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Faculty of Education
PROFESSIONAL SEMESTER TWO SUMMATIVE REPORT
Student Teacher: Carley Standish School: Cardston Jr./Sr. High/ Spring Glen Jr. High

Grades/Subjects Taught:6-12

Teacher Associate: Dr. Grant Cahoon University Consultant: Kieth Griffioen

Dates of Practicum: March - April 12 2017

Instructions:
This is a summative report of the student teachers performance at the end of the PSII practicum, based on expectations for that
stage of teacher development (ED 3600).
For each practicum outcome below, place a check mark in the appropriate box to indicate the student teachers level of
performance: either Not Meeting Expectations for the PSII level, Meeting Expectations, or Exceeding Expectations. (Most students
will fall into the Meeting Expectations category, unless there is clear evidence for Not Meeting Expectations or Exceeding
Expectations.) For students within the Meeting Expectations category, please indicate level of performance.
At the end of each section, please provide comments in reference to the relevant KSAs and practicum outcomes.

THE STUDENT TEACHER:

1. PLANNING AND PREPARATION
KSA #1 Teachers make reasoned decisions about teaching and learning based on their ongoing analysis of contextual variables.
KSA #3 Teachers use the programs of study to inform and direct planning instruction and assessment.
KSA #6 Teachers plan for instruction, translating curriculum and outcomes into meaningful learning activities.
KSA #9 Teachers use a broad range of instructional strategies.
KSA #13 Teachers identify and use relevant learning resources.

ExpectationsNot Meeting
Planning and Preparation

ExpectationsExceeding
ExpectationsMeeting
1. Demonstrates knowledge and skills in the subject matter of lessons including his/her X
subject major.
2. Incorporates a variety of appropriate resources and instructional/assessment strategies X
into lesson plans.
3. Translates learning outcomes from the Alberta Program of Studies into relevant and X
appropriate learning objectives for the lessons being taught.
4. Takes into account students prior learning, learning needs (including student IPPs), X
interests, and student variables such as age, gender, socio-economic status and
cultural/linguistic background.
5. Organizes content into appropriate components and sequences for instruction. X
6. Plans appropriate content and activities for the time allotted. X
7. Prepares lesson plans for all lessons taught, using a well-defined structure which X
includes learning objective(s), an introduction and closure, detailed procedures and
instructions, key questions, teaching strategies, learning activities, and assessment of
lesson objectives.
8. Prepares unit plan(s) in subject major that include rationale, overview, learning
outcomes, teaching/learning activities, and assessment plan.
9. Integrates information and communications technology into instruction in subject major X
and other subjects, where appropriate.
10. Obtains and organizes equipment and materials for instruction. X

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Comments: Carley is very resourceful in planning activities that keep the students attention and assures
that appropriate and applicable instruction is taking place. Lessons are well paced, sequential and well
planned out.

2. INSTRUCTION
KSA #4 Teachers demonstrate knowledge of the content they teach.
KSA #5 Teachers identify and respond to learner differences.
KSA #9 Teachers use a broad range of instructional strategies.
KSA #10 Teachers apply a variety of technologies to meet students learning needs.

Expectations Not Meeting

Communication

Expectations Exceeding
Expectations Meeting
1. Uses clear, fluent, and grammatically correct spoken and written language. X
2. Uses vocabulary appropriate to students age, background and interests. X
3. Modulates his/her voice for audibility and expression. X
4. Demonstrates cultural sensitivity in communication and instruction. X
Lesson Introduction
5. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations, uses
motivating attention getters, provides overview, and relates the lesson to previous learning as X
appropriate.
General Lesson Development
6. Incorporates strategies for motivating students using relevant and interesting subject matter
X
and activities.
7. Presents content in appropriately organized sequences for instruction. X
8. Explains and proceeds in small steps at an appropriate pace to suit the activity and student
X
response.
9. Demonstrates subject matter competence during instruction. X
10. Organizes and directs learning for individuals, small groups, and whole classes. X
11. Provides clear directions, instructions, and explanations. X
12. Directs efficient transitions between lessons and from one activity to the next. X
13. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied
X
learning styles and individual needs (including goals/objectives of student IPPs).
14. Uses a broad range of instructional strategies specific to subject major. X
15. Uses appropriate materials and resources. X
16. Demonstrates flexibility and adaptability. X
Questioning and Discussion
17. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. X
18. Provides appropriate wait-time after posing questions. X
19. Seeks clarification and elaboration of student responses, where appropriate. X
20. Leads and directs student participation in class discussion effectively and distributes questions
X
appropriately.
Focus on Student Learning
21. Circulates in the classroom, intervening when necessary, checking on individual and group
X
understanding of activity/content.
22. Recognizes and responds appropriately to individual differences and group learning needs. X

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23. Reinforces student learning, building on previous learning, reviewing, and re-teaching.
X

Closure
24. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews,
X
discussions, and applications.
25. Provides homework when appropriate and explains assignments fully. X
Comments: Carley communicates well with the students. Her demeanor is such that the students know she
is enjoying what she is doing and is interested in the students as individuals. She has given individual
students tutoring to correct embouchure problems that has been very successful. Students respond well to
her teaching methods and personality in general.

3. CLASSROOM LEADERSHIP AND MANAGEMENT

KSA #7 Teachers create and maintain environments that are conducive to student learning and understand student needs for physical,
social, cultural and psychological security.
KSA #8 Establishes relationships with students that respect human dignity.

Expectations Not Meeting

Classroom Leadership

Expectations Exceeding
Expectations Meeting
1. Assumes a leadership role in the classroom, taking charge of classroom activities, X
showing confidence, poise, composure, and presence.
2. Creates and maintains an effective learning environment, setting high expectations and X
standards for student learning, attending to student variables such as age, gender, socio-
economic status and cultural/linguistic background.
3. Demonstrates initiative, enthusiasm and a commitment to the students and subject, X
models appropriate behaviours.
4. Establishes positive relationships and a classroom climate based on mutual trust and X
respect.
Classroom Management
5. Clearly defines and reinforces classroom procedures and routines. X
6. Clearly communicates and reinforces expectations for appropriate student behaviour. X
7. Monitors student behaviour and is aware of student behaviour at all times. X
8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate X
low-key and higher level responses; follows school discipline policies and procedures.

Comments: Carley takes charge of the classroom effectively. She continues to work on laying out
expectations and responding quickly to inappropriate talking and off task student activities. Students feel
comfortable in her classroom and respond well to the learning environment that she establishes.

4. ASSESSMENT
KSA #11 Teachers gather and use information about students learning needs and progress and assess the range of learning objectives.
Not Meeting

Meeting

Exceeding

Assessment

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Expectations
Expectations

Expectations
1. Assesses student learning using a variety of appropriate assessment techniques and
instruments (e.g., observations, conferences, questioning, checking daily work X
performance-based and written assessments, quizzes, tests).
2. Checks frequently for understanding. X
3. Provides timely and effective feedback on learning to students. X
4. Modifies and adapts teaching based on assessment data and student IPPs (e.g., employs
X
alternative teaching strategies to re-teach where required).
5. Analyzes and evaluates measurement data to assess student learning. X
6. Explains to students how learning will be measured. X
7. Develops and maintains accurate records of student achievement (e.g. grade sheets,
X
databases) and communicates results to students, parents and the school effectively).

Comments: Assessment activities have primarily been on a one on one basis during normal classroom
activities. She spends ample time listening to each student during the course of a lesson and providing
specific feedback to help the student improve some aspect of their playing. She has had the opportunity to
teach students who are new beginners and has been very successful in applying correct methods to introduce
students to the various instruments in the band.

5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES

KSA #2 Teachers understand the legislated, moral and ethical framework within which they work.
KSA #15 Teachers engage in assessing the quality of their teaching.
KSA #16 Teachers are able to communicate a personal vision of their own teaching.

Unacceptable

Acceptable
Professionalism

1. Presents a professional appearance and manner. X

2. Fulfils professional obligations (i.e., punctuality, routine administrative duties). X
3. Demonstrates maturity and professional judgment. X
4. Is knowledgeable about professional issues and demonstrates a commitment to the teaching profession. X
5. Establishes professional relationships with the educational community and wider community (where X
appropriate).
Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses, and X
makes appropriate suggestions for improvements.
7. Uses the results of student assessment and feedback to improve teaching practices and guide professional X
growth.
8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. X
9. Develops and communicates a personal vision of teaching. X
10. Develops a professional portfolio and/or growth plan including goals, evidence of progress toward goals, X
reflections on growth, and future goals.
11. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district X
policies and other relevant legislation.
12. Applies the knowledge, skills and attributes for interim certification appropriately. X
Ethical Conduct

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13. Respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, gender,
sexual orientation, gender identity, physical characteristics, disability, marital status, age, ancestry, place of X
origin, place of residence, socioeconomic background, or linguistic background.
14. Treats students with dignity and respect and is considerate of their circumstances. X
15. Does not divulge information received in confidence or in the course of professional duties about a student X
except as required by law or where to do so is in the best interest of the student.
16. Does not undermine the confidence of students in teachers or other student teachers. X
17. Does not criticize the professional competence or professional reputation of teachers or other student teachers X
unless the criticism is communicated in confidence to proper officials after first informing the individual
concerned of the criticism.
18. Acts in a manner that maintains the honour and dignity of the profession. X
19. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the profession X
unless authorized to do so.

Comments (Professional Attributes and Responsibilities):

Carley understands and follows the guidelines in regard to professional demeanor and ethical conduct.

SUMMARY:
Areas for further growth:

Continue to work on being aware of students who talk or play their instrument at inappropriate
times and correct them quickly and appropriately. You are doing this now, but at times you could
intervene sooner than you do. Continue to work on finding the balance between time spent on
listening to individuals (while the rest of the band sits and listens) and having the entire band play.
As long as students who are sitting are still engaged in the learning process, they are still learning
and participating, but when they disengage from what is happening while you focus on the
individual, their learning is impeded.

Overall comments (Strongest aspects of students performance):

Carley establishes a good teaching relationship with her students. Students enjoy her teaching. She
shows a good understanding of teaching methods for beginner students and has been very
successful at helping students achieve good results quickly. She is very adaptable and willing to act
on suggestions made to her. Her conducting is clear and her instructions to students are
appropriate and meaningful. I believe she has the potential to be a very successful teacher.

Recommendation: X Pass Fail Incomplete*

*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 with the Student Teacher and the University
Consultant.]

_________________________________________________________________ _____________________________________________
Student Teacher Date

_________________________________________________________________ _____________________________________________
Teacher Associate Date

_________________________________________________________________ _____________________________________________
University Consultant Date

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Please submit the completed signed original report to Field Experiences, TH423, Faculty of Education, the University of Lethbridge,
and provide signed copies for the Student Teacher and for the University Consultant.

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