PRACTICUM FINAL REPORT 2014-2015

Email: practic2@uottawa.ca
Please CC the PED2143 professor
Fax: (613) 562-5441
Teacher Candidates must retain a signed copy for their records

Teacher Candidate:

University of Ottawa Student Number:

Taryn McKenna
School Name:

School Board:

Holy Trinity Catholic High School

Ottawa Catholic School Board

Placement Period:

University of Ottawa Representative:

Nov 2nd - Nov 28th, 2014

Skip Riddell

Associate Teacher:

Grade(s) - Subject Area(s):

Jamie Ilagan

Grade 11 World Religions (HRT3M), Grade 10 History (CHC2D)

Number of days late:

Number of days absent:

Make Up Days for Absences

FINAL
EVALUATION:

PASS
FAIL

Please Note:
This evaluation should be based on the developmental nature of learning to teach. In filling out the report please
keep in mind the Teacher Candidates stage of preparation in the program. Teacher Candidates continue to develop
their skills through observation, guided practice and the constructive feedback and mentoring of Associate Teachers.
If a Teacher Candidate receives any ratings of Does Not Meet Expectations, the PED 2143 professor or the
Practicum Coordinator must be contacted and a Letter of Concern may be collaboratively generated.
Under the comment section within each competency the Associate Teacher is encouraged to add descriptions of
the positives that really stand out for the Teacher Candidate and/or to make suggestions in areas where the Teacher
Candidate needs improvement.
Please refer to the rubric in the Practicum Handbook for a clearer description of each competency level.
Please ensure that the Teacher Candidate signs and is given a copy of the report.

A. PROFESSIONAL COMMITMENT COMPETENCY

As a developing teacher, the Teacher Candidate:
Professional Interactions:
Demonstrates professionalism in interactions.
Demonstrates a positive rapport with students
Meets Requirements

Professional Relationships:
Interacts respectfully with members of school community.
Demonstrates an understanding of the Associate Teacher/ teacher candidate mentoring relationship
Meets Requirements

Professional Responsibility:
Fulfills responsibilities identified by the Associate Teacher and the University Practicum Handbook
(e.g., duties, reinforcing school rules, and/or other curricular activities)
Meets required guidelines (e.g., submitting lesson plans, marking, returning resources, attendance tracking)
Meets Requirements

Initiative:
Demonstrates that he/she is a self-starter and acts on suggestions and guidance from Associate Teacher.
Meets Requirements

Comments:

Taryn has demonstrated a consistent level of professionalism between both students and staff
throughout this first practicum period. She fulfilled classroom responsibilities each day including
attendance tracking, returning resources, and submitting lesson plans daily. She accepts
constructive analysis of her teaching and positively and applies these suggestions to subsequent
lessons. Also, she applies techniques introduced from pedagogical theories into her lessons plans,
and teaching strategies.

B. COMMUNICATION COMPETENCY
As a developing teacher, the Teacher Candidate:
Verbal Communication:
Speaks clearly and understandably (e.g., pronunciation, modulation, volume, articulation).
Uses correct oral conventions (e.g., mechanics of the English language as well as subject specific
terms and symbols).
Meets Requirements

Non-Verbal Communication:
Uses effective and appropriate non-verbal communication (e.g., eye contact, facial expressions, body language).
Reads nonverbal communication and responds appropriately. (e.g., scans class to identify students who are not
engaged).
Meets Requirements

Written Communication:
Uses correct written conventions (e.g., mechanics of the English language, as well as subject specific terms and
symbols).
Writes clearly and understandably (e.g., appropriate size and script text, legible text, layout of board work,
overhead, multimedia).
Meets Requirements

Listening and Responding:

Uses appropriate wait time (e.g., gives student appropriate time to process questions before responding).
Uses probing and prompting techniques (e.g., rephrases questions; provides cues).
Models effective listening skills (e.g., demonstrates active listening; demonstrates comprehension).
Developing Towards Requirements

Comments:

Taryn communicates with students clearly and consistently. Her written assignments and tests
provide clear direction and expectations to ensure students understand the material. She continues
to develop her listening and response strategies to engage students during discussions and works to
rephrase material and questions to ensure understanding.

C. KNOWLEDGE COMPETENCY
As a developing teacher, the Teacher Candidate:
Subject Knowledge:
Demonstrates fundamental knowledge of subject matter for teaching the assigned grade level.
Provides clear explanations and demonstrates appropriate subject knowledge and related skills.
Meets Requirements

Developmental Nature of Learners:

Responds to questions regarding lesson content in a knowledgeable and appropriate manner.
Builds upon student responses to expand and extend the discussion and learning.
Meets Requirements

Curriculum:
Demonstrates an understanding of the context in which the learning takes place (e.g., the rationale of the
lesson, how the lesson fits into the overall unit or long range plans).
Demonstrates growth in understanding the Ontario curriculum expectations specific to grade and subjects taught
Developing Towards Requirements

Comments:

Taryn demonstrates a strong comprehension of the course material and explains it to her students
with clarity most of the time. She applies her knowledge of the course material to implement
strategies to foster critical thinking within her students, and responds to questions in a timely and
accurate manner. Taryn has been able to apply the Ontario Curriculum documents to create and
develop lesson plans and assessments that reflect the overall expectations of the course. She is
encouraged to continue to assess the relevance of course material to long range planning for future
assessments. (i.e. Rich Summative Tasks, Final exams)

D. CLASSROOM MANAGEMENT COMPETENCY

As a developing teacher, the Teacher Candidate:
Positive Learning Environment:
Demonstrates a friendly, positive, and professional manner. Promotes class safety and wellness.
Demonstrates a professional presence in the classroom that helps to ensure students attention and
respect
Meets Requirements

Managing Classroom Environment:

Demonstrates consistency in maintaining classroom routines and expectations.
Utilizes appropriate verbal and non-verbal classroom management techniques (e.g., circulates throughout the
class, makes eye-contact, uses pauses and proximity).
Developing Towards Requirements

Managing Behaviours:
Uses strategies for managing student behaviours in an appropriate manner. Takes proactive and preventive
measures as needed (e.g., considers potential problem areas).
Demonstrates self-control (e.g., avoids power struggles, belittling statements and sarcasm; uses appropriate
voice volume).
Developing Towards Requirements

Collaborative Problem-Solving and Planning:

Demonstrates an understanding of the need for collaborative planning and additional resources to assist and
manage students experiencing behavioural difficulties. (e.g., working with Associate Teacher, school staff)
Meets Requirements

Comments:

Taryn consistently provides a positive learning environment while still maintaining her
professionalism in the classroom. She continues to develop effective classroom management
techniques such as circulating throughout the class and pausing to ensure students remain on task.
She collaborates quite easily with her associate teacher and other teaching colleagues for greater
student success. As well, Taryn continues to develop the managing of behaviours by identifying and
reacting to situations early and consistently.

E. PLANNING AND IMPLEMENTATION COMPETENCY

As a developing teacher, the Teacher Candidate:
Development of Lesson Plans
Utilises a lesson plan template including appropriate reference to Ontario curriculum. (e.g., overall and
specific expectations )
Developing Towards Requirements

Provides in lesson plan sufficient detail and timing for each part of the lesson. Uses appropriate resources to
enhance lesson (e.g., visuals, library/resources, technology, internet).
Developing Towards Requirements

Incorporates a variety of appropriate instructional strategies into lesson plan (e.g., teacher-directed, studentcentered, cooperative learning, technology).
Meets Requirements

Incorporates techniques for student engagement into plan (e.g., topic relevant to students interests, appropriate
questioning, student participation, use of manipulatives, labs, hands-on activities).
Developing Towards Requirements

Incorporates opportunities for consolidation (e.g., summarizes key components of lesson) and
application (e.g., follow-up activity, seatwork, homework).
Developing Towards Requirements

Plans to gather evidence of student learning and next steps. (e.g., checking for understanding, summative and/
or formative assessment.
Developing Towards Requirements

Incorporates strategies to address student needs. (e.g., Students with IEPs, students at risk, English Language
Learners).
Developing Towards Requirements

Development of Unit Plans (Practicum 2 Only)

Demonstrates a continuity of plan and progression of learning (e.g., scope and sequence, culminating tasks).
Demonstrates backwards design and differentiation.

Implementation of Lesson Plan:

Ensures all materials are organized and ready for use prior to instruction.
Meets Requirements

Uses clear and effective instructional and questioning techniques that incorporate a range of thinking skills.
Promotes relevant purposeful talk and student dialogue.
Meets Requirements

Demonstrates appropriate pacing and timing. Makes effective transitions prior to and throughout the lesson
(e.g., starting the lesson, conducting the lesson, giving instruction, collecting and distributing materials).
Developing Towards Requirements

Employs instructional strategies that engage all learners. (e.g., way one starts and ends the lesson, hands-on
activities, technology). Adjusts lessons to circumstances (e.g., able to resume lesson after interruption,
addressing student needs). Ensures consolidation of student learning and closure of lesson.
Meets Requirements

Assessment - Student Learning:

Assesses student work fairly, accurately and in a timely manner.
Encourages students to seek ways to improve responses when giving answers in class, and/or in assignments/
tests.
Developing Towards Requirements

Comments:

Taryn generates lesson plans based on the Ontario curriculum expectations and is prepares teaching
material prior to each lesson. She consistently incorporates various technologies in both her instructional
strategies and consolidation techniques with regular success. She is able to adapt her lessons to
accommodate various interruptions (planned or unplanned) to the teaching day that have arisen during
this practicum placement to ensure that her teaching material is still delivered. She also develops lesson
plans and assessments meant to foster positive student engagement and understanding.
Taryn continues to develop her pacing, timing, and transitions throughout the class. She continues to gain
insights into how to incorporate IEPs into her teaching strategies to address student needs. She
continues to develop lesson plans that incorporate the Ontario curriculum overall expectations and to
utilize appropriate assessment, evaluation, and reporting practices based on ministry guidelines.

Overall Comments:

Taryn has been a strong teaching candidate this practicum period. She has demonstrated a
willingness to learn about the teaching profession by implementing various teaching strategies,
developing lesson plans and activities based on Ontario curriculum overall expectations, participating
in extra-curricular activities in the life of the school, collaborating with her associate teacher, and
engaging with students in a positive manner. She is able to take constructive criticism and regularly
apply it to her teaching as soon as possible. She is developing a strong skill set for a foundation of
solid teaching. She is encouraged to gain a broader experience of the teaching profession by
volunteering in a variety of grade levels, and classrooms. She is well on her way to being an
effective teacher.

Signature of Associate Teacher:

Date:
11/28/2014

Signature of Teacher Candidate:

Date:
11/28/2014