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EDU 328 and 329 Evaluation Form

Student name: Erin Flynn

Professional Practice Practicum School: Howard S. Billings High School

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March 11 April 19, 2012


Evaluated by: Associate Teacher

X Supervisor

Name: Brian Hopper


How to use this form? The following guidelines apply to supervisors, associate teachers, and student teachers. 1. This form is designed to be filled in electronically. Hard copies are available; however, using a hard copy necessitates photocopying for the student teacher and Practice Teaching Office after each evaluation. 2. After each evaluation, please send one PDF copy to the student teacher and one PDF copy to the Practice Teaching Office, Bish ops University (bkreuger@ubishops.ca). Ensure your written comments are similar to your verbal comments with the student teacher during the post conference. 3. On the third evaluation, along with commenting on that specific observation, please write overall comments about the practice teaching and check off whether the practice teaching was overall satisfactory or unsatisfactory sign the form and email or fax it to the Practice Teaching Office. 4. The schedule for the first, second, and third evaluation is as follows: 1 st evaluation: by March 19th / 2nd evaluation: by April 4th / 3rd evaluation: by April 13th EDU 328/329 The final grade for EDU 328/329 is pass or fail. Successful candidates need to receive a successful recommendation from both their associate teacher and supervisor in addition to the final overall recommendation from the Director of Practice Teaching. Notice of Concern If you are concerned about the student teachers practice teaching as of the first evaluation, please contact the Practice Te aching Office. A Notice of Concern form will be completed with notes on specific support the student teacher will receive. Delaying the use of this form will shorten the amount of time the student teacher has to put into effect the suggestions from the associate teacher, supervisor and Director of Practice Teaching. An electronic form can be completed and submitted directly to the Director of Practice Teaching.

Teacher Training Professional Competencies Emphasis for 3rd year students


When In the Pre or Post Conference Items to Evaluate Long term planning Learning intentions (Lesson objectives) Lesson plan coherence Learning activities preparation Evaluation plan Presence Monitoring individual students Questioning Evaluation for learning Class procedures (managing behaviour) Rapport/respect Languageoral use/written evidence Disciplinary and cultural knowledge Professional interactions/Ethical stance Reflective practice Competencies 3: Develops teaching/learning situations appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the programs of study. 5: Evaluates student progress in learning the subject content and mastering the related competencies. 7: Adapts his or her teaching to the needs and characteristics of students with learning disabilities, social maladjustments or handicaps. 8: Integrates information and communications technologies (ICT) in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes. 2: Communicates clearly in the language of instruction both orally and in writing, using correct grammar. 4: Pilots teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study. 5: Evaluates student progress in learning the subject content and mastering the related competencies. 6: Plans, organizes, and supervises a class in such a way as to promote students learning and social development.

In Observation of the Teacher In Action

In the Post or Pre Conference

1: Acts as a professional inheritor, critic and interpreter of knowledge or culture when teaching students. 9: Cooperates with school staff, parents, partners in the community and students in pursuing the educational objectives of the school. 10: Cooperates with members of the teaching team in carrying out tasks involving the development and evaluation of the competencies targeted in the programs of study, taking into account the students concerned. 11: Engages in professional development individually and with others. 12: Demonstrates ethical and responsible professional behaviour in the performance of his or her duties.

Class description

1st Observation Subject: Contemporary World Cycle/level: 2/3 # students: 25

2nd Observation Subject: Contemporary World Cycle/level: 2/3 # students:

20

3rd Observation Subject: Contemporary World Cycle/level: 2/3 # students: 19

PRE-CONFERENCE: Please situate the student along the continuum and comment on the students strengths and areas where adjustments are needed.
Descriptor
Plans logically sequenced lessons, in knowledge & skill building increments, that are linked to a competency. States what will be learned, how it will be learned and what will be assessed. Selects diverse instructional approaches, taking into account and adapting to the needs and special interests of the specific group. Connects activities logically to the learning intention. The timing, equipment, and materials management support the effective execution of the lesson. Links assessment and evaluation plans to the lesson objectives and indicates the process for giving formative feedback and, where pertinent, gathering data for reporting.
X X

First pre-conference
Major Adjustment Needed X X X Exceeds Expectations

Second pre-conference
Major Adjustment Needed X X X X X Exceeds Expectations

Third pre-conference
Major Adjustment Needed X X X X X Exceeds Expectations

Comments: First pre-conference Erin already has a good feel for the students she is teaching. This shows that she has, in a short time, moved past the stage of only focusing on content. From time to time, tie in the specific lessons to the complex task as outlined in your LES. It helps to position the lessons into the overall scheme of things and hopefully leads students to thinking of the big picture and not just the topic at hand in isolation. Second pre-conference The lesson plan itself was well organized and easy for me to follow. Where I saw some problems was with the conducting of the lesson. Third pre-conference In your fourth practicum, run things tighter with the deadlines for assignments, projects etc. Discuss with your associate right near the start, what he or she does when this occurs. I like that you are putting effort into elements of cooperative learning. The classroom organization is a key component. The best planned lesson will fall flat with groups that are disfunctional. Do some additional reading on organization.

I believe that the possible reason is that the learning atmosphere is less than it was. I respect that people (especially young people like yourself) have a higher tolerance level for unproductive classroom noise. However, you have to create an atmosphere that allows for the class to be conducted on your terms. If you have to be constantly reacting to their agendas, this takes away from You are designing your lessons with student abilities, quirks, your focus. etc. in your mind. This makes you vigilant of areas where there could be bumps in the road and if your predictions materialize, at least you are intrinsically prepared.

OBSERVATION OF THE STUDENT TEACHER IN ACTION: Please situate the student along the continuum and comment on the students str engths and areas where adjustments are needed. Descriptor
Shows confidence, poise and enthusiasm throughout the lesson, when getting the students attention and in sustaining their engagement during different activities. Sets up the learning, carefully observes and circulates around the class in order to monitor student learning, and involves students in identifying their learning through effective lesson closure. Facilitates focused student learning by asking effective open and closed questions. Uses informal methods to quickly detect student difficulties (questioning, analysis of student answers, observation and feedback, and so on). Employs effective classroom procedures allowing students to interact well on learning tasks. Is able to anticipate and deal with unexpected behaviour. Interacts with students showing obvious rapport and respect. Uses accurate and engaging oral and written communication in the language of instruction.

First observation
Major Adjustment Needed Exceeds Expectations X X X X X X X

Second observation
Major Adjustment Needed X X X X X X X Exceeds Expectations

Third observation
Major Adjustment Needed X X X X X X X Exceeds Expectations

Comments: First observation Your enthusiasm is obvious. This is a big positive because it can be catching for some students, unfortunately not all. When you get especially exuberant, monitor yourself to ascertain if you are speaking too quickly. Its a great character trait to have; many of todays students are not overly motivated by a basic innate desire to learn for knowledge sake. There is a need to supply somewhat of an entertainment value. I urge you to complete your knowledge of each students name. Its difficult when you have several large classes but it subconsciously makes them feel that they are important to you. We discussed how a seating plan can be beneficial. Second observation Third observation It may seem surprising that I am touting the first lesson more than this one in view of the fact that you feel that this class is Plan and conduct cooperative learning lessons that involve all groups. Otherwise there is too much idle time and this more cooperative and therefore more manageable than the can lead to behavior problems. other. Could it be that you view this class as easier so you let your guard down? Until they prove that they are worthy of a more lenient approach, I suggest that you treat them with greater vigilance. If you are opposed to my seating plan suggestion because you feel it will bring about hostility, at least speak to your A.T. about possible alternatives. I dont think the class will function productively for you with the status quo. Take note of what your associate said about assigning a role to every member of the group. It should be structured in such a way that the group can only be successful if every member does his or her part.

3 31/03/2014

POST-CONFERENCE: Please situate the student along the continuum and comment on the students strengths and areas where adjustments are needed. Descriptor
Demonstrates thorough and detailed knowledge and understanding of the discipline and its cultural context. Interacts appropriately with members of the school community. Explains the relevance of teaching decisions and identifies appropriate adjustments.
X

First post-conference
Major Adjustment Needed X X Exceeds Expectations

Second post-conference
Major Adjustment Needed X X X Exceeds Expectations

Third post-conference
Major Adjustment Needed X X X Exceeds Expectations

Comments: First post-conference You show respect and appreciation for your associate. This is really important because it results in you learning so much more when you are working in a positive atmosphere. You have a very good ability to think on your feet. When there was considerable disruption out in the hallway and when the film clip suddenly died, you took it in stride and carried on calmly. If you experience individual student interjections into your lesson, you have to assess whether they are beneficial to the collectivity of the class. If they are, then they can be a welcome part of your lesson and can lead to fruitful discussion. If they arent, you politely deflect them saying that we can come back to it later. Second post-conference Here are some suggestions that I hope you find practical and helpful; One of your great strengths is your intelligence and your verbal skills. Use these to your advantage. I observed that they were attentive when you were recounting interesting stories and anecdotes. What may happen is that they will get hooked on them and they will tell others to be quiet so that they can hear. This is a teachers dream when students do the classroom managing for you. Assess their questions in your mind and determine if they are distracting or beneficial to your objectives. If they are the former, then deflect them, if the latter, then pursue them. Conduct the class first as a collectivity and the individuals as important components. The Canadiens have been successful so far this year because the team comes first and the individual players have bought into this. As discussed, on power points have everything ready so you are free to move around the room. The same applies to when you are reading from the text. With individual or group work, if they are not working, tell them they have to complete a certain (reasonable) amount of work before they leave. And follow through on this! 4 31/03/2014 Third post-conference When designing your lessons, the first step is to decide what you want to achieve, then decide on the methodology you want to use. If cooperative learning is the best method, then great. If another method will likely work better, then use that method. Your exhuberance that I mentioned in evaluation 1 has continued. This is a big plus and can be contagious for some students. Knowledge of course content is also good. Expertise in this area helps to gain student trust and respect. Erin has assigned complex tasks that she will be assessing as well as tests. Her associate will have these to weight and can use as part of the grading.

First Evaluation. Status of Competency Development: Please situate the student on the continuum below and comment on the students strengths and areas where adjustments are needed.
Does not yet meet practicums expectations at this time Meets practicums expectations at this time X Exceeds practicums expectations at this time

Comments: You are demonstrating an early awareness that lesson planning has to have as much consideration of your students abilities as the content you are exporting. You try to reach all of them but if there are some who wont open the door, you keep trying but you dont let them become your focus or allow them to side-track you. As a general rule, if you design lessons that you yourself would like to receive, then chances are they will also be well-received and effective for your students. You have already come to the realization that what can work very well with one class wont with another and are making adjustments. Considering where you are in your program, you are progressing well. You have a good foundation on which to build on.

Signature:

Date:

March 21, 2013

Second Evaluation. Status of Competency Development: Please situate the student on the continuum below and comment on the students strengths and areas where adjustments are needed.
Does not yet meet practicums expectations at this time Meets practicums expectations at this time X Exceeds practicums expectations at this time

Comments: You have tremendous potential and that is why I have focused so much on classroom decorum. You have an amazing amount to offer, and I want the students to benefit from it. What students want and what you want are two different things; thats just the way it is. This doesnt suggest that you have to be mean, but make it clear that the class is going to be run on your terms, not theirs. A productive teaching atmosphere doesnt come about on a hymn and a prayer. You have to work hard at it. Classroom management begins with the lesson plans. When drafting them, put yourself in the shoes of the students and predict possible areas where there could be problems. Rack your brain to ascertain if there is a better methodology. Engaging interesting lessons can often be a great positive discipliner. 5 31/03/2014

Signature:

Date:

March 26,2013

Third Evaluation. Status of Competency Development: Please situate the student on the continuum below and comment on the students strengths and areas where adjustments are needed.
Does not yet meet practicums expectations at this time Meets practicums expectations at this time X Exceeds practicums expectations at this time

Comments: One thing I noticed was that you had moved away from earlier resistance to what your associate and I were telling you. You werent making excuses or justifications for things. You were listening and seemed to be absorbing what we were saying. This is a huge step as it will help launch you into greater effectiveness. Remember to not be overly focused on having the students like you. Gaining their respect is much more important. When you do that, the liking part tends to fall into place.

Signature:

Date:

April 17, 2013

Summary Comments In your fourth practicum, first and foremost, design lessons with classroom management as your focus. Content can then be built into it. For each part of the lesson that you plan, put yourself in the students shoes and ascertain whether it will likely lead to unproductive class behavior. Howard S Billings is not an easy school to teach in. And of course its compounded when its a student teacher. You hung in there. It was a valuable learning experience. If you had been handed a bunch of enriched or IBO classes, you would not be reflecting on needed strategies for the more difficult classes.

6 31/03/2014 As I told you in our post conference, you have tremendous potential. I would like nothing better than to be part of that success story.

Overall the practice teaching was successful X

or unsuccessful

Signature:

Date: April 19, 2013

3rd year Outcome Statement: The student teachers recognize the local and global nature of learning communities; engage as members of a school community; design and implement learning situations within the classroom; continue to develop a professional identity as they reflect on themselves as learners and teachers.

7 31/03/2014

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