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Facaty of Education PROFESSIONAL SEMESTER TWO SUNMATIVE REPORT sucen Tester Alex Kathal __terost_ Bronte Compesite High Schad radeutubjoct Taught: ELA 10-1, 10-2, 20-2. —— Toaane Aste: oie are Ll Unierty Cnsutant_ Robin Bright Dates of Practeum: March 2114 = April ie Jit Instructions "hi summative repo of estan teacher's perfomance a the end ofthe PSI practicum based on expectations fr tht tage of fencer sevenpmen (C0 3800, 1S enchpcteu ocome elon pce hack markin the a eormance eer Not Maing Expectations fr te Pl vs Maatng Expactabons, oF ExcovdngExpedatins. oe! sorts ‘italia tng Expetsons category, less hae caer efidonce fr Not ootng Expectations or Excondng ‘xpocinions) Por stden wun the Mowing Expectatons catepry, please Indes ev! of performance the ond of ean socon, plese provide comments fletenc he relvariMSAs an pact oucome, priate boxtoinsete th curt teachers ev ot THE STUDENT TEACHER: 4, PLANNING AND PREPARATION KSA#1 Teche mae ouene tone eb nsnng anna bene ote ogg nay eit vale: penton subject ¥| | 2. Tncrpraes «vay appropri evoace and matualanalassosoment aaogiog Ino baron pane a "atlas sang alcomes Fom te Alber Poaram of Studs i lorena _nproptn osming Seca or the lessor bot aus ¥v Tak to aoount ston proearing, amin neds (eudng Uden PP), Iroc, ond suse vorbis such o aa, goner,soom-eooome sats Sd ? utaralinguste Sacer 'E_Orpenzscontntnt appropriate componenis ard sequence for stuclon ‘Plane soporte confntand ate forthe bre aloes Tests eh, ong Inetueslering betel), an vost and oa Instructions, ay questo, eaching statis, esting eels, and osoessrant of lesson objectives Prepares unt pans inaunjec major ta nae raflonale, ove, aing 7 ‘utcmes,testhingzaming ecivites, and assessment ah | 1 negra inloraton and commuricaton ecnology no nstucon hn sabje maior and ober subjects, where appootts | 7 Obtains and organizes equipment and malas fr srusion I v NN ‘Comments: ~Alex was very well-prepared both on a larger (unt) ale ard on a smatier ibecon) Seale. 2 ~ Modifications to lessons were regolacly mede when nccclecl ay 25 2006-Sunmat Aasesnent2, INSTRUCTION Astng expectations 4. Uses ser, tent snd ganna corect pot sd wile angage "2 Use vocab pprpraa ts Hen ge, becaound an eres Mest ar vole siya eresson. Coote st overs ere. err nen ice) end eget ‘Siig tn en won mono it ni epee toner rte atm gerne rae "Preset ete epoprnasgarind agian: er nanan Exper rosacea ape ar appropri pace sul 6 SSM a a Denar stjed msi coroeiarce dung rine 10 Orme andres eenigfbdhlul, ral groupe, and wele soe "2_res even anions beeen sos ad fom one sci ere 73 Us vary ofineretarl eatin dress ceakodoucove, ato aio ved leasing nd nd nanos nen paces of det Ps). 7H Woes ond ergs ofncrcna elagen epee to let Mar 75 Uses eppropie teil and oun. ss 1 Geert eal en ea Tf ces pated weenqnond quetee aa art ferpine ee 18 Prone appropiate wate afar poring gms 18 Seeks carteston and esborten a student apensos whole apepIa ea 2 Leads and rece stder ripstonn cae aciion efector dbues qmsions | sof Sue NAS Viger SS 2 Cerne cena nani we ncn, bsg en ho TG “ Regn prc pra wal aaa a a aE Z 7 Rober cheering orovwcts srg weg oes Seva eRe ie 7H hee cur rts, ses ie te mae ee, v Sore teen B rnies hau ven pie ops STAT Z Comments = Alex was very enthusiastic and anges) —Alex made significart improvem iy 25 200 tema ese Posey “ent. e wy serms of speccfic,42. CLASSROOM LEADERSHIP AND MANAGEMENT [SAAT Teaclon get ard mann encore ite anduveo suet insite untae ses or py, Expectations ‘ore expectations 1. Assumes loedersip rl the lssoom taking charge of earoom sees, ‘Showing conince, polo, comborure and presence 7 Creales a mattis an efectvelearingervonner sting righ expeatns and ‘Sundar forte eerang,atending asset vals such 38296 gee, S0- ‘Sonoma satus ard cuturaingusteBockOurd 3. Demonsries inte, enfuslasm and a commimarite tbe ses and WES, > ode soproprit betvou, “E_ Esabis postive resonsips ad eGassvom ciate bated on mutual ust end v respec |[eiissreom manspenien i ae 5, Cleary dies and reinfores ereom provedes and routines. ._ Clear eariruntos and reinforoes expectation appropri der behaviour es “7 Manors stugenbehsviour ands suar of suse behaviour atl es. ea 6 ¥ ‘Respon o napproprato behavior prompt, mi, and consent using SperopiSle Iowskey an ghar level espones flows shoo duisne poles and procedures. 1 S N ae Comments: ~ Classroom ouknes were very well-established ard consistent 4, ASSESSMENT KGAA Tes ghar and ue nrmton abut encent arin red a pops ma sash ng earings Expect expectations expectations inevumers (eq. cossntions, conferences queemning checking sly werk LC Devlmancs ase end writen secession, 2205, ec). 2 Chocks fequeny Srunderstnalg 3. Proves tiny a fete febac on ong to Salers Z “odie and epi testing based on asesarer dita and oder PPS fog, emp ys tensive toch stages to releach where requ), “E_Aralyzes and swale masSUEMt dota fo asses sual rag Eps esters Pow ling il be reas 7. Develops and matin acute records of tudor achoverent fog grade shoes, a etatoes) ne communicates resus ocuderts, pares ana he sche eecive. N \| S| Comments: ~8 wide variety of assessment tools were tilized May25,208—SummaSesessnent‘5, PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES KoAs2_—_Teohert undone pin, an ha famouo wth wih he wok SA is Teschrs angen sensing that a tho. NSine Theat cannes pts an oat oum esting t i Ie eee eer ger es eT a Fa peal iain acy, ie IOS a + ae rear ena e Feige ee eee ae os a ree el ci 7 = etree ee en Te ene < ear) cere rarer be cfocverest ser Korfles rg ri wees rd _makes appropriate suggestions for empravements. « 7 ass be mas of seasoned Ts pir og a ARTE HA > — 7 hasan papi eel an a ys, apa, od eins mo e eg mas penance, ce Picci coon a ga v “7 Carat role and eapnsbiies fe eecher accord Toe Abst School Ac ecool and dit boloee and ober relent epsaton. 12 fetes he owe, be ren cero BPO TE Raspes eyo igi fo pene who giant ac, ous ele or, ‘enuf, gondr Bony, piysel craters, coil, mara sau, age, ancety, place of v ‘igi, oe ot reidance, sooeconome bacgroune, or ing taonreure. Ta Treats stuns wih ony ar respec and is coneierle oe creunstances Zz “Boe: not dug nfermaton received in consene ee he course of prcessionel is about dant nce aed by lo where to do go's nthe tat re esse e 1: Does not uncemine fe confaenes of stcens in eachers rahe student ache “T, Does not ie the personel competonce or pessoal vepaton of eachers eke student chore Unig he etl i eommurieates a conaace fo proper eae ater et nforming te nv Pe oncemed of he eiisam, 1 Acla n a ranertatrsnsne ho honour and ign oe oleate z 18° Does na peak on benaf of he Fanily of Education, the Unvarsy of Liioe he wconl othe profession toes sulorzed to #0 ‘Comments (Professional Aibutes end Responsibtes): ~ BIO in wrth the professionel world at BCHS seamlessly aay 25,208 Suet Assessment‘SUMMARY: ‘Areas for further growth: ~Continve to Revs 07 closure in essons lessons ard on Linking pro = Fooxs on follow-thre: and consistency 1 cases of od kc iss ovStiPSSRNIAS (dESZES sepacta of student’ pertormancel: - Ml& is Xremely actoptable te ch - Mle is vary consciovs of indivic ard neds: Wg cereomstances, Student deeRrences a2, 208—Summate Assessment