University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER ONE

Formative Assessment
Student Teacher: Megan Fong School: St. Patricks Fine Arts

Grade/Subjects Taught: Grade 4 ELA

Teacher Associate: Marilyn Rosner University Consultant: Josh Markle

Dates: 17/11/20; 17/11/27; 17/12/11

Instructions:
The purpose of this form is to provide the student teacher with specific feedback during the PS I Practicum (ED 3500).
The teacher associate should complete this form at regular intervals during the practicum (e.g. every week or every other week).
The student teacher retains the completed form for his/her records; it is not submitted to the Field Experience Office.
To document the student teachers growth over the practicum, place a checkmark, or week 1, week 2, etc., in the appropriate
place in the checkbox. Please also provide some written comments on Strengths/Professional Learning Achieved and
Suggestions/Areas for Growth on page 4 of the form.
It is not necessary to place a checkmark next to each outcome every time the form is completedteacher associates may
wish to concentrate on the 3-5 most relevant and significant strengths and areas for growth, depending on the situation.
THE STUDENT TEACHER:
1. PLANNING AND PREPARATION (KSAs #1, 3, 6, 9 and 13)

ExpectationsNot Meeting

ExpectationsExceeding
ExpectationsMeeting
Planning and Preparation
1. Demonstrates knowledge and skills in the subject matter of the lesson. X X

2. Incorporates a variety of appropriate resources and instructional and assessment X

strategies into lesson planning.
3. Translates learning outcomes from the Alberta Program of Studies into relevant and X X
appropriate learning objectives for the lessons being taught.
4. Takes into account students prior learning, learning needs, interests, and X
backgrounds.
5. Organizes content into appropriate components and sequences for instruction. X X

6. Plans relevant content and activities sufficient for the time allotted. X X

7. Prepares lesson plans for all lessons taught, using a well-defined structure which
includes learning objective(s), an introduction and closure, detailed procedures and X X
instructions, key questions, teaching strategies and student activities, and
assessment of lesson objectives.
8. Integrates information and communications technology into instruction where X
appropriate.
9. Obtains and organizes equipment and materials for instruction. X X

2. INSTRUCTION (KSAs #4, 5, 9 and 10)

Not Meeting

Meeting

Exceeding

Communication

University of Lethbridge: P.S. I Formative Assessment (May 25, 2006) (Revised: July 2017) 1
 Expectations

Expectations

Expectations
1. Uses clear, fluent, and grammatically correct spoken and written language. X
2. Uses vocabulary appropriate to students age, background and interests. X
3. Modulates his/her voice for audibility and expression. X
Lesson Introduction
4. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations,
uses motivating attention-getters, provides an overview, and relates the lesson to X X
previous learning as appropriate.
General Lesson Development
5. Incorporates strategies for motivating students using relevant and interesting subject
X
matter and activities.
6. Explains and proceeds in small steps at an appropriate pace to suit the activity and
X X
student response.
7. Demonstrates subject matter competence during instruction. X

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

9. Provides clear directions, instructions and explanations. X

10. Directs efficient transitions between lessons and from one activity to the next during X X
lessons.
11. Uses a variety of instructional strategies to address desired outcomes, subject matter, X
varied learning styles and individual needs.
12. Uses appropriate materials and resources. X X
13. Demonstrates flexibility and adaptability. X X
Questioning and Discussion
14. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. X X

15. Provides appropriate wait-time after posing questions. X X X

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

17. Leads and directs student participation in class discussion effectively and distributes
X X
questions appropriately.
Focus on Student Learning
18. Circulates in the classroom, intervening when necessary, checking on individual and
X X
group understanding of activity/content.
19. Recognizes and responds appropriately to individual differences and group learning
X X
needs.
20. Reinforces student learning, building on previous learning, reviewing, and re-teaching. X X
Closure
21. Achieves closure for lessons, consolidating ideas or concepts through summaries, X X
reviews, etc.
22. Provides homework when appropriate and explains assignments fully.

3. CLASSROOM LEADERSHIP AND MANAGEMENT (KSAs #7 and 8)

ExpectationsNot Meeting

ExpectationsExceeding
ExpectationsMeeting

Classroom Leadership

University of Lethbridge: P.S. I Formative Assessment (May 25, 2006) (Revised: July 2017) 2
1. Assumes a leadership role in the classroom, taking charge of classroom activities,
X
showing confidence, poise, composure, and presence.
2. Creates and maintains an effective learning environment, setting high expectations and X
standards for student learning.
3. Demonstrates initiative, enthusiasm and a commitment to the students and subject,
X X
models appropriate behaviours.
4. Establishes positive relationships and a classroom climate based on mutual trust and
X X
respect.
Classroom Management
5. Clearly defines and reinforces classroom procedures and routines. X X

6. Clearly communicates and reinforces expectations for appropriate student behaviour. X

7. Monitors student behaviour and is aware of student behaviour at all times. X X

8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate

X X
low-key and higher level responses; follows school discipline policies and procedures.

4. ASSESSMENT (KSA #11)

ExpectationsNot Meeting

ExpectationsExceeding
ExpectationsMeeting
Assessment
1. Assesses student learning using a variety of appropriate assessment techniques and
instruments (e.g., observations, conversations, questioning, performance-based and X X
written assessments).
2. Provides timely and effective feedback on learning to students. X

3. Modifies and adapts teaching based on assessment data (e.g., employs alternative
teaching strategies to re-teach where required).
4. Explains to students how learning will be assessed. X X

5. Maintains accurate records of student progress.

5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (KSAs #2, 15 and 16)

Unacceptable

Acceptable

Professionalism
1. Presents a professional appearance and manner. X
2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). X
3. Demonstrates maturity and professional judgment. X
4. Demonstrates an interest and a commitment to the teaching profession. X

5. Establishes professional relationships with the school community. X

Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifying strengths and weaknesses and X
makes appropriate suggestions for improvements.
7. Uses the results of student assessment and feedback to improve teaching practices and guide professional
X
growth.
8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. X

University of Lethbridge: P.S. I Formative Assessment (May 25, 2006) (Revised: July 2017) 3
9. Develops and communicates a personal vision of teaching. X

10. Demonstrates willingness to take informed risks to benefit student learning. X

11. Develops and presents a professional portfolio and/or growth plan including goals, evidence of progress X
toward goals, reflections on growth, and future goals.
Ethical Conduct
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 X
origin, place of residence, socio-economic background or linguistic background.
13. Treats students with dignity and respect and is considerate of their circumstances. X
14. Does not divulge information received in confidence or in the course of professional duties about a student X
except as required by 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. X
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 X
individual concerned of the criticism.
17. Acts in a manner that maintains the honour and dignity of the profession. X
18. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the X
profession unless authorized to do so.

FEEDBACK ON PROFESSIONAL GROWTH

Strengths/ Professional Learning Achieved:

17/11/20: Megan, this box is not big enough to fit in all of your strengths outstanding work today. Your
pacing/timing were excellent. I was especially impressed with how deftly you wove together Science, Drama, and
overarching competencies, such as cooperation truly exceptional! You have a wonderful rapport with your
students, and I am sure this will only continue to develop. You have great composure. Your planning is superb. I
could go on! WaitI will. I really appreciated how you set the appropriate tone before your students even stepped
foot in the room. I also liked how you accessed prior knowledge (properties of wheels, rollers). Again, fantastic
work!

17/11/27:
o Very nice reinforcement. For example, even after you chose the appropriate definition for drift, you had a
couple of students read the definition out again this is excellent.
o I like how you took the group back to discuss the use of technology, clarification on writing definitions down
actually outstanding!
o Very good circulation, checking in
o Nice brain break
o All in all, a really nice flow to class: definitions>reading>question generating very nice
o You do an extremely good job of choosing which hills to die on a characteristic of a very experienced and
effective teacher

17/12/11: Megan, I dont like to use this word, but you really are a natural. There are many things the ED program
can teach an emerging educator, but some of the most important things can only be learned through combing
theory and practice, and in this sense you most certainly exceed expectations for a PSI student. Outstanding work
in your first teaching practicum. You are wonderful with these little ones.

University of Lethbridge: P.S. I Formative Assessment (May 25, 2006) (Revised: July 2017) 4
Suggestions/Areas for Growth:

17/11/20: We discussed the following areas for continued development:

o Planning: one of your greatest strengths can be a hindrance. It is definitely possible to be overplanned, as
you have found out. Finding your timing will come with practice. Regardless, I dont want you to ever feel
like you cant stop to address something. Dont let your plan hem you in. Examples include: the one boy
who suggested rollers were integral to the cooking of hot dogs hilarious, but also a pretty astute
observation at the local 7-11; the one girl who brought up the importance of compromise you might have
taken a few minutes for this to make sure everyone was on the same page. Of course, that is easier said
than done from the sidelines you are the one teaching in a 35-minute timeslot!
o Terminology: this relates to our conversation regarding shapes and objects. Small, but worth attending to
o Questions/Wait Time: We discussed the difficulty in allowing for a ton of questions in such a tight time slot
this is a fine balance, so just attend to it and it will come with practice. I liked your suggestions around
building in specific Q&A slots. We didnt talk about wait time, but I did notice that you were a bit quick to
steer the conversation yourself. I get that this is likely due to the short time period and the fact that you had
two other teachers observing! But just keep this in mind going forward: are you allowing for students to
come to the conversation on their own terms?

I know this is the areas for growth box, but I just want to end this by saying excellent work! I cant wait to see you
in future lessons. Marilyn used the word natural to describe your teaching I have to agree!

17/11/27:
o It is clear youve focused on the Questions/Wait Time point raised above very clear and concise
questions, you sought appropriate clarification from students excellent.
o Why not have the girl doing word 9 join the pair behind her?
o Around 9:20, you can sense a definite shift in this class. You are still doing a great job of working with
individual students, but you can sense unrest OK, nice work steering them back to focused group
discussion whether they are done or not nice work.
o Still, I get the sense that a shift in focus (perhaps from definitions to something more general about the
story e.g. maybe they could have storyboarded a scene from the book connected to whichever word they
were working with just an idea)
o A good metric is the number of times you have to say hands on top now this has evolved to simply
waiting them out what next?
o What is an accolade?!

University of Lethbridge: P.S. I Formative Assessment (May 25, 2006) (Revised: July 2017) 5