Associate/Mentor Teacher's Summative Report

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TEACHER cANDTDAT".

To be completed at the end of the practicum.

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Concurrent:

APR

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(First Name)

(Last Name)

SCHooL: Vincent Massey Secondary School

ASS9STATE TEACHER: Mr. Logan Lenarduzzi

Gr. 9 Enriched Math

BOARD: Greater Essex County DSB ($ii Windsor

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Mitchel

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GRADE(S) and or SUBJECT:

FEB

Consecutive: OCT

I Gr.10 Academic Math

Essex CDSB

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St. Clair CDSB

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Lambton Kent DSB

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Other:

LEGEND
EXEMPLARY(D
Displays very good/excellent teaching skills in applying the most appropriate content and methodology to meet leamers' needs. Actively seeks
feedback. Uses a reflective approach to independently modiff teaching practice. Consistently explores and extends understanding ofprofessional
srowth and responsibilitv. includine respectins conhdential information about students.

PROFICIENT

(D

Displays sound teaching skills in applying appropriate content and methodology to meet learners' needs. Requires minimal assistance in responding
to suggestions for improvement. Demonstrates ability to apply reflective thought successfuliy in a variety ofteaching situations. Displays solid
understandins of professional groMh and responsibility, including respecting confidential information about students.

ADEQUATE(A)
Displays adequate understanding ofteaching skills. Content and methodology selected are generally appropriate and/or adequate to meet leamers'
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 confidential information
about students.

DOES NOT MEET EXPECTATTONS Q)

Displays unsatisfactory understanding ofteaching skills. Content and methodology are generally inappropriate and/or inadequate to meet the leamers'
needs. There may be some response to suggestions for improvement but has difficulty in reflecting on practice and implementing modihcations.
Although there may be some understanding of the needs for professional growth ary{. professiohal responsibility, there is rninimal evidence in
practice. which mav include resoectins confidential information about students.tr

E:EXEMPLARY: P=PROFICIENT: A:ADEQUATE:

PERSONAL AND PROFESSIONAL FACTORS

D =DOES NOT MEET EXPECTATIONS

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Models orofessional and aoorooriate conduct

Cooperates with members of the school community

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Dresses prolessionally and appropriately

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Is punctual and prepared for school

Comnletes assisned tasks satisfactorilv
Resoonds oositivelv to constructive feedback
Practices independence and initiative
Activelv participates in the 'life' ofthe school

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Comments:
Mitch presented himself as a true professional throughout the entire practicum. He took it upon himself to show up early and was never
in a rush to leave the school. He had a willingness to participate within the school. During his placement, he helped out with the
after-school chess club, provided homework help during lunch and after school, and participated in the staff-student hockey game. Even
though he was active, Mitch was always prepared and completed all of his assigned tasked in a timely-manner.

COMMITMENT TO STUDENTS AND STUDENT LEARNING

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The teacher cnndidate:

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Shows awareness ofhow children develoo and learn

Incorporates awareness of how socio-cultural differences impact
student learnins into lessons

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5.

Demonstrates a positive raooort with students

Encourages active student participation in the learning process
Promotes respectfui ouoii interactions in the school

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Comments:
Mitch was extremely respectful of all of the students and the many different cultures at Vincent Massey. He made all of the students feel
comfortable and willing to participate in the learning process. His outgoing personality and positive attitude created a peaceful
classroom environment conducive to learning.

Associate/Mentor Teacher's Summative Report,

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IEACHING PRACTICE

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Curriculum

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Subject Matter Competence

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Demonstrates accurate knowledge

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TEACHER CANDIDATB' chartrand Mitchel

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Differentiates instruction for leamers

Sets clear instructional exoectations

Uses effective stratesies to assess student leamins

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Comments:

Mitch proved himself to be quite knowledgeable of all of the material taught during his placement. His confidence of the course content
and clearly outlined learning goals allowed him to reach all levels of learners.

B.

Planning and Preparation

The teacher cawlidate:

1,
2.
3.
4.
5.
6.
7.

8.
I.

Prenares anorooriate and relevant instructional resources

Preoares aoorooriate instructional olans
Links dailv lesson plans and lons-ranse plans
Includes kev questions in lesson planning process
Plans engaging introductory activities
Plans effective culminating activities
IJses technolosv effectivelv
Plans oooortunities for students to applv new leaming
Keeos an up-to-date and well ore.anized Teacher's Day Book

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Comments:
Mitch was organized and maintained a current day book which enabled him to keep his short-term plans inline with his long-term plans.
His lessons were well thought out and provided sufficient opportunities for the students to practice/apply any new skills learned that day.
Mitch would engage the students immediately by reviewing the key concepts from the previous day's lesson with a warm-up activity.

C.

Lesson Execution

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Presents material in an accurate and meaningful manner to students

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Sequences learning experiences logically

Uses a variety ofstrategies to motivate students
Effectively ensases students in the leamine process
Demonstrates flexibility and adaptability in lesson delivery and

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Handles lesson transitions effectivelt
Provides effective feedback and individual attention
Utilizes a variety of questions with fluidity within the learning
context
Resoonds annronriatelv to students' ouestions

Comments:

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The material presented in class was accurate and followed a logical sequence. The lessons were well-paced, engaging, and transitioned
smoothly. Mitch maximized his instructional time and kept the students engaged by streamlining the attendance process and homework
take-up. Mitch always responded in a professional manner to the students' questions and made sure to answer each question with
patience and kindness.

Associate/Mentor Teacheros Summative Report,

D.

TEACHER CANDIDATE' Chartrand Mitchel

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Communication

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Soeaks with claritv. and

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with appropriate volume and expression

Models appropriate oral communication including phrasing,

grammatical form, and enunciation
Displays sensitivity to individual leamers by tailoring a variety
nonverbal strategies to enhance leaming

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Comments:
Mitch has very clear and confident voice. He always used appropriate language and was grammatically sound during his lessons.

E.

Learning Environment, Classroom Management and Motivation.

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The teacher candidate:

1.
2.
3.
4.
5.

Suooorts a classroom environment conducive to learning

Values the individuality ofall learners, and responds in an inviting
manner
Handles classroom/school scheduling routines effectively
Displavs and models sood time management and organizational skills
Uses appropriate classroom management strategles

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Comments:

Mitch provided support for every student so that they could achieve. He made the students feel comfortable in answering/asking
questions and participating in classroom discussions. He maintained a positive learning environment and used appropriate classroom
management strategies. Vincent Massey has 38 minute classes which can pose a problem for some student teachers but Mitch
handled it with ease while following all of the expected classroom routines.

OVERALL ASSESSMENT:
Provide suggestions for improvement:

Areas of Strength:

- Knowledgeable of material
- Confident and well-spoken
- Punctual and organized
- Committed to professionally learning
- Respects Students
- Shows initiative
- Active in the school commnity

- Pro-active
- Responds well to feedback

Please indicate your O\IERALL assessment by checking ONE box ONLY.

*If the teacher candidate will be receiving a "Borderline" or "Unsatisfactory" Summative report, consultation
required. A supplemental assessment form for additional comments is available.

Satisfactory

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with the Faculty Advisor

Borderline

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*Unsatisfactory

Dates of Absence(s): NOne

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Signatrire(s) of Assoy'jafe/Mdntor Teacher(s) or Principal submitting this report

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Signature of teacher candidate

(Indicates receipt ofthe report, not necessarily agreement with its content)

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