Pre-Internship Field Experience Assessment Form

College of Education

Teacher Candidate ____Ashley Britz__________ Student number 1113018

School Placement: Cardinal Leger

Term One Term Two **please complete online, print, and sign

Sequential Program Pre-Internship Field Experience (321/322)

Is this teacher candidate ready to progress to the next level of field study?

Yes Ashley Britz is ready to do her/his next field study.

No_______________________________is not ready to do her/his next field study.

Name of Teacher Candidate Ashley Britz

Signature of Teacher Candidate _____________________________________

Name of Partner teacher Nancy Chandara

Signature of Partner Teacher _______________________________________

Name of Principal Wanda Spooner

Signature of Principal _____________________________________________

Date March 29, 2017

College of Education: Pre-Intern Assessment Jan. 17

 Assessment of Teacher Candidate Competencies
*Teacher candidates are expected to demonstrate competence in the following areas upon completion of their
degree.

Instructions: For each of the 4 main areas, please summarize the Teacher
Candidates progress during the term, recommendations for growth, and
any additional comments in the spaces provided. Please note: you can
adjust the document if you need more space.

1. Professionalism
1. 1 the ability to maintain respectful, mutually supportive and equitable
professional relationships with learners, colleagues, families and
communities
1.2 ethical behaviour and the ability to work in a collaborative manner for
the good of all learners
1.3 a commitment to social justice and the capacity to nurture an inclusive
and equitable environment for the empowerment of all learners
1.4 a commitment to service and the capacity to be a reflective, lifelong
learner and inquirer
Progress this term: Recommendations/Next Steps:
1. 1 Ashley has the ability to Ashley still needs to work more
maintain respectful, mutually closely with the families of her
supportive and equitable students and the community around
professional relationships with them.
learners, colleagues, families and
communities Ashley will incorporate more
-Ashley provides communication relationship-building activities and
about lessons prior to executing the practices during her internship
lesson through email and text
messages
-is always available for pre and post
conferences
-Ashley has taken parental religious
concerns into consideration when
executing lessons
-she has taken the opportunity to
build professional relationships with
other staff members, as she has sat
in and even taught classes under

College of Education: Pre-Intern Assessment Jan. 17

their supervision

1.2 ethical behaviour and the ability

to work in a collaborative manner
for the good of all learners/1.3 a
commitment to social justice and
the capacity to nurture an inclusive
and equitable environment for the
empowerment of all learners

-When Ashley teaches her lessons,

she ensures that she incorporates
both teacher-directed and student-
directed instruction. She
additionally encourages student
collaboration and inclusion.
-Ashley will take more time to write
down her reflections and to
continue to be a reflective
practitioner.

1.4 a commitment to service and

the capacity to be a reflective,
lifelong learner and inquirer

-After each lesson, she has taken

time to reflect on how the lesson
went well, what could have been
improved and how she can make
her lessons more effective and
adaptable

- she has provided lessons that will

enrich gifted learners as well as
adapting for the students who need
extra help

General Comments:

When considering classroom management, Ashley utilizes humour and has

a positive relationship with her students. However, she will work on being
more firm, consistent and fair in her instruction and management.

2. Knowledge
College of Education: Pre-Intern Assessment Jan. 17
2. 1 knowledge of Canadian history, especially in reference to
Saskatchewan and Western Canada
2.2 proficiency in the Language of Instruction
2.3 knowledge of First Nations, Mtis, and Inuit culture and history (e.g.,
Treaties, Residential School, Scrip and Worldview)
2.4 ability to use technologies readily, strategically and appropriately
2.5 knowledge of a number of subjects taught in Saskatchewan schools
(disciplinary/interdisciplinary knowledge)
2.6 ability to strive for/pursue new knowledge
Progress this term: Recommendations/Next Steps:
2. 1 knowledge of Canadian
history, especially in reference to Ashley will more explicitly select
Saskatchewan and Western historical novels and activities that
Canada more clearly exemplify Canadian
History.
Ashley worked what a Canadian
author in the novel study, which
also deals with First Nations ways
of healing. Additionally, Ashley
worked with the students in the
creation of the Pysanka, (Ukrainian
Easter Egg), which reflects
Canadian Ukrainian culture and
history -Ashley will work on speaking
slower and increase her wait time
2.2 proficiency in the Language of during instruction in order to
Instruction ensure student understanding

- Because she has had the

opportunity to teach grades 3-8,
she has been able to adapt her
language of instruction for all age
groups and development levels

- She is able to communicate

effectively with the students to
ensure student understanding.
Ashley is also able to use different
methods of explaining to ensure
student understanding is reached -Ashley will work on incorporating
more Indigenous ways of knowing
2.3 knowledge of First Nations, and residential school content into

College of Education: Pre-Intern Assessment Jan. 17

Mtis, and Inuit culture and history her teaching
(e.g., Treaties, Residential School,
Scrip and Worldview)

-Ashley has had the opportunity to

incorporate First Nations, Metis
and Inuit content into her lessons
through incorporating spirit
animals, using First Nations
posters that show animal
symbolism, relating the Circle of
Justice in the novel to a Socratic/
Talking Circle, having the students
choose a First Nations animal that - Ashley will incorporate more
they believe is representative of instruction with her students
their own personalities, and regarding safe and proper uses of
having the students create a class technology in the classroom
quilt based off the traditional
Tlingit at.oow blanket

2.4 ability to use technologies

readily, strategically and
appropriately

- She has incorporated the

SMARTboard, computer lab, and
handheld devices into her
instruction

2.5 knowledge of a number of

subjects taught in Saskatchewan
schools
(disciplinary/interdisciplinary
knowledge)

- Ashley has incorporated Religion,

Catholicism, Social Studies, Animal
Science, Native Studies, Physical
Education, Art and English into her
instruction

General Comments:

College of Education: Pre-Intern Assessment Jan. 17

3. Instructional
3. 1 the ability to utilize meaningful, equitable, and holistic approaches to
assessment and evaluation
3.2 the ability to use a wide variety of responsive instructional strategies
and methodologies to accommodate learning styles of individual learners
and support their growth as social, intellectual, physical and spiritual
beings
Progress this term: Recommendations/Next Steps:

3. 1 the ability to utilize meaningful,

equitable, and holistic approaches
to assessment and evaluation

- Ashley has provided meaningful, -Ashley will incorporate more

equitable formative and summative summative assessment in her
assessment, when she incorporated future assessment practices
exit slips, diagnostic assessment,
assessed Drama performances,
assessed spelling and time on task
activities
-Ashley will incoporate more peer
3.2 the ability to use a wide variety teaching/jig-saw activates within hr
of responsive instructional instructional practice
strategies and methodologies to
accommodate learning styles of
individual learners and support
their growth as social, intellectual,
physical and spiritual beings

-Ashley has incorporated teacher

directed, student lead, she has
modelled writing and reading.

- She has allowed the kids to

represent through drawing, writing,
speaking

-Students have had the opportunity

to learn through audible, visual and

College of Education: Pre-Intern Assessment Jan. 17

textual instruction

General Comments:

4. Curricular
4. 1 knowledge of Saskatchewan curriculum and policy documents and
applies this understanding to plan lessons, units of study and year plans
using curriculum outcomes as outlined by the Saskatchewan Ministry of
Education
4.2 the ability to incorporate First Nations, Mtis, and Inuit knowledge,
content and perspective into all teaching areas
4.3 the capacity to engage in program planning to shape lived curriculum
that brings learner needs, subject matter, and contextual variables
together in developmentally appropriate, culturally responsive and
meaningful ways
Progress this term: Recommendations/Next Steps:
4. 1 knowledge of Saskatchewan -In preparation for internship,
curriculum and policy documents Ashley will work on becoming more
and applies this understanding to prepared and better read in the
plan lessons, units of study and grade 9-12 curricula
year plans using curriculum
outcomes as outlined by the
Saskatchewan Ministry of Education

- Ashley is outcome driven with all

her lessons

- She has knowledge of where to

accesses curriculum documents, as
well as lesson and unit plan
resources

4.2 the ability to incorporate First

Nations, Mtis, and Inuit -Ashley will work towards further
knowledge, content and perspective incorporating First Nations
into all teaching areas knowledge into her teaching, such
as inviting Elders
-Ashley has had the opportunity to
incorporate First Nations, Metis and
Inuit content into her lessons

College of Education: Pre-Intern Assessment Jan. 17

through incorporating animal spirit,
using First Nations posters that
show animal symbolism, relating
the Circle of Justice in the novel to a
Socratic/ Talking Circle, having the
students choose a First Nations
animal that they believe is
representative of their own
personalities and writing a
paragraph

- She has also been collaborating

with her partner teacher in
executing lesson plans or Touching
Spirit Bear lessons.

4.3 the capacity to engage in

program planning to shape lived
curriculum that brings learner
needs, subject matter, and
contextual variables together in
developmentally appropriate,
culturally responsive and
meaningful ways

- During her Socratic/Talking Circle

lesson, she made sure to highlight
the importance and respect toward
the First Nation culture

- She made sure to explain that

these activities are not meant to
have the students assume the
culture (cultural appropriation) but
rather learn and be sensitive to the
cultural and spiritual traditions
present in the lesson
General Comments:

College of Education: Pre-Intern Assessment Jan. 17

College of Education: Pre-Intern Assessment Jan. 17