WMccill

SUMMATIVE ASSESSMENT
THIRD FIELD EXPERIENCE

PROGRAM (please circle):

K/ELEM

MUSIC

PHYS. ED

z.ot 3

Date (mm/dd/wyy):
School:
Cooperating Teacher

the twelve professional competencies; as appropriate for a 3'" year student teacher. The "Guide to PC Development" and the
"Professional Competency Rubric" may be helpful.

5=Advanced

4=

t=

1= Minimal

2 = Partia!

PROFESSIONAL COMPETENCIES
1. To act as a professional inheritor, cratic and interpreter of knowledge or culture when teaching
students
2. To communicate clearly in the language of instruction, both orally and in writing, using correct
in various contexts related to teac
3. To develop teaching/learning situations that are appropriate to the students concerned and the
content with a view to developing the competencies ta
4. To pilot teaching/learning situations that are appropriate to the students concerned and the subject
content with a view to develooins the
5, To evaluate student progress in learning the subiect content and mastering the related
6. To plan, organize and supervise a class in such a way as to promote students' learning and social
development.
7. To adapt his or her teaching to the needs and characteristics of students with learning disabilities,
social maladiustments or handica
8. To integrate information and communication technologies (lCT) in the preparation and dellvery of
activities and for instructional management and professional development purposes.
9. To cooperate with school staff, parents, partners in the community and students in pursuing the
educational obiectives of the school.
10. To cooperate with members of the teaching team in carrying out tasks involving the development
and evaluation of the competencies targeted in the programs of study, taking into account the students
concerned.
individuallv and with others.
12. To demonstrate ethical and responsible professional behaviour in the performance of his or her
duties.

Comments:

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-n,

=t^
<<"
! recommend that fuame of student
ready to proceed to the fourth and final

is

isnot E

experience.

Signature:

Cooperating Teacher
Teaching Office Pink

Supervisor

lcircle onel

Cooperoting Teacher/Supe,ryisor August 2013

" u'*

W Mccill

SUMMATIVE ASSESSMENT
THIRD FIELD EXPERIENCE

PROGRAM (pleose ci rcle):

school:

K/ELEM

l+r-

Cooperating Teacher:

@
s

TESL

MUSIC

PHYS. ED

Student:

Cycle/Year/Subject(s):
McGill

supervisor:

2 /3

6i r e

Summation of Formative Assessments: Please indicate the degree of accomplishment of the student teacher's development of each of
the twelve professional competencies; as appropriate for a 3'd year student teacher. The "Guide to PC Development" and the
"Professional Competency Rubrlc" may be helpful.

1= Minima!

2 = Partial
PROFESSIONAL COMPETENCIES
1. To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching
students
2. To communicate clearly in the language of instruction, both orally and in writing, using correct
ammar, in various contexts related to tea
3. To develop teaching/learning situations that are appropriate to the students concerned and the
content with a view to
4. To pilot teaching/learning situations that are appropriate to the students concerned and the subject
content with a view to developing the competencies targeted in the programs of study.
5. To evaluate student progress in learning the subiect content and masterinq the related
6. To plan, organize and supervise a class in such a way as to promote students' learning and social
7. To adapt hls or her teaching to the needs and characteristics of students with learning disabilities,
social maladjustments or handicaps.
8. To integrate information and communication technologies (lCT) in the preparation and delivery of
activities and for instructional management and
9. To cooperate with school staff, parents, partners in the community and students in pursuing the

educational obiectives of the school.

10. To cooperate with members of the teaching team in carrying out tasks involving the development
and evaluation of the competencies targeted in the programs of study, taking into account the students
concerned.
11. To
in professional development individually and with others.
12. To demonstrate ethical and responsible professional behaviour in the performance of his or her
duties.

Comments:

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h0D

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ksn

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/t
r
.
'd
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a^ut
W* -*Y-^cL \

AD tvt

AllwCrnd,m SAnh,lWAll

t recommend that (name of stude**rrn"rl

ready to proceed to the fourth and final field experience.

Signature:

White:

r,
/

rrnot E

Supervisor

Teocher Yellow - Student Teaching Office Pink - Cooperating Teocher,/Supervisor

(circle onel

August 2013

a-.c_-sz-

School:

Cycle/Year/Subject(s)

Cooperating Teacher:

McGill Supervisor:

Teaching Context:
Choose one lesson for the Formative assessment: complete the Pre-Observation Conference, Observation
Assessment, and Post-Observation Conference forms.

KEY: 5=Advanced 4=Thorough 3=Acceptable 2=Partial

Review the student teache/s lesson plan:
Plans and frames activities

1=Minimal
5

with logical progressions of learning within the lesson

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

lncorporates current resources and suitable teaching approaches from a range of sources into lesson plan
Differentiates the lesson to accommodate the needs of students

f,

lntegrates ICT (as appropriate) in the design of lesson

I\

Targets a self-directed specific teaching skill for development

T\

Links

Comments and strategies for improvement and on-going professional development based on the lesson plan:

Cooperating Teacher
White

- StudentTeocher

Yt

Teoching Office Pink

/ Supervisor

(circte one)

Cooperoting Teocher/Superylsor August 2013

WMccill
PROGRAM (please circle):

K/EtEM

?-er3

Date (mm/dd/yyyy): O

Cooperating Teacher:
Teaching Context:

KEY: 5 = Advanced

4 = Thorough

3 = Acceptable

1= Minimal

2 = Partial

PROFESSIONAT COMPETENCY DEVELOPMENT

Assess based on observation of the targeted lesson:

Foundations (Professional Competencies 1 & 2)

Understands the subject and program-specific content to be taught

I.

Adopts a thouehtfully informed and accessible approach to the subiect matter

ls aware of current events and makes connections

to curriculum

Communicates appropriately, clearly and accurately at all times- orally and in writing
Recosnizes and corrects errors in students' oral and written work

Teaching Act (Professional Competencies 3, 4,5,61

Lesson objectives have been met

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

Designs and uses evaluation tools/ feedback to enable/show development of competencies

x
x

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

x.

Sustains a positive, assertive and professional presence

x.

lntroduces and maintains routines that ensure the smooth runnins of the classroom

Y.

Anticipates and solves organizational problems that hinder the smooth running of the class

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

Social and Educational Context (Professional Competencies 7, 8, 9, 10)

Effectively implements information and communications technoloey (lCT) (as appropriate)

{.

Helps students use ICT to effectively support learning (as appropriate)

{-

ldentifies strensths and weaknesses of students in a learnins situation

Y.

Works to solve problems and support students who exhibit inappropriate behaviours

Cooperates in the implementation of lEPs (if applicable)

Professional ldentity (Professional Competencies 11 & 12)

Behaves in a manner expected of a teaching professional

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

ls aDoroDriatelv dressed and

well aroomed

ls ounctual and reliable

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

Discuss the above assessment with the student teacher and record your comments on the Post-Observation Conference form
(required). This meeting should be undertaken in a timely manner.

Signature:

Cooperating Teacher
Yellow

- Student

Teoching Office Pink

/ Supervisor

Cooperating Teacher/Supervisor August 2013

lcircle onel

Mccill

PRoGRAM (pteose circlel:

Date

, ,

(mm/dalwrr)' oq\

school:

POST-OBSE RVATION CON FERENCE

Formative assessment

THIRD FIEID EXPERIENCE

K/ELEM

,r\.or=

\-'.

TESL

GEcllllry)

---f-ra"n.,
Cycle/Yea r/Su bject(s):

Cooperating Teacher:

McGill Supervisor:

MUSIC

ffi

PHYS. ED

<=_ \
cl -\.r---9a*-o::-o<b-

.o-Llr--

Teaching Context:

Record comments and concrete strategies for improvement and on-going professional development, based on
the Observation Assessment. This form is required.

Cooperating Teacher
White

- Student

Teocher

- Student

Teoching Office Pink

/ Supervisor

lcircte onel

Cooperoting Teocher/Superv,sor August 2013

SECONDARY

Cycle/Year/Subject(

McGill Supervisor:
Teaching Context:

Reri

a
nq h'sb
't, la )
ri r Hah'n

es.> .,f noreJ

Choose one lesson for the Formative assessment: complete the Pre-Obsen ation Conference, Observation
Assessment, and Post-Observation Conference forms.

KEY: 5=Advanced 4=Thorough 3=Acceptable 2=Partial

Review the student teache/s lesson plan:
Plans and frames activities

1=Minimal
5

t/

with logical progressions of learning within the lesson

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

lncorporates current resources and suitable teaching approaches from a range of sources into lesson plan
Links

J
t/

Differentiates the lesson to accommodate the needs of students

t/

lntegrates ICT (as appropriate) in the design of lesson

t/

Targets a self-directed specific teaching skill for development

Comments and strategies for improvement and on-going professional development based on the lesson plan:

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Signature:
Teacher Yellow -

Office Pink - Cooperoting

WMccill
PROGRAM (pleose circlel:

Date (mm/ddlywy

OBSERVATION ASSESSM ENT

y' Formative assessment #:

THIRD FIELD EXPERIENCE

(glqjtsy)

K/EtEM

t: lo/zl eot3

Student:

rEsL

M ustc

PHYS. ED

S;

Cooperating Teacher
Teaching Context

'

e.vre.-.:

of

KEY: 5 = Advanced

".ovc-,\

4 = Thorough

3 = Acceptable

PROFESSIONAL COMPETENCY DEVELOPMENT

Assess based on observation

1= Minimal

2 = Partial
5

ofthe targeted lesson:

Foundations (Professional Competencies 1 & 2)

,/
\/
,/
,/
/

Understands the subiect and program-specific content to be taught

Adopts a thoushtfullv informed and accessible approach to the subiect matter
ls 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 3, 4, 5, 6l

Lesson obiectives have been met

\/
\/

Structures and makes the learnine relevant to the students and subiect-specific competencies
Encourages students to approach subject matter in a critical manner and to work well together

v
v

Designs and uses evaluation tools/ feedback to enable/show development of competencies

Acknowledees adiustments as required and makes necessary changes in his/her teaching

\/
,/

Sustains a positive, assertive and professional presence

lntroduces and maintains routines that ensure the smooth running of the classroom

,/

AnticiDates and solves oreanizational problems that hinder the smooth runnins of the class

Social and Educational Context (Professional Competencies 7, 8, 9, 10)

Effectively implements information and communications technolocy (lCT) (as appropriate)

Helps students use ICT to effectively support learning {as appropriate)

ldentifies strensths and weaknesses of students in a learnine situation

Works to solve oroblems and suooort students who exhibit inaDDroDriate behaviours

r U/A)

Cooperates in the implementation of lEPs (if applicable)

Professional tdentity (Professional Competencies 11 & 12)

r/

Behaves in a manner expected of a teaching professional

Maintains a comolete and uo-to-date record of lesson olans (loebook)

ls aoDrooriatelv dressed and

well sroomed

ls ounctual and reliable

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

(
,/
\/
\/

Discuss the above assessment with the student teacher and record your comments on the Post-Observation Conference form
(required). This meeting should be undertaken. in a ti

'/ Supervisor
White

'eocher Yellow

Office Pink-

August 2013

(circle onel

Cycle/Year/Subject(s):
McGill

Teachingcont"*t,

Supervisor:

t:

J/2

Ft'

Rg^nt-g+> oC n,ervt.l

Record comments and concrete strategies for improvement and on-going professional development, based on
the Observation Assessment. This form is required.

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Cooperating Teacher

WMccill

Formative assessment

PRE.OBSERVATION CON FERENCE

THIRD FIELD EXPERIENCE

TESL MUSIC

ffi

PHYS. ED

Student

Cooperating Teacher:

\4,(.T:-

Choose one lesson for the Formative assessment: complete the Pre-Observation Conference, Observation
Assessment, and Post-Observation Conference forms.

KEY: 5=Advanced

4=Thorough

3=Acceptable 2=Partial

1=Minimal

Review the student teache/s lesson plan:

Plans and frames activities

with logical progressions of learning within the lesson

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

lncorporates current resources and suitable teaching approaches from a range of sources into lesson plan
Links

Differentiates the lesson to accommodate the needs of students

lntegrates ICT (as appropriate) in the design of lesson

x
x

Targets a self-directed specific teaching skill for development

Comments and strategies for improvement and on-going professional development based on the lesson plan:

Signature:
White

Cooperating Teacher

- Student

Teocher

- Student

Teaching Office Pink

Supervisor

(circle onel

Cooperoting Teocher/Superv,sor August 2013

{il

WMccill
PROGRAM (pleose circle):

Date

(mm/dd/wyy):

OBSERVATION ASSESSMENT
THIRD FIETD EXPERIENCE

TESI

K/ELEM

to

y' Formative assessment

rS

MUSIC

ffi

PHYS. ED

Student:

o4l_-

Cycle/Yea r/Su bject(s)

Cooperating Teacher:

McGill Supervisor:

Teaching Context:

KEY: 5 = Advanced

4 = Thorough

3 = Acceptable

PROFESSIONAT COMPETENCY DEVELOPMENT

Assess based on observation

1= Minimal

2 = Partial

ofthe tareeted lesson:

Foundations {Professional Comoetencies 1 & 2)

Understands the subiect and program-specific content to be tausht

Adopts a thouehtfullv informed and accessible approach to the subiect matter

ls aware

of current events and makes connections to curriculum

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

Recosnizes and corrects errors in students' oral and written work

Teaching Act (Professional Competencies 3, 4, 5, 6l

Lesson obiectives 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

Designs and uses evaluation tools/ feedback

to enable/show development of competencies

Sustains a positive, assertive and professional presence

x
{

lntroduces and maintains routines that ensure the smooth runnins of the classroom

Y.

Anticipates and solves organizational problems that hinder the smooth running of the class

v.

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

Social and Educational Context (Professional Competencies 7,8,9, LOI

Effectively implements information and communications technology (lCT) (as appropriate)

Y.

Helps students use ICT to effectively support learning (as appropriate)

ldentifies strengths and weaknesses of students in a learnins situation

Works to solve problems and support students who exhibit inappropriate behaviours

CooDerates in the imolementation of lEPs (if aoolicable)

Professional tdentity (Professiona! Competencies 11 & 12)

Behaves in a manner exoected of a teachine orofessional

Maintains a comolete and uo-to-date record of lesson olans (losbook)

ls aDoroDriatelv dressed and

well sroomed

*.

ls ounctual and reliable

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

Discuss the above assessment with the student teacher and record your comments on the Post-Observation Conference form
(required). This meeting should be undertaken in a timely manner.

Signature:
White

- student

Cooperating Teacher
Teocher

Student Teoching Office Pink

Supervisor

Cooperating Teacher/Supervisor August 2013

(circle onel

WMccill

POST-OBSE RVATION CON FEREN CE

THIRD FIELD EXPERIENCE

PROGRAM (pleose circlel:

Date

Formative assessment

TESI

SECONDARY

MUSIC

ffi

PHYS. ED

(mm/dd/yyw): to \ tS
Cycl e/Yea r/Su bj ect(s)i

Cooperating Teacher:
Teaching Context:

Record comments and concrete strategies for improvement and on-going professional development, based on
the Observation Assessment. This form is required.

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Signature:
White

\-

Cooperating Teacher

- Student

Teacher

- Student

Teaching Office Pink

(\

/ Supervisor

lcircte onel

Cooperoting Teacher,/Superyisor August 2013

Mccill

PROGRAM (pleose circle):

Date(mm/da/wwl:
scr,oor'

lO 124

lreds\

cooperating Teacher:

Pl.c.cz-.thgh
Chn s }z *i"

Sch.ol

lrora

cycle/Year/Srui".t('),
McGill

supervisor:

il/ I ,/ ftlstaY
q

Fr i

{tar.hr^

Teaching Context:
Choose one lesson for the Formative assessment: complete the Pre-Observation Conference, Observation
Assessment, and Post-Observation Conference forms.

KEY: 5=Advanced 4=Thorough 3=Acceptable 2=Partial

Review the student teache/s lesson plan:

1=Minimal
5

Links

lntegrates ICT (as appropriate) in the design of lesson

{
\/

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

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

lncorporates current resources and suitable teaching approaches from a range of sources into lesson plan
Differentiates the lesson to accommodate the needs of students

Targets a self-directed specific teaching skill for development

Comments and strategies for improvement and on-going professional development based on the lesson plan:

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Signature:

+1..e^ '

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