VANCOUVER ISLAND UNIVERSITY TEACHER EDUCATION PROGRAM Summary of Field Experience (EDFE 521) - B. Ed.

Final Practicum

Student: Christine Robbins School: Alexander Elementary Analysis By: Linda McMenamin Received and Discussed Date:

Practicum Dates: February 2 May 10, 2013 District: #79 Cowichan Valley Supervising Teacher(s): Cindy Olson Signatures: Student: Sponsor(s): Grade(s): 2/3

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Supervisor:

This report includes: School/class context statement and evaluative comments based on the eight BC Teachers Council Standards. School/Class Context: Alexander Elementary is a K-6 school located on Beverly Street in Duncan, BC. Alexander School is central to the Duncan and North Cowichan area and it is a part of School District 79-Cowichan Valley. The community of Duncan and North Cowichan contains approximately 23,500 people. Alexander School has a total enrolment of 174 students. Approximately 45 students are bussed and the majority walk to school or are driven to school. Approximately 90% of the students at Alexander Elementary are First Nations. There is a total of 6 divisions at Alexander, all of which have combination grades. Alexander Elementary has a strong connection with the community at large. They are highly involved with the Cowichan Tribes and the Aboriginal community. The school has many valuable programs including an active Parent Advisory Council, a daily breakfast and lunch program, a family bread program, an afterschool care program, and a busy Strong Start Program. Alexander Elementary also works with the James Street Community Association; together they have created a beautiful community garden on the school grounds. Every year the school also hosts a Christmas Breakfast and a Spring Family Picnic in which all members of the community are invited. For this final fall practicum Christine has taught a grade 2/3 class with a total of 24 students; 11 boys and 13 girls (18 students in grade two, and 6 in grade three). There are five students designated with special needs: one Physically Dependent, one with a Moderate to Profound Intellectual Disability, one with Intensive Behavior, and two students with a Moderate Behavior designation. The classroom also includes many other students with a wide variety of learning needs. Value and Care for Students: Christine has built good relationships with all of her students. She treats students fairly and respectfully, is patient and understanding, and sensitive to individual situations. She provides a safe, caring and supportive classroom environment for students to learn and to take risks. She speaks in a calm, clear and patient manner, even when in the midst of a very busy and needy classroom. Christine recognizes the specific academic and emotional needs of students, takes these into account when planning, and follows the behavior plans and IEPs already in place for several of the students. She is very aware of the need to support the whole child (i.e. intellectual, physical, emotional, etc). She consults and works effectively with the Educational Assistants in the classroom as well as the other professionals that come into the classroom (i.e. Student Achievement Teacher, Aboriginal Education Teacher, Learning Assistance Teacher, English-as-a-Second-Language Teacher, Aboriginal Support Worker and Cultural Education Assistant) on a regular basis. During her practicum at Alexander School Christine participated in informal meetings and School Based Team Meetings to review needs of students in her class. She respects the cultural diversity in her classroom and in the school (i.e. First Nations, international students) and is aware of safety and confidentiality issues. She demonstrates understanding and a caring attitude towards all of her students, while at the same time recognizing concerns that arise from re-occurring patterns of behavior such as missed school days, attitudes etc. Role model acting ethically and honestly: Christine is always very prepared and well-organized for all of her lessons. She has demonstrated excellent planning skills, including the consistent use of detailed, daily lesson plans and a long-term planning matrix. Christine is fully aware of the code of conduct of the school, and operates in a very respectful, professional and confidential manner. She arrives at school early, well prepared and professionally dressed. She acts in a professional manner, following and modeling school rules in the classroom and the school as a whole. She maintains confidentiality of students and their families. Knowledge of student growth and development: Christine demonstrates knowledge about how children develop as learners and social beings. Christine is very aware of the different abilities of her students and recognizes that learning occurs differently for each student. She demonstrates a clear understanding of the curriculum learning outcomes for her grade level. She is able to create lessons that are relevant to her students. She plans for the individual needs of students by differentiating the classroom curriculum and the specific activities required for students. Please provide copies to student/sponsor teacher
Field Experience Office, Vancouver Island University, 900 Fifth Street, Nanaimo, BC V9R 5S5 Phone 740-6223 * Fax 740-6463
C:\Users\Christine\Downloads\yr_5_bed_edfe_521_Christine Robbins May 2013 report.rtf Revised: Feb. 20, 2006

Accommodations for various learners in her class include the use of manipulatives and more hands-on activities, including visuals and guided practice as a supportive framework for learning. As would be expected of all new teachers, areas for further development include continuing to develop adaptations for students with special needs, to challenge those students who are exceeding expectations, and to use a wide variety of teaching and assessment strategies to enhance the learning for all students. Values involvement and support of parents: Christine demonstrates understanding and respect for the role of parents in the education of their students. She sent a welcome letter home to parents, introducing herself at the beginning of the practicum. She greets and communicates with parents in the classroom, and has welcomed some parents into the class as volunteers. Christine attended both the fall and spring parent teacher conferences with her sponsor teacher, attended IEP meetings for her class that occurred while she was at the school and participated in informal conference with parents regarding concerns as needed. Effective practices in classroom management, planning, instruction, assessment, evaluation and reporting: Christine demonstrates knowledge and skills to facilitate learning for all students and shows thoughtful consideration for all aspects of teaching, from planning through reporting. Christine has learned to established clear and consistent classroom routines and strategies for the management of student behavior. She has successfully blended the use of her sponsor teachers classroom rules and expectations with those of her own. She has learned to make good use of a variety of teacher voices with her main focus being a calm, quiet, yet f irm approach with students. She consulted with her sponsor teacher and principal for advice and additional support regarding best ways to support students when needed. Christine employs a variety of instructional strategies in her planning. Lesson plans are well organized, follow a sequential order and build on each other. She shares expectations and learning intentions with students. She uses a variety of teaching tools and methods in her classroom including the use of hands-on activities and manipulatives. Christine has worked hard to find ways of engaging all students in her lessons, regardless of needs and abilities. She applies a variety of strategies to get and maintain the attention of students. Christine recognizes when to re-teach or change an activity within her lesson in order to increase understanding or interest. She circulates about the room and provides constructive and positive comments to students as they work. Christine is learning to use a variety of assessment strategies to gather information about student learning including assessment for, of, and as learning. She maintained assessment records of student achievement which included anecdotal notes and check-lists. She coached students re self-assessment one-on-one. Christine wrote three student report cards in the last two weeks, including making summary comments, using the required district report card form for School District #79. Knowledge and understanding of subject areas being taught: Christine demonstrates an understanding of curricula, concepts, and methods of the subject areas being taught. She researches different subject areas before developing her lessons, and effectively uses the provincial IRPs and performance standards when developing lessons, activities and assignments. She is very familiar with the Prescribed Learning Outcomes for this grade level. As a teacher she is aware of the goals and objectives she wants students to accomplish/achieve. She is learning to share the learning intentions with students and to check for understanding about directions/activities. Christine is able to communicate effectively in English. Engagement in career-long learning/contribution to the profession: Christine reflects on teaching practice and methods after her lessons and applies information and ideas from colleagues into her teaching practice. Christine is very comfortable asking for feedback or assistance from her sponsor teacher, principal and supervisor and incorporates feedback into the planning of follow-up lessons. She initiates conversations with others on staff and engages in professional development. Christine took part in a variety of activities during this practicum, including attendance at staff meetings and school based team meetings. Participation in after school inservice and professional development activities include an iPad workshop, a Daily 5 workshop, and a BCTF New Teachers Conference. Christine also volunteered in the classroom outside of practicum hours. Concluding Comments: Christine has worked hard in this practicum to understand and support the learning needs of her students. She has made noticeable improvement since the fall, both in increased confidence and in the classroom management of a very needy group of students. She has spent a noticeable amount of time after hours, talking about the best way to meet the needs of learners, socially, academically, and emotionally, wanting to hone her skills and provide the best possible experience to the children in her class. Christine Robbins has successfully met the outcomes for the Vancouver Island University Teacher Education program Year 5 EDFE 521 - Final Practicum.

Please provide copies to student/sponsor teacher

Field Experience Office, Vancouver Island University, 900 Fifth Street, Nanaimo, BC V9R 5S5 Phone 740-6223 Fax 740-6463
C:\Users\Christine\Downloads\yr_5_bed_edfe_521_Christine Robbins May 2013 report.rtf Revised: June 2011