University of

Lethbridge
Student Teacher: Cayley van Aken
McTavish
Semester: o Fall
FACULTY OF EDUCATION
EDUCATION 25OO - SEMINAR REPORT FORM
o Spring X Summer
University Consultant: Debra E.
Year: 2013
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Exceptional
Superior
Above
Average
Satisfactory
Below
Average
Weak
Performance is OUTSTAIT{DING
-
is remarkably better than expected at this level.
Approximately l\Yo of all students will fall into this category.
Performance is VERY STRONG
-
is considerably better than expected at this level.
Approximately 20Vo of all students will fall into this category.
Performance EXCEEDS BASIC ACCEPTANCE LEVEL
-
somewhat better than expected
at this level. Approximately 25Yo of all students will fall into this category.
Performance is ACCEPTABLE
-
is about at the level expected. Approximately 30% of all
students will fall into this category.
Performance is NOT
QUITE
ACCEPTABLE
-
is slightly below the leve1 expected.
Approximately l0o/o of all students might fall into this category
Performance is CLEARLY UNACCEPTABLE
-
is significantly below the level expected,
is regarded with serous concem. Approximately 5%o of all students fall into this category.
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A. COMMUNICATION SKILLS (with all stekeholders)
[. Communicates Orally .
Appropriate language
-
colloquialisms, etc.
x
.
Quality
of voice, tone, volume,
expressiveness.
x
.
Clarity of essential elements of
ideas.
x
o Presents ideas in a logical, well
organized/sequenced fashion.
x
. Appropriate level oflanguage for
students.
x
r Maintains eye contact, listens
attentively.
x
2. Communicates in
writing
. Clarity, focuses on essential
elements of ideas.
X
o Presents ideas in a logical, well
organized/sequenced fashion.
x
o
Conventions
-
handwriting,
spelling, punctuation, grammar, etc.
x
3. Communicates non-
verbally
r Non-verbal techniques
-
gestures,
expressions, eye contact, etc.
x
. Congruence between verbal and
x
/
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non-verbal.
B. REFLECTION
1. Documents classroom interactions; learner-learner, learner-
teacher.
x
2. Analyzes and interprets observations. X
3. Documents professional learning from practicum experiences. x
4. Reflects on own role in classroom events. x
5. Demonstrates maturity of insight. x
C. MICROTEACIIING/PRESENTATIONS
l. Prepares and organizes X
2. Presents materials skillfully. x
3. Providescleardirections/coordinates activities. x
4. Monitors and responds to peer behaviour/questions. x
5. Generates and holds motivation and interest through organization
and creativity.
x
6. Elicits responses from peers. x
7. Establishes rapport with peers. x
8. Evaluates hiVher own performance making suggestions for
improvement.
x
9. Evaluates peers. x
D. PERSONAL/PROFESSIONALATTRIBTITES
l. Classroom manner- confidence, composure, poise. x
2. Enthusiasm
-
interesl vitality. x
3. Sense of humour, warmth, fiiendliness. x
4. Demonstratesinitiative. x
5. Maturity and
judgment. x
6. Responds to others
-
respect, support, positiveness, helpfulness. x
7. Interest in leaming about teaching
-
consults, questions, reads,
discusses.
x
8. Demonstrates empathy and concem for others. x
9. Responds to feedback
-
listens, evaluates and acts on suggestions. x
10. Presence
-
assertiveness, dynamism, alertness, withitness. x
1 1. Participates fully in seminar activities. x
I 2. Responsibility
-
punctuality, dependability, consistency,
trustworth iness, reliability.
X
I 3. Fosters interpersonal/intercollegial relations. x
V
GENERAL COMMENTS
Although initially a somewhat quiet student, Cayley has participated well in seminar activities, especially
seeming to enjoy the pair and small group activities. As she became more comfortable in the class her
involvement in whole group activities grew.
Cayley has attended all practicum and seminar sessions, arrived in a timely fashion and has been diligent in
completing assignments using the criteria established and discussed in seminar. Cayley is a keen observer
and an excellent listener and is respectful of the ideas and contributions of others. Cayley has been actively
involved in observation, assisting and teaching in her practicum placement and has used her science
background to contribute to a unit and lead student activities on Growing Things. She has presented herself
well as a beginning, young professional eager to learn and develop her skills.
Issues in Education Presentation
Cayley worked with a partner from her practicum placement to present her lssues in Education presentation
on the topic of School Uniforms and Dress Codes. The team presenters worked quickly at the beginning to
engage their students by having them organize themselves into groupings of those who had experienced
school settings with uniforms or various kinds of dress codes. They could have extended this activity to
involve the students in further discussion on the topic. They used a well-developed, colorful Power Point
presentation to present key points and were comfortable adding additional information with minimal
references to their notes. They referenced their research resources throughout their presentation and
personalized it by adding quotations from the teachers in their practicum placement, where uniforms are
required. They also included quotations from students and reflected on personal experiences. They
provided satisfactory coverage ofthe pros and cons ofthe uniform/dress code issue and classmates eagerly
engaged in discussion opportunities. Both team members are encoruaged to further develop their
presentation skills by remembering to move away fiom the podium and standing closer to the large screen
or moving about as presenting.
Microteaching Lesson
For her microteaching assignment, Cayley elected to team teach an origami lesson with a classmate. The
team organized their teaching/leaming space well; positioning themselves in the middle-front of a half
circle of students so that their demonstration could be easily seen by all students. This also facilitated their
ability to move easily towards students who needed assistance with their origami project, which both did
throughout the lesson. Both team members had good knowledge of the project and had carefully planned
E. PROT'ESSIONAL CONDUCT AND ETIIICS
Satisfactory
Needs
Attention
The student acts in a manner that respects the dignity and rights ofall
persons without prejudice as to race, religious beliefs, colour, gender,
sexual orientation, physical characteristics, age, ancestry or place of
origin.
I x
The student treats peers and faculty with dignity and respect and is
considerate of their circumstances for absences.
2.
x
The students will recognize that attendance in practicum and professional
semester courses is a professional responsibility, and will apprise
appropriate personnel a the university and/or school in advance of
unavoidable circumstances for absence.
3. x
The student criticizes (verbally or in writing) the professional competence
or professional reputation ofothers in confidence to proper officials and
onlv after the other oerson has been informed of the criticism.
4. X
5. The student respects the confidentiality ofinformation about pupils,
peers, school personnel, or faculty received in confidence or in the course
of orofessional duties.
x
6. The student acts in a manner which maintains the honour and dignity of
the orofession and the Universi8 of Lethbridee.
x
7. The student does not make representations on behalf of the Faculty of
Education, the University oflethbridge, the school, or the teaching
orofession.
x
their lesson and organized their materials. Cayley made excellent use of the SMART board by preparing a
series of photographs demonstrating her working through each step in the origami lesson. The team could
have made better use ofthis technology display by referring to it throughout their lesson, rather than
just
having it displayed in the background. Sfudent success might have been facilitated if Cayley and her
partrner had worked through their origami lesson by first demonstrating a step and then having students
repeat it, rather than having them perform the task at the same time as they were demonstrating. They could
also have used larger paper to simpliff the task for students. The lesson could also have been strengthened
having a more defined opening to the lesson, perhaps by sharing information about the significance of
origami and/or helping students make connections to prior knowledge.
Portfolio
Cayley has a strong beginning to her teaching portfolio. Her vision and beliefs statement is well written
and her thoughts and ideas are clearly conveyed to the reader. Her selection and organization ofartifacts in
three sections along with her use ofcolor and consistent borders throughout help create a professional
looking document. Cayley will easily be able to add to this portfolio when she moves into her professional
seminars and appears to have a good understanding ofhow to select signiflcant artifacts that represent her
skills and attributes.
Reflection (Logbooks/Full-Circle Final Paper)
Cayley made consistent progress throughout this course in the quality of her reflections. She began with
detailed observations of selected activities and progressed to reflecting on her own teaching
,
identifying
her strengths and challenges, planning for improvement and in some cases having an opportunity to
implement her improvement plan and then reassess her improvement. Cayley posed many questions in her
reflections, sometimes contemplating potential answers and also engaging in conversations with her
Teacher Advisor and seminar instructor about the issues she had questions about.
Cayley's final paper was exceptional in most aspects. Her metaphor of creating a beautiful and balanced
tapestry using colorful threads representing various aspects of teaching demonstrated her creativity as well
as her understanding of many of the qualities of excellent teachers. She reflected thoughtfully on her
growing awareness of the complex nature of teaching, some of the specific skills she has observed and
practiced and her own strengths and challenges. She demonstrated her awareness ofone key contemporary
issue, that of t}te increasingly diverse nature of Canadian classrooms and the challenges this presents as
teachers attempt to meet a multiplicity of needs.
Summary
I have sincerely enjoyed working with Cayley in ED 2500 in this summer 2Al3 session. Cayley has posed
excellent questions throughout this course and has used the information she has learned and skills she has
gained to confirm her decision to pursue a teaching career. I believe that Cayley has displayed strong
potential and the enthusiasm required to become a member of the teaching profession.
I am very pleased to RECO1VIMEND Cayley to the Faculty of Education.
F. RECOMMENDATION
X PASS
-
Recommended for admission.
o PASS
-
Not Recommended lor admission.
o FAIL
-
Not Recommended for Admission
DATE: June 12,2013
SIGNED: