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Mitchel
(Last Name)
(First Name)
BOARD: GreaterEssexCounfyDSB(.)WindsorEssexCDSB(
St.ClairCDSB(l'; LambtonKentDSB(i-)
Other:
LECEND
Displays verv good./excellent teaching skills in applying the most appropriate content and methodology to meet learners' needs. Actively seeks
feedback. Uses a retlective approach to independentty modifr teaching practice. Consistently explores and extends understanding ofprofessional
ility. includine resoectrns confidential intbrmation about students,
PROFICIENT
(D
Displays sound teaching skills in applying appropriate content and methodology to meet learners' needs. Requires minimal assistance in responding
to suggesfions for improvement. Demonstrates ability to apply reflective thought successfully in a variety of teaching situations. Displays solid
Lrnderstanding ofprofessional growth and responsibility, including respecting confidential information about students.
ADEQUATE (4)
Displays adequate understanding of teaching skills. Content and methodology selected are generaily appropriate and/or adequate to meet learners'
needs. Requires some assistance in responding to suggestions for improvement. Limited modifications in teaching practice are implemented as a
result of reflection' Displays basic understanding of professional growth and responsibility, which may include respecting conlidential information
about students.
D =DOES
3.
-1.
5.
6.
ot rhe school
Dresses prollssionally and a
Is punctual and prepared for school
of the school
Mitchel is always the utmost of respectful to staff and students at the school. He carries himself in a professional manner at all times.
He is prepared and punctual for school and class time and completes his assigned tasks in an exemplary fashion. He converses and
reflects regularly with me and strives to make improvements daily. He is independent in his tasks and decisions in the ctassroom, but
always making sure it is in congruence with what the classroom rules and expectations that have already been set. He is looking
fonvard to helping out with the curling team and is looking for other ways to be involved as well.
i.
2.
3.
5.
Mitchel is very aware of how students learn and is very perceptive even during the lesson so that he can adjust and enhance the
learning. He understands and takes into consideration the differences between students, both in how they learn, their exceptionalities
as well as socio-cuitural and other differences within the class dynamic. He works hard at creating a posiiive rapport, making sure to
offer extra support when needed. He accomodates learners that need extra time or have to work with the LST during class iime. He
questions effectively...calling on students and asking a variety of questions in the classroom during teaching. He is jure to be clear of
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Mitchel
TEACIIL\G PRACTICE
.\.
Curriculum
&
1.
2.
J.
{
ofcurriculum content
Comments:
curriculum, but effectively
r'rrii"n"fr knowledge of course content is extremely accurate. He is well versed in chemistry, not only the
importance of not just memorizing
relates to the community, careers and future post-secondary life experience. He stresses the
B.
3.
4.
6,
&
9.
Comments:
day'
vr]i"n6i'i'"" irepared excellent lessons and is continuing to refine the parts of a lesson, building new strategies and activities day by
between SCH4G e
He is constantly reflecting on the content of what he is teaching, aware of the difference in how/what material is taught
will need it for in the
and SCH4U. We discuss the goal of what they should learn long term, and he also mentions to them what they
of what a
future. He plans in class assigiments, quizzes and has designed one unit test. Mitchel has used technology to show a video
,,mole', is, and looks to use il riore in the'future to benefit leaining. The topics we are learning now work best with overhead and chalk
board and multiple opportunities to practice. He is excellent in that regard.
C.
t.
2.
3.
Lesson Execution
logicaliy
5.
"7.
8.
4.
Comments:
in which he is teaching as well as the prerequisite knowiedge needed for each lesson. He works to
(SCH4C). He
understand what the students come to class with (knowledge) and how long since some of them have taken science
further
or
need
in
a
concept
lost
if
they
are
aware
very
the
students,
of
needs
adapts his volume, pace and questioning to the
with many
ciarificaiion and practice. He is able to tielp students individually and effectively. He used eifective questioning techniques'
in
multiple
questions,
answers
well
as
explain
as
student
to
respond
to
able
is
also
tevels of difficulty in the required responses. He
ways to ensure learning.
D.
l;litchel
Communication
3.
of
Comments:
When Mitchel speaks in class, students immediately stop and listen to him. lf anything, he needs to just ask them to quiet down and
they listen. His tone, level of volume and clarity in voice are very effective in the classroom.
E.
llotivation
l.
2.
3.
l.
5.
Comments:
Mitchel encourages a positive environment that allows leaming to happen in both classes that are being taught (SCH4C, SCH4U). He
does an excellent job of identifying what each learner needs, and makes sure to help during work time. He is adapting to school
routines, having only one period off between teaching mornings and starting again in the afternoon with another teacher. He uses
proximity control as well as his voice to gain student attention and to keep them on task.
OVERALL ASSESSMENT:
Provide suggestions for improvement:
Overall Performance Assessment: If a teacher candidate is experiencing serious difficulties in the placement and is at risk of receiving
"Borderline" or "Unsatisfactory" Summative report, consultation with the Faculty Advisor is required.
Dates of Absence(s):
p14
o
C
o
TEACHER CANDIDATE: