SUMMATIVE EVALUATION

Student Name: Mackenzie Wright Faculty B Lee Cooperating Coralie Church

Supervisor: Teacher:
Date: November 17, 2017 School: Alexander Grade/Subject: 7 / 8 - All

Assessment and Evaluation NM D CM NA Assessment: Pass ☒ Fail ☐ Incomplete ☐ Course: 271 ☒ 371 ☐ 474 ☐ 475 ☐
Considers assessment (framework) while constructing lessons. ☐ ☐ ☒ ☐
(How will students demonstrate their learning?) Delivery of Instruction NM D CM NA
Performs pre-assessment of student’s skills, knowledge, or ☐ ☐ ☒ ☐
experience Lesson purpose is clearly evident to students ☐ ☐ ☒ ☐
Has considered /used a variety of assessment strategies & ☐ ☒ ☐ ☐ Makes use of teachable moments ☐ ☐ ☒ ☐
tools Instructions are clear & concise for students ☐ ☐ ☒ ☐
Checks for student understanding during lesson ☐ ☐ ☒ ☐ Exemplars have been utilized to enhance student ☐ ☐ ☒ ☐
understanding
Discusses assessment practices & results with the CT ☐ ☐ ☒ ☐
A variety of instructional strategies is evident during ☐ ☐ ☒ ☐
Feedback to students is provided in a timely fashion ☐ ☐ ☒ ☐ lesson
Identifies students who need assistance during & following ☐ ☐ ☒ ☐ Student groupings have been considered to enhance ☐ ☐ ☒ ☐
lessons learning
Utilizes questioning techniques to enhance learning ☐ ☒ ☐ ☐
Demonstrates understanding of assessment “as / for / of” ☐ ☐ ☒ ☐
learning Engages students in active thinking during lessons ☐ ☐ ☒ ☐
Matches assessment strategies to learning outcomes / targets ☐ ☒ ☐ ☐ Demonstrates enthusiasm for teaching ☐ ☐ ☒ ☐
Student input into assessment development & criteria is ☐ ☒ ☐ ☐ Projects a “teacher presence/voice” during delivery (ie ☐ ☐ ☒ ☐
practiced/considered comfortable, confident, etc.)

Planning and Preparation for Learning NM D CM NA Has a good command of the spoken and written ☐ ☐ ☒ ☐
language used for instruction
Knowledge of subject matter ☐ ☐ ☒ ☐
Provides closure to lessons. ☐ ☐ ☒ ☐
Familiarity with MB curriculum ☐ ☐ ☒ ☐
Lesson flow is appropriate (time allotments for ☐ ☐ ☒ ☐
Clarity of Lesson Plans ☐ ☐ ☒ ☐
activities).
Lessons demonstrate activating, acquiring, and applying ☐ ☐ ☒ ☐
strategies of lesson content NM – Not Meeting – Does not meet expectations in this
Assessment data was considered/used to inform instruction. ☐ ☒ ☐ ☐ area for a pre-service teacher in this placement
ICT has been utilized or considered in lesson delivery & for ☐ ☐ ☒ ☐
student learning D – Developing – Demonstrating effort & growth in this area
Necessary lesson resources / materials are utilized and ☐ ☐ ☒ ☐ CM – Consistently Meeting – Demonstrates the skill set
available expected of a pre-service teacher in this placement
Cultural sensitivity/diversity is evident in lessons ☐ ☐ ☒ ☐
NA – Not applicable – Area listed is N/A to the lesson under
Differentiated instruction is evident (ie. MI’s, Learning Styles, ☐ ☐ ☒ ☐
abilities, interests) observation
Classroom Engagement & Environment NM D CM NA Professional Responsibilities NM D CM NA
Classroom is a safe environment where students are ☐ ☐ ☒ ☐
engaged in learning Aware of division and school policies ☐ ☐ ☒ ☐
Has the attention of most students prior to beginning ☐ ☐ ☒ ☐
a lesson Arrives early and prepared for lessons / day ☐ ☐ ☒ ☐
Confusion is rare with interruptions and transitions ☐ ☒ ☐ ☐ Stays late to prep and attend necessary meetings ☐ ☐ ☒ ☐
skillfully managed Perfect attendance ☐ ☐ ☒ ☐
Classroom routines are evident and adhered to ☐ ☐ ☒ ☐
Discusses behavioral expectations & invites student ☐ ☐ ☒ ☐ Maintains confidentiality regarding staff & ☐ ☐ ☒ ☐
input when applicable students
Is consistent, fair & respectful ☐ ☐ ☒ ☐ Has developed professional relationships with CT ☐ ☐ ☒ ☐
Practices proactive discipline and manages ☐ ☒ ☐ ☐ and other staff
disruptions well Seeks feedback and suggestions and acts upon ☐ ☐ ☒ ☐
Fosters positive interactions with students ☐ ☐ ☒ ☐ them
☐ ☐ ☒ ☐ Is a “team” player ☐ ☐ ☒ ☐
Maximizes learning time
Expresses high expectations for student behavior & ☐ ☐ ☒ ☐ Practices good judgement ☐ ☐ ☒ ☐
skillfully adheres to them Self –reflects / sets goals ☐ ☐ ☒ ☐
Expresses high expectations for academic ☐ ☐ ☒ ☐ Aware of and demonstrates student teaching
performance requirements:

 Contacted school in advance ☐ ☐ ☒ ☐

 Contacted supervisor in advance ☐ ☐ ☒ ☐
Family communication & school Community NM D CM NA  Presented criminal record and child abuse
Involvement registry checks ☐ ☐ ☒ ☐
Aware of and incorporates students’ culturally ☐ ☐ ☒ ☐  Notifies school and CT in advance due to
sensitive perspectives & beliefs in lessons illness or emergency ☐ ☐ ☒ ☐
Effort made & is comfortable communicating and ☐ ☐ ☒ ☐  Maintains a professional dress code ☐ ☐ ☒ ☐
being involved with family meetings / conversations  Maintains student records (attendance,
Follows up on assignments ☐ ☐ ☒ ☐ marks, etc) ☐ ☐ ☒ ☐
Participates in extracurricular events at the school ☐ ☐ ☒ ☐  Provides a lesson plan in advance of an
observed lesson ☐ ☐ ☒ ☐

** Note: Many areas require discussion with the teacher

candidate & the cooperating teacher as well as observation
to assess accurately
 SUMMATIVE EVALUATION

COMMENTS COURSE KEY INDICATORS

Mackenzie had a successful first placement in a Grade 7 / 8 classroom in Alexander School with Coralie
Identifies goal(s) for placement and completes goal(s) reflections.
Church as her CT. This proved a very supportive setting for Mackenzie’s first placement.
Actively observes the classroom & becomes aware of classroom management &
Goal areas identified by Mackenzie for this placement included: Daily Lesson Planning & Classroom 1st Placement –1st
routines.
Management. Mackenzie worked with her CT to explore different classroom management techniques Yr
Becomes familiar with students & develops rapport with both staff and students.
and it was clear from observation she was consistently working at implementing various strategies to Course # 01:271
Develops professional relationships.
establish her role as “teacher” and in charge of the classroom. Mackenzie used wait time, clear concise 5 weeks Term I Fall
Becomes familiar with the role of the education assistant and understands the
directions, listing expectations for behavior prior to group work, and following established classroom 2 Formal
importance and function of classroom assistants in the support role for student
routines, resulting in a strong effort in a first practicum. Mackenzie also presented well organized and Observations by
learning.
well thought out lesson plans that she followed during her practicum. Cooperating
Based on the cooperating teacher’s units that are being taught, the preservice teacher
Observed Strengths during placement included: Teacher(s) & Faculty
will develop and teach 2 lessons per week for the final 3 to 4 weeks. Complete lesson
Organized, Initiative, clear voice, familiar routines, positive rapport with students (positive feedback to Supervisors
plans must be constructed. Cooperating Teachers may assist pre-service teachers in
students), connection with all students, flexible, lesson plan well documented, , reflective practitioner,
the development of lesson plans.
connected prior knowledge to new material, called on all students, circulated during student work
time, made real world connections / examples, kept students aware of time lines, worked well with 2nd Placement – 1st Identifies goal(s) for placement and completes goal(s) reflections.
her CT. Yr Actively observes for 1st week while participating in classroom routines and assisting
Mackenzie and I discussed these areas to support her ongoing growth as an educator, including: Course # 01:371 with individual students.
Essential questions and identifying lesson purpose thereby providing students a clear picture of what 7 weeks Term II May do some collaborative teaching with cooperating teacher.
was to be accomplished in the lesson but also maybe how it is connected to the bigger picture Spring Assumes responsibility (with assistance) for at least 2 subject areas for a minimum of 5
questions you are hoping students take from the lesson / unit of study (geographical features – NB to 2 Formal weeks. At senior levels, preservice teachers become responsible for at least 2 blocks
know the features but greater learning is when students are understanding how these geographical Observations by on the time table. Complete unit and lesson plans must be constructed. Assistance
features are impacting and affecting the way they live – keep this big picture in mind when planning) ; Cooperating may be required.
the importance of asking critical questions to determine students level of understanding ; remember Teacher(s) Preservice teachers may team teach at the discretion of the cooperating teacher for
to also consistently bring closure to your lessons & have students consider what they have learned, 3 Formal subjects they are not assuming full responsibility.
Consider your assessment tool or choice(s) to help frame lesson purpose, direction and student clarity Observations by Active participation in all classes is expected at all times.
around expectations). Faculty Supervisors
Mackenzie’s cooperating teacher had these comments to share regarding the practicum: Identifies goal(s) for placement and completes goal(s) reflections
Plan with the end in mind, and remember that events often take longer than we expect, consider a Informal observation is expected in the first week of September. NO formal record of
variety of grouping plans, Mackenzie greets students in the hallway first thing in the morning, at 3rd Placement – 2nd
written observation sheet is expected.
lunch as well as seeing them off at the end of the day. She has created great relationships with the Yr
With commencement of the final 5 weeks, the first week will be spent informally
students as she listens to them and they have included her as a member of the classroom. Mackenzie Course # 01:474
observing, establishing rapport & professional relationships, actively assisting in
uses multiple styles of teaching which allows the students to show off their talents. She has been very 6 weeks Term I Fall
classroom routines and preparing for teaching.
motivated during her stay in our classroom and has been willing to take on any challenge presented to 2 Formal
Team teaching with the cooperating teacher may occur to transition into a minimum
her. She reflects on her lessons and asks for suggestions or strategy options. Mackenzie was present Observations by
of 3 weeks full time teaching. Complete unit and lesson plans are required. Some
each day of her student teaching placement and assisted with snack and recess supervision as well as Cooperating
assistance may be needed.
attending staff meetings that occurred during her stay at Alexander School. She accompanied the Teacher(s) & Faculty
Being a reporting period, preservice teachers will participate in the reporting process,
students on their trip to Winnipeg for We Day where Mackenzie assisted in a supervisory role. She Supervisors
providing assessment results to the cooperating teacher, and assist whenever
familiarized herself with the school emergency procedures at the beginning of her placement. requested. Involvement in student-lead parent teacher conferences is recommended.
Mackenzie is very qualified as a beginning teacher and she has been an asset to our classroom.
Identifies goal(s) for placement and completes goal(s) reflections
4th Placement – 2nd
Signature of Faculty Supervisor: B. Lee Yr
Arrives prepared and confident. Displays an ease of rapport with students and
professional relationships. Is actively involved within the “life” of the school.
Preservice Teacher Comments and Signature: Course # 01:475
Understands differentiation and possesses strategies for classroom management.
7 weeks Term II
Maintains classroom routines while demonstrating independent initiative in planning,
Spring
assessing, & delivering instruction. Displays team spirit and collaborative philosophy.
2 Formal
Displays a professional demeanor reflective in personal presentation & belief that all
Observations by
students are able to learn.
Cooperating
Assumes full time teaching for 5 weeks. Unit plans and lesson plans must be
Teacher(s)
completed independently. Planning processes must reflect a variety of grade
3 Formal
appropriate strategies. Assessment should support “as”, “of”, and “for” learning
Observations by
Days Absent: 0 Plan for alternative dates: Faculty Supervisors
practices.
Above all, displays “readiness” to the full time role as a classroom teacher.