1/26/2017 PRACTICUM I EVALUATION FORM – YEAR 3

    EDUC 3010 – Practicum I –
Midterm
 
    EDUC 3010 – Practicum I –
Final

PRACTICUM I EVALUATION FORM – YEAR 3

Teacher Candidate: Haillee Beijer School: Louis Riel School
Grades/Subjects Taught: 5/6 Mentor Teacher: Gary De Leeuw
Faculty Supervisor: Heather MacLeod Date: December 5, 2016

Most teacher candidates will demonstrate knowledge, skills, and attributes in the “Meeting Expectations”
category.

A checkmark in the "Beginning" column indicates that the teacher candidate's performance is acceptable
but in the early stages of development. A checkmark in the “Proficient” column indicates that the teacher
candidate consistently performs at a strong level. A checkmark in the “Not Yet Meeting Expectations”
column indicates that the teacher candidate is not performing at the minimum level of expectation. Teacher
candidates who are rated as not yet meeting expectations in two or more areas are at risk of failing the
practicum.

If an outcome has not been evident or the teacher candidate has not had an opportunity to demonstrate it, the
mentor teacher is asked to identify this as not applicable. For each category on the evaluation, the rubric is
shown above the corresponding evaluation section.

Professional Responsibilities

  Not yet Beginning Developing Proficient 

meeting In addition to developing:
expectations
Identifies and Does not know Has generally Makes an accurate Makes a thoughtful and
implements whether accurate impression assessment of accurate assessment of
specific teaching was of teaching teaching teaching effectiveness
changes to effective or effectiveness and effectiveness with with numerous examples.
practice achieved general suggestions examples and makes Solicits feedback.
based on outcomes and for improvement. specific suggestions Drawing on extensive
reflection resists for improvement. repertoire of skills, TC
and feedback feedback; no offers specific alternatives
from Mentor suggestions for and likelihood of success.
Teacher and improvement.
Faculty
Supervisor
Engages with Engages in Engages in some Seeks out Seeks out opportunities
colleagues in little to no PD; PD. Limited
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colleagues in little to no PD; PD. Limited opportunities for PD. for PD and research.

professional no effort to professional Actively engages Initiates important
learning share sharing with with colleagues in contributions to the
knowledge or colleagues; professional profession. Relationships
assume participates in conversations. are characterized by
professional professional Relationships are mutual support and
responsibilities; conversations in a characterized by cooperation. Takes
relationships limited way. mutual support and initiative in promoting
with colleagues Maintains cordial cooperation. culture of professional
are negative. relationships. Participates in inquiry. Makes a strong
Participates with professional inquiry. contribution to school or
school activities Volunteers to district events
and projects when participate in school
invited to do so. events.
Establishes Dishonest in Honest in Displays high Displays highest standards
professional interactions interactions with standard of honesty, of honesty, integrity and
and ethical with colleagues, integrity and confidentiality in
relationships colleagues, students, and confidentiality in interactions with
students or public; some interactions with colleagues, students and
public; inconsistency in colleagues, students public; challenges
practices do not serving students and public. Active in negativity. Proactive in
always serve may contribute to serving students and serving students, seeking
students well. inequity. Limited ensuring fair out resources when
Decisions are involvement in opportunities. needed. Takes an active
self­serving; decision­making; Willing participant in role and ensures decisions
does not may need decision making; reflect professional
comply with reminders about complies with standards and comply with
standards and compliance with standards and regulations.
regulations. standards and regulations
regulations.
Demonstrates Does not make Is able to connect Is able to connect Is able to connect theory
deep connections theory­and­practice theory and practice and practice using
thinking between theory in general ways. by using examples examples that link current
through and practice. that relate to the and previous classroom
seminar specific classroom contexts to current
responses, context. educational initiatives and
lesson theoretical underpinnings.
critiques, and Analyzes own
journal professional identity
reflections within experiences of
theory and practice
contexts.

PROFESSIONAL RESPONSIBILITIES (KSAs b, l, n, o, p)

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1. Identifies and implements specific changes to practice based                 X

on reflection and feedback from Mentor Teacher and Faculty
Supervisor
2. Engages with colleagues in professional learning                 X
3. Establishes professional and ethical relationships                 X
4. Demonstrates deep thinking through seminar responses,                 X
lesson critiques, and journal reflections
Comments:

Haillee contributed to the report card process. She collaborated with the career and technology
foundation teachers as well as her mentor teacher with planning, assessment, and final
evaluation. Haillee produced data, entered data, and reviewed data for/with other teachers for the
purposes of final evaluation in the System Information Recording System (SIRS). 

Haillee began to plan and utilize a teaching aide in the classroom effectively, allowing more
differentiation for students, or for reinforcement to learning.

Planning for Learning

Outcomes Not yet Beginning Developing Proficient 

adapted from meeting In addition to
AB Education expectations developing:
Teaching
Quality
Standard
Uses programs of Lacks outcomes Outcomes have Outcomes reflect Outcomes reflect
study to set or they are some learning learning goals with significant learning
learning goals phrased as goals but purpose sequence and link goals (not activities)
activities rather and link to other to other learning. with clear sequence and
than learning learning is connection to previous
outcomes; goal sometimes unclear. and future learning with
is unclear. integration where
appropriate.
Analyzes Lacks Some awareness of Aware of resources Consistent use of
resources (e.g. awareness of resources. for classroom use resources for classroom
programs of resources to and professional use and professional
study, teaching support development. development.
materials, learning.
textbooks) to
select appropriate
teaching
strategies and
design relevant
learning
experiences
Translates Lacks outcomes Outcomes have Outcomes reflect Outcomes reflect
outcomes into or they are some learning
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outcomes into or they are some learning learning goals with significant learning

coherent short, phrased as goals but purpose sequence and link goals (not activities)
medium, and activities rather and link to other to other learning. with clear sequence and
long range plans than learning learning is connection to previous
outcomes so sometimes unclear. and future learning with
goal is unclear. integration where
appropriate.
Demonstrates Displays little Displays limited Plans reflect Plans reflect familiarity
understanding of or no range of familiarity with a with a wide range of
pedagogies understanding pedagogical range of effective effective and creative
appropriate to of the range of approaches suitable pedagogical pedagogical approaches
the discipline pedagogical to the discipline. approaches in the in the discipline
approaches discipline. including recent
suitable to the developments.
discipline.
Demonstrates Weak Some knowledge Good knowledge of Systematically acquires
knowledge of understanding of learner development and information about
learner of child development and differences (e.g. development and
development development differences (e.g. interests and learner differences (e.g.
and differences and interests and cultural heritage) in interests and cultural
and uses this characteristics cultural heritage) groups of learners heritage) and clearly
knowledge to of learners (e.g. but not consistently and often uses this information to
plan learning interests and integrated into incorporates this in inform lesson planning;
experiences cultural planning; some lesson planning; appropriately high
heritage). expectations are reasonable expectations.
Unrealistic unrealistic. expectations.
expectations of
learners
Develops Learning Learning Learning Learning experiences
activities and experiences experiences require experiences are appropriately
assignments that have single mainly recall; challenge student challenging and highly
are clearly correct minimal choice; thinking; some engaging for almost all
aligned with response; no suitable for some choice in how they students.
learning goals, choice; not learners. complete tasks.
require deep suitable for all
thinking and learners.
support student
engagement and
choice

Planning For Learning (KSAs a, c, d, f)

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1. Uses programs of study to set learning goals                 X

2. Analyzes resources (e.g. programs of study, teaching                 X
materials, textbooks) to select appropriate teaching strategies
and design relevant learning experiences
3. Translates outcomes into coherent short range plans                 X
4. Demonstrates understanding of pedagogies appropriate to the                 X
discipline
5. Demonstrates knowledge of learner development and                 X
differences and uses this knowledge to plan learning
experiences
6. Develops activities and assignments that are clearly aligned                 X
with learning goals, require deep thinking and support student
engagement and choice.
Comments:

Haillee consistently made observations of when students' understandings were sufficient to move
on to the next (scaffolded) concept. She recognized when misunderstandings occurred and
adjusted to the next day's lessons accordingly to review or reinforce concepts. 

Facilitating Learning

  Not yet meeting Beginning Developing Proficient 

expectations In addition to developing:
Uses a variety Learning Learning Learning Learning experiences are
of teaching experiences have experiences experiences appropriately challenging
strategies to single correct require mainly challenge student and highly engaging for
engage learners response; no recall; minimal thinking; some almost all students;
in rich learning choice; not choice; suitable choice in how students modify learning
experiences suitable for all for some learners; they complete to task to suit their needs
learners; few some students are tasks; most or interests.
students engaged. engaged. students are
engaged.
Incorporates the Digital Some use of Digital technology Digital technology
appropriate use technology digital technology. enriches learning. promotes innovation and
of digital employed in dialogue to support
technologies trivial ways or learning.
not at all.
Communicates Students are not General Communicates High expectations
and monitors always aware of communication of expectations of communicated clearly;
high and expectations; expectations; high quality work multiple strategies to
achievable little effort to some monitoring and monitors monitor student
expectations in monitor learning. of learning. student learning to understanding.
student­friendly
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student­friendly meet these
language expectations.
Scaffolds Students are not Provides students Provides students Equips students with the
student provided with with some of the with the knowledge, skills, and
understanding knowledge, skills knowledge, skills knowledge, skills, strategies for successful
including or strategies for and strategies for and strategies for learning.
knowledge, learning. learning. successful
skills, and learning.
strategies
Provides clear Explanations Students require Clear and accurate Rich explanations with
explanations have major errors clarification to explanations; analogies and scaffolding
with rich or omissions; complete tasks; vocabulary is to make concepts clear;
language and students vocabulary is appropriate for the rich vocabulary;
examples communicate a appropriate but students; invites anticipates
lack of unimaginative; student misunderstanding and
understanding little student participation and checks for understanding
involvement thinking
Analyzes and Does not check Sometimes checks Regularly checks Uses questions, prompts
responds to for for student for understanding; & assessments to check
student understanding; understanding; provides feedback for individual student
misconceptions general feedback feedback is not understanding; provides
always specific feedback that is timely,
specific & improvement
focused
Engages in Closed questions Mostly closed Some low level Questions advance high
discussions and with minimal questions or questions but level thinking and
inquiry that challenge, many questions with many challenging metacognition; students
invite high students are not predetermined questions; genuine generate questions and
level thinking engaged in responses; some discussion with involve peers in
and discussion students not significant discussion
engagement of engaged in participation
all students discussions
Paces lessons Lesson is hurried Lesson is Lesson pace Lesson is flexible, well
appropriately or tedious so few unevenly paced; provides time for paced for all; time given
for all students students are not all students are all students to be for reflection and
including time engaged engaged intellectually consolidation of
for reflection & engaged understanding
closure

FACILITATING LEARNING (KSAs e, i, j, k, m)

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1. Uses a variety of teaching strategies to engage learners in                 X

rich learning experiences
2. Incorporates the appropriate use of digital technologies                 X
3. Communicates and monitors high and achievable                 X
expectations in student­friendly language
4. Scaffolds student understanding including knowledge, skills,                 X
and strategies
5. Provides clear explanations with rich language and examples                 X
6. Analyzes and responds to student misconceptions                 X
7. Engages in discussions and inquiry that invite high level                 X
thinking and engagement of all students
8. Paces lessons appropriately for all students including time for                 X
reflection and closure
Comments:

Haillee was prompt with her feedback to students, offering written feedback the next day. She
was able to adjust her next day's lesson from the information she received from the review of
students' work. Haillee would plan stations of progress, allowing students to enter or review at a
point which met their needs.

Assessment

  Not yet Beginning Developing Proficient

meeting In addition to
expectations developing:
Uses assessments Does not elicit Single method of Questions and The teacher is
to identify learner student monitoring student learning; various regularly
needs and adjusts understanding; lacks a clear way to elicit assessments used “taking the
instruction assessment understanding from to collect evidence pulse” of the
including varied results do not students; assessment results of learning; lesson class; formative
ways of influence are occasionally used to plans indicate assessments
addressing plans. design lesson plans for the possible designed to
misunderstandings whole class, not individual adjustments based inform
students. on prior responsive
assessments. decision­
making.
Develops learner Students are Students are partially aware Students are aware Students
understanding of not aware of of assessment criteria; of the standards of understand and
learning goals and assessment minor efforts to involve high quality work; may contribute
achievement criteria; no peer and self­assessment. Some students to assessment
expectations to peer or self­ criteria; students
promote self­ assessment is
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promote self­ assessment is engage in peer and engage in peer

monitoring encouraged. self­assessment. and self­
assessment.

Provides specific, Feedback is Feedback to students is Feedback is High quality

timely, absent or poor vague and not focused on accurate and feedback is
constructive quality. improvement. specific. specific,
feedback to help supportive, and
students monitor focused upon
their own improvement.
learning.

ASSESSMENT (KSAs k)

1. Uses assessments to identify learner needs and adjusts                 X

instruction including varied ways of addressing
misunderstandings
2. Develops learner understanding of learning goals and                 X
achievement expectations to promote self­monitoring
3. Provides specific, timely, constructive feedback to help                 X
students monitor their own learning
Comments:

Haillee produced strong evidence of building the day's lesson based on the assessment from the
previous day's lesson / evaluation. Her lessons and assessment were matched precisely to the
curriculum.

Environment

  Not yet meeting Beginning Developing Proficient

expectations In addition to
developing:
Creates and Much classroom Some classroom Little time is lost is Instructional time is
manages time is lost due to time is lost due to due to effective maximized due to
effective inefficient partially effective routines; efficient routines;
classroom routines; poor classroom routines; management of students take initiative
routines and management of handling of groups groups and materials in managing groups and
procedures groups and and materials is is successful; materials, routines are
to ensure materials; inconsistent; students follow well understood and
positive students don’t students follow
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positive students don’t students follow routines with may be initiated by

student know how to routines with minimal prompting; students; teacher
behaviour follow prompting; teacher response to response to student
established inconsistent student misbehavior is sensitive
routines; little or monitoring of misbehaviour is to individual students’
no monitoring of student behaviour. consistent, needs.
student respectful, and
behaviour. effective.
Creates a Interactions are Interactions are Teacher Teacher demonstrates
respectful often negative or generally respectful demonstrates care genuine warmth, caring
and ethical insensitive; but may reflect and respect; and sensitivity to
learning students are occasional interactions among students as individuals;
community disrespectful to inconsistencies, students are students are respectful
that one another and favouritism, and generally respectful; to teacher and peers
encourages teacher does not disregard; students teacher responds creating an environment
learners to deal with are sometimes successfully to where all students feel
take risks, disrespectful disrespectful to one disrespectful valued and comfortable
build trust, student another and teacher behavior between taking intellectual risks.
embrace behaviour. response has uneven students; students
diversity, results, making may be somewhat
and increase students cautious. cautious about
self­ intellectual risks.
confidence

ENVIRONMENT (KSAs g, h)

1. Creates and manages effective classroom routines and                 X

procedures to ensure positive student behaviour
2. Creates a respectful and ethical learning community that                 X
encourages learners to take risks, build trust, embrace diversity,
and increase self­confidence
Comments:

Regarding classroom management, Haillee was always attuned to students behavior and
interactions. She addressed appropriately behavior that needed to be addressed.

MENTOR TEACHER FEEDBACK ON PROFESSIONAL GROWTH

Strengths/ Professional Learning Achieved: 
Haillee established clear goals for her practicum to demonstrate growth. All goals were met. Two of these
goals were: 
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1. "(To provide) more differentiation and planning for those different skill levels." 

Haillee identified, met and achieved this goal with great success. She was able to work with students with
learning difficulties. She work with student with poor work habits. She worked with gifted learners. She
adjusted lessons so all students were engaged, challenged, and able to succeed with learning. 

2. "To improve my facilitation of learning in my students I would like to incorporate more technologies to
draw student interest and to help aid those learners that are more visual." 

Haillee identified, met and achieved this goal with success. She was able to use Google slides, drive and
spreadsheets effectively. Supporting short videos for learning were almost a daily routine. 

Suggestions/ Areas for Growth: 
Haillee"s confidence and her style of delivery continued to improve during the term. As her confidence
grew, so did the emotion and body language of her words. 

Haillee is already a very good teacher. Students have always been respected by her and now she is aware her
messages are becoming more effective as she develops her style of delivery.

TEACHER CANDIDATE RESPONSE TO FEEDBACK ON PROFESSIONAL GROWTH

Growth Plan: 
This practicum really helped my step into and refine my teacher presence. I have found that it is super
important to get to know your students, not only as students but as people as well. 

I really would like to improve on my ability to create a safe and respectful classroom where students feel
comfortable sharing and taking risks. I can improve on this by setting clear expectations with
students,getting to know my students and allowing them to provide input into some classroom decisions.
The level to which students have control and input will be determined by the students that I have and their
responsibility levels. 

I also want to improve on ways of differentiating, both instructions and assignments. To do this I need to
brainstorm and research ways in which I can incorporate visuals, manipulatives, and movement into
different topics and concepts. As well as focusing on my different learners and what their different strengths
and needs are.

Faculty Supervisor Comments:
Haillee demonstrated significant growth during her practicum at Louis Riel School. She excelled at
establishing positive relationships with students and in setting clearly defined expectations and routines to
build an effective learning environment. Haillee worked diligently to understand her students' individual
needs as learners. She further developed her ability to design engaging, creative, and diversified lessons to
enhance students' learning. Additionally, she demonstrated strong skills in classroom management,
maintaining a calm, focused atmosphere in the classroom. Haillee had the opportunity during her practicum
to teach academic subjects, as well as complementary subjects such as sewing to help broaden her range of
experiences with students. 

Haillee was very receptive to receiving and applying feedback given. Evidence of her growth is clearly
outlined in her Journals, Seminar Responses, and Professional Learning Plan. I am confident that as she
gains further practical experience she will become a highly successful teacher who constantly seeks
opportunities to improve her work with students. 

https://www.runiptca.com/web/form.php?formid=3533&print=1 10/11
1/26/2017 PRACTICUM I EVALUATION FORM – YEAR 3

Mentor Teacher Signature (Deleeuw, Gary):   Gary De Leeuw   Dec 5, 2016 3:48 PM

Teacher Candidate Signature (Beijer,Haillee):   Haillee Beijer   Dec 6, 2016 2:59 PM

Faculty Supervisor Signature (Heather MacLeod):   Heather MacLeod   Dec 7, 2016 2:42 PM

     CLOSE     

PRINT

IPT Document Management System Oct 27, 2016

Form: 3533

https://www.runiptca.com/web/form.php?formid=3533&print=1 11/11