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UNIVERSITY OF SASKATCHEWAN

COLLEGE OF EDUCATION INTERNSHIP FINAL ASSESSMENT FOR 402.15

JULIA THOMSON
Date: 29/11/12 At: School Address: HUMBOLDT COLLEGIATE INSTITUTE BOX 1780, HUMBOLDT, SK S0K 2A0 Co-operating Teacher(s): MR. DAVID MILLETTE

School Phone: 306 682-1010

Teaching grade(s) and areas: SECONDARY HISTORY & CHRISTIAN ETHICS CO-OPERATING TEACHERS ASSESSMENT (Approximately one half page of prose) 1. The Contextual Description of the teacher, learner, subject matter and community: Humboldt Collegiate Institute is a Grade 9 to 12 School located in the west part of Humboldt. Humboldt is a predominately German community situated in the heart of the prairies. The small city is thriving due to the varied agricultural, machinery, and potash mine opportunities in the area. The community takes pride in hard work and excellence, as exemplified by the thriving sports and arts activities. Julia Thomson interned in grade twelve History 30, grade eleven History 20, grade ten Christian Ethics, and two sections of grade nine Career Education and Christian Ethics classes. She was able to assume the role as History 30 teacher from the outset of the school year and spent considerable time with the grade 9 classes before assuming her full-time teaching.

2. The Summary of Extended Practicum performance based on program goals including indicators of proficiency, growth and future goals: Julia has developed into a confident and competent teacher who is comfortable within and outside the classroom. Julia Thomson is a skilled student of history and religion, which she uses to her advantage in preparing her lessons. Julia has a passion for learning new information and has a fervent desire that her students find the same excitement in learning. Julia has solidified herself within the school community as knowledgeable, just, and caring teacher. Throughout her internship, Julia Thomson showed growth in the area of classroom management by focusing on strategies, and developing a stronger rapport with her students. An area of strength for Julia was her lesson planning that became increasingly detailed and effective. Julia Thomson exemplified a genuine concern for her students and ensured that they were accountable for their behaviour and learning. Julia is a reflective practitioner who has demonstrated an ability to work with and to be open to the input of the staff and other professionals. Julia Thomson is a dedicated teacher who would be a valuable staff member in any school.

UNIVERSITY OF SASKATCHEWAN

COLLEGE OF EDUCATION INTERNSHIPASSESSMENT Signature page

Signature page

I,

Julia Thomson

have carefully read and discussed this Date: 26/11/12

evaluation with my co-op teacher and internship facilitator.

__ Intern's Signature

_ _10438068______ Intern's Student Number

2008 Main St Saskatoon, SK S7H 0L8 _ 306 270-6000___ _ Permanent Address and Phone

_______________________________________________________________________ Co-op Teacher's Signature Principal's Signature Internship Facilitator Signature

________________________________________________________________________ Cooperating Teacher's Name Principal's Name Internship Facilitator Name

SUMMARY OF PROGRESS TOWARDS PROGRAM GOALS The teacher candidate Julia Thomson has achieved in the following areas:

1. Support broad areas of student growth by providing varied and constructive learning opportunities
Demonstrated proficiency and growth: Uses visual tools and multimedia effectively to introduce and reinforce concepts and information. Allows students to voice questions and ensures that all students are able to hear each other. Adapts assignments and objectives for students with exceptional needs. Encourages student products by using their existing skill and knowledge constructs, as exemplified by teaching and encouraging creativity and problem solving in Christian Ethics and Career Education. Uses student constructs to build on curricular concepts by acknowledging students life experiences. Encourages student participation in large and small group settings when explaining concepts, allowing the students to learn from each other. Continually analyzes the classroom environment and interactions, and makes adjustments to enhance social relationships and productive learning. To use focused questioning techniques and simplified instructions in order to encourage participation of students in all learning opportunities. Future goals: To allow different and meaningful opportunities for students to share their knowledge, which will encourage a growth in academic, social, spiritual, and physical strengths. Encouraging direct student participation by creating an atmosphere of involvement. 2. Affirm dignity and respect for individuals (students, families,

colleagues)
Demonstrated proficiency and growth: Encourages student responses with effective, varied, and appropriate positive feedback. Develops a respectful and caring relationship with the students and encourages a culture of safety and respect in the classroom. Demonstrates active listening and provides genuine and insightful feedback to students observations and input. Exhibits a high degree of professionalism at all times.

Demonstrates an understanding of ethical issues in the classroom, in particular by relaying extensive knowledge of First Nations content and by her personal experiences with various cultures and her Catholic faith. Affirms the dignity of students by acknowledging their opinions and life experiences. Actively reflects on adaptations within each lesson for students with exceptional needs. Acknowledges students faith journeys by giving them opportunities to seek truth, understanding, and growth in their faith.

Future goals: To consistently contact parents regarding student issues and progress.

3. Strive to support social justice and ecological responsibility


Demonstrated proficiency and growth: Encourages classroom norms consistently to assist in facilitating student ownership for behaviour and keeps the students accountable. Purposefully plans and differentiates due dates and assignments with an awareness of various socioeconomic backgrounds to ensure opportunity of success for all students. Establishes classroom norms that reflect care for the classroom, environment, and all cultures. Introduces current social issues in Canada and the world in connection to various curricular content. Through her calm and non-threatening demeanor she is able to present values of First Nations history, perspective, and culture in a way that students respect. Uses democratic classroom to create due dates and student understanding of assessment. Uses history as a context for issues of democracy, social contract, and participation in society. Future goals: Continue to consistently include real life applications, examples, and experiences into a variety of abstract and historical content lessons. To challenge academically gifted students with meaningful activities.

4. Develop as a critical reflective practitioner who connects practical and theoretical knowledge
Demonstrated proficiency and growth: Reflective of practice and instructional choices as evidenced by daily and weekly reflections and conferences and she demonstrates the ability to actively work towards the goals set from conferences and reflections. Able to acknowledge areas for growth and areas of success in lesson development and instruction. Develops a variety teacher-made multimedia and graphic organizer materials. Growth is being demonstrated in open ended and direct questioning in the classroom. Exemplifies a proficient use of wait time in questioning. Is able to unpack the curricular content and teach the skills, values, and content in meaningful and concrete ways. Future goals: To engage the various learning styles and strengths of all students into a variety of lessons. To continue experimenting with various teaching strategies and pedagogy. To expand use of resource-based learning to include more inquiry and simulation opportunities.

5. Create a positive community in the classroom and school


Demonstrated proficiency and growth: Has taken time to visit various other classrooms and actively seeks the advice of all her colleagues. Is inviting and encouraging to all students regardless of status in the classroom, school, and community, and these differences do not interfere with the harmony in the classroom. Expectations for students at different levels of ability are taken into account in their daily work and products. Is actively involved in the SRC program, highlighted by an effectual Remembrance Day Program. Participates in all collaboration and professional learning opportunities made available in release days and staff meetings. Fulfills responsibilities, such as supervision schedules. Future goals: To project a greater awareness of commitments made to the extracurricular groups.

6. Build instructional competence and strong teacher identity


Demonstrated proficiency and growth: Is aware of the curriculum outcomes, indicators, and objectives when creating and implementing lesson and unit plans. Encourages personal responsibility for work as evidenced by daily interactions with students and in classroom presentation. Maintains accurate attendance records. Exercises the adaptive dimension for students with exceptional needs, and has ensured the use of heterogeneous groups to encourage more constructive learning opportunities. Prepared teacher-made tests in History 30, History 30, Career Education 9, and Christian Ethics 10, in addition to a variety of formative and summative assignments and projects. These were assessed by a variety of instruments including rubrics, checklists, exit slips, and anecdotal records. Encourages mastery on tests, giving students an opportunity to re-write all or portions of a test. Actively uses her vast knowledge of First Nations, Metis, and Inuit peoples where she is able in her lessons. Exemplifies confidence in the lessons and material presented. Successfully scaffolds material before and during student projects. Consistently encourages resource-based learning by allowing her students to embark in a significant History and Christian Ethics projects and essays. Awareness of the pace of each lesson and the students reception to the presentation. Future goals: Continue to be aware of modeling standard oral language. To be proactive towards and recognize issues with classroom management before they arise in the classroom. Continue to consistently develop engaging motivational sets and content in order to engage the students in the content. To return assessment summaries in timely fashion.

TEACHER CANDIDATES SELF-ASSESSMENT INCLUDE INDICATORS OF PROFICIENCY, GROWTH AND FUTURE GOALS My experience as an intern has helped me to develop my abilities as a competent and effective teacher. I feel that over the course of the past four months I have made strides in developing my teacher identity. This has been illustrated through the responses that I receive from students and the feedback I receive from my cooperating teacher and other teachers that I have been working with. I have been developing my own sense of independence. This is exemplified in my ability to review and reflect on the efficacy of my planning, lesson development, and how I embed my pedagogy within instruction. I have been afforded the opportunity to take risks and try many new instructional strategies including inquiry, experiential learning (simulations, role play), direct instruction (lectures), and indirect instruction (class discussions, selected reading). These have been enhanced through the use of constructivist principles and a focus on student-centered learning through differentiating, adapting, and modifying materials to meet student needs. I feel that my confidence in my ability to teach has increased. I have identified this in my familiarity with the curriculum and the coinciding lessons. I have had several experiences where informal and formal assessment pieces have demonstrated that the students are learning something useful and valuable and that I have had a positive impact on this learning. Some of the areas that I would like to focus and concentrate my attention in my future career are the areas of student engagement and assessment. I will aim to continually reflect on lessons that I developed and seek to improve student engagement in the classes and areas that I teach. I will also work on reinforcing student learning by ensuring that assessment pieces are returned in a timely fashion. From my experiences I have grown to appreciate the complexity of the teaching profession. I seek to continue striving to build relationships with students, parents, and my colleagues. I feel that I have grown immensely throughout my internship experience, both professionally and personally. I feel that teaching is something that I am passionate about and I would like to continue investing in my future as an educator and as a lifelong learner. I feel that this experience has proved to be one of the most challenging and rewarding learning opportunities that I have embarked upon and look forward to my professional career.

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