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University of Lethbridge, Faculty of Education

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PROFESSIONAL SEMESTER TWO
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Summative Report
* Please TYPE (including commenls) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED paper copy.

Student Teacher: Rebe~ /,ew1'> I School: I M,di l£.w /-k.Q½-.-....

Grade/Subjects Taught: & 7 }.,,lcJt.. /S l tJi.h..&.
Teacher Associate:
1-<evl SI~,,.___ I University Consultant: I Cc~ e.. &v&.,R~
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Dates of Practicum Pc-w-.. ;;n - iJ? .J.--_ 2-/2 0
Instructions:
• This is a summative report of the student teacher's performance at the end of the PSI/ practicum, based on expectations for
that stage of teacher development (ED 3600).
For each practicum outcome below select the student teacher's level of performance: either Nof Meeting Expectations for the
PSll 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 select level of performance.

Some outcomes may not be applicable to your particular educational situation. Leave the space blank .
• At the end of each section of the form , please provide comments in reference to the relevant KSAs and practicum outcomes.

1. PLANNING AND PREPARATION (KSA#1 #J #6 #9 #13)

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Plann/nn and Preaaratlon
1. Demonstrates knowledge and skills in the subject matter of the lessons including his/her
subiect maier.
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2. Incorporates a variety of appropriate resources and instructional/assessment strategies
into lesson nlans.
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3. Translates learning outcomes from the Alberta Program of Studies into relevant and
aoorooriate learnino obiectives for the lessons beino tauoht.
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4. Takes into account students' prior learning, learning needs (including student IPPs),
interests, and student variables such as age, gender, socio-economic status and
cultural/linnuistic backaround.
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5. Organizes content into appropriate components and sequences for instruction. lg
6. Plans appropriate content and activities for the time allotted .
7. Prepares lesson plans for all lessons taught, using a well-defined structure which
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includes learning objective(s), an introduction and closure, detailed procedures and

instructions, key questions, teaching strategies, learning activities, and assessment of
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lesson obiectives.
8. Prepares
outcomes,
unit plan(s) in subject major that include rationale, overview, learning
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9. Integrates information and communications technology into instruction in subject major [} rTI
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and other subiects, where aoorooriate.
10. Obtains and organizes equipment and materials for insti'uction. I
COMMENTS:

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Revised: January 201B

2 INSTRUCTION (KSA #4 #5 #6 #9 #10) 1/1 1/1
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Communication
1. Uses clear, fluent, and grammatically correct spoken and written language. I -+ I l
2. Uses vocabulary appropriate to students' age, background and interests. I l [}
3. Modulates his/her voice for audibility and expression. I J-
4. Demonstrates cultural sensitivity in communication and instruction. 0-
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
orevious learninq as ap~ ropriate.
General Lesson Development
6. Incorporates strategies for motivating students using relevant and interesting subject
matter and activities.
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7. Presents content in appropriately organized sequences for instruction. Ia
8. Explains and proceeds in small steps at an appropriate pace to suit the activity and
student response.
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9. Demonstrates subject matter competence during instruction. 0'
10. Organizes and directs learning for individuals, small groups, and whole classes. D 0
11. Provides clear directions, instructions and explanations. 0
12. Directs efficient transitions between lessons and from one activity to the next. D f21
13. Uses a variety of instructional strategies to address desired outcomes, subject matter,
varied learnina stvles and individual needs (includinq student IPP aoals/obiectivesl. C D kl
14. Uses a broad range of instructional strategies specific to subject major. l~
15. Uses appropriate materials and resources. I I I i I _ I I I lv:t
16. Demonstrates flexibility and adaptability. n n IIG
Questlonlna and Discussion
17. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. ra
18. Provides appropriate "wait-time' after posing questions. ~J
19. Seeks clarification and elaboration of student responses, where appropriate. Ci r;:a-
20. Leads and directs student participation in class discussion effectively and distributes
auestions approPriatelv.
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Focus on Student Learn/no
21 . Circulates in the classroom, intervening when necessary, checking on individual and
arouo understandina of activitv/content.
22. Recognizes and responds appropriately to individual differences and group learning [J(
needs.
23. Reinforces student learning, building on previous learning, reviewing, and re-teaching. g
Closure
24. Achieves closure for lessons, consolidating ideas or concepts through summaries,
reviews, discussions, and applications. c: 0
25. Provides homework when appropriate and explains assignments fully. 0 D 0
COMMENTS:

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U of L: PS II Summative Report: (Revised: January 2018) Student: Page 2 of 5
I 3. CLASSROOM LEADERSHIP AND MANAGEMENT (KSA#7 #8)
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Classroom Leadersh/n ~ill iill ill ill
1. Assumes a leadership role in the classroom, taking charge of classroom activities,
showina confidence ooise comoosure , and oresence.
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2. Creates and maintains an effective learning environment, setting high expectations and
standards for student learning, attending to student variables such as age, gender, [d
socio-economic status and cultural/linqulstic backqround .
3. Demonstrates initiative, enthusiasm and a commitment to the students and subject,
models aoorooriate behaviours. G
4. Establishes positive relationships and a classroom climate based on mutual trust and
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Classroom Mananement
5. Clearly defines and reinforces classroom procedures and routines. I I I_J 1...-i I I
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6. Clearly communicates and reinforces expectations for appropriate student behaviour. Ci [J Q
7. Monitors student behaviour and is aware of student behaviour at all times. r I r I 1 1 rJ f l
8. Responds to inappropriate behavior promptly, firmly, and consistently, using
appropriate low-key and higher level responses; follows school discipline policies and
orocedures.
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COMMENTS:
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0 4. ASSESSMENT (KSA#11)
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Assessment
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1. Assesses student learning using a variety of appropriate assessment techniques and
instruments (e.g., observations, conversations, questioning, checking daily work D , k1'
oerformance-based and written assessments, auizzes, testsl..
2. Checks frequently for understanding. I l I I LJ lvf
3. Provides timely and effective feedback on learning to students. D D J2r
4. Modifies and adapts teaching based on assessment data and student IPPs
(e.a ., emolovs alternative teachinq strateqies to re-teach where reauired\. 1H
5. Analyzes and evaluates measurement data to assess student learning. lvt: D
6. Explains to students how learning will be measured. LI I 1~n 1 L I
7. Develops and maintains accurate records of student achievement (e.g. grade sheets,
databases) and communicates results to students, parents and the school effectively).
COMMENTS:

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U of L: PS II Summative Report: (Revised: January 2018) Student: Page 3 of 5

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5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (KSA#2 #15 #16)
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Profess Iona/Ism ::,
1. Presents a professional appearance and manner.
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2. Fulfills professional obligations (i.e ., punctuality, routine administrative duties). Q
3. Demonstrates maturity and professional judgment.
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4. Is knowledgeable about professional issues and demonstrates a commitment to the teaching profession . Q
5. Establishes professional relationships with the educational community and wider community (where
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Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, idenJl~es strengths and weaknesses and
makes accrocriate suoaestions for imcrovements. 'Fi,,i d.r, cv • cL..,..,._,. .........---- Q-
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7. Uses the results of student assessment and feedback to impro~ teaching practices and guide professional
arowth.
8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. Q-
9. Develops and communicates a personal vision of teaching.

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10. Develops a professional portfolio and/or growth plan including goals, evidence of progress toward goals,
reflections on arowth, and future aoals. ..........
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11. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district
colicies and other relevant leaislation.
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12. Applies the knowledge, skills and attributes for interim certification appropriately.
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

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oriain, clace of residence, socioeconomic backaround or linauistic backaround .
14. Treats students with dignity and respect and is considerate of their circumstances. Q-
15. Does not divulge information received in confidence or in the course of professional duties about a student
except as recuired bv 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.
17. Does not criticize the professional competence or professional reputation of teachers or other student
teachers unless the criticism is communicated in confidence to proper officials after first informing the
individual concerned of the criticism .
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18. Acts in a manner that maintains the honour and dignity of the profession.
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19. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the
crofession unless authorized to do so. G
COMMENTS:
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U of L: PS II Summative Report: (Revised: January 2018) Student: Page 4 of 5

Overall comments

RECOMMENDATION

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.

Date

Date

Signature: University Consultant Date

Please sub~it the completed original signed report to University of Lethbridge, Faculty of Education,
Field Experiences. Please provide signed copies for the Student Teacher, the UC and the TA.

Page 5 of 5
U of L: PS II Summative Report: (Revised: January 2018) Student: