ES Mid-Point Evaluation due the 10th day of placement1

Mohawk Educational Support Electronic MID-POINT Evaluation

Evaluation to be authorized by a Teacher/ SERT/LRT/ or Administrator. Due on/by the 10th day

Student Name: Sandeep Kaur Evaluator (s) Name: Mrs. Shelly List( Supervisor)
Mrs. Patricia Hicks (Teacher)
Placement School/Site: Queen Victoria Elementary Evaluator(s) Position(s) at the site: Supervisor and
school, Hamilton Teacher
Shelley List Child and Youth Worker

Confirmation of Placement Hours Verification

Today’s Date: 19th October,2018 Evaluator Signature/Verification: Emailing this

evaluation from the school supervisor’s board email
# of days completed to Date: 9 address authenticates this evaluation; no signature
is required. Including the student’s
# of absences acquired to date (student must make first.lastname@mohawkcollege.ca email address
up all absences): 0 in a CC when this evaluated is emailed back to FPS
will suffice. No signature is required.
Complete this section

We are grateful for your meaningful feedback as it provides students with an opportunity to
adjust their practice to achieve success. Students are encouraged to discuss the evaluation with
you and to ask for examples of why certain ratings were awarded.

EAs who directly observe the student are welcome to contribute feedback; the placement
supervisor -SERT/LRT, Teacher, or Administrator must verify the ratings on this evaluation.
Please return only 1 mid-point evaluation.

The ratings determine if placement requirements have been met. The evaluator will indicate the
best rating the student has earned based on the student’s performance and contributions at the
placement site. Direct and encouraging feedback supports the maintenance of appropriate
standards and role expectations. This is an important document which identifies progression and
achievement of the required vocational and employment outcomes for the EA candidate.
Students are also encouraged to seek guidance throughout their placement to enhance
performance and learn new competencies.

Requirements Met: An evaluation with a minimum score of 50%

(Mohawk Instructor to calculate ratings)

Instructions:
1. You will receive this evaluation via email from stacey.money@mohawkcollege.ca
2. Indicate the best rating for each evaluation criteria as a reflection of the student’s
performance.Please use the HIGHLIGHTER function to indicate your ratings.
3. Email completed evaluation back to the FPS at stacey.money@mohawkcollege.ca from
evaluator’s board email and CC the student at their “first.lastname@mohawkcollege”
email account. This will replace the need of signatures.In doing this you are confirming
the number of placement days completed to date and that you approve of the ratings
included in this evaluation.
4. The student will then submit the returned evaluation for grading via their eLearn
Practicum dropbox.
 ES Mid-Point Evaluation due the 10th day of placement2

At any time when there are concerns with the student’s attendance or performance please
discuss the matter with the student. You may also contact the Field Placement Specialist at
stacey.money@mohawkcollege.ca or by calling 905-575-1212 ext. 3311.

Level 4: Level 3: Level 2: Level 1, 0:

Outcome achieved. Good progress Limited progress Unsatisfactory/unaccept
Indicates an area of towards achieving towards outcomes. able performance.
exemplary performance outcome.
1. Attendance/ Level 4  Level 3  Level 2  Level 1  Level 0 
Time Meets or exceeds # of hours Met expectation of Missed 2 or more Missed more than 3 shifts
Management outlined on original contract. weekly hours outlined scheduled shifts;late on without documentation.
0-1 missed shifts with on original contract. 1 or more occasion; Not dependable. Was
absence reporting protocol 1 -2 missed shifts with limited communication late on more than 2
followed when applicable absence reporting regarding absences or occasions. Did not
and suggested plan to make protocol followed. lateness with supervisor. communicate
up hours. Always Suggested plan to Planned make up hours appropriately with
dependable, punctual and make up hours. only with prompting supervisor when late or
ready to work Usually dependable absent
and punctual.
2. Confidence/ Level 4  Level 3  Level 2  Level 1  Level 0 
Self-Aware / Confidence matches skills. Usually confidence Limited display of Self-confidence lacking-
Initiative/ Shares strengths and asks matches skills and confidence, self- impedes ability to
Resourcefulness questions to deepen continues to grow. awareness and complete job or
understanding. Recognizes Usually shares initiative and/or over overconfidence impedes
areas for improvement and strengths and areas confident. job decisions. Fails to
shares related goals. Always for improvement. Occasionally acts on recognize strengths/
recognizes tasks to be done Asks questions to tasks when given areas needing
and does them. Takes enhance direction or prompts improvement. Does not
preventative/ proactive performance. from others. Rarely attempt to act on tasks
measures to address learner Recognizes error or suggests appropriate or implement
needs. Responds to diverse weakness in practice strategies or builds on appropriate strategies.
learners who require and sets related existing strategies. More Lacks effort towards
attention. Suggests relevant goals. Usually effort is required in finding appropriate
and engaging strategies to observes tasks to be locating appropriate resources
support various tasks. done and does them. resources.
Consistently will search/seek Takes over when
out and implement effective asked. Responds to
information/resources as learners who require
needed. attention.
Usuallyimplements
relevant strategies. At
times will inquire how
to build on existing
strategies.
3. Attitude/ Level 4  Level 3  Level 2  Level 1  Level 0 
Feedback Effectively models exemplary Usually displays Limited displays of a Defensive when
attitude; positive, inclusive, positive, inclusive, positive attitude; feedback is offered.
and solution focused. Seeks and solution focused growth is needed. Does not adjust
feedback from various attitude. Regularly Rarely asks for performance resulting in
members of special checks in with feedback about a lack of ability to
education team, implements supervisor for performance. Tends to complete a task.
change and evaluates feedback. Willingly focus on situational
progress, shares reflection on accepts and factors that influence
how practice has changed implements performance when
feedback in practice; given feedback;
evaluates results somewhat attempts to
implement changes in
 ES Mid-Point Evaluation due the 10th day of placement3

practice with no
evaluation of progress
4. Level 4  Level 3  Level 2  Level 1  Level 0 
Communication Effectively follows instructions Usually follows Inconsistently follows Does not follow
accurately. Asks insightful directions/instructions directions/instructions. directions and
questions, makes accurate with some accuracy. Infrequently asks instructions. Does not
connections between Asks questions when questions, or asks communicate important
instruction and desired clarification is questions that are information to the
outcomes. Written required. Usually unrelated to the task. teacher/supervisor.
communication is always communicates At times
accurate. Exemplary ability situational concerns communication
to communicate situational when follow up is regarding situations is
concerns and observations. needed. unclear.
Consistently follows
instructions with accuracy.
Regularly asks for
clarification if needed.
5. Interpersonal/ Level 4  Level 3  Level 2  Level 1  Level 0 
Integration with Effectively interacts with Usually interacts with Limited engagement Improvements are
learners and others in ways that others. Responds to with staff and learners, required towards
staff contribute to collaborative opportunities to connects only when it is respecting others. Avoids
working relationships. interact with learners necessary to complete attempts by others to
Frequently initiates and staff and a task. Uses uninviting engage in conversation.
conversations to learn about participates in body language or
co-worker experiences; discussions when language. Does not
seeks interaction with appropriate. Usually interact with learners
learners by participating in seeks out and staff necessary for
extracurricular activities or opportunities to rapport building.
facilitating activities during consult with members
recess. Uses humour and of school team.
warm, inviting language.
Uses inviting body language.
6. Professional Level 4  Level 3  Level 2  Level 1  Level 0 
Conduct/ Exemplifies professional Displays professional Limited display of Unprofessional conduct,
Appearance conduct, appearance, conduct, language, professional conduct; manners, appearance or
manners, language, manners, some areas of language; crosses
boundaries with staff and appearance, and language, manners, boundaries. Has
learners, and tone of voice; tone of voice; is scent appearance, and tone breached confidentiality
uses “Student First” free. Adheres to of voice need of staff or learners.
language. Scent free. confidentiality improvement. Has
Demonstrates complete legislation. Maintains needed a few
understanding and respect appropriate reminders about
of confidentiality legislation. boundaries with respecting boundaries
learners and staff. and confidentiality, but
Attempts to use has not been in formal
‘Student First’ breach of policy.
language.
7. Level 4  Level 3  Level 2  Level 1  Level 0 
Demonstrated Effectively supports learners Usually supports Provides limited Fails to demonstrate
ability to support in various academic tasks learners effectively in supports to learners in understanding of
academic tasks related to curriculum various curriculum some curriculum curriculum concept
of learners concepts, as is appropriate concepts, as is concepts. At times has which impacts ability to
to the EA Role such as appropriate to the EA difficulty reinforcing successfully support
preparing and utilizing Role. Accurately instructions of task for various learners in
resources. Effectively describes learner; difficulty academic tasks. Is
describes requirements of requirements of motivating learner to unable to reinforce
assigned tasks; motivates assigned task to complete the task as instructions for learner.
learner. Effectively prepares learner. Attempts to indicated by lack of Does not step in to help
for potential challenges. motivate learner. strategy the learner when
Scribes or dictates with Recognizes when to implementation. Rarely appropriate/ or
excellence. Recognizes include the classroom steps in to help the completes the work for
 ES Mid-Point Evaluation due the 10th day of placement4

when to include classroom teacher; utilizes learner when the learner.

teacher. Always promotes classroom resources appropriate. At times
independence in learners; with learner Scribes or takes over the learner’s
integrates and directs dictates accurately. work instead of
learner to classroom Usually promotes fostering
resources; building on independence in the independence.
learner strengths; uses learner.
appropriate learning
strategies.
8. Level 4  Level 3  Level 2  Level 1  Level 0 
Demonstrated Effectively implements Usually implements Limited implementation Fails to manage learner
ability to existing behaviour appropriate behavior of existing behaviour behaviour appropriately
manage management strategies with management management or uses strategies which
behaviour effective results, for both techniques. Builds on strategies, even when are inappropriate to the
challenges with individuals and groups. existing strategies to given direction to do situation or students. Uses
learners Willingness to build on regulate learner so. Rarely implements excessive force or makes
existing strategies to regulate behaviour. Tracks or suggests behaviour decisions which put
learner behaviour. behaviour strategies; requires learners or staff at risk.
Demonstrates in-depth accurately. Suggests prompting or support
knowledge and application and appropriately from other staff to
of behavior management implements a variety effectively manage the
theory and techniques. of strategies to behaviour.
Tracks behaviour and data address behaviours
to support behaviour for individuals and in
interventions Uses a variety small groups.
of strategies to address
needs of various learners
9. Demonstrated Level 4  Level 3  Level 2  Level 1  Level 0 
ability to support Seeks opportunities to Usually participates in Limited participationin Fails to engage in
Instrumental and participate in and/or and/or observes opportunities to behaviour which upholds
daily living tasks. observe personal care personal care observe or support the respect, safety and
I.e. Personal routines when appropriate. routines when students during dignity of the learner.
care, life skills. Always fosters appropriate or when personal care tasks,
This may include independence, and upholds presented with the even when directed.
(but not the safety, dignity and opportunity. Upholds Demonstrates limited
exclusively) respect of the learner. the safety, dignity understanding of safe
feeding, and respect of the practices and how to
transfers, lifts, learner. Understands uphold dignity and
washroom when to step in and respect for the learner.
needs, assisting when to step back
with hand
washing,
cooking

10. Educational Level 4  Level 3  Level 2  Level 1  Level 0 

Technology/ Effectively incorporates Usually utilizes Limited utilization of Inappropriate use of AT
Devices – assistive technology, assistive technology, assistive technology, and/ or communication
students are communication devices, communication communication devices or schedules, or
encouraged to schedules, educational devices, schedules, devices, schedules, daily living aids
initiate software and/or daily living educational software educational software
opportunities to aids appropriately. Seeks and/or daily living and/or daily living aids
use tech for ed opportunities to aids appropriately, appropriately, even
gains appropriately apply tech. when provided the when given opportunity
Builds on existing tech opportunity to do so. to do so.
available to learners, as
appropriate.

You may include a few comments about the student’s strengths, and provide some feedback regarding
an area of growth. Specific examples are helpful. As this is a mid-point evaluation, the student should be
clear on how to achieve success on the final:
 ES Mid-Point Evaluation due the 10th day of placement5

Strengths- contributions to placement, example of exemplary performance: Sandeep

consistently takes initiative and positively interacts in all aspects of the classroom (e.g. sits down
beside a student having trouble completed his math and works one-on-one to completion).

Areas for growth- technical and soft skills: Consistent, clear, and enunciation with our Speech
and Language students.