Você está na página 1de 2

WERKLUND SCHOOL OF EDUCATION

UNDERGRADUATE PROGRAMS IN EDUCATION


EDUC 560: FIELD EXPERIENCE IV
FIELD EXPERIENCE INSTRUCTOR NARRATIVE ASSESSMENT
EXTENDING TEACHING AND CURRICULUM EXPERTISE

Student Teacher: Therese Schultz


Partner Teacher: Mary Jane Eagleson

ID#: 10135812

School: Arbour Lake


Middle School
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 is to 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 of this Field Experience, Student Teachers are
prepared to assume the full pedagogical and professional responsibilities of a practicing teacher. Under the guidance of a Partner Teacher, the
Student Teacher has planned and assumed responsibility for 80%-100% of classroom teaching responsibilities in his/her placement classroom.
The following Narrative Assessment should address each of the following categories in detail. It should also comment on the Student Teachers
growth in relation to the KSAs for Interim Certification, available in the Comprehensive Handbook.

_______________________________________________________________________________
1. Attention to University Assignments and Responsibilities
Successful completion of all University assignments including the Field Experience Portfolio, participation in cohort learning including D2L and
all written and verbal assignments.

Therese has done an excellent job of all university assignments. Her Field Experience Portfolio has transformed into
a working document that successfully documents her growth over time. Her participation in our D2L conversations
has added greatly to the discussions and her ability to analyze and reflect upon her own practice has become one of
her many strengths. Her teaching philosophy shows great depth and an ability to both meld together theory and
practice while also being attentive to the particular experiences she has had in her time in the Bachelor of Education
program.
2. Establishing Professional Pedagogical Relationships
Creates a climate of mutual respect. Adopts instruction with intention of meeting diverse learner needs, taking into 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 is particularly skilled at developing professional pedagogical relationships with students. Her classes are
hallmarked by a relaxed yet rigorous atmosphere and her students have responded to her as the teacher in the
classroom. This practicum experience has provided Therese the opportunity to teach two different groups of
students, often at the same time with the support of her Partner Teacher. In doing so she has proved her ability to
connect with a range of learning levels and personalities, showing great ability to differentiate for a variety of
learning styles in a large and dynamic group. She is consciously and consistently taking into account the prior
learning of students and finding ways to work this prior knowledge into her lessons in an organized, effective and
engaging way. Therese is a kind and caring teacher, one who understands her professional role as leader in the
classroom and the one to create a kind and caring atmosphere.

Field Instructors Name:


Signature

For Field Experience IV: Extending Teaching and Learning, the recommendation is:
Credit
Non-Credit

(
(

)
)

3. Understanding of Curriculum/Discipline
Demonstrates the ability to structure relevant concepts and skills of a discipline in a manner that deeply engages diverse learners. Demonstrates
ability to negotiate a variety of forms of learner assessment to enhance, support and plan for ongoing learning. Demonstrates knowledge of
relevant curriculum documents and resources.

Therese has had the opportunity to teach middle school Humanities and has done so very successfully. In my
observations of Therese on March 6, 2015 I had the opportunity to witness her facilitate the writing workshop process
as her students moved through the activities in groups of two. It should be noted that all students were not at the
same point and Therese was able to accommodate for this seamlessly. The students were deeply engaged and highly
focused on the task at hand, in large part due to the engaging activity and Thereses enthusiasm for her subject area.
She is clearly aware of and capable of translating the various programs of study into incremental learning
opportunities as evidenced by the many resources and assessments she has created in the classes she is teaching.
4. Preparing to Teach
Plans collaboratively and individually. Reflects on instructional practices and incorporates the results of critical reflection into instructional
planning. Accesses and incorporates materials, ideas and other resources and the talents of other people in planning and instruction. Engages
a variety of appropriate forms and purposes of assessment to support preparation for teaching.

Therese has successfully demonstrated her ability to plan, both collaboratively and individually. Her lesson plans are
detailed and complete, showing a clear understanding of incremental learning. I am particularly impressed with her
improvement in the area of assessment. Therese made for herself a goal this semester to more fully explore and
implement the variety of assessment strategies available to her and her lessons stand as evidence of this commitment.
She is able to articulate assessment for, of and as learning and is becoming increasingly skilled at their
implementation. Therese has taken it upon herself to seek out meaningful and useful resources for learning and has
created some of the most dynamic and engaging unit plans I have encountered in my time working with pre-service
teachers.
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 of the impact of these documents on professional practice.

Therese has become a contributing member of the school community. She has participated in the life of the school
and has taken an interest in the lives of her students. She has a clear understanding of the Code of Professional
Conduct and has conducted herself as a true professional. I have witnessed Therese make the shift from student of
teaching to teacher and it is a role that she has adopted comfortably and easily.
Therese has, over the course of the practicum experience in which I was able to observe her, become a skilled teacher
who consistently demonstrates a desire to do the very best for her students. It is without hesitation that I recommend
Therese for interim certification as she will make an excellent teacher.

Field Instructors Name:


Signature

For Field Experience IV: Extending Teaching and Learning, the recommendation is:
Credit
Non-Credit

(
(

)
)