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Yr.

6 Midway Conference/ Final Report Preparation

Year 6 Field Experience Outcomes

Areas of Strength

Standard 1. Value and Care for


Students:
demonstrates fostering the emotional,
esthetic, intellectual, physical, social
and vocational development of
students
demonstrates providing emotional
and physical safety of students
treats students with respect and
dignity
demonstrates respect for diversity
respects confidentiality unless
disclosure is required by law
demonstrates understanding that
educators do not abuse or exploit
students or minors for personal,
sexual, ideological, material or other
advantage

Standard 2. Role model who acts


ethically and honestly:
acts with integrity, maintaining the
dignity and credibility of the profession
understands that individual conduct
contributes to the perception of the
profession as a whole
is accountable for conduct while on
duty as well as off duty, where that
conduct has an effect on the
education system
demonstrates an understanding of the
education system in BC and the law
as it relates to their duties

Standard 3. Knowledge of student


growth and development:
demonstrates knowledge about how
children develop as learners and as
social beings
demonstrates an understanding of
individual learning differences and
special needs
uses this knowledge to make
decisions about curriculum,
instruction, assessment and
classroom management
demonstrates the understanding of
child development and relevant
learning theories in lesson planning
which include age-appropriate and
engaging activities

Student Teacher:
Chris Allen
Date:
November 16 2016

Genuine approach when meeting


and working with students
Open policy for questions and
concerns
Compliments and offers
appreciation for participation and
contributions in class to individual
students as well as classes as a
whole
During class discussions and
lessons, an emphasis is placed
on inclusion and understanding
of injustice and reconciliation

Areas for Further Development

Should work harder to involve all


learners in the classroom,
especially those reluctant to
participate

Needs to fine-tune approach to


planning and adapting lessons so
that proper criteria is created for
all students who require
adaptations
Needs to ensure that assessment
strategies are clear and set well in
advance so that lessons can be
geared towards success
Needs to make assessment
strategy clear to students so they
can prepare in advance for
assignments
Try and pair students together in a
leader/mentor group so that they
can support each other in heir
learning
Pay closer attention to attendance
of students and be more proactive
with students who have missed
classes (asking for reasons, etc.)

Open and communicative about


my role as a teacher and my
goals with students
Maintains an appropriate level of
conduct both on and off duty

Understand individual learning


differences and how to adapt
certain activities for students to
progress at their own pace
Read IEPs for all students to
ensure lessons were properly
adapted
Alters approach for HT class to
stimulate greater understanding
Uses age-appropriate activities

Standard 4. Value the involvement


and support of parents, guardians,
families and communities in
schools:

demonstrates understanding, respect


and support for the role of parents
and the community in the education of
students
communicates effectively and in a
timely manner with parents
considers the advice of parents on
matters pertaining to their children

Attended parent-teacher
conferences
Communicated with a parent to
commend her sons desire to
volunteer in class, ask her to
work with him at home, and help
him consider his willingness to
participate
Understands the need for
community participation and
involvement to support learners
needs.

Please provide copies to student/sponsor teacher


Field Experience Office, Vancouver Island University, 900 Fifth Street, Nanaimo, BC V9R 5S5
Phone 740-6223 Fax 740-6463

Standard 5. Effective practices in


classroom management, planning,
instruction, assessment, evaluation,
and reporting:

demonstrates knowledge and skills to


facilitate learning for all students
knows how to seek additional support
for their practice when needed
demonstrates thoughtful consideration
of all aspects of teaching, from
planning through reporting
demonstrates understanding of the
relationships among all the aspects of
teaching
employs a variety of instructional and
assessment strategies

Can effectively manage classes


to ensure students have the
opportunity to learn
Continuing to develop practices
to ensure lessons are properly
framed and balanced so that
students have a variety of
learning opportunities
Continuing to develop different
instructional strategies

Standard 6. Have a broad knowledge


base and understand subject areas
being taught:
demonstrates understanding of
curricula, concepts, and methods that
are foundations of education and of
the subject areas being taught
able to communicate effectively in
English or French
enables students to understand
relevant curricula in a Canadian,
Aboriginal and global context
conveys the values, beliefs, and
knowledge of our democratic society

Standard 7. Engage in career-long


learning:
engages in professional development
and reflective practice
demonstrates understanding that a
hallmark of professionalism is the
concept of professional growth over
time
develops and refines personal
philosophies of education
demonstrates that teaching and
learning activities are informed by
theory and practice
identifies professional needs and works
to meet those needs individually and
collaboratively

Has a broad understanding of


facts and processes relating to
Social Studies
Has a foundational
understanding of English,
including processes required for
literary analysis and the study of
theme
Conveys the values and beliefs
associated with Canadian identity
and places an emphasis on the
understanding of democratic
institutions

Takes feedback into


consideration and incorporates it
wherever possible in classrooms
Discusses practices and
techniques with other educators
and student teachers.
Attended staff meeting and
curriculum implementation day

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Revised: June 2011

Need to work harder on asking for


assistance when planning lessons
to ensure adaptations are properly
thought out
Reporting needs to be more
prompt and feedback should be
more concrete when given to
students. Formative assessment
strategies should be employed
more.
Dont be reluctant about
challenging students intellectually.
Needs to work harder on building
interpersonal relationships outside
of the classroom (i.e. at lunch,
break, after school) with students
Needs to ensure that all students
are given the opportunity during
the lesson to contribute. Needs to
develop practices that invite more
students to participate and needs
to be selective when calling on
students to ensure some students
arent overshadowed.
Assessment strategies and criteria
needs to be developed further.
Basic criterion doesnt always
explain enough to students.
Assessment needs to be
considered as a foundational
element of planning from the
beginning.
Try to implement student
centered strategies. I do, we do,
you do process could work well
with this.
Needs to include more references
to Aboriginal experiences and
content where appropriate

Needs to find time to work with


other educators and observe
techniques they employ with
students
Needs to develop a more concrete
credo or teaching philosophy that
relates more to changes as an
educator

Standard 8. Contribute to the


profession:
supports and encourages other
educators and those preparing to
enter the profession as well
contributes expertise to activities
offered by the school, district,
professional organizations, or postsecondary institutions
contributes in other ways to the
profession

Endeavors to provide assistance


wherever possible to TOCs and
other student teachers
Worked directly with some
students teachers from UBC to
prepare components of their
lessons
Attended school dance,
Remembrance Day assembly

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Revised: June 2011

Try to attend more extra-curricular


functions such as concerts, sports
events, club meetings, etc.