Field Experience III Narrative Assessment

UNIVERSITY OF
CALGARY FA CUL TY OF ED UCA TION UNDERGRAD UA TE PROGRAMS EDUC508: F I E L D E X P E R I E N C E III F I E L D NARRATIVE ASSESSMENT
PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT
Student's Name:
NOTE:
Adam Elford
ID#: 00324102
and will not be distributed by the Faculty
Date:
of Education
December 7, 2012
employers
This is not a letter of reference
to potential
The purpose of this four-week Field experience is to focus on complex dimensions of social and cultural engagement in classroom learning. The student's Learning Portfolio and his/her participation in the Field placement should provide evidence of a growing ability to act thoughtfully in the classroom and within the school community, and a deepening understanding of learners and of the enactment of curriculum and pedagogical relationships within a whole class context. The Narrative Assessment should address the student teacher's growth in the emergent ability to plan for. implement and assess learning. It should also comment on the student teacher's growth in relation to the KSAs. including the student's own goal setting reflections and personal/professional assessment throughout the Field experience. The Field instructor's assessment should also address the student's overall participation in both collaborative and cohort learning assignments including Blackboard and the final presentation assignment. The following report on the student's work should be organized in relation to the questions: "Where is the work particularly strong?" "What could the student do to further his/lter professional growth and development?'"
The Bachelor of Education Field Experience III engages student teachers in an initial introduction to curriatlum planning, teaching and assessment in a classroom setting with the guidance of an experienced partner teacher. Semester III Field builds on the school based learning and growth work portion of the BEd teacher preparation program begun in Field Experiences I and 11. The primaty emphasis in Field Experience II is engagement with individuals and small groups of learners in the classroom. The expectation of Field Experience 111 is that student teachers will in the final weeks of Field 11 develop plans for. im/ileinent and assess learning for students for 25% of the school day. or approximately 50% when student teachers are placed in collaborative teaching teams of two. In addition to practical work in schools. Field Experience 111 contains a 4 session University Field Seminar with a speciftc Field Curriculum established by the Factilty of Education that provides guidelines for Reflective Work docmnented by the studeiu in a Learning Portfolio and on Blackboard throughout the leruh " "' " '""^ '''^^ ' " '^^"^^^^^^Bi^^^ Adam Elford had a very positive experience in Field III teaching science and mathematics with his partner teacher at Senator Patrick Bums Middle School. He began by establishing a very productive collaborative relationship with his partner teacher, learned the names of students immediately and made the effort to know students and their individual needs. His extremely strong content knowledge and his gentle, deliberate style and a deep interest to learn and grow during the student teaching experience made Adam highly regarded by students and his partner teacher. Adam always looked for new ways to be involved and engaged and took part in extra curricular activities that helped him gain deeper insights into teaching and learning, student needs and interests and the workings of schools and classrooms. His work on the Reflective component of Field Curriculum was outstanding. His journal was extremely well organized and he created many materials that were used during the Field Experience that will be valuable for future use. A d a m was always well prepared for teaching and he was careful and attentive to the safety issues surrounding laboratory work. He used a range o f resources and approaches in teaching that involved technology, laboratory materials, class discussion and a good amount o f small group work. Adam's gentle style transitioned into a developing confidence as he achieved success w i t h students and continually reflected on his work. He is retnarkably astute in the critique and reflection on his w o r k . He is aware o f what goes well and when results do not ttim out as expected, he has excellent suggestions about what might be done differently. Adam's humility has been a powerful foundation for his authentic growth and development as he took charge and became a respected authority in the classroom. He is taking up the role o f teacher w i t h thoughtful reflection and hard work. He w i l l benefit fi-om a strong focus on learning to stop the class or group o f students he is w o r k i n g with to draw their attention to an important issue, to finnly to restate his expectations for behavior or, to reiterate the task focus or procedures that students are to be undertaking in the laboratory. This is part o f the skill o f "taking charge" - a n important part o f the teacher role that A d a m is beginning clearly developing. Congratulations, A d a m , y o u show, through your professionalism, continuing experience and thoughtful reflection, outstanding growth in self-confidence and skill development in this experience. Wonderful preparation for Field Experience I V !
Field Instructor's Name: Bonnie Shapiro

Signature For Field Experience I I I : Principles of Social and Cultural Engagement, the recommendation is: ( ( /
Credit Non-Credit
^/
) )

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UNIVERSITY OF

This is not a letter of reference

Field Instructor's Name: Bonnie Shapiro

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