Please provide copies to student/sponsor teacher

Field Experience Office, Vancouver Island University, 900 Fifth Street, Nanaimo, BC V9R 5S5
Phone 740-6223 Fax 740-6463
April 2014 THREE-WAY CONFERENCE PREPARATION Name: Vanessa Furness
Field Experience Outcomes give practical examples of how
you will demonstrate these
outcomes in an effective
manner
Give practical examples that
indicate that you have not yet met
this outcome.

Standard 1. Value and Care for
Students:

demonstrates fostering the emotional,
esthetic, intellectual, physical, social
and vocational development of
students

demonstrates providing emotional and
physical safety of students
treats students with respect and
dignity
demonstrates respect for diversity
respects confidentiality unless
disclosure is required by law
demonstrates understanding that
educators do not abuse or exploit
students or minors for personal,
sexual, ideological, material or other
advantage

Greets students at the door when
entering the class noticing individual
attributes or changes (haircuts,
clothes, sports equipment).
Positive rapport with students:
students demonstrate a comfortable
familiarity with ST by both enquiring
one on one and in class both about
class based issues and other topics.
Models polite and respectful student
interactions
Records absences daily in both
attendance folder and on her day
plan.



Standard 2. Role model who acts
ethically and honestly:

acts with integrity, maintaining the
dignity and credibility of the profession
understands that individual conduct
contributes to the perception of the
profession as a whole
is accountable for conduct while on
duty as well as off duty, where that
conduct has an effect on the
education system
demonstrates an understanding of the
education system in BC and the law
as it relates to their duties

Dresses appropriately, models
professional, courteous and
respectful behaviour at all times.
Accepts constructive criticism and
feedback on how to improve in an
open and accepting manner.
Arrives 30 minutes before school and
uses the time effectively for
classroom preparation.



Standard 3. Knowledge of student
growth and development:

demonstrates knowledge about how
children develop as learners and as
social beings
demonstrates an understanding of
individual learning differences and
special needs
uses this knowledge to make
decisions about curriculum,
instruction, assessment and
classroom management
demonstrates the understanding of
child development and relevant
learning theories in lesson planning
which include age-appropriate and
engaging activities

Has a solid understanding of the
widely held expectations of a grade
five student, and identifies the
potential challenges and areas which
need alternative strategies or extra
time for students to develop a full
understanding of a new concept e.g.
Math: estimating quotients.
Plans lessons in a logical sequence
building on prior learning and
experience/student feedback gained
from previous lessons.



Standard 4. Value the involvement
and support of parents, guardians,
families and communities in schools:

demonstrates understanding, respect
and support for the role of parents
and the community in the education of
students
communicates effectively and in a
timely manner with parents
considers the advice of parents on
matters pertaining to their children


Use the planner to communicate to parents re
student progress or lack of

Standard 5. Effective practices in
classroom management, planning,
instruction, assessment, evaluation,
and reporting:
demonstrates knowledge and skills to
facilitate learning for all students
knows how to seek additional support
for their practice when needed
Explores different avenues of
management to solve individual student
management challenges within the class
environment by implementing Solid Ice
Thin Ice; verbal praise and, when
necessary has had class discussions on
expectations and what appropriate
learning atmospheres look like, sound like
and feel like.
ST implements different seating plans to
Keep focusing on consistently using management
strategies which are unobtrusive like thin ice/solid
ice as a positive behaviour management tool in
place of oral management. (Like many student
teachers, Ms. Furness was initially
reluctant/uncomfortable to quickly implement and
consistently adopt suggested management
practices which require consequences.)
Continue to develop a set of cues (bell, clap, light
flash, for students other than the voice to galvanize

C:\Users\Owner\Documents\Downloads\V Furness 3 way conf preparation.docx
Revised: J une 2011
demonstrates thoughtful
consideration of all aspects of
teaching, from planning through
reporting
demonstrates understanding of the
relationships among all the aspects of
teaching
employs a variety of instructional and
assessment strategies


______________________________
Standard 6. Have a broad knowledge
base and understand subject areas
being taught:

demonstrates understanding of
curricula, concepts, and methods that
are foundations of education and of
the subject areas being taught

able to communicate effectively in
English or French


enables students to understand
relevant curricula in a Canadian,
Aboriginal and global context

conveys the values, beliefs, and
knowledge of our democratic society

passively implement a learning
atmosphere that is conducive to her
teaching style and the learning needs of
the students. ST is aware of students that
receive support and seats them in such a
way that EAs can access them easily.
ST planning and preparation is meticulous
and thoughtful, bringing a solid
background knowledge to subjects like
Science, Socials, Math and Language
Arts, with extensive use of the computer,
YouTube videos and soundscapes, Elmo
and the digital projector.
Developing oral intonation, body
language, phrases and encouragement to
effectively cultivate student responses and
participation in discussions.
Promotes a wide variety of learning
situations using group work, individual/
independent seat work, and active
learning
Puts a lot of thought into how to distribute
materials to minimize disruption and
maximize flow.
Demonstrates consistency in maintaining
the classroom routines, and expectations
Considers potential problems before they
arise and builds in strategies and ideas to
circumvent or manage them.
Developing different methods of student
assessment and evaluation frequently to
build a picture of student progress and
learning.
Logical sequencing of lessons tied closely
to the PLOs for each curriculum area.
Lots of preparation: materials are
organized and ready for use prior to the
lesson.

students full attention for those important
occasions when you need to impart important
information (closure, transitions, and computers).
More focus on organizing students in transitions
and independent work periods previewing what is
coming up next, what students will need, giving
target times and exit keys, how transitions should
look and organizing students during transitions to
minimize time and chatter.
More emphasis on building in time for all lessons to
have closure, even in routine lessons where that
days Ss behaviours, and performance can be
commented on/praised.
Develop a set of evaluation criteria and record
keeping devices that adequately cover student
achievement, progress and learning needs.
Aim to have student work on the walls frequently in
order to add value to it and display student
accomplishments.















Standard 7. Engage in career-long
learning:

engages in professional development
and reflective practice

demonstrates understanding that a
hallmark of professionalism is the
concept of professional growth over
time


develops and refines personal
philosophies of education
demonstrates that teaching and
learning activities are informed by
theory and practice

identifies professional needs and
works to meet those needs
individually and collaboratively


Able to reflect on lessons taught and
evaluate on what went well and what
needs to be worked on
Personal Frame of reference written
last year and revised this year
(contains teaching philosophies)
Able to collaborate with other student
teachers in the school about lesson
plan ideas
Effectively team teach PE with
another student teacher in the school

Still a student teacher therefore still learning

Standard 8. Contribute to the
profession:

supports and encourages other
educators and those preparing to
enter the profession as well

contributes expertise to activities
offered by the school, district,
professional organizations, or post-
secondary institutions

contributes in other ways to the
profession






Supported a friend entering the B Ed
program at VIU
Able to attend multiple workshops to
further my knowledge on important
topics (sex-ed, inquiry, etc)






Still a student teacher therefore still working
on contributing to the profession