I nlvcrslty of

Lethbddge

Faculty of Education
PROFESSIONAL SEMESTER ONE SUMMATIVE REPORT

Student Teacher Taryn Salik

School: _Btackie School

Grade&SubJecb Taught: Grades 54 split

Teacher Associate: Margaret Speelman

University Consultant:MeI Fletcher,

Dates of Practlcum: November

December 2Q14

Instructions:

This is a summative report of the student teachers performance at the end of the PSI practlcum. based on expectations for that
stage of teacher development.

For each practicum outcome below, place a check mark In the appropriate box to indIcate the student teachers level of
performance: either Not Meeting Expectations for the PSI level, Meeting Expectations, or Exceeding Expectations. (Most students
will fall into the Meeting Expectations category, unless there is clear evidence for Not Meeting Expectations or Exceeding
Expectations.) For students within the Meeting Expectations category, please indicate level of performance.
Some outcomes may not be applicable to your particular educational situation. If you wish to indicate this, please put WA in the
middle of the rating scale.
At the end of each section of the form, please provide comments in reference to the relevant KSAs and practicum outcomes,
1.

PLANNING AND PREPARATION

KSA
KSA
KSA
KSA
KSA

#1
#3
#6
#9
#13

Teachers make reasoned decisions about teaching and teeming based on their ongoing analysis of contextual variables.
Teachers use the programs of study to inform and direct planning instruction and assessment.
Teachers plan for instruction, translating cuniculum and outcomes into meaningful learning activities.
Teachers use a broad range of instructional strategies.
Teachers identify and use relevant learning resources.

Planning and Preparation

1. Demonstrates knowledge and skills In the subject mailer of the lesson.
2. Incorporates a variety of appropriate resources and instructional and assessment
strategies into lesson planning.

3.

Translates learning outcomes from the Alberta Program of Studies into relevant and
appropriate learning objectives for the lessons being taught.

4.

Takes into account students prior learning, learning needs, interests, and backgrounds.

5.

Organizes content into appropriate components and sequences for instruction.

6.

Plans relevant content and activities sufficient for the time allotted.

7.

Prepares lesson plans for all lessons taught, using a welt-defined structure which
includes learning objective(s), an introduction and closure, detailed procedures and
instructions, key questions, teaching strategies and student activities, and assessment of

lesson objectives.
8.

Integrates information and communications technology into instruction where

appropriate.

9.

Obtains and organizes equipment and materials for instruction.

Comments: Taryn was responsible to teach Math 54an introduction to the Numbers unit and Science 6,
Evidence and Investigation. She was very prepared each and every dayl She used the program of study as
well as the two programs I have in the class (Math Makes Sense and Maximizing Math for both grades) Taryn
reviewed the material and chose what was best to meet the needs of the students as well as the requirements
from Alberta Ed. As well, Taryn researched on the internet to find resources that would support the content
ex. Pictures of 1 000 000. Before the lesson, Taryn would test out the material and gather all supplies. As well,
she would consult with me about her plan. Taryn would reflect on her previous lessons to fine tune her
upcoming lessons. One of the neatest things Taryn did as part of her planning was starting out each lesson
with an interesting factl It was extra work but such a good idea. It really caught the students attention and set
the stage for the lessonl

May 25, 2006Summative Assessment

2. INSTRUCTION
KSA
KSA
KSA
KSA

#4
#5
#9
#10

Teachers
Teachers
Teechers
TeBcherS

demonstrate knowledge of the content they teach.

identify end respond to learner dihrances.
use a limed range of Instructional strategies.
apply a variety of technologies to meet students learning needs.
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Communication
1.

Uses dear, fluent, and grammatically correct spoken and written language.

2.

Uses vocabulary appropriate to students age, background and interests.

3.

Modulates his/her voice for audibility and expression.

4 II

II

Lnsonlnnducuon
4.

Establishes set: reviews prior learning, identifies lesson objective(s) and expectations,
uses motivating attention-getters, provides an overview, and relates the lesson to
previous_learning as appropriate.

General Lesson Development

5.

Incorporates strategies for motivating students using relevant and interesting subject
mailer and activities.

6.

Explains and proceeds in small steps at an appropriate pace to suit the activity and
student response.

7.

Demonstrates subject mailer competence during instruction.

8.

Organizes and directs learning for individuals, small groups, and whole classes.

9.

Provides clear directions, instructions and explanations.

10. Directs efficient transitions between lessons and from one activity to the next during
lessons.

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ii. Uses a variety of instructional strategies to address desired outcomes, subject mailer,
varied learning styles and individual needs.
12. Uses appropriate materials and resources.

13. Demonstrates flexibility and adaptability.

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Questioning and Discussion

14. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels.

15. Provides appropriate wait-lime after posing questions.

16. Seeks clarification and elaboration of student responses, where appropriate.

17. Leads and directs student participation in class discussion effectively and distributes
questions_appropriately.
Focus on S Wd.nt Learning
18. Circulates in the classroom, intervening when necessary, checking on individual and
group understanding of activity/content.

19. Recognizes and responds appropriately to individual differences and group learning
needs.
20. Reinforces student learning, building on previous learning, reviewing, and re-teaching.
Closure
21. Achieves closure for each lesson, consolidating concepts through summaries, reviews,
etc.
22. Provides homework when appropriate and explains assignments fully.

Comments:

May 25, 2006Summalive Assessment

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Taryn has awesome communication skills. She uses a very effective voice level

always in control, soft but

easily heard. She would get the students attention using If you can hear me.. She never started until all
students tuned In and gave her their attention. She spoke In a confident manner yet warm and caring. She
Started each lesson with by telling (and showing on the SMARTboard) the students what the lesson would be
about and what her expectations of their learning and behavior would look like. Because Taryn was so
prepared and had planned for her lessons, she knew the material and was able to share it. Taryn would
introduce the material orally and on the SMARTboard. In Math, Taryn would often have students use the
individual whiteboards to work on questions together as they explored the skill/concept. Students were
encouraged to ask questions and answer her questions. Taryn tried to engage all students and tried to call on
each of them. She has comfortable wait-time for students to answer and seemed to sense the appropriate wait
time. Then once she felt students responses were on target, she would assign individual work in their
books/sheets. Taryn would circulate as students worked and checked to make sure the students were on the
right track. At times, she would need to 1-1 reteach the material. As well, for some students, she would need
to enrich the material/work for students who demonstrated the skills quickly. Taryn worked with a few
students at lunch time when needed and asked students to finish work at home when needed.

3. CLASSROOM LEADERSHIP AND MANAGEMENT

KSA $7
KS/i #8

Teachers cm eta and maintain environments that am conducive to student learning and understand student needs for physical,
social, cultural and psychological security.
Establishes relation ships with students That respect human dignity.

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Classroom Leadership
1.
2.
3.
4.

Assumes a leadership role in the classroom, taking charge of classroom activities,

showing confidence, poise, composure, and presence.
Creates and maintains an effective learning environment, setting high expectations
and standards for student learning.
Demonstrates initiative, enthusiasm and a commitment to the students and subject,
models appropriate behaviours.
Estabhshes positive relationships and a classroom climate based on mutual bust and
respect.

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Classroom Management

5.
6.
7.

6.

Clearly defines and reinforces classroom procedures and routines.

Clearly communicates and reinforces expectations for appropriate student behaviour.
Monitors student behaviour and is aware of student behaviour at all times.
Responds to inappropriate behavior promptly, firmly, and consistently, using
appropriate low-key and higher level responses; follows school discipline policies and
procedures.

1/

Comments:

Taryn created a classroom in which students wanted to behave. Her expectations were clear and easily
attained by the class. She used a calm, warm voice when speaking with the students. She was very respectful
of them as individuals. When needed, Taryn used a no nonsense tone but still maintained clear
expectations. She was consistent with the expectatIons already developed in the class so students felt safe
and confident they knew how to behave. On one occasion when one student needed to be monitored, she told
him he needed to finish a question in a given time. She kept her word and was back to him in that time limit to
chock to see if he was doing what was expected. She let him know that his behavior was not acceptable but
he needed to move on and show her appropriate choices in the future. During the entire interaction, she was
positive but firm. Tarywn has a keen sense for recognizing students who need a little extra support and
attention and was there for them. Her prepianning helped to ward off most unwanted behaviors.

May 25, 2006Summative Assessment

4. ASSESSMENT
KSA #11

Teachers gather and use Thhrmation about students (earnin

g needs and p,ogmss and assess the range of learning objectives.

Assessment
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1.

2.
3.
4.
5.

Assesses student learning using a variety of appropriate assessment techniq

ues and
instmments (e.g., observations, conversations, questioning, perform
ance-based and
written assessment).
ProvIdes timely and effective feedback on learning to students.
Modifies and adapts teaching based on assessment data (e.g., uses
alternative
teaching strategies to re-teach where required).
Explains to students how learning will be assessed.
Maintains accurate records of student progress.

It

Comments:
Taryn is developing some very effective assessment strateg
ies both assessment for and of
learning. When student used their Individual whiteboards
and participate in class learning times,
Taryn would monitor their answers as well as make mental
notes on how the students attacked the
work. After class, we discussed the students learnin
g. We discussed the importance of reacting to
incorrect answers and guiding their learning. It Is okay to
challenge them and push them farther.
On numerous occasions, she asked for exit slips. We also
discussed how to use those exit slips
and have them guide future classes. Another area of assessm
ent we discussed was the
Importance of backwards by design know your assessm
ent before you plan your introduction.
What does mastery look like? What does acceptable
look like? Taryn used existing
assessments that were part of our programs but created
her own mbrics. The rubrics were
excellent and helped Taryn really dissect how much the
students demonstrated the desired
outcomes. Taryn attempted to implement all of the areas
we discussed. Good assessments are
challenging for even the most experienced teacher but
Taryn is willing to push herself to develop
this key part of student learning.

5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES

KSA #2
KSA #15
KSA #16

Teachers understand the legislated, moral and ethical framew

ork within which they work.
Teachers engage in assessing the quality of their teaching.
Teachers are able to communicate a personal vision of their own teachin
g.
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Professionalism-

1.
2.
3.
4.
5.

Presents a professIonal appearance and manner.

Fulfils professional obligations (i.e., punctuality, routine administrative
duties).
Demonstrates maturity and professional judgment.
Demonstrates an interest In and a commitment to the teaching_prof
ession.
Establishes professional_relationships with the school commu
nity.

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Professional Growth

6.
7.
8.

Accurately assesses and documents the effectiveness of lessons,

identifies strengths and weaknesses and
makes appropriate suggestions for improvements.
Uses the results of student assessment and feedback to improve
teaching practices and guide professional
growth.
Responds appropriately to feedback from others by listening, interpr
eting, and implementing suggestions.

May 25, 2006Summative Assessment

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9. Develops and communicates a personal vision of teaching.
ID. Demonstrates willingness to take informed risks to benefit_student_learning.
it Develops and presents a professional portfolio andlor growth plan including goals, evidence of progress
toward goats, reflections on growth, and future goals.
Ethical ConduS
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12. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender,
sexual orientation, gender identity, physIcal characteristics, disability, marital status, age, ancestry, place of
origin, place of residence, socioeconomic background or linguistic_background.

13. Treats students with dignity and respect and Is considerate of their circumstances.
14. Does not divulge information about a student received In confidence or In the course of professional duties
except as required Dy law or where to do so is in the best interest of the student
15. Does not undermine the confidence of students in teachers or other student teachers.
16. Does not criticize the professional competence or professional reputation of teachers or other student
teachers unless the criticism is communicated in confidence to proper officials after first informing the
individual concerned of the criticism.
17. Acts in a manner that maintains the honour_and_dignity_of the_profession.
18. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the
profession unless aulhonzed to do so.

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Comments:

Taryn presented herself In a professional manner. Whenever she had any questions regarding profession
conduct or dress, she would ask. She treated all members of the Blackie School community in a respectful
manner. She was always willing to help out. From the moment she got here, she was willing to take risks. I
asked what areas she would like to teach. She expressed an interest In math but was willing to do whatever
was needed. Each night we would reflect on her day. She took all comments and implemented any
suggestions. Her Interactions with the students were always very appropriate. There was never any question
that she was a real teacher and students treated her with respect.

SUMMARY:
Areas for further growth:
I believe the next logical skill for Taryn to work towards is the big assessment piece. A teacher must know
what they are expecting of the students before jumping in to a concept What will the learning look like? How
will the students know if they are meeting the objectives? If the students are expected to do self-reflection!
self-assessments, then It is imperative the teacher knows what the learning should look like. I would love to
see Tatyn use the old, What do you know? What do you need to learn? What do you need to accomplish
this? with her future students.

Overall comments (Strongest aspects of students performance):

Taryn is an outstanding PSI student teacher. She has many of the attributes that experience teacher strive to
maintain. Because I have already responded with details and examples in the above parts, I will just
summarize her strengths. She had excellent classroom management skills she is able to connect with the
students. Taryn spent a great deal of time preparing and planning for each and every lesson. She knows the
expectations from the program of study, reviews the materials available to her, looks for more support on the
internet when needed, and thinks of the needs of the actual students. Taryn would be a positive and
professional addition to any school. She has excellent interpersonal skills with staff and students.

May 25, 2006Summative Assessment

0 Fail

Recommendation:

U lncorWpletw

if an incomplete grade is recommended, please attach a signed document providing reasons and recommendations
for additional practicum experience.
Note: The Teacher Associate is responsible for completing this document, in consultation with the Student Teacher and
the University Consultant.

Student Teacher

r7_t7

UniversityCohulthtft

Date

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Date

Please submit the completed original signed report to Field Experiences, Room TH423, Faculty of EducatIon, the
University of Lethbddge, and provide signed copies for the Student Teacher and for the University Consultant.

May 25, 2005Summative Assessment