Evaluation Form

13/12/2013 2:02 PM


Faculty of
Education

University of
Alberta
Advanced Field Experience
(9 Weeks)
Field Experiences
Final Evaluation 2013-2014
Student Teacher:
Shaylene Machacek

ID Number:
1268544

Course:
EDFX 450.

Dates of Field Experience:
February 20 April 18

School Name & Address:
Beiseker Community School - 415 2nd Ave.
Beiseker, AB, T0M 0G0

School Telephone:
403-947-3883

University Facilitator:
Lorraine Bauer

School District:
Rocky View Schools

Subject(s) and/or Grade level(s):
Science 10, Chemistry 20
Mentor Teacher(s):
Chloe Guidinger


For this field experience, it is recommended that the Student Teacher receive a grade of: Credit


Date: April 16, 2014




____________________________________
Signature of Mentor Teacher




____________________________________ ____________________________________
Signature of Student Teacher Signature of University Facilitator

Signatures indicate that the University Facilitator and Student Teacher have received and read the evaluation report.

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

A copy of this form will be returned by the University Facilitator to the office of Undergraduate Student Services, where it will be
retained for a period of three years; 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.

Mentor Teacher(s) please initial each page of evaluation _________ P a g e | 1

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.
Comments reflect strengths and areas for growth in each category.

Description of the school and context of teaching:
Suggested Topics
Not all need to be addressed.
School size
Special Programs
Special Needs Students in class
Urban/Rural
Class size
Number of teachers
Beiseker Community School is a K-12 school consisting of approximately 320 students and 37 staff. The
school lies in a rural area, thus the majority of the students are bussed to school. The Chemistry 20 and
Science 10 classes that Shaylene has been teaching each have 25 students in them. Two of the students in
the Science 10 class and three students in the Chemistry 20 class are to be provided with the following
accomodations according to their IPPs: extra time and a reader or audio recording to complete quizzes and
tests. The school division is currently focused on 21
st
century and project based learning initiatives.



Preparation, Planning and Organization

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

Teacher evaluation including evidence:
Shaylene has consistently prepared weekly outlines for both classes in which she briefly describes which
learning outcomes will be covered each day. Building on these, Shay prepares lesson plans for each day in
which she chunks the 88-minutes class into smaller sections and details the progression of the learning
activities.

Shaylene has been responsible for teaching the Living Systems unit and most of the Chemical Change
unit in Science 10 as well as the Properties of Gases and half of the Solutions unit in Chemistry 20.
Shay is very comfortable with the biology-based content in Science 10, and has worked hard to gain
confidence with the chemistry-based content in both courses. She has been able to use existing course
materials, adapting some of them to better suit her teaching style.

One of Shays first goals in the classroom during her practicum was to improve her time management. She
has been very successful at learning when and how to keep her lessons flowing according to her plan, but
she has also been flexible in her implementation of these lessons when unexpected interruptions have
occurred or it has been evident that students require more practice with certain concepts.




Mentor Teacher(s) please initial each page of evaluation _________ P a g e | 2
Teaching Skills and Strategies

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
Instructional strategies
Student interest
Pacing
Sequencing/timing
Uses ICT
Cultural sensitivity
Lesson/unit plans
Flexibility
Differentiation of instruction

Teacher evaluation including evidence:

Throughout her practicum, Shaylene used a variety of instructional strategies in both of her classes,
including: class discussions, hands-on modeling, laboratory experiments, debates, webquests, and explicit
instruction. This has allowed her to gain experience in planning and preparing for many different activities.

Shay has been very good at communicating when she is uncomfortable with some of the material that she
has been required to teach. Through clarifying conversation and reflections on her lessons Shay has been
able to increase her confidence that she is covering the appropriate outcomes to the required depth.

Differentiation of instruction and assessment is something that Shay has increased throughout her time at
BCS. As she learned more about the students as individual learners and began to feel more comfortable in
the classroom and with the material she began to provide the students with choices of deliverables for some
assignments and review activities. She also prepared and guided students through a couple of webquests,
one on the topic of bioengineering and one about chemical solutions. She has also incorporated appropriate
use of technology into both classes, including the use of Google Drive to collect and assess student work.

An area of growth for Shaylene is to maintain student interest and attention during direct instruction. She
has been working on this goal for the last 3 weeks of her practicum and has developed several strategies that
have given her some success.














Mentor Teacher(s) please initial each page of evaluation _________ P a g e | 3
Communication

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
Listening skills
Voice and language
Communication with parents/guardians
Teaching/learning technologies

Teacher evaluation including evidence:
Shays communication skills with myself and the rest of the staff have been very open and effective.
Outside of the class time she is friendly and helpful to all of the students that she encounters, whether she
has experience teaching them or not.

She has been very open to trying a variety of information delivery methods within the classroom to
determine what she finds to be most effective. She has found that she is most comfortable with the
overhead projector or the digital projector as it allows her to see the whole class more easily than the white
board.

Shay has taken advantage of some of the practices already established in the classroom such as texting
reminders to students and posting assignments and information on the class website. She has also made a
point of gaining experience communicating with parents in the form of writing progress reports and report
card comments, and attending parent teacher interviews.

Appropriate use of voice and presence within the classroom is an area of growth for Shay in order to
improve her control of the classroom activity. She would benefit from practice gaining and maintaining
student attention quickly and in diverse situations.






















Mentor Teacher(s) please initial each page of evaluation _________ P a g e | 4
Assessment Strategies

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
Assessment variety
Formative/ Summative
Timely feedback
Adapted assessment
Record keeping
Reporting

Teacher evaluation including evidence:
Shay was very quick and eager to take over the record keeping in my gradebook and in PowerSchool, being
sure to follow all the conventions already established to maintain consistency for students. She has been
assessing and returning student work very quickly and appropriately. She has been flexible in her grading
when needed, for example extending due dates when students have been ill or have had extenuating
circumstances at home.

She has offered and sometimes required students to re-write quizzes or tests when they have not prepared
adequately. This has been supplemented with additional tutorial sessions at lunch for students who wish to
improve their understanding prior to re-testing.

Shay has also followed the procedures regarding incomplete student work that are in place within our high
school department. This includes referring students with missing assignments to study hall, supervising
study hall once per week and reporting attendance.

In each of Science 10 and Chemistry 20, Shay implemented a project that allowed students to choose how
they wanted to display and share what they had learned. This differentiation resulted in a variety of final
products and allowed students to play to their strengths and interests, increasing engagement.






















Mentor Teacher(s) please initial each page of evaluation _________ P a g e | 5
Management and Classroom Climate

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
Rapport with students
Student engagement
Transitions
Routines
Conflict resolution
Leadership

Teacher evaluation including evidence:
Shay was very quick to establish a positive rapport with her Science 10 class and my Biology 30 class.
She struggled to connect with the Chemistry 20 class due to their overall quiet, hesitant nature. In the past
few weeks she has worked very hard to overcome this and has been successful, I can now see that the
Grade 11 students are comfortable approaching her and speaking out in class.

Shay is accustomed to dealing with students of middle school age and has had to re-think and re-develop
her management strategies in dealing with high school age students. She has grown more confident in this
area and has continually responded positively to feedback. She will need to continue to develop her
management skills when handling small disturbances in the classroom quickly and discreetly before they
grow - dealing with specific students directly as she has already established expectations.

Shay has had to deal with conflict in the classroom on occasion, she has consistently been able to handle
the situation effectively and calmly. She has also stuck to a plan that was developed with a specific student
in the resolution of the conflict to help avoid recurrences.























Mentor Teacher(s) please initial each page of evaluation _________ P a g e | 6
Understanding Students Needs

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

Teacher evaluation including evidence:

During her lessons, when students working independently, Shay walks around the room to assist students
who need help and to check in with students that she knows are struggling with the current topic. She
always predicts which concepts and skills students will find to be the most challenging and is sure to be
prepared to elaborate in those areas.

Shay is sure to assist all students in the room and to assist some students that wouldnt normally seek out
help on their own. Shay can continue to work on providing structured work environments for those
students who struggle to avoid the distractions around them.







































Mentor Teacher(s) please initial each page of evaluation _________ P a g e | 7
Professional Qualities and Attributes

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
Initiative
Attitude
Commitment
Interpersonal skills
Energy
Appearance
Reflective
Collegiality
Team work

Teacher evaluation including evidence:

Shay has a great work ethic, she is willing and able to work hard developing her lessons. She always
presents herself in a professional and positive manner, participating fully in staff meetings and professional
development opportunities.

She also volunteered as the junior badminton team co-coach, which involved running practices after school
and attending the divisionals tournament on a weekend.

Even when Shay is feeling busy with her planning and assessments she has made an effort to spend some
time in the staff room/work room engaging in professional conversations with the staff. This is a big part
of the culture at BCS and Shay understood that she could learn a lot from the other teachers and staff
members.



Reflection and Self-Evaluation

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

Teacher evaluation including evidence:
Shay has been very consistent and practical with her reflections and goals. We typically reflect together at
the end of each day, identifying successes and areas for improvement. Her written midterm self-
assessment was thorough, insightful and honest.

Shay also makes weekly SMART goals that she shares with her University Facilitator and I. This has been
an effective way of keeping her focused on growth each week. She understands that teaching is a continual
learning experience and embraces all new experiences that will help her on her path.



Mentor Teacher(s) please initial each page of evaluation _________ P a g e | 8

Other Comments:
Shay has also taken the initiative to bring in a presenter from the U of A to demonstrate the use of a
scanning electron microscope. This involved coordinating dates with the presenter as well with other
science teachers at BCS, hosting the presenter at the school, following school procedures for guest speakers
and following up on the presentation in the next days lesson. She was also able to arrange for a nurse with
midwifery experience to come to my Biology 30 class to speak with my students and answer any questions
they had about midwifery.

This demonstrates Shays understanding of how powerful it can be to bring experts into the classroom for
students to interact with.



Student Teachers Comments:
Teaching in a high school setting was a big challenge for me because I had very little previous experience
working with high school students. I found the high school chemistry curriculum to be very content
focused, which made it challenging for me to find ways to keep the students engaged and active in their
learning. Over the past eight weeks, I have tried a variety of strategies, such as WebQuests, labs,
questioning, etc. to get the students engaged. Sometimes my lessons went very well, other times I
discovered various ways that I could improve my lessons for future use. I know that I grew and learned a lot
over the past eight weeks. I would like to continue to improve my ability to keep students engaged and on
task, as well as my classroom management skills. I was able to learn a lot about classroom management by
watching other teachers deal with management issues, by discussing issues with Chloe, and by encountering
problems on my own and having to make on the spot decisions about how I should deal with them. I
appreciated the challenge of teaching in a high school setting, as it forced me to be creative and work on
some of me weaknesses, rather than just using my strengths. I believe that I have become a lot more
comfortable in the classroom and I will continue to improve my ability to teach as I gain more experience.