Lethbridge University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER THREE

Facu[lv of Fc! ,juathm
Final Report
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PS Ill is a five-course equivalent integrated semester including half-time teaching and professional study in curriculum
design, leadership, advanced methods, and reflective practice. Intern Teachers are assigned full time to schools for the
semester during which they assume responsibility for approximately one-half of the teaching day. PS Ill professional study
is designed to complement and enhance the internship. The professional study components may occur on or off-campus
and are coordinated by the University Consultants in collaboration with Intern Teachers and school personnel.

Select the course in which you are registered:

Education 4571 Elementary Education Internship
• Education 4572 Secondary Education Internship
Education 4576 Native Education Internship
Education 4578 Early Childhood Education Internship
Education 4582 Inclusive Education Internship
Education 4583 Technology in Education Internship

INTERN TEACHER: Ashley Gunderson

SCHOOL: Kate Andrews
Grade Level(s): Junior High & High School
Teacher Mentor: Robyn Baraniecki & Ron Tarakita
Administrator: Daniel Grimes
University Consultant: J oce lyn Dim m

Checklist

Final Conference Date: i/ Date: 3/’8

Review the Portfolio:
Review the Professional.lnquiry Project

Intern Teacher Report and Signature

Teacher Mentor Report and Signature
Administrator Report and Signature ‘V

University Consultant Report and Signature /

Complete Final Report submitted to Field Experience Office by UC

U of L: PS Ill Final Report: (Revised:Aprll 2078) Page 1 of 5

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Lethbridge PROFESSIONAL SEMESTER THREE: Final Report

flj University Consultant: Jocelyn Dimm

Intern Teacher: Ashley Gunderson

F.wtifty of Education

University Consultant Comments:

Ashley Gunderson presents herself as a conscientious and dedicated professional, and continued to do so throughout her
entire PS Ill internship. She demonstrates a strong knowledge of the subject matter of her major, through the development of
her long range planning, unit plans, and her classroom lessons. Ashley organizes content into appropriate components and
sequences for instruction, incorporating a variety of corresponding resources, and strategies that focus on relevant learning
objectives, and outcomes from the Alberta Program of Studies, and also take into account the students’ learning needs and
interests. She provides detailed procedures within her lessons, noting the importance of learning objectives, key questions,
assessment and closure.

Ashley employs vocabulary appropriate to students’ age, background, and interests, and establishes a learning routine to her
teaching, i.e. she reviews prior learning, identifies lesson objectives, and expectations, applies motivating inquiry questions,
provides an overview, and connects previous learning to current lessons. She organizes and directs learning for individuals,
small groups, and whole classes, providing clear directions, instructions, and explanations when necessary. Ashley applies a
variety of instructional strategies to address desired outcomes, varied learning styles, and individual needs, Her materials and
resources are appropriate for the subject matter and the students, and while teaching, she demonstrates flexibility and
adaptability in her instruction.

Ashley continues to work successfully on asking strong, inquiry questions at a variety of cognitive levels, and provides
supportive information after posing questions to the students. She also works at seeking clarification and elaboration of
student responses, and leads and directs student participation in class discussion effectively looking for ways to engage
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students in further investigation into the subject matter. As students are working in groups or individually, Ashley circulates in
the classroom, intervening when necessary, checking on understanding of content, as she recognizes and responds
appropriately to individual differences, and group dynamics.

Ashley progressed immensely in her ability to create and maintain a highly effective learning classroom. She sets
expectations and standards for student learning that are respectful and reasonable, as well as demonstrating initiative,
enthusiasm, and a commitment to the students, and the subject matter. Ashley models a positive attitude in the classroom,
and she responds to inappropriate behavior promptly, firmly, and consistently. She also takes the time to reflect constructively
on her own planning, and adjusts her lessons when necessary, to meet her students’ learning needs.

Ashley assesses student learning by applying a diverse collection of techniques (observations, conversations, questioning,
checking daily work, performance-based, and written quizzes, along with summative testing). She checks frequently for
students’ understanding, and she provides effective feedback on their learning process, and progress.

Ashley commendably presents herself as a qualified educator. Her professional portfolio and herteacher goals highlight her
commitment to education, and her respect of this field. It is a pleasure to welcome Ashley to the Teaching Profession.

I have read t e-c lete Final Report and certify that the assigned grade is: -

;i)%C_3/18
iv 7 consuffJifSTgnature Ddte

U of L: PS Ill Final Report: (Revised: April 2018) Page 2 of 5

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University of
Lethbñdge PROFESSIONAL SEMESTER THREE: Final Report
F9I Intern Teacher: Ashley Gunderson

University Consultant: Jocelyn Dimm

Faculty of Edoctt,on

Intern Teacher’s Descriptive Report:

This semester I was very fortunate to be placed at Kate Andrews High School in Coaldale, Alberta for my teaching internship.
This four-month experience was challenging, but incredibly rewarding in affirming my decision to pursue a career in education.
The staff at Kate Andrews was welcoming from day one. I found I was able to establish a place for myself within the school
community very quickly and with ease. I began to build relationships with the staff and students at the beginning of the
semester and continued to work to maintain and strengthen these relationships throughout my time there. Of these
relationships, I was able to build and maintain positive working relationships with my two teacher mentors, Robyn Baraniecki
and Ron Terakita. My teacher mentors supported me immensely, providing me with new teaching ideas and resources and
challenging me with suggestions to enhance my teaching skills. Along with my teacher mentors providing me with new ideas
to enhance my teaching style, I was also able to observe other teachers and learn from how they developed their lessons and
managed their classrooms.

While at Kate Andrews I taught Biology 20 and Science 9. My Biology 20 class was small in size, consisting of 16 students.
Due to the small size and academic nature of the course, classroom management was not a challenge, so I was able to focus
on skills aside from management. In this course I taught units on human systems, photosynthesis and cellular respiration,
ecosystems and population change, and I began the unit with them on energy and matter exchange in the biosphere.
Coinciding with one of my professional teaching goals, I was able to incorporate multiple instructional methods and strategies
throughout these units. In particular, I led two dissections with these students a single-day pig heart dissection, and a two-
—

day fetal pig dissection. As I continue to develop as a teacher, I will work to continue to work to find new ways to vary my
lessons.

I also employed a range of assessment strategies in this course. I completed multiple forms of formative and summative
assessments. Summative assessments were made using quizzes, tests, creative performance tasks, labs, assignments, and
research papers. The latter tied into my second professional goal of integrating scientific literacy into the classroom. On
numerous occasions, I was able to effectively integrate scientific literature by having my students read and write scientific
papers. For assessment, as I continue to learn, I will work to develop assessment rigour in both formative and summative
assessment techniques.

My Science 9 class was larger. In Science 9, I began the semester with 24 students and towards the end of November I had 4
exchange students join my class. In this course I taught units on biology, chemistry, the environment, electricity and began a
unit with them on space. The class dynamics were vastly different from those in my Biology 20 class such that management
was the primary focus. My Science 9 class challenged me each lesson to become a better teacher. Through time, my
management skills began to develop as I gained confidence as a teacher. This area of growth was the greatest for me
throughout this internship but is still the area that has the most room for growth as I continue to develop. As I was able to gain
confidence and further develop classroom management, I was able to begin to incorporate many instructional strategies. With
my Science 9’s especially, I was able to incorporate many mini-labs. I also tried to integrate many forms of both formative and
summative assessment strategies with this class. Like with my Biology 20 course, an area for future growth is to continue to
find new ways to vary lessons and new ways to assess students with appropriate rigour.

Along with teaching Biology 20 and Science 9 I also had the opportunity to teach a Physics 30 lesson. Tied to my experiences
within the classroom, I participated in parent-teacher interviews while completing my internship. It was a good experience to
go through the process of preparing for and participating in interviews under the guidance of two experienced teacher
mentors. It also helped to have their experience and guidance during report cards.

I have read ayd received a complete copy of my PS III Final Report.

Intern Teacher Signature Date

This page is to be returned to the UC to be included in the PS III Final Report.

U of L: PS Ill Final Report: (Revised: January 2078) Page 3 of 5

 Please TYPE (including comments) DIRECTLY onto this form.

University of
Lethbñdge PROFESSIONAL SEMESTER THREE: Final Report
Intern Teacher: Ashley Gunderson

University Consultant: Jocelyn Dimm

Faculty ci Educati,,n

Intern Teacher’s Descriptive Report:

Page 2 Continued

Aside from teaching, I immersed myself into multiple other school activities. From September to November, I was the assistant
coach of the Grade 9 girls volleyball team, helping coach at all practices, league games and tournaments. This experience
allowed me to get to know more of the students within the school and build meaningful relationships with them. It was a very
rewarding experience to see the girls develop throughout the season and to build these relationships. In the future, as a
teacher, I will continue to take on coaching roles, hopefully picking up multiple different sports to stay involved in
extracurriculars for a longer time period. During this internship, I stayed involved in extracurriculars aside from coaching my
team by volunteering to supervise the Senior Boys Volleyball tournament and by attending other sports games to cheer on our
school.

Other experiences that I had throughout my internship aside from teaching include participation in all professional development
days, including participation in the book study that our staff was completing for professional development. As well, I completed
my own professional development, completing my professional inquiry project on the effects of screen time on classroom
engagement. I also had the opportunity to attend an ATA Local Council Meeting to get a sense of what it entails to be the ATA
representative of a school. To get involved in the Coaldale community, along with the staff of Kate Andrews and the Students’
Council, I volunteered a night to help host a fire pit at the Coaldale Night of Lights.

Overall, my PSlll experience was challenging but incredibly rewarding and affirming. I was very fortunate for my placement at
Kate Andrews High School with two teacher mentors that helped me grow and improve as a beginning teacher. I developed
many teaching strengths throughout this internship, but still have areas of growth that I will continue to work at throughout my
career. I enjoyed being a part of the Kate Andrews school community and look forward to building similar professional and
meaningful relationships with both the staff and students at the school I attain a position with. I am so thankful for all that I have
learned during this internship and I am excited to continue my journey in educating the future.

I have read and r ceived a complete copy of my PS III Final Report.

Dc _9O
This page
p Intern Teacher Signature
be returned to the UC to be included in the PS Ill Final Report.
bate

U of L: PS Ill Final Report: (Revised: Jenua,y 2018) Page 3of5

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Lethbridge PROFESSIONAL SEMESTER THREE: Final Report

Teacher Mentor: Robyn Baraniecki

%
FacijiW ci Education
Intern Teacher: Ashley Gunderson

Teacher Mentor Comments:

PlanninQ and PreDaration:

I worked as a teacher mentor for Ashley Gunderson’s internship at Kate Andrews High School from August to
December of 2018. During this four month period, Ashley was responsible for teaching Science 9 in my
classroom and Biology 20 with another teacher mentor. For Science 9, Ashley and I collaborated in developing
the course outline.

Ashley came at the start of the school year with structured year and unit plans for her classes. She gathered
appropriate resources for lessons as well as organized equipment and materials for instruction. Her lesson plans
were organized and sequential and included appropriate content and activities for the time allotted. Her
knowledge and extensive background in science was an asset in the classroom. She understood and could
explain to students the theory behind many of the specific components of the curriculum. She also had the
knowledge to extend past the curriculum and answer many of the students’ questions that arose. Ashley was able
to engage students in interesting discussions, valuable assessment activities, and thought-provoking questions.
Each class was filled with relevant content and connection to the students’ lives.

As the internship progressed, Ashley continually adapted her lessons to best meet the needs of her Science 9
class. She quickly recognized what types of activities would and would not work with this particular group of
students. She adapted laboratory activities to be mote structured when class behavior was not ideal yet still left
room for exploration and critical thinking.

Instruction and Assessment:

Ashley demonstrated clear and sequential lessons. She began most lessons with a review of prior learning before
moving on to a new topic. Ashley provided time in class to work on practice questions and assignments. During
this time, she was able to circulate the classroom, providing extra assistance to students in need.

Ashley used a variety of instructional skills throughout her practicum. Her lessons were organized and well
thought-out, demonstrated flexibility and creativity, and were presented in a way that remediation and extension
could occur for students. Ashley used modeling, examples, games, class discussions, debates, and student
reflection. In Science 9, she organized and prepared laboratory activities for students to experience hands-on
learning. Her organization and attention to detail, combined with ever increasing teacher presence and
questioning, resulted in successful learning activities.

Ashley showed very strong fluency and clarity of speech. She continually used appropriate and correct language
and grammar. Her questioning and response techniques improved throughout the internship and she was able to
elicit appropriate responses and deeper thinking.

Like many beginning teachers, Ashley’s teaching style at times was teacher-centered rather than
student-centered. However, this was very understandable with the particular group of students in her Science 9
class. As Ashley continues to grow with her classroom management, I have no doubt that she will reduce the
amount of stand and deliver notes and promote greater collaboration and project based learning into her lessons.

Teacher entor Signature ‘

12OI
Date
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U of L: PS Ill Final Report: (Revised: January2018) Page 4 of 5

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Lethbridge PROFESSIONAL SEMESTER THREE: Final Report

Teacher Mentor: Robyn Baraniecki

Intern Teacher: Ashley Gunderson

Faculty ol Education

Teacher Mentor Comments:

Page Two Continued...

Ashley prepared all her formative and summative assessments using appropriate resources. Assignments,
projects, and tests were marked and returned to students within a reasonable period of time. Ashley maintained a
record of all marks and completed report cards, along with comments in early November.

Classroom Management and Leadership

Beginning on the first day of class, Ashley established expectations and rules for her classroom to maintain an
effective learning environment. Ashley had a very pleasant way of dealing with students and the various issues
that arose. With this particular class of Science 9 students, inappropriate and disruptive were common
occurrences in all their classes. Ashley quickly learned that it is necessary to constantly remind and reinforce
students of the expectations.

Part of her classroom management success was her ability to build strong, caring relationships with her students.
Continuing forward in her career, I recommend Ashley continue to build and implement management strategies
such as proximity control and non-verbal cues as well as increase her assertiveness when necessary. Overall,
however, she was able to maintain a positive learning environment for all her students.

Professional Conduct
Ashley maintained professionalism at all times during her internship. She shared ideas openly with me and asked
for suggestions. I appreciated her willingness to listen, observe, and reflect on her current practice and what she
would do differently next time. She was able to build collegial relationships with other teachers on staff.

Ashley participated in division-wide and school based Professional Development Days, as well as monthly staff
meetings. As part of a school wide initiative, Ashley participated in a staff collaborative book study of “Creating
Thinking Classrooms” by Gini-Newman and Case. Ashley also attended a Palliser ATA Local 51’s monthly
meeting.

Besides Ashley’s teaching duties, she coached our Grade 9 Girls Volleyball team, attending practices, invitational
tournaments, and playoffs. Ashley also participated in many school activities such as our annual Terry Fox Run,
Town of Coaldale’s Night of Lights, and supervising athletic events.

Overall, Ashley has met the expectations for her PSIII internship. Her dedication and commitment to teaching is
exemplary. She will be an outstanding teacher and a true asset to any staff. I feel very fortunate to have had the
pleasure of working with her.

Q(’
eacher en r Signature Date
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U of L: PS III Final Report: (Revised: Januaiy 2078) Page 4 of 5

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Lethbriige PROFESSIONAL SEMESTER THREE: Final Report

Teacher Mentor: Ron Terakita

Intern Teacher: Ashley Gunderson

Faculty uf Education

Teacher Mentor Comments:

Planning and Preparation
Ashley is completing her PS Ill practicum at Kate Andrews high School. I am the teacher mentor overseeing her Biology 20
class. Ashley and I looked at a number of areas when she arrived before the onset of the fall semester. We collaborated on
the course instructional plan which included assessment categories and time line for each unit in the program.
Ashley had unit plans in place when she started. Each unit plan identified specific learner outcomes as set in the program of
studies. Unit plans were set out in a manner to follow her sequence of instruction. Daily lesson plans had a well-defined
structure, learning objectives, introduction, development, and closure. Within each lesson was specific learning strategies and
student activities. Ashley’s solid science background was evident all aspects of her teaching, from lectures to student-based
activities. This is evident in her ability to convey concepts while interacting with the students. Ashley arrived before school to
organize materials requited for her class.

Instruction
Ashley uses grammatically correct oral and written language when addressing students. She explains concepts at a level that
is to the rigour of a core academic program. Student learning has varied from individual work to small group activities such as
laboratory assignments. The students have responded very well to how each day is structured. Ashley will start class
reviewing concepts. Her questioning has improved from problems requiring short concept specific responses to those in which
the student must do mote analysis and critical thinking. I would encourage Ashley to continue working on this type of
questioning. The development portion of the class includes various strategies. In small group activities she provides clear
instructions and outcomes desired from the students. Both formative and summative assessments are used to grade student
learning. Ashley has kept accurate records of all assessments.

Leadership and Management

Ashley set student expectations on the first day of class. The students have respected and maintained these standards
throughout the practicum. Ashley has shown to be enthusiastic and committed to the success of the students. Students are
treated with dignity and respect and they reciprocate in the same manner. One area that Ashley will need to continue to work
on is dealing with disruptive behaviour. Such occurrences were rare in this class, but need to be addressed to maintain
structure and continuity of the class. Ashley has a good relationship with the administration if she fells that such intervention is
requited to resolve an issue.

Professional conduct
Ashley has maintained a professional appearance and manner throughout the semester. She demonstrates maturity and
professional judgment. Ashley has participated in staff meetings, district and school professional development, and ATA
meetings. Ashley critiques individual lessons and is open to suggestions from other teachers.

Ashley has met the criteria for her PS Ill internship.

acher Mentor Stgnature Date

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U of L: PS Ill Final Report: (Revised: January 2078) Page 4 of 5

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University of
Lethbri1ge PROFESSIONAL SEMESTER THREE: Final Report
Administrator: Daniel Grimes

Intern Teacher: Ashley Gunderson

Faculty of Education

Administrator Comments:
Ashley has been an excellent addition to the Kate Andrews staff. She has melded nicely with the staff. She is very
comfortable and relaxed, yet professional in the way she carries herself. Working collaboratively with staff in a positive
productive way bodes well for Ashley professionally It allows her to be a more successful teacher.

Ashley has a very positive rapport with her students. Ashley’s involvement in coaching at KA has afforded her a great
opportunity to build positive relationships with students. She takes the time to get to know them and this is crucial to effective
teaching and classroom management. The stronger the connection with each individual child, the greater the opportunity for
success. Please continue to reach out to students and to get to know them as individuals and learners. Well done, Ashley.

Challenging herself in new ways within the classroom has been one of the realities for Ashley. Recognizing that some
lessons do not turn out as expected is okay. As a teachet you will “assess your lesson for your teaching”. It is the natural
way to adjust your pedagogy to meet the needs of students.

Pedagogically, Ashley seems to be very well prepared and exhibits strong knowledgeable within her teaching area.
Preparedness is important and remember this profession will afford you opportunities to teach outside of your chosen area.
Embrace this and it can improve your ability to be effective as a teacher. Ashley’s eagerness to learn indicates that she will do
just fine!

Finally, Ashley seems to be doing quite well with classroom management. In my observations, she uses clear communication
and ‘little’ techniques to keep students engaged and on task. Their adherence to her prompts highlights consistency. Again,
rapport with students helps her to engage them and support their learning. Ashley displays a healthy sense of humour and is
very comfortable in front of the students. She is task oriented and has a calm demeanor. She does fine in a ‘stimulus rich’
environment that can cause some people to find it difficult to control their emotions. Her grade 9 science class would be
indicative of such an environment. Remaining emotionally intelligent in her interactions with students supports their learning
and helps her be a better manager.

Great Work!.

WZej

Daniel Grimes
Principal
KAHS

4% iLt4 Administrator Signature

ThC 3rcL
Date
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U of L: PS Ill Final Report: (Revised: ]snuanj 2018) Page 5 of 5