Faculty of Education Advanced Field Experience (9 Weeks) Final Evaluation 2014-2015 Student Teacher: Sara Nyitrai ID Number: 1254950 Course: EDFX 450 Dates of Field Experience: March 17, 2015- April 24,2015 School Name & Address: St. Francis Xavier 9250-163 street ‘School Telephone: 780-489-2571 Mentor Teacher(s): Monica Posteraro and Ela Stachniak School District: Edmonton Catholic School District University Facilitator: Rick Knowles Subject(s) and/or Grade level(s): Science 10 and Biology 20 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 returned 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 the written permission of the Student Teacher. Date: April 24, 2015 It is recommended that the Student Teacher receive a grade of: Credit Winter 2015 - Final“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. ‘Comments reflect strengths and areas for growth in each category. Description of the school and context of teaching ‘Suggested Topics > School size > Urban/Rural "Not all need to be addressed, | » Special programs = Class size + Special neds students in class «Number of teachers St. Francis Xavier is situated in the west end of Edmonton within a mixed socio-economic setting. As a result, students who attend St. Francis Xavier come from a variety of backgrounds. St. Francis Xavier boasts numerous academies including Baseball, Hockey, Lacrosse, Golf and Soccer. Approximately 30% of the student population attends one of these academies. In addition to offering a wide variety of athletic ‘opportunities, St. Francis Xavier also has a strong academic program, offering Advanced Placement, Honors and regular classes. Preparation, Planning and Organization KSA A: Teachers understand that contextual variables affect teaching and learning KSA C: Teachers use the Guide to Education andthe programs of study to inform and direct planning, instruction and assessment. KSA D: Teachers understand th subject discipline they teach. KSA E: Teachers know how to identify students” diferent learning styles and ways students learn and creat multiple paths to tearing for individuals and groups. KSA: Teachers now how fo 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 rlevant leaming resources into their teaching. ‘Suggested Topics > Curiculum expectations Organization Not al need tobe addressed. | » Content knowledge ‘+ Time management # Lesson Plans + Diverse leaming needs _ ‘Teacher evaluation including evidence: Sara has put a lot of time, effort and energy into ensuring that the content of her units for both Science 10 and Biology 20 are curriculum based and appropriate for a High School setting. Using the resources provided to her as a starting off point, Sara had modified the material in order to personalize it. This included incorporating clips from you-tube, and performing demonstrations to reinforce the concepts, taught in class. She also interjected personal experiences, stories and knowledge into her lessons to further engage students. In addition to in-class teaching, Sara also taught review classes prior to quizzes, section, chapter and unit exams during the flex block, further reinforcing concepts and ensuring student understanding. Sara’s organization in terms of time management and lesson structure was extremely well thought out. Each morning, she arrived early and ensured that she was ready for the day. At the end of each day, she provided us with the next day’s lesson plan which we are able to discuss and modify where needed; in addition, we also reflected on the success of that day’s lesson and how to continue the positive momentum gained into the following class. Sara’s flexibility in terms of timing and planning, allowed her to maintain apace that allowed each unit to be completed on time, while still meeting the needs of her students. Winter 2015 - FinalEvaluation Form Teaching Skills and Strategies 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 leaming for individuals and groups. KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning opportunities through shor, medium and long range planning. ‘Teachers know and use a broad range of instructional strategies. Teachers use both traditional and electronic technologies to meet students” Jearning needs. KSA M: Teachers identify and incorporate relevant leaming resources into thei teaching Suggested Topics |» Leaning satgies ~ Sequencing timing = Flexibility [Notall ned to be addressed. | + Instructional strategies * Uses ICT + Diferenation of instruction Student interest + Cultaral sensitivity + Pacing = Lessontunit plans ‘Teacher evaluation including evidence: Sara utilized a wide variety of instructional strategies within the classroom including power point, board work, labs, and demonstration, in addition to maintaining a virtual classroom for students. Her lessons were thought provoking and she often used real world examples and models to reinforce concepts and make topics more relevant to students. For example, Sara “created” blood by utilizing food coloring, cheerios, marshmallows, and almonds to represent the various components in their respective quantities. This provided students with a physical representation of what was being taught in the classroom, thus visualizing an otherwise abstract concept. Within the classroom, students not only found her lessons interesting, they were also willing to share their own personal experiences, resulting in an environment that fostered mutual respect and learning. ‘Communication 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. KSAJ: 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: Teachers know how to develop and implement strategies that create and enhance teacher, parent, and student partnerships. Suggested Topics + Oral and writen Tangage > Commanicaton with parentfparians Notallnced w be adesed. | + Listening sills 4 Teaching/leaing technologies 2 Voie and fnguage ‘Teacher evaluation including evidence: This is an area of strength for Sara. Sara has excellent presentation skills and had a strong presence in the classroom. She knows her content and is able to elaborate on concepts beyond the curricular scope of the topic. In addition, Sara also had excellent communication with support staff. For example, Sara was in ‘constant contact with our Lab Technician prior to and during any lab that students preformed. Her ‘communication skills ensured that the lab was set up properly and, consequentially, students were provided with every opportunity to meet the required lab objectives.‘Assessment Strategies KSA K: Teachers gather information about their students’ learning needs and progress by using a variety of assessment strategies. KSA: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and earning, Suggested Topics + Appropriate questioning = Adapied assessment Notallncedto be addressed, | * Assessment variety Recordkeeping Formative! Summative « Reporting += Timely feedback ‘Teacher evaluation including evidence: Sara was constantly gauging student progress by utilizing “lake 5's”, a formative assessment stralegy where a concept from the previous days lesson is asked via a question, and students také Sminutes to work in cohorts to try and answer the question posed. While students are answering the question, Sara was able to walk around and speak to students individually and answer any specific questions students had on a one-on-one basis. Based upon cohort answers, Sara then modified her next l@sson appropriately, revisiting concepts if needed, or moving on if a majority of cohorts answered the question correctly. Another formative assessment too! that Sara utilized was ‘Kahoot it’, an online quiz where students used their cell phones to answer a variety of questions posed. For students, this online tool seemed like a game, despite being a way for students to review concepts covered in the unit. Not only did use of ‘Kahoot it” increase student engagement, but, more importantly, it provided each. student with a better idea of their understanding of the topic being reviewed. It should also be noted that assessments were always retumed to students in a timely manner and were reported to both students and parents either in class or on-line through use of PowerSchool. Record keeping is another an area of strength fot Sara. Management and Classroom Climate KSA A: Teachers understand that contextual variables affect teaching and lamin. KSA G: Teachers create and maintain environments that are conducive o student learning and understand student needs for physical, social, eultiral and psychological security. KSA H: Teachers know the importance of respecting students’ aman dignity by establishing relationships with smdents that are characterized by mutual respect; trust and harmony. ‘Suggested Topics % Class tone > Routines ‘Not all noed tobe addressed. | # Rapport with students * Conflict resolution * Student engagement + Leadership 1 Transitions ‘Teacher evaluation including Sara utilized a variety of preventative strategies that allowed her to maintain a classroom environment that was conducive to leaming. For example, Sara utilized student proximity, moving disruptive students away from each other and finally speaking to students one-on-one in order to establish and maintain her position as the authority figure in the classroom. Using these strategies within the classroom resulted in increased student respect and only a limited number of behavior issues. Winter 2015 - FinalUnderstanding Students’ Needs KSA E; Teachers know how to identify students” different learning styles and ways students learn and create multiple paths to learning for individuals and group KSA: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive leaming opportunities. Teachers understand the need to vary their pans to accommodate individuals and groups of students KSAIE: Teachers know and use abroad range of instructional strategies and know which strategies are appropriate to help difecent students achieve different outcomes. ‘Suggested Topics ~ Planning thai facades all students and Tearing syles [Not all need to be addressed, | # Alignment of stratgies to student noods + Use of varied resources to differentiate instruction + Assists all earners ‘Understands contextual variables that affect teaching and learning ‘Teacher evaluation including evidence: Sara is concerned about meeting the needs of all of her students and this is evident in both how she teaches and the time that she invests. For example, Sara made herself available to students in the mornings, at Tunch and after school for one-on-one tutoring. She also held review sessions for students who had difficulty understanding concepts prior to an assessment; Sara was constantly aligning her instructional strategies to meet the individual needs of her students. Professional Qualities and Attributes KSA B: Teachers understand the legistated, moral and ethical frameworks with in which they work. KSA H: Teachers know the importance of respecting students” human dignity by éstablishing 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, tothe quality of their school KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own profess development. KSA: Teachers guide their actions with a personal, overall vision ofthe 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 > Work eis ~ Tterpasonal ls + Callegialny Notall need o be addressed. | «Initiative Energy Team work Attire + Appearance + Commitment = Reflective ‘Teacher evaluation including evidence: Sara is extremely professional is both her demeanor and the way that she interacts with students, staff and the community. She adheres to the Professional Code of Conduct and responds positively to feedback. Sara also contributed to the overall school environment by judging the schools talent show. In doing so, she built a positive rapport with students in which she may not have had the opportunity to interact with. She also attended Teachers Convention where she gained resources and knowledge which she later interjected into her lessons and the classroom environment. ‘Sara was an integral part of our Open House. Along with another student teacher, Sara built a canon and spent the evening demonstrating and explaining the science behind what they had built. It was a hit with parents and potential students alike! Sara did a great job representing the Science Department and what we have to offer students in terms of student engagement, and learning opportunities. This is an example of where Sara was proactive in contributing to the school community and displayed initiative and leadership. Winter 2015 - FinalReflection and Self-Evaluation 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 ‘+ Establishes specific strategies to mest profesional poals ‘Not all need to be addressed. | + Demonstrates oral/writen reflective practices ‘= Engage in goal setting + Communicates overall vision of teaching [Teacher evaluation including evidence: ‘What particularly impressed me about Sara’s performance during her practicum was her ability to monitor and evaluate her own performance accurately. Consequentially, Sara’s instruction improved continuously as the practicum progressed. Sara’s work ethic is second to none; she was always well prepared for class. Furthermore, it was extremely evident that she had reviewed and learned the content prior to teaching so that when students questioned her, she was able to answer many of the questions that they had had accurately and in depth. This is an area of strength for Sara. Other Comments: It has been a pleasure working with Sara throughout her practicum. She is extremely positive and enthusiastic and, consequentially, builds an engaging learning environment; she truly cares about the success of her students. We wish you all the best in the future! Great job Sara! Student Teacher’s Comments: I would like to extend my gratitude toward the staff and students of St. Francis Xavier. My time here has been a valuable learning experience and the vibrant and welcoming school community has been essential to my success throughout this practicum. While teaching here at St. Francis Xavier I have further developed my personal philosophy that good teaching is built on strong relationships with students. I believe that through effective communication and setting reasonable and clear expectations with my students I have be able to put forth a strength-based teaching strategy that aligns with the needs of the curriculum and ensures student success. My time at St. Francis Xavier has proven to me that success breeds success; if students are celebrated for their successes outside of the classroom, then they will have the confidence and the drive to be successful within the classroom. I will take this notion with me into my future teaching endeavors and striveto celebrate the everyday success of my students in order to enrich my classroom community. T am excited for my future as an educator and my passion for teaching has increased exponentially throughout this experience. Winter2015 - Final