Advanced Field Experience Final Evaluation

Field Experience Information:

Student Teacher:
Last Name: McInnes First Name: Harmony
ID Number: 1467243 Course Number: EDFX 425
University Facilitator:
Last Name: Tipman First Name: Lee
Mentor Teacher:
Last Name: Wiggins First Name: Janice
Placement Information:
Start Date (dd/mm/yyyy): 27/02/2017 End Date (dd/mm/yyyy): 28/04/2017
Subject(s) and/or Grade Level(s): Grade 5 Language Arts, Math and Art

School Information:
School Name: Penhold Elementary School School District: Chinooks Edge School Division
School Address: 1500 Fleming Avenue Postal Code: T0M 1R0
School Phone #: 403 886-4390 City: Penhold

Distribution:
Students should retain a copy of the Final Evaluation form for their own records. Please note that
potential employers may ask for a copy of this Final Evaluation.

A copy of this form will be emailed by the University Facilitator to the office of Undergraduate Student
Services, where it will be retained for a period of time according to the facultys retention schedule; no
other copies will be retained by Mentor Teachers, University Facilitators or employees of the University
of Alberta without written permission of the Student Teacher.

It is recommended that the Student Teacher receive a grade of:

Final Grade (Credit or No Credit): Credit Date (dd/mm/yyyy): 28/04/2017

Winter 2017 Page 1 of 11

The purpose of this Field Experience Final Evaluation document is to provide evidence and
communicate information regarding Student Teacher performance based on the Knowledge, Skills and
Attributes (KSAs) for Interim Certification.

For each category, the Mentor Teacher should provide comments that reflect strengths and areas for
growth in each category. Evidence and specific examples should be provided.

You do not need to fill the space provided; recommended length is 200-300 words per category. Write
only enough to provide necessary evaluation and evidence. Please do not exceed the space provided, as
lines of text that extend beyond the text box will not appear on printed copies; there is space for extra
comments at the end.

Use the KSAs and suggested topics as they relate to the category to guide your comments, not all need
to be addressed.

Description of the school and context of teaching

Suggested Topics (Not all need to be addressed): school size, urban/rural, special programs, class size, special needs students in class,
number of teachers, etc.

Penhold Elementary is a grade 2-5 school in a small central Alberta community with a mix of rural and
urban students. The school serves approximately 275 students with a variety of needs in an inclusive
environment. Class sizes in our school range from 19 to 26 students per class depending on the grade
level.

Harmony was able to experience teaching math to 3 different groups of grade 5 students. The grade 5
classes Harmony was teaching had 23 students each with at least 1 student with enhanced/severe needs
in 2 out of 3 of the classes. Those classes have the support of an Educational Assistant who works
almost exclusively with the enhanced student. Each of the 3 classes has at least 3 students on IPPs
(Learning Disorders, Anxiety, ADHD) and many others on Learning Support Plans.

Winter 2017 Page 2 of 11

Preparation, Planning and Organization
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA C: Teachers use the Guide to Education and the programs of study to inform and direct planning, instruction and assessment.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.

Suggested Topics (Not all need to be addressed): curriculum expectations, content knowledge, lesson plans, organization, time
management, diverse learning needs, etc.

Harmony has a strong knowledge of the curriculum and is able to unit plan efficiently and effectively.
She is able to identify the results she would like from the students and appropriately choose learning
activities to achieve those desired results. An example of this would be her unit on measurement and
geometry. She took the student outcomes and created a final project where the students could
demonstrate their learning in a fun and engaging way. Through direct instruction and guided practice
the students acquired the skills they needed to complete that final project in a way which was
meaningful to them. She planned for the students in the classroom to be able to demonstrate their
learning in the way which best suited them. As Harmony worked through the unit with her students she
adjusted her expectations for students who might need their work adapted to their own needs.

Harmony has a wealth of knowledge when it comes to the math curriculum. Her lessons were both
engaging and clearly stated what students were to learn. As she progressed through her practicum she
was better able to break up large concepts into smaller chunks of information to assist the students in
having a firm grasp on the concept.

Winter 2017 Page 3 of 11

Teaching Skills and Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA I: Teachers know and use a broad range of instructional strategies.
KSA J: Teachers use both traditional and electronic technologies to meet students learning needs.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.

Suggested Topics (Not all need to be addressed): learning strategies, sequencing/timing, flexibility, instructional strategies, use of ICT,
differentiation of instruction, student interest, cultural sensitivity, pacing, lesson/unit plans, etc.

Harmony was very skilled at using a variety of learning strategies to appeal to all types of learners in the
classroom. She often helped students to remember using visual imagery. An example of this would be
to compare math to a dance when working on 2 digit by 2 digit multiplication. She explained to the
students that just like in dance the ones dance with the ones first as we start on the right hand side and
then with the tens.

She encouraged the students to share their learning in a variety of ways including visually, pictorially,
and verbally. She often had the students work in partners and small groups and would assign specific
tasks for the group members to encourage active participation and personal responsibility.

In our school, the classes are fully inclusive which provides challenges for any teacher. Harmony was
able to differentiate her lessons to suit the needs of a variety of students. She worked hard at reviewing
the profiles of the 70 students she was teaching and planned according to their needs. Harmony
provided the tools they might need to help them be successful. These tools included assistive
technology, calculators, multiplication charts, less questions, and more time. She also worked at
building relationships with the students which assisted her in knowing their needs.

Winter 2017 Page 4 of 11

Management and Classroom Climate
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA G: Teachers create and maintain environments that are conducive to student learning and understand student needs for physical,
social, cultural and psychological security.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.

Suggested Topics (Not all need to be addressed): class tone, routines, rapport with students, conflict resolution, student engagement,
leadership, transitions, etc.

Harmony set a positive tone by establishing an excellent rapport with her students from the very first day
on. She likes to use humour in her interactions and is very open and accessible to her students. As she
got to know them she was able to identify those students who needed some extra attention, or who might
need some space and time, and the ones who needed to be encouraged to push themselves a little harder.

Harmony had high expectations for the students and supported them so they could achieve their best.
She encouraged students who might need extra help to come see her anytime and spent many recesses
supporting students who were seeking out her assistance.

Harmony was able to continually increase student engagement and time on task through her firm and
consistent expectations.

Winter 2017 Page 5 of 11

Communication
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA J: Teachers know how to use and how to engage students in using traditional and electronic technologies to present and deliver
content, communicate effectively with others.
KSA L: Teachers know how to develop and implement strategies that create and enhance teacher, parent, and student partnerships.

Suggested Topics (Not all need to be addressed): oral and written language, communication with parents/guardians, listening skills,
teaching/learning technologies, voice and language, etc.

Harmony maintained a high level of communication with her students throughout her practicum. She
kept up a consistent daily level of verbal feedback as students progressed through their lessons. She used
language which was age appropriate and easily understood. Harmony was also able to give written
feedback on the students math project which enabled the students to improve their work and achieve
their best.

Harmony became part of our grade 5 team (3 teachers and 2 Educational Assistants) and spent time
collaborating with the entire group. She had many valuable insights and quickly became a very
important part of our collaboration process. Harmony also contributed to our grade 5 newsletter as part
of the communication process with parents.

Winter 2017 Page 6 of 11

Assessment Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA K: Teachers gather information about their students learning needs and progress by using a variety of assessment strategies.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.

Suggested Topics (Not all need to be addressed): appropriate questioning, adapted assessment, assessment variety, record keeping,
formative/summative, reporting, timely feedback etc.

Harmony used a nice variety of formative and summative assessment strategies in grade 5 math. She
gave feedback on a consistent basis to help the students achieve at a very high level. Her assessments
included the daily activities students were completing and to which she gave timely feedback. She
planned an excellent 2 part project as an assessment of the outcomes the students had learned in their
unit. Students were able to use class time as well as take them home to complete if necessary. Through
this she was able to determine who might need extra support before the summative unit exam and use
the information to guide her teaching.

Through the implementation of this unit Harmony discovered that some of her students needed their
assessments adapted to be successful. She was skillfully able to adapt the assessments to ensure that all
students had success at the level they were working at. She also made sure that the students dignity was
preserved by maintaining the appearance of the assessments so that the students felt like they were doing
the same as everyone else. When assessments were marked students were required to take them home
and share with parents, then return them signed.

Winter 2017 Page 7 of 11

Understanding Students Needs
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities. Teachers understand the need to vary their plans to accommodate individuals and groups of students.
KSA I: Teachers know and use a broad range of instructional strategies and know which strategies are appropriate to help different
students achieve different outcomes.

Suggested Topics (Not all need to be addressed): Planning that includes all students and learning styles, alignment of strategies to student
needs, use of varied resources to differentiate instruction, assists all learners, understands contextual variables that affect teaching and
learning, etc.

The relationships Harmony built with her students were a key part to her being able to understand their
needs. Throughout the practicum Harmony adjusted her lessons based on the students she had in front
of her. She had the advantage of teaching the same lesson 3 times in a day and she tweaked the lessons
to better meet the needs of each group. Harmony was very receptive to suggestions and always
concerned with the best interests of the students.

She used a variety of resources including classroom text, online resources, teacher created materials and
materials from other grade 5 teachers. Harmony demonstrated her understanding of her students needs
when she planned her lessons by appealing to different learning styles. She incorporated movement into
her lessons as well as adding movement breaks in when they were needed.

Harmony often took small groups aside to work on outcomes they were struggling with. She was able to
better support their needs in a small group setting. This ensured a much higher rate of success than had
they been left on their own in the large group.

Winter 2017 Page 8 of 11

Professional Qualities and Attributes
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
KSA N: Teachers know the importance of contributing, independently and collegially, to the quality of their school.
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience.

Suggested Topics (Not all need to be addressed): work ethics, interpersonal skills, collegiality, initiative, energy, team work, attitude,
appearance, commitment, reflection, etc.

Harmony is a highly organized and capable individual. If anything needs to be done she immediately
jumps to action. I appreciate how diligent Harmony was in completing not only her assigned tasks but
also how she constantly volunteered to help others with their tasks. She has a strong work ethic and is a
very strong team player. Harmony participated in volunteer activities within our school including
helping to supervise at our health fair, co-coaching badminton and helping to run an air-band club at
recesses.

Harmony developed great relationships with the staff. She spent time getting to know people and really
became part off the team here at Penhold Elementary..

Winter 2017 Page 9 of 11

Reflection and Self-Evaluation
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience

Suggested Topics (Not all need to be addressed): establishes specific strategies to meet professional goals, demonstrates oral/written
reflective practices, engages in goal setting, communicates overall vision of teaching, etc.

Harmony demonstrated her reflective practice every day. Through our discussions, she often identified
areas of growth immediately after a lesson was finished. Harmony had the opportunity to immediately
apply her reflections and the suggestions which were being offered. She was very open to any and all
suggestions and was very easy to coach.

Winter 2017 Page 10 of 11

Additional Mentor Teacher Comments:
It has been such a pleasure to work with Harmony this past 2 months. She has grown so much as a
teacher and has shown her willingness to make her teaching practice even better than it already is. She
developed great relationships with her students and they quickly knew that she was also a teacher in our
class and treated her with respect.

Throughout her practicum, Harmony displayed a willingness to do everything and anything she was
asked to do. She helped out in our school community by volunteering and building relationships with
students in other classes. I appreciate her positive attitude and her perseverance throughout this process.
I am confident Harmony will continue to learn and grow as a teacher and would make a positive
addition to any school.

Student Teacher Comments:

I feel very thankful in order to complete my final Practicum experience within the Penhold school. The
staff were an amazing support and were dedicated to providing a positive environment in which to grow.
I feel that I have been able to make quality relationships with the staff and the students. Within my
practicum I have had an amazing opportunity to teach three lessons in a row, this offered me the
experience to self-reflect and adapt to students needs. I feel that I have been able to grow in so many
directions, I feel that I have been able to better develop my self-reflective practices, employ different
strategies for class room management, as well as build my tool box with a variety of strategies for
assessment, teaching style and direct instruction strategies. Although I feel like have grown a great deal
with this practicum experience, I know that there will is also a great deal that I still need to learn, which
will come with more experience within the classroom. I am looking forward to moving ahead in my
teaching career and continuing my journey as a lifelong learner.

Winter 2017 Page 11 of 11