin's resource for Writers Workshop, Brittany focused on developing ideas leading up to Personal Narratives. She enthusiastically modeled personal "small moments" from her own experiences (e.g., telling a personal narrative from a mug she received from friends in Guatemala). The students were equally excited to share their personal seeds and record memories of people, events and objects in their lives on a detailed graphic organizer. Using co-created success criteria that included knowledge and understanding, thinking, communication and application, Brittany used a variety of assessment strategies (including observation, descriptive feedback, student-conferencing, etc.) to ensure the criteria was met. In Math, Brittany successfully started a Grade three Geometry unit. She constructed engaging three part lessons on a daily basis utilizing a variety of materials to stimulate the students learning (e.g., visual anchor charts; manipulatives [i.e., geoboards, pattern blocks, tangrams, cut-out figures]; overheard projector). She consistently visited students during independent work to ensure their comprehension by asking effective probing questions to stimulate higher levels of thinking. In Science, Brittany kicked-off the Forces and Movement Unit with the Grade three students. She effectively used inquiry based learning through student-conducted experiments focusing on different forces. She successfully used cross-curriculum integration by including the Nelson Literacy Resource coinciding with Forces. At the end of the unit, Brittany's culminating task included student-led experiments. Based on their experiences, the students' created their own problems and followed through with the experiments to find their own conclusions. Brittany's lessons and activities always showed a variety of instructional strategies that recognized

Page 1 of 3 Produced: Dec 3, 2013 5:39 pm

multiple approaches to learning (e.g., visual, auditory and tactile). She developed modified activities for students with needs and ensured her programs were fully inclusive (e.g., scribing, visual schedules, preferential seating, ability-based grouping, computer access, etc.). CLASSROOM MANAGEMENT Brittany has developed an excellent rapport with every student. She understood very early in her placement that classroom management was extremely important in order to gain the students respect and trust. Brittany showed consistency in her management techniques and always enforced classroom rules and procedures. She utilized a variety of effective discipline methods that achieved workable solutions. Brittany successfully planned and executed smooth transitions between lesson/activities. UNDERSTANDING CURRICULUM AND THE LEARNER Brittany demonstrates a keen knowledge of subject matter. It is evident that she researches and studies subject matter prior to teaching. Information is presented in an interesting and accurate manner. Brittany uses curriculum documents when developing lesson plans and clearly states objectives and expectations for each lesson. Brittany has learned to pace lessons appropriately and shows the flexibility necessary to deliver effective programs; for example, she was able to identify the students challenges in Geometry and recognized when it was necessary to re-teach a lesson. She uses a variety of instructional strategies and includes modifications for individual needs, learning styles, abilities and exceptionalities. Brittany provides clear and appropriate instruction for students. She continues to develop and strengthen his instructional strategies by using cooperative learning strategies, including whole group and small group discussions, one to one conferencing, manipulatives and open-ended questioning. DIVERSITY/EQUITY Brittany created an atmosphere of respect in the classroom. She quickly built on the existing structures and format of the classroom to maintain a comfortable learning environment for all. She was sensitive to cultural backgrounds, socioeconomic status, gender, children with special needs and other individual differences. She created a lesson for Remembrance Day focusing on the diversity of Canadian war veterans that contributed to the Canadian war effort (e.g., Francis Pegahmagabow, Ojibwa sniper; Nichola Goddard, husband was first recorded widower). Brittany also promoted an environment that was free of stereotyping by gender, race, culture, religion, or ability and consciously identified and planned successful learning experiences to meet the needs of each individual student. One way she accomplished this was through a selection of diverse read alouds (e.g., A Gift for Gita by Rachna Gilmore; Shin-Chis Canoe by Nicola I. Campbell; Sky Sisters by Jan Bourdeau Waboose). Brittany consistently motivated the students with positive reinforcement strategies (e.g., individual sticker charts) and helped them develop positive self-concepts. PROFESSIONALISM Brittany presented a professional manner at all times within the classroom and school community. She always arrived at school well before the beginning of class to allow time for organizing her daily schedule. Brittany was dependable and always prepared for class. She is a reflective learner and always appreciated constructive criticism, listened to suggestions and used descriptive feedback to help improve/enrich her program. Brittany consistently participated in yard duty and greeted and dismissed the students at the door on a daily basis. She had an excellent rapport with all staff members at Hillcrest

Page 2 of 3 Produced: Dec 3, 2013 5:39 pm

Community School. INVOLVEMENT IN SCHOOL/COMMUNITY LIFE Brittany was committed to the Hillcrest Community in several ways. She volunteered with the Primary Swim Team twice weekly during the lunch periods. Brittany also attended homework club two to three times a week to help the Grade 3 cohort with math. She attended an in-service given by the school social worker about the updated abuse policy. Brittany also attended a workshop on ASD (Autism Spectrum Disorder). Brittany walked the students out daily and communicated with the parents on a regular basis in the school yard. ADDITIONAL COMMENTS Brittany has demonstrated her extensive knowledge and creative skills for placement in a primary classroom. Her cheerful demeanour and professional manner help make her an asset for any school. We wish Brittany success in her future endeavours as a teacher! Good luck.

ASSOCIATE'S OVERALL APPRAISAL OF CANDIDATE Pass Erin Clancy ASSOCIATE TEACHER Brittany Thompson TEACHER CANDIDATE

This evaluation has been submitted electronically on a secure server. This PDF copy of the evaluation bears the name of the Associate Teacher, but does not require a signature.

Dr. Carrie Chassels Director, School-University Partnerships Office (SUPO) Ontario Institute for Studies in Education (OISE)

Digitally signed by SUPO OISE Date: 2013.12.05 11:09:39 -05:00 Reason: Official P1 2013-14 Summative Evaluation Location: OISE, Toronto

Page 3 of 3 Produced: Dec 3, 2013 5:39 pm