Ontario Institute for Studies in Education

of the University of Toronto

SUMMATIVE EVALUATION OF PRACTICUM-page 1

Teacher Candidate:
Year 1:

ccu
()

2:

:D

2:

Practicum Session: 1:

Year 2:1j Practicum Session: 1

Cc

Associate Teacher: Oycie Povo

Board: TCDSB

Candidates Specialization:
Dates: Monday October

th
27

IfS:
21
st,
2014
to Friday November
P/J:

J/l:

D
School: St. Sylvester Catholic School

Grade level(s) and subject(s) in which candidate taught: Grade 4/5

Social Studies and Religion and Fully Alive

Subjects taught: Language, Math, Science,

ASSESSM ENT, PLANNING AND INSTRUCTION

Ajay demonstrated a sound understanding of the Ontario curriculum and the diverse learning styles of students
in the class by planning lessons that were engaging, effective, and purposeful. He made use of a wide range
of teaching strategies to address the differentiated needs of students, including implementing hands on
experiments, small group activity stations, paired work, and whole class discussions. In implementing his
lessons, Ajay used a range of resources to support student learning, such as visual aids, materials for hands-on
exploration, and current literature. He understands the skills that are being taught and is able to
accommodate his lessons to reach a wide variety of individuals. Ajay has developed and
implemented a range of assessments. He ensures student completion of assigned work, and readily
assesses student progress. He has consistently been involved in daily marking and has developed
assessment tools that include the students, e.g. peer, self-assessment, and conferencing. Ajay has
used both direct arid student-centred methods of instruction. He capably delivers lessons that are
appropriate to student abilities and ensures student involvement during lessons and activities. The
practicum block ran smoothly thanks to Ajays effort.

CLASSROOM MANAGEMENT
Ajay established a good rapport, immediate connection and respect with the students. Ajays
organizational skills were evident as he adopted the established routines arid made adjustments in
order to facilitate his program. Ajay was able to utilize existing classroom rules and was able to
develop others as required. He made students aware of the expected standards of behaviour by
reviewing classroom rules and by providing models that reinforced desirable student behaviour.
Ajays classroom management improved throughout his block as he began to structure learning
situations to ensure students were aware of their roles and responsibilities in the classroom. By
using praise to encourage positive behaviours, making use of various attention signals, and
assigning roles to group members in co-operative learning activities, Ajay demonstrated growth
and effectiveness in engaging, motivating, arid managing students.

Ontario Institute for Studies in Education

of the University of Toronto
SUMMATIVE EVALUATION OF PRACTICUM-page 2

UNDERSTANDING CURRICULUM AND THE LEARNER

Throughout this practicum, Ajay has clearly shown that he was willing to read curriculum resource
materials and to obtain extensive information prior to introducing new lessons. His teaching reflects
a sound knowledge of the curricular material. He encourages feedback, risk taking and questioning
on the part of the students by providing a comfortable learning environment for them. He has an
understanding of the young adolescent learner and involves the students in self and peer
appraisals. Ajay is fair and consistent in his approach to the students while maintaining a
professional distance. In planning and implementing lessons, Ajay used a range of strategies to
address the varied learning styles of students within the classroom. He used co-operative learning
strategies, whole group and small group discussions, one to one conferencing, games,
manipulatives, oral presentations and open-ended assignments to engage and support the students
in their learning.

DIVERSITY AND EQUITY

Ajay created an atmosphere of mutual respect and caring in the classroom by treating all students with respect
and care. His warm personality, friendly disposition and genuine interest in the children enabled him to
develop rapport with all students. He was sensitive to the needs of a range of abilities, including students with
special needs and second language learners. Ajay increasingly made accommodations to his plans, lesson
delivery and assessment to ensure that all learners could be successful in the classroom. He grouped the
students in ways that supported their varied learning styles, as well as interests, and used instructional
strategies that were inclusive, equitable and empowering. It was obvious that Ajay appreciated the
unique and interesting qualities of each child. Ajay celebrated the successes of all students.

PROFESSIONALISM
Ajay demonstrated a high level of professionalism and dedication to the teaching profession. He worked
collaboratively with parent volunteers, with our teaching assistant, and with me. He consistently
communicated openly and respectfully with all parents, volunteers, and staff. Coordinating his time and ideas
with mine, he was always open, flexible, adaptable and respectful. He had regular, punctual attendance and
always put forth extra time for after school activities that benefitted students. He demonstrated excellent
reflective practice on his performance. During our daily feedback meetings, Ajay was able to realistically
look at the strengths and weaknesses of his lessons and took feedback well, applying new ideas and
suggestions to enhance his development as a teacher and a lifelong learner.

Ontario Institute for Studies in Education

of the University of Toronto
SUMMATIVE EVALUATION OF PRACTICUM-page 3

INVOLVEMENT IN SCHOOL I COMMUNITY LIFE

In the short time that Ajay was with us, he made himself available to the many different initiatives
we have at the school. He participated in the staff meetings; school improvement meetings,
curriculum night, as well as the inquiry based learning initiatives to be adopted at our school this
academic year. The parents of our class recognized Ajay as a teaching partner for our group and he
communicated well with them. He attended the parent teacher interviews and noted interviewing
strategies. He helped students to acquire skills to play chess and organized some extra-curricular
lunch hours of practicing these skills. Ajay interacted with many staff members and engaged in the
school community.

ADDITIONAL COMMENTS
I have thoroughly enjoyed working with Ajay throughout this practicum block. His sense of humour,
commitment to students well-being, and his love for learning and children, all make him an excellent
candidate for the teaching profession. The students have embraced his teaching practices and eagerly
participate during his lessons. Ajay is confident and vibrant during his teaching and would be an
asset to any school team! His enthusiasm, organizational skills, and drive for student achievement
will make him a tremendous classroom teacher and a wonderful member of any staff. It was my
pleasure hosting Ajay in our classroom this term.

I have read the Summative Evaluation

OVERALL
APPRAISAL OF CANDIDATE
(CHECK)

1H

PASS

Associate Teachers Signature

FAIL

Checking the box replaces the AT

Signature on the e-copy of the
Summative

Teacher Candidates Signature

Checking the box replaces the TC
Signature on the e-copy of the
Summative

Ontario Institute for Studies in Education

of the University of Toronto
SUMMATIVE EVALUATION OF PRACTICUM-page 4

Date: November 19, 2014