University of Lethbridge, Faculty of Education PROFESSIONAL SEMESTER TWO Summative Report este * Please TYPE (including comments) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED paper copy. Student Teacher: Emily Foxton School: |W.A. Day and F.P. Walshe Grade/Subjects Taught: |Grades 3 to 9 Music and Band, Course 10, 20, 30 Instrumental Music Kathy Matkin-Clapton Teacher Associat (Corby Potyok University Consulta Dates of Practicum _|March 5 - April 20, 2018 [Instructions: |= This s @ summative report of the student teacher's performance atthe end of the PSII practicum, based on expectations for | that stage of teacher development (ED 3600). For each practicum outcome below selec the student teachers level of performance: either Not Meeting Expectations forthe PSII Tevel, Meeting Expectations, or Exceeding Expectations. (Most students wil fall ino the Meeting Expectations category, Unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations.) For students within the Meeting Expectations category, please selec level of performance. + Same outcomes may not be applicable to your parclar educational situation. Leave the space blank A the end of each section ofthe form, please provide comments in reference othe relevant KSAS 4. PLANNING AND PREPARATION (k3A #1, #3, #8, #9, #1) outcomes, ae 23 ge pela ee irre 5. Organizes content into appropriate components and sequences for instruction, [ rl Plans appropiate conent and activites forthe time alleted [ Prepares lesson plans forall fessons taught, using a weidefined structure which includes learning objective(s), an introduction and closure, detailed procedures and Instructions, key questions, teaching strategies, learning activities, and assessment of | | v lesson objectives. |__| 1. Prepares unit plan(@) in subject major that include rationale, overview, learning ‘outcomes, teaching/learning activities, and assessment plan. at Integrates information and communications technology into instruction in subject major and other subjects, where appropriate. 410. Obtains and organizes equipment and materials for instruction. ‘COMMEN [Emily when planning and preparing her lessons consistently takes into account available time, materials and tran: lo deliver a well structured focused lesson. She consistently writes clear lesson plans that adhear to her unit plans and overall joxpectations. She siructures lessons that successfully scaffold learning and development of sil. Emily has the learning lonvironment set up and preped prior to each lesson with the date and agenda clearly posted so students are aware and clear of lexpectations when they enter the room. In preparing and planning lessons Emily plans differentiation through accomodating for [comfort lovels and having a varity of actives available within each lesson. euisod nor 2098‘2. INSTRUCTION (SA #4, #5, #6, #9, #10) ee : 23 Hloogk ge ze ee gs Communication i 35 25 aa 7. Uses clear, fuent, and grammatically coreet spoken and witen language. CUCL 2,_Uses vocabulary appropiate to students’ age background and interests 1 =I 3. Modulates hister voice for audbilty and expression. z “4. Demonstrates cultural sensitivity in communication and instution. 7 Lesson Introduction = 5 Establshes set reviews prior learing, niles lesson objecve(s) and expectations, uses motivating atertion-gelters, provides overview, and relates the lesson to i previous leaming as appropriate : General Lesson Development zi 6. Incorporates srategies lor motvaling students using relevant and itereting subject matter and actives, " | 7,_ Presents content in appropriately organized sequences fr istruction, [ @. Explains and proceeds in small stops al an appropriate pace fo sit the acy and T student response, : | 8. Demonstrates subject matter competence during instruction. allel 7 10 Orgarizes and directs taming for invidals, smal groups, and whole Glasses, Tole 11, Provides clear drecions, instructions and explanations [eet te 12, Direcis ecient iranstons between lessons and fom one actly to the next | i 73. Uses a variety of instructional strategies to address desired outcomes, subject mater, = varied learning styles and individual needs (including student IPP goals/objectives| EZ Td. Uses a broad range finstuctonal statgles socio abject major. Coco 15. Uses appropriate materials and resources. IC 16. Demonstrates lexbilty and adaptabily I a ‘Questioning and Discussion 7 17, Asks clearly phrased, wellsequenced questions ala varity of cognitive lve, [Ole 18, Provides appropriate “walttime” aller posing questions, Cite 18, Seeks dorifcation and elaboration of student responses, where appropiate, COMI |[20- Leads and directs student particpation in class dscussion effectively and citibutes ; questions appropriately. — af tv | Focus on Student Learning 21. Circulate in the classroom, Ilwering when necessary, checking on dvidual and 7 soup understanding of atvtyicantent L v 2, Recognizes and responds appropriately to individual clferences and group Tearing 7 needs J | Iv) | 22, Reinforces student earring, building on previous leaming, reviewing, and re-teaching wz Closure 4, Achieves closure for lessons, consolidating Wleas or concopts trough summaries, reviews, discussions, and eppieaons {C v 25, Provides homework when appropriate and explains assignments fully. | Tole ‘COMMENTS: — ‘ily continually looked fora varisy of ways to engage the students and as a result her lessons were well recelved and vaximum leaming was aquired. She used opening activities that were relavent tothe specific learning goal that were fun and 1gaging al all levels and grades, Emily demonstrates that she understands the importance of priming the brain for leaming, lowing for students to connect to previous expertence and lessons through har "Hooks" or "Mental Sets." During instruction ily regulary structured hee quastioning at appropriate times to pull out the "Big Ideas" of her lessons winen she felt the timing 'a8 appropriate, as well as continued to ask for clarification forcing the students to conceptualize and sythesise the learning into ‘ir own language. Emily also understands the importance of closure as she demonstrated on occasion that she wias able to tie Sudan Inara thru 2 brat ean a tbe thai ati a . UofL: PS ll Summative Report Revises January 2018) Student: Emily Foxton Page 2 0f53. CLASSROOM LEADERSHIP AND MANAGEMENT (ksA #7, #2) Not Meeting Expectations Expectations Meeting classroom Leadership 1. Assumes leaGership role in he classroom, Taking charge of classroom aciviies, T ‘showing confidence, poise, composure, and prasence. a v % Creates and maintains an efectve Teaming entronmont,setng hgh expeditions and |_— | — | — Standarés for student earring, atending o student varables such as age, genie, socio-economic status and culturalllinguistic background. 3 Daensttes athe, enfusiesm and comminent oe sudan and wpe, | | T models appropiate behaviours : 7 Establishes posve relationships and a Gassroom dlmate based on mutual rust and respect | Classroom Management 5. Cleatly defines and reinforces classroom procedures and routines. DCH. 6. Clearly communicates and reinfores expectations for appropiate student behaviour 7. Monitors stent behaviour ands aware of student behaviour tal mes. @: Responds to napropiate Bahar prompt, mi, and conden, using | spproprat lowey and higher lve responses alow shoal disci paces and lole procesures [HI ‘COMMENTS: sae iy presents a eam and respactl demeanor the classroom, She teats he Nudents wth respect and has learned to use ochigues suchas aye catia. proamny and preteen seating ao vaya to preempt andor tore ith any unfavourable chavs cring inuon Ey ewrough her ow demeanor the caesrocm geronstate respect forall chore ond um expoctod sunt oadhoar tho samo lovel of espec Emiys main chnue fr correcting behaviour was @ gen einer al students, oso hat sgl none ot, of th expctaon stan posted on her anchor ena Number one being oreapect yous, dassmates an teachers, Ely runs dassrom where she he factor of arn. an stars ra jruted to take pain he learingm away the can fel safe and respected, 4, ASSESSMENT (ksA¥i1) 23 5 28 ge] oes =| 28 sel ah ([d2 [Astoasiment Ba] ah (ad | 7-Assesses student Tearing using a vars oT appropriate assessment echnigues and 1 v instruments (e.g., observations, conversations, questioning, checking daily work pperformance-based and writen assessments, quizzes, tests). 2, Checks frequently for understanding. I = 3. Provides timely and effective feedback on learning to students, ‘4. Modifies and adapts teaching based on assessment data and student IPPs (e.g, omploys allomnative teaching strategies to re-teach where required). = ‘5. Analyzes and evaluates measurement data to assess student learning, v vy 6. Explains to students how learning wl be measured PCL 7. Develops and maintains aocurate records of student achievement (a, gad TRESS | ol oases) nd communicates resute to stucents pares andthe shoo! each) 1 | Ie COMMENTS: [iy undersanas Wat boson wat"ovax aur lassons Fa obsewao, questioning an wien Work sans, mily was able oeflacvaly make decisions on where students stengine and weeknosses Were and mace aproprate anges a her planning, From begining to end Emly consistenly made assessments and provided iformatve personalized Feodbacs to stosens, She understands the nportance of keeping accurate recoas of tude achioverent Ey s Work igen towerds nding ways fo crete and record assessment Galan a way hat work or Re. Page 3 of 5 Uf L:PS ll Summative Report (Revised: January 2018)5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (KSA ‘2, #15, #16) : 2 z eulaa Professionalism eaeialetal 1. Presents a professional apearance and manner. i 2,_Fulils professional obligations (Le, puntually, routine administrative dates) Zz 3._ Demonstrates maturity and professional judgment. Olle 4,_Is knowledgeable about professional sues and demonstrates a commitment to the teaching profession a 5. Enlablshes professional elatonshi with te educational community and wider community (where Tr appropriate). i. se Professional Growth 8. Accurately assesses and documents the efeciveness of lessons, Weiifessrengihs and weakresses and 7 makes appropriate suggestions for improvements. ¥. 7 Uses te resus of student assessment and feedback improve Teaching pracoos and guide profesional growth ea CI] [ai {._ Responds appropriately to feedback from others by istening, interpreting, and implementing suggestions. || [Lv ._ Develops and communicates a personal vision of teaching. TIE 10, Develops a professional porfolo andlor growth plan including Goals, evidence of progress toward goals reflections on growth, and future goal y 7, Carries cut tre rles and responsbltes ofa eacher according Yo the Alberta School Ack school and ditch polities and other relevant ieqisinon —e Z 12, Applies the knowledge sls and attabutes for interim corifiaton appropriately (OIL Eiileal Conduct aw 13, Respects the digniy and sighs of al persons without prejudice a8 fo reco, gious bale, colour, nde, — sextalofenaton, gender dentiy, physical characters, sabi, marl status, age, ancestry, lace of | [) | [y axigin, place of residence, socoeconomie background oinguistic Background 14, Treas students with dignity and respect and is considerate oftheir reumstances. a 15 Does not dvuge information received in confidence or inthe course of professional duties about a student | [= | -—— except as required by law or where to do s0 is in the best interest of the student v 1, Does not undermine the conience of students in teachers oroher student teachers. ole 177, Does nt ercize the professional competence or professional reputation of teachers orother stdent P| teachers unless he rite is communicated in confidence to proper offical after Fst informing the v individual coneamed of the exits, = 18. Acts in a manner that maintains the honour and dignity of the profession. oO v 8. Doos not speak on bahaf ofthe Faculy of Education, the Universy of Lelhvide, the sch ro profession unless authorized to do so. v. ‘COMMENTS: brofession at all times. {thas boon a pleasure to have worked with a student so focused and eager to learn and grow. Emily strives to deliver well Janned lessons and demonstrates respect for hor students and colleagues at all imes. Emily's frst concern abways seemed to 32 the well-being of the students and their success. She works hard to plan lessons that allow for students strenghts and bulls n thelr weeknesses. This was evident in her teaching at the elementary school in her drumming unit. All grade levels and all judents demonstrated a great deal of improvement in their tiythms and timing aver the course of the unit, She was able to make 1ccommodations for students when needed and continually exercised patience even at the most challenging times while dressing any issues with the utmost respect forthe student. Emily madolled appropriate behaviour wth respect tothe teaching UofL: PS 1 Summative Report: (Revises: anwar 2016) Student: Emly Foxton Page 4 of 5‘Areas for further growth: SUMMARY Emily is continually working on her teaching praclioes and understands how fo structure an interesting and eTectve lesson. She Jsbeanrng to ook at and strategize on how to efectvely assess and recat her assessments wile leaching, Emily's lencouraged to think of diferent ways to communicate with parents as to what is happening in the classroom. She can also consider ways that technology can be integrated into her lessons on a regular basis, ‘Overall comments (Strongest aspects of student's performance): [Emily's strongest aspocts of her performance was definitly her knowledge of the subject area and how well she was able ta break lessons down into manageable pieces for the students, as well as her classraom management fram the time she met the children | utside the classroom tothe time they ine up to leave. Students were always aware of what they were exnected to do and when they were expected to doit. Emily's lesson delivery was consistent, clear and consice allowing for alot of te for activities. Emily is a digent, hard working dedicated teacher. RECOMMENDATION q [y Pass [Fan [| INcomptete + ‘if an Incomplete grade is recommended, please attach a signed document providing reasons and recommendations for additional practicum experience. Note: The Teacher Associate is responsible for completing this document, in consultation ith the Student Teacher and the University Consultant. a Pork 14h Zor? (ae Date T pa, bet (9, 2alk sees i ok leet. igh (9 Qynb ao Sti lr oma ee Pass alts consid arate and rnar 0 Usey ote Foon facia Field Experiences. Please provide signed copies for the Student Teacher, the UC and the TA. UofL:PS Il Summative Report: (Revised January 2018) Student: Emily Foxton Page 6 of 6