UNIVERSITY OF CALGARY WERKLUND SCHOOL OF EDUCATION UNDERGRADUATE PROGRAMS IN EDUCATION EXTENDING TEACHING AND CURRICULUM EXPERTISE. Student Teacher: Therese Schultz Ib#: 10135812 School: Arbour Lake School Partner Teacher: Mari-Jane Eagleson Field Instructor: Amy Burns NOTE: This is not a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential ‘employers, however potential employers may ask for this assessment from the student directly. “The purpose of this eight-week field experience isto focus on their ability to extend and deepen their understanding classroom learning as they move towards meeting the requirements of interim certification, Upon successful completion ofthis Field Experience, Student Teachers are prepared to assume the full pedagogical and professional responsibilities ofa practicing teacher. Under the guidance of a Partner Teacher, the Student Teacher has planned and assumed responsibility for 80% 100% af classroom teaching responsibilities in hisher placement classroom, The following Narrative Assessment should describe the context of the placement and then address each of the following categories in detail. It should also comment on the Student Teacher's growth in relation to the KSAs for Interim Certification, available in the Comprehensive Handbook. 1. Nature of the Field Placement Please describe the grade level(s) and subject area(s) taught as well as any unique elements fo the placement. "Therese taught Humanities 8, encompassing both Language Arts 8 and Social Studies 8 curriculum outcomes, as well as Drama 7. She provided support during RTI with a variety of grade 6 students working with them on Math concepts, Humanities and small group instruction, ‘Through her Field Experience, Therese worked with a unique group of students in the L&:L program. She also engaged in team teaching on a frequent basis. 2. Establishing Professional Pedagogical Relationships ‘Creates a climate of mutual respect. Adopts instruction with intention of meeting diverse learner needs, taking ino account student knowledge, Background, and learning styles, Establishes and maintains a learning environment that is organized. effective and engaging. Communicates in ‘a kind and effective way to create a shared context for understanding and learning. Demonstrates interest in the welfare of the students “Therese worked diligently to establish rapport with all students. She interacted with students in an engaging manner that helped to build relationships with students in her classes. Through the relationships she built with students she gained an understanding of their leaming needs and prior knowledge. She was able to incorporate this into her lesson plans, activities and assignments. Therese has developed a good understanding of a variety of instructional strategies in order to not only meet individual learning needs but to also engage all students. 3. Understanding of Curriculum/Discipline Demonstrates the ability to structure relevant concepts and sills of a discipline in a manner that deeply engages diverse learners. Demonstrates ‘ability to negotiate a variety of forms of learner assessment t0 enhance, support and plan for ongoing learning. Demonstrates knowledge of relevant curriculum documents and resources. “Therese has a Solid understanding of the curricular outcomes for the English Language Anis 8 Program of Studies. She is developing her understanding of how to incorporate the Social Studies 8 outcomes into a Humanities format. ‘Through her Poetry Unit, Therese engaged students in poetry based activities that appealed to all students through the use of media, exemplars, examples, and real world context. Therese has built her understanding and use of a variety of assessment throughout her Field Experience. She frequently used formative assessment tools throughout learning activites in order for students to understand their own learning and worked diligently to build her understanding of ‘summative assessment tools.4. Preparing to Teach Plans collaboratively and individually: Relets on instructional practices and incorporates the results of ertcal reflection ino insructonal planning. Accesses and Incorporates materials, ideas and osher resources and the talents of oxher people in planning and instruction. Engages {variety of appropriate forms and purposes of assessment to support preparation for teaching. ‘Therese has an excellent understanding of the demands and complexity of planning in the teaching profession. She ‘was able to successfully plan a Poetry Unit with multiple lesson plans, Worldview in Conflict lessons and small group RTI lessons throughout her Field Experience at Arbour Lake. ‘Therese participated in team planning meetings within ‘Humanities as well as cross-curricular disciplines. She frequently reflected on her teaching practice during the Field Experience through one on one discussions with her teaching partner and her student teacher co-hort. She also accessed a variety of professional resources to build her understanding of classroom management and assessment. 5. Becoming a Professional Works collaboratively and collectively to realize school vision and goals. Understands school culture, policies and initiatives. Makes positive contributions to the school community. Demonstrates understanding of relevant professional, legal and ethical documents including a critical understanding ofthe impact of these documents on professional practice. Therese has shown a high level of professionalism during her Field Experience, She was respectful of all students and staff-at Arbour Lake. She worked closely with her fellow student teacher to plan lessons, organize daily ‘instructional schedules and so on. Therese participated in supervision activities, supervised a weekly student club, attended multiple staff meetings and PLC meetings, and attended a Professional Development session on Self-Harm. Therese would be a welcome addition to the teaching profession. Partner Teacher's signasfer lL Date. April 23, 201IS~ Student Teacher’s Signature vate. tL DL Recommendation to the Office of Undergraduate Prograi Credit Non-Credit Was this assessment reviewed with the student? Yes. No