SUMMATIVE ASSESSMENT

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PROGRAM (please circlel:

FOURTH FIELD EXPERIENCE

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MUSIC

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PHYS ED

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Summation of Formative Assessments: Please indicate the degree of accomplishment of the student teache/s development of each of
the twelve professional competencies. The "Guide to P Developmenf' and the "Professional Competency Rubric" may be helpful.

KEY:

5=Advanced
S=Satisfactory

4=Thorough

3=Acceptable

2=Partial

1= Minimal

U=Undeveloped

D=Developing

PROFESSIONAL COMPETENCI ES

1. To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching

students
2. To communicate clearly in the language of instruction, both orally and in writing, using correct
grammar, in various contexts related to teaching.
3, To develop teachingllearning situations that are appropriate to the students concerned and the

subiect content with a view to developing the competencies targeted in the programs of study.
4. To pilot teaching/learning situations that are appropriate to the students concerned and the subject
content with a view to developing the competencies targeted in the programs of study.
5. To evaluate student progress in learning the subject content and mastering the related
competencies.
6. To plan, organize and supervise a class in such a way as to promote students' learning and social
develooment.
7. To adapt his or herteaching to the needs and characteristics ofstudents with lbarning disabilities,
social maladiustments or handicaps.
8. To integrate information and communication technologies {lCT) in the preparation and delivery of
teaching/learning activities and for instructional management and professional development
purposes.

9. To cooperate with school staff, parents, partners in the community and students in pursuing the

educational obiectives of the school.

cooperate with members of the teaching team in carrying out tasks involving the development
and evaluation of the competencies targeted in the programs of study, taking into account the
students concerned.
in professional development individually and with others.
12. To demonstrate ethical and responsible professional behaviour in the performance of his or her
1O. To

comments:

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I recgffmend this student teacher be recommended for certification by McGill {select

YES

EI ygs, with reservations: please submit your reasons

EI ruo:

as a separate attachment to this form.

as a separate attachment to this form.

ptease

Cooperating Te{cher

Signature:
White

- Student Teacher

Yellow

& Student Affoirs Affice Pink

- Cooperoting

Teacher/Superviidi

Formative assessment

PRE-OBSE RVATION CON FERENCE

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FOURTH FIETD EXPERIENCE

PROGRAM {please circle):

IIIEFN-pARYI

Date (mm/

student:

School:

Cycle/YearAubject(s)

Cooperating Teacher:

McGill Supervisor:

Teaching Context:
Choose one lesson

the Formative assessment: complete the Pre-Observation Conference, Obseruation

Assessment, and Post-Observation Conference forms.

KEY: 5=Advanced 4=Thorough 3=Acceptable 2=Partial

Review the student teache/s lesson plan:

1=Minimal
5

Plans and frames activities with logical progressions of learning within the lesson

the lesson to subject-specific competencies (knowledge, strategies, skills)

lncorporates current resources and suitable teaching approaches from a range ofsources into lesson plan
Links

Differentiates the lesson to accommodate the needs of students

Integrates ICT (as appropriate) in the design of lesson
Targets a self-directed specific teaching skill for development

Comments and strategies for improvement and on-going professional development based on the lesson plan:

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Cooperating Teach{

Signature:

- Student

Teaching

Affice

Pink

f Supervisor

Coaperating Teocher/Supervisoi

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3

Formative assessment

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OBSERVATIO N ASSESSM ENT

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FOURTH FIELD EXPERIENCE

PROGRAM (pleose circlel:

lsEcoNp-ARrl

/S

Date (mm/dd/yyyy):

TESL

MUSIC

PHYS. ED

studen
Cycle/Yea rlsu bject(s)

McGill Supervisor:

Cooperating T

3 = Acceptable
5

PROFESSIONAL COMPETENCY DEVELOPMENT

Assess based on observation of the targeted lesson:

Foundations (Professional Competencies 1 & 2)

Understands the subiect and program-specific content to be taught
Adoots a thouehtfullv informed and accessible approach to the subject matter
ls aware of current events and makes connections

to curriculum

Communicates appropriatelv, clearlv and accurately at all times- orally and in writing
Recosnizes and corrects errors in students' oral and written work

Teaching Act (Professional Competencies 3,4, 5, 6)

Lesson objectives have been met

Structures and makes the learning relevant to the students and subject-specific competencies
Encouraees students to approach subiect matter in a critical manner and to work well together
Desiens and uses evaluation tools/ feedback to enable/show development of competencies

Acknowledges adjustments as required and makes necessary changes in hislher teaching

Sustains a positive, assertive and professional presence

lntroduces and maintains routines that ensure the smooth running of the classroom
Anticipates and solves organizational problems that hinder the smooth running of the class

Social and Educational Context {Professional Competencies

7,8,9, 10}

Effectivelv implements information and communications technology (lCT) (as appropriate)

Helps students use ICT to effectively support learning {as appropriate)

ldentifies strensths and weaknesses of students in a learning

situation f$ I {A

Works to solve problems and support students who exhibit inappropriate

behaviours f$ I

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Cooperates in the implementation of IEPs (if applicable)

Professional ldentitv (Professional Competencies 11 & 12)

Behaves in a manner expected of a teaching professional

Maintains a complete and up-to-date record of lesson plans (logbook)

ls

appropriatelv dressed and well groomed

ls punctual and reliable

Demonstrates sufficient responsibility so that a class can be entrusted to his/her care

Discuss the above assessment with the student teacher and record your comments on the Post-Observation Conference form
(required). This meeting should be undertaken ip a timely manner.

/ Supervisor {circle onel

Signature:
White

- Student Teacher

Yellow

- Student

Teaching Office

Cooperati n g

Te a ch e

r/Su pe rvi sor

August 2013

ffiMcGill
PROG RAM (pl ea se ci rcl

Date (mm/ddlvwyl:

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POST.OBSERVATION CONFERENCE
FOURTH FIELD EXPERIENCE

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Formative assessment #:

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Student:
Cycle/Year/Subject(s
McGill Supervisgr:

Teaching Context:

Record commeRts and concrete strategies for irnprovemert and on-going professional

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Cooperating Teacher

Signature:

- Student

Teaching Offiee Pink

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/ Supervisor (circle onel

Coapersting Teacher/Superv,sor August 2013

PRE.OBSERVATION CON FERENCE

ffiMcGitt
PROGRAM (please ci rcle\:

FOURTH FIELD EXPERIENCE

K/ELEM iffiNpAs[\

TESI MUSIC

PHYS. ED

Choose one lesson for the Formative assessment: complete the Pre-Observation Conference, Obseruation
Assessment, and Post-Observation Conference forms.

KEY: 5=Advanced 4=Thorough 3=Acceptable 2=Partial

Review the student teacher's lesson plan:

Plans and frames activities

1=Minimal
4

with logical progressions of learning within the lesson

Links the lesson to subject-specific competencies (knowledge, strategies, skills)

lncorporates current resources and suitable teaching approachesfrom a range ofsources into lesson plan

{l+

Differentiates the lesson to accommodate the needs of students

lntegrates ICT (as appropriate) in the design of lesson

Targets a self-directed specific teaching skill for development

Comments and strategies for improvement and on-going professional development based on the lesson plan:

94*
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C4lLEfu(c-4

Cooperating Teac

Signature:
Student Teaching Office Pink

Cooperating Teocher/Supervisdi

{
sment #:

ffi$tcGill

BSERVATION ASSESSM ENT

FOURTH FIETD EXPERIENCE

PROGRAM (please circlel:

Date

Student:

School:

Cycle/Yea r/Su bject{s}

Cooperating Teacher:

McGill Supervisor:

fi

Teaching Context:

KEY: 5 =Advanced

3 = Acceptable

4 = Tho-rough

1= Minimal

2 = Partial

PROFESSIONAL COMPETENCY DEVELOPMENT

Assess based on observation of the tarseted lesson:

Foundations {Professional Competencies 1 & 2)

/
/

Understands the subiect and program-specific content to be taught

Adoots a thouehtfullv informed and accessible approach to the subiect matter
ls aware

of current events and makes connections to curriculum

Communicates appropriately, clearly and accurately at all times- orally and in writing
RecoEnizes and corrects errors in

students'oral and written work

Teaching Act {Professional Competencies 3, 4, 5, 5}

Lesson obiectives have been met

Structures and makes the learning relevant to the students and subject-specific competencies
Encourages students

to approach subject matter in

a critical manner and to

-/
/

work well together

Designs and uses evaluation toolsl feedback to enable/show development of competencies

Acknowledges adjustments as required and makes necessary changes in his/her teaching

Sustains a positive, assertive and professional presence

lntroduces and maintains routines that ensure the smooth runninq of the classroom
Anticipates and solves organizational problems that hinder the smooth running of the class

Social and Educational Context {Professional Competencies 7, 8, 9, 10}

Effectively implements information and communications technology (lCT) {as appropriate)
Helos students use ICT to effectivelv suooort learnine {as appropriate)

Identifies strengths and weaknesses of students in a learning situation

Works to solve problems and support students who exhibit inappropriate behaviours
Cooperates in the implementation of lEPs (if applicable)

^rk

Professional ldentity {Professional Competencies 11 & 12}

Behaves in a manner expected of a teaching professional

Malntains a complete and up-to-date record of lesson plans (logbook)

ls appropriately dressed and well groomed
ls ounctual and reliable

Demonstrates sufficient responsibility so that a class can be entrusted to his/her care

Discuss the above assessment with the student teacher and record your comments on the Post-Observation C-onference form
{required). This meeting should be undertaken in a timely manner.

Cooperating

Signature:
White

- StudentTeacher

Yellow

Teaching

Office

Pink

*$er

Cooperoting Teacher/Supervisor

Supervisor

ffiMcGill

POST.OBSERVATION CON FERENCE

FOURTH FIELD EXPERIENCE

IsEcoNpA TEsL- Musrc PHYS. ED

PROGRAM (please circlel:

,09

Date (m
School:

CyclelYea r/Su bject(s)

Cooperating Teacher:

McGill Supervisor:

Teaching Conte

Record comments and concrete strategies fElimprovement and on-going professional development, based on
the Observation Assessment. This form is reguired.

White

- Student Teacher

Yellow

- Student

affice

Pink

cooperating Teocherfsupervisor