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Mccill

PROGRAM (pleose circlel:

OBSERVATION ASSESSM ENT

y' Formative assessment #:

THIRD FIELD EXPERIENCE

K/ELEM

TESL

fcoNDARY

il-"*,

Date (mm/dd/wyy):

Al

MUSIC

PHYS. ED

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Cooperating Teacher:

FlisJory lfsSofl

reachinscontext:
KEY:

5=Advanced

4=Thorough

3=Acceptable 2=Partial

PROFESSIONAL COMPETENCY DEVELOPMENT

1= Minimal
5

Assess based on observation of the targeted lesson:

Foundations (Professional Competencies 1 & 2)

\/
\/

Understands the subiect and program-specific content to be taught

Adopts a thouehtfullv informed and accessible approach to the subject matter
ls aware

NIA\

of current events and makes connections to curriculum

,/

Communicates appropriatelv, clearlv and accurately at all times- orally and in writing

Recognizes and corrects errors in students' oral and written work

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

\/
\/
,/

Lesson obiectives have been met

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

J
J

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

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

Social and Educational Context (Professional Competencies

7,8,9, LOI

\/
t/
,/

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

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

ldentifies streneths and weaknesses of students in a learning situation

Works to solve problems and support students who exhibit inappropriate behaviours
Cooperates in the implementation of lEPs (if applicable)

\/

(u,/n)

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 punctual and reliable

\/
,/

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

ls aoprooriatelv dressed and

well sroomed

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.

(circle onel

WMcGill

POST.OBSE RVATI ON CON FERENCE

THIRD FIELD EXPERIENCE

PROGRAM (pleose circlel:

cooperatinsTeacher:

Teachingcont"*t'

SECONDARY

Chrr SArie- D.oe

PHYS. ED

McGillsupervisor:

(frr'C Ha.rh'n

HilS\or

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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WMccill

INTERIM REPORT
Student:
Cycle/Year/Subject(s)

Cooperating Teacher:

McGill Supervisor:

This report is a global assessment of the student teacher's progress to date.

4 = Thorough
Assess
in the followins areas:

2 = Partia!

nt have been identified

Contributes to the work of the team in an effective manner
in the activities of the school commun
A professional and up-to-date log of lesson plans and observations on teaching/learning is maintained
Yes

No

The studentteacher has selected and discussed aspects oftheirfield experience to date (e.g. LES,
evidence of student learning, self-assessments) for inclusion in the Working Professional Portfolio (or

for B.Ed Phvs Ed) that show evidence of

Based on your observations, provide your thoughts on the progress of the student teacher in eoch of the following domains:

FOUNDATIONS AND TEACHING ACT (subject and subject-specific competency knowledge; student awareness; lesson planning and
enactmenU student engagement, learning and assessment; classroom management; professional communication and cooperation;
maintaining a professional log etc.)

.
o

SOCIAL AND EDUCATIONAL CONTEXT (differentiation; use of ICT; school/community involvemenU team-work and collaboration;
innovation, creativity and autonomy etc.)
PROFESSIONAL IDENTITY (self-observation and reflection; professional development; Working Professional Portfolio; ethical and
responsible outlook and behaviour; maturity, dependability and collegiality etc.)

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Cooperating Teacher or Supervisor

White

- Student

T.

Yellow

- Student

Teoching Office Pink

Cooperoting Teocher/Supervisor

June 2o:.2

Mccill

Date (mm/dd/wyy):

INTERIM REPORT
THIRD FIETD EXPERIENCE
Student:
Cycle/Year/Subject(s)

rylicl\

McGill Supervisor:
This report is a global assessment of the student teache/s progress to date.

KEY:

Assess

5=Advanced 4=Thoroush J=

2 = Partial

1= Minimal

in the following areas:

well to feedback and suggestions

Contributes to the work of the team in an effective manner (including lEPs, if applicable)
in the activities of the school commun
A professional and up-to-date log of lesson plans and observations on
The student teacher has selected and discussed aspects of their field experience to date (e.g. LES,
evidence of student learning, self-assessments) for inclusion in the Working Professional Portfolio (or

for B.Ed Phvs Ed) that show evidence of

Based on your observotions, provide your thoughts on the progress of the student teacher in eoch of the following domoins:

o
.
.

FOUNDATIONS AND TEACHING ACT (subject and subject-specific competency knowledge; student awareness; lesson planning and
enactmen| student engagement, learning and assessment; classroom managemenU professional communication and cooperation;
maintaining a professional log etc.)
SOCIAL AND EDUCATIONAT CONTER (differentiation; use of ICT; school/community involvement; team-work and collaboration;
innovation, creativity and autonomy etc.)
PROFESSIONAL tDENTITY (self-observation and reflection; professional developriient; Working Professional Portfolio; ethical and
responsible outlook and behaviour; maturity, dependability and collegiality etc.)

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- Student

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Cooperoting

'/Supervisor

June 2012

WMccill
PROGRAM (please circlel:

y' Formative assessment

PRE.OBSERVATION CON FERENCE

THIRD FIELD EXPERIENCE
K/ELE

Student:

Cooperating Teacher:

McGill Supervisor:

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 teachey'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
{

3 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:

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Cooperating Teacher
White

- Student Teocher

Yellow

- Student

Teoching Office Pink

Supervisor

(circte onel

Cooperoting Teocher/Supervisor August 2013

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WMccill
PROGRAM (please circle):

School:

THIRD F!ELD EXPERIENCE

K/ELEM

Student:

L.

s.ffi

:':*ffi{:

SECONDARY

2-o\

Date (mm/dd/yyyy):

y' Formative assessment #:

OBSERVATION ASSESSM ENT

Cycle/Year/Subject(s)

McGill Supervisor:

Cooperating Teacher:
Teaching Context:

KEY: 5 = Advanced

4 = Thorough

3 = Acceptable

1= Minima!

2 = Partial

PROFESSIONAL COMPETENCY DEVELOPMENT

Assess based on observation of the targeted lesson:

Foundations (Professional Competencies 1 & 2)

Understands the subiect and program-specific content to be taught

}.
{

Adopts a thoughtfully informed and accessible approach to the subject matter

ls aware of current events and makes connections

to curriculum

Communicates appropriatelv, clearlv and accuratelv 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 subiect-specific competencies
Encouraqes students to approach subiect matter in a critical manner and to work well together

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

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

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

Effectivelv imolements information and communications technoloev (lCT) (as appropriate)

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

ldentifies strensths and weaknesses of students in a learnins situation

Works to solve oroblems and suooort students who exhibit inappropriate behaviours
Cooperates in the implementation of lEPs (if applicable)

Professional tdentity (Professional Competencies 11 & 12)

x
x

Behaves in a manner expected of a teaching professional

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

ls aDoroDriatelv 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 timely manner.

Cooperating Teacher
White

t Teocher

--

Student Teoching Office Pink

Supervisor

Cooperoting Teocher/Supervisor August 2013

(circle onel

WMccill

POST.OBSERVATION CON FEREN CE

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Fomative assessment

THIRD F!EtD EXPERIENCE

HT

PROGRAM (please circlel:

Date (mm/ddlywy):
Cycle/Yea r/Su bject(s)

Cooperating Teacher:

McGill Supervisor:

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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Cooperating Teacher
White

- Student

- Student

Teoching Office Pink

/ Supervisor

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Cooperoting Teacher/Supery,3or August 2013