Introductory Field Experience Final Evaluation

Field Experience Information:

Student Teacher:
Last Name: Penner

First Name: Alyssa

ID Number: 1460809

Course Number: EDFX 325

University Facilitator:
Last Name:

Fargey

First Name: Elizabeth

Mentor Teacher:
Last Name:

Golby

First Name:

Michael

Placement Information:
Start Date (dd/mm/yyyy):

Nov. 16, 2015

Subject(s) and/or Grade Level(s):

End Date (dd/mm/yyyy):

Dec. 18, 2015

Grade 7 Science and Physical Education

School Information:
School Name: Eastview Middle School

School District:

School Address: 3929 40 Avenue

Postal Code:

School Phone #: 403-343-2455

City:

RDPSD

T4N 2W5

Red Deer

Distribution:
Students should retain a copy of the Final Evaluation form for their own records. Please note that
potential employers may ask for a copy of this Final Evaluation.
A copy of this form will be emailed by the University Facilitator to the office of Undergraduate Student
Services, where it will be retained for a period of three years; no other copies will be retained by
Mentor Teachers, University Facilitators or employees of the University of Alberta without written
permission of the Student Teacher.
It is recommended that the Student Teacher receive a grade of:
Final Grade (Credit or No Credit):

Credit

Date (dd/mm/yyyy):

Dec, 18, 2015

Fall 2015

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The purpose of this Field Experience Final Evaluation document is to provide evidence and
communicate information regarding Student Teacher performance based on the Knowledge, Skills and
Attributes (KSAs) for Interim Certification.

Description of the school and context of teaching

Suggested Topics (Not all need to be addressed): school size, urban/rural, special programs, class size, special needs students in class,
number of teachers, etc.

Eastview Middle School is a Grade 6 - 8 school with around 710 students in the city of Red Deer, AB.
There are 8 classes of Grade 7s, so most teaching assignments are specialized. Alyssa was able to teach
four Grade 7 Science classes as well as a Physical Education 7 class. Eastview Middle Schools class
sizes are approximately 27-30 students, with a full inclusion model.

Fall 2015

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Preparation, Planning and Organization

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA C: Teachers use the Guide to Education and the programs of study to inform and direct planning, instruction and assessment.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.
Suggested Topics (Not all need to be addressed): curriculum expectations, content knowledge, lesson plans, organization, time
management, diverse learning needs, etc.

Ms. Penner was very prepared for her lessons. She shared the preparation and planning of daily
lessons with me ahead of time to make sure she was on the right track. She would prepare after
school and very often continued her prep work at home during the evenings. She would arrive at
school around 8:30 each morning ready to teach. Alyssa was always over planned so if students
grasped certain information quicker than planned, she would have other activities ready just in
case. She engaged students in the lesson, and used exit passes which helped her monitor student
learning.
All the materials that were needed for each lesson or class were in place before students walked
into the classroom. Alyssa also quickly realized that daily plans needs to be flexible and easily
adapted to changes in the school schedule because of special events.

Fall 2015

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Teaching Skills and Strategies

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA I: Teachers know and use a broad range of instructional strategies.
KSA J: Teachers use both traditional and electronic technologies to meet students learning needs.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.
Suggested Topics (Not all need to be addressed): learning strategies, sequencing/timing, flexibility, instructional strategies, use of ICT,
differentiation of instruction, student interest, cultural sensitivity, pacing, lesson/unit plans, etc.

Alyssa arrived with some knowledge of the Science 7 curriculum. This in combination with her
enthusiasm for teaching enabled her to enhance her instructional delivery. The information
Alyssa was not familiar with, she made an effort to learn. She was always reading ahead in the
textbook preparing for upcoming lessons and activities. Alyssas imagination allowed her to
make classroom work creative and interesting for students. Alyssa used a variety of
instructional strategies throughout her five weeks at Eastview. She created Prezis for review
games and activities, and for sharing of important student outcomes. She used video clips from
you tube as well as other techniques that were also successful. Ms. Penner realizes that
differentiation of instruction is a work in progress and all teachers continue to use new
strategies.
Alyssas questioning techniques helped to engage students. If a student did not know an answer,
she would navigate them towards the correct one with prompts and hints. It was also great how
all students had the chance to answer classroom questions that were given to them, no matter
who that student was.

Fall 2015

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Management and Classroom Climate

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA G: Teachers create and maintain environments that are conducive to student learning and understand student needs for physical,
social, cultural and psychological security.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
Suggested Topics (Not all need to be addressed): class tone, routines, rapport with students, conflict resolution, student engagement,
leadership, transitions, etc.

Ms. Penner has a great rapport with her students here at Eastview. She made numerous visits to
Eastview before her practicum started, so she could learn all the students names. She shows a
sincere interest in all students as individuals and is consistently fair. Alyssa constantly searches
for ways to make her teaching more interesting and more informative. She knew the difference
between being friendly with all students and being the students teacher.
Ms. Penner also found that creating a seating plan for each individual class was a huge benefit in
accomplishing this. Once the class was set up with seating plans and desk arrangements, this
allowed for a positive learning environment for all. Alyssas positive rapport with the students
helped her with increasing student engagement as well as ensuring a positive classroom climate.
Alyssas classroom management is developing daily. Using proximity to stop misbehavior and
pausing for all to focus in or stop talking has worked well for her. For all beginning teachers,
management and classroom climate is a large obstacle that they will have to face. Alyssa
worked extremely hard on this aspect of teaching and is continuing to improve.

Fall 2015

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Communication
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA J: Teachers know how to use and how to engage students in using traditional and electronic technologies to present and deliver
content, communicate effectively with others.
KSA L: Teachers know how to develop and implement strategies that create and enhance teacher, parent, and student partnerships.
Suggested Topics (Not all need to be addressed): oral and written language, communication with parents/guardians, listening skills,
teaching/learning technologies, voice and language, etc.

Ms. Penner has strong communication skills with other teachers and most importantly the
students. Alyssa visited and observed other classrooms and would ask questions of other
teachers to add to her ideas for lessons. She would talk to other teachers to learn different
approaches to teaching a concept, searching for the best way for her students to grasp the
information. Alyssa would meet with other student teachers in Eastview to discuss strategies and
activities that worked with the students. She was not afraid to try different ideas to find the best
way for students to grasp and retrieve the information.

Fall 2015

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Assessment Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA K: Teachers gather information about their students learning needs and progress by using a variety of assessment strategies.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
Suggested Topics (Not all need to be addressed): appropriate questioning, adapted assessment, assessment variety, record keeping,
formative/summative, reporting, timely feedback etc.

Alyssa used a few different types of assessments during her five weeks here at Eastview. She had
formative assessments and two that were summative. These assignments were adapted for the different
levels of learners in our classroom. Two quizzes, which contained important vocabulary words in our
Science unit were examples of this.
The majority of the work that was completed daily by the students was assessed instantly. Ms. Penner
believed that the students should receive feedback as soon as possible after completing an activity.
Alyssa realized that returning students marked work quickly was very beneficial for her as well as the
students. Students were held accountable for their daily work and also received instant feedback.
Various assessment techniques included interactive smart board and power point lessons, Prezis, short
quizzes that keyed on individual objectives and rubrics solidified what had been learned.

Fall 2015

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Understanding Students Needs

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities. Teachers understand the need to vary their plans to accommodate individuals and groups of students.
KSA I: Teachers know and use a broad range of instructional strategies and know which strategies are appropriate to help different
students achieve different outcomes.
Suggested Topics (Not all need to be addressed): Planning that includes all students and learning styles, alignment of strategies to student
needs, use of varied resources to differentiate instruction, assists all learners, understands contextual variables that affect teaching and
learning, etc.

Alyssa has a great understanding of students needs. Eastview Middle School has a focus on
inclusion and she had to work with students with different abilities of learning. She would give
certain students more time to do quizzes and assignments. This allowed students to do the best
job possible.
Some of the Grade 7 students that were in Alyssas Science class had extreme anxiety and were
always on the edge. She would always do her best to make sure these students felt comfortable
and the students knew that she was there to help and support them. If these students needed an
alternate location to complete her assignment or quiz, that was quickly provided for them.

Fall 2015

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Professional Qualities and Attributes

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
KSA N: Teachers know the importance of contributing, independently and collegially, to the quality of their school.
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience.
Suggested Topics (Not all need to be addressed): work ethics, interpersonal skills, collegiality, initiative, energy, team work, attitude,
appearance, commitment, reflection, etc.

Ms. Penners strongest attributes include organization and enthusiasm, which are both key to
teaching middle years students. When put into situations that she is unfamiliar with, she reacts
calmly and confidently that makes students feel safe. Relationships with students and staff have
been fostered by her friendly nature.
Alyssa is always professional in the way she dresses and her manner. She understands that a
teacher needs to act professionally while at school as well as outside of school.
Ms. Penner also showed initiative throughout her practicum at Eastview. She volunteered her
own time assisting in the coaching and evaluation of the Eastview girls senior basketball team.
Alyssa had the privilege of attending a staff meeting at Eastview during her five week practicum
as well as a Professional Development day where Tom Hierck was a keynote speaker. She had
the opportunity to see what went on behind the scenes of Eastview while the students were not
attending.
She knows the commitment it takes to be a teacher and is up for the challenge.

Fall 2015

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Reflection and Self-Evaluation

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience
Suggested Topics (Not all need to be addressed): establishes specific strategies to meet professional goals, demonstrates oral/written
reflective practices, engages in goal setting, communicates overall vision of teaching, etc.

Alyssa would reflect and self-evaluate throughout the day regularly. We would discuss various
educational decisions regularly, and very often immediately. This was very evident when she
was teaching four classes of Grade 7 Science. She would reflect on each lesson, and continually
improve and adapt the lesson as the day went on. Ms. Penner was also not afraid to try new
things in the classroom and reflect on the effectiveness of her activities.

Fall 2015

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Additional Mentor Teacher Comments:

It was my pleasure to have Alyssa Penner as a student teacher. She has given so much time and effort to
Eastviews Grade 7 students and to myself. Her responsibilities to the students did not stop in the
classroom. She assisted in the evaluation of the Senior girls basketball team at Eastview as well as with
after school bus supervision. As a mentor teacher, I have really appreciated Alyssas friendliness and
professionalism.
I am confident in saying that Ms. Penner will have a successful teaching career. Good luck in your
career as a teacher Alyssa!

Student Teacher Comments:

I want to thank Mr. Golby for welcoming me into his classroom and for the amazing mentorship. He has
been a great role model these five weeks; the way he interacts and gains the respect of students is
admirable and I hope to bring this into my future teaching career. This practicum has been a memorable
and successful experience, I have learned a lot from Mr. Golby and the other teachers at Eastview.

Fall 2015

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