BACHELOR OF EDUCATION PROGRAM (ELEMENTARY)

THOMPSoN RIVERS
UNIvERSITY

EDPR
Laura Seer

42OO

EVALUATION FORM

(completed cooperatively by Teacher Mentor and Faculty Mentor)

Teacher Candidate:

Date:
Grade:
Faculty

Mar. 30,2014
516

School

luniper Ridee DonnaRein, Anne Grimm

Teacher Mentor(s):

Menton

Patrick Walton
Page

fl
Yes

lvlid-rerm Report

/[

FinatReport

of 3

EDPR 4200 Final Evaluation Rubric

TC has a solid understanding of content, task requirements and learner needs. There is
consistent and effective performance. Has met the criteria for a novice teacher.

ln Progress

TC has shown an adequate understanding of content, task requirements and learner needs. There is an inconsistent performance in the area(s) indicated. Has met an adequate Ievel for a
novice teacher.

No

TC has shown an inadequate understanding of content, task requirement and learner needs. There is inconsistent or ineffective performance. Has not met the criteria for a novice teacher.

Checks in both "Yes" and "ln Progress" columns represents performance that is between "adequate" and

"solid" understanding.
PREPARATION ANO ORGANIZATION

*Requirements to Gonsider

. .

of curricula Displays content Prepares comprehensively and selects appropriate content in accordance with goals and Develops and completes clear unit plans and lesson plans using appropriate format Keeps a detailed daybook or planner that another teacher can follow with allmaterials, resources and planners ls well prepared for the Keeps an organized binder/folder /area including record keeping, assessments, activity resources and a Connects new concepts and subject matter to students' prior knowledge, developmental Prepares a logical sequence of subject matter Connects appropriate assessment with unit and lesson plan PLOs Uses a range of resources and learning materials Uses a variety of teaching strategies e.9., individual, partner, small group, large group Designs & utilizes an appropriate learning centre(s) creative and innovative ideas in unit and lesson plans Plans a variety of ways for students to represent their leaming Plans for differentiated instruction to meet students' varying needs and abilities

@weekpracticuminaGrade5/6classroomatJuniperRidgeElementary(Kamloops'BC).

The school has a population of 385 students. Laura's class consisted of 29 students of widely varying abilities and included two students who have lndividual Education Plans. During this practicum, Laura: -demonstrated flexibility and adaptability when a practicum change to her classroom due to a teacher leave. -overcame this early obstacle and gained momentum throughout the practicum. -arrived early and stayed late to mark student work and prepare her lessons. -consistently presented active, engaging lessons that students were interested in and excited about. -utilized school and external resource materials. -led students in individual, pair, smalland large group activities. -created learning centers for the Grade 5 Science unit Smp/e Machines. -used the SmartBoard when appropriate and applicable. -developed skills during the practicum that allowed her to effectively differentiate instruction. -planned for different ways for students to represent their learning (presentations, art projects, creative writing). -showed improvement in her ability to fully prepare for her lessons and for unforeseen circumstances and events; this will continue to improve as she gains more experience in the classroom.
Cr

\U*rs \truuser\ Documents\Word\EDPR 42m\EDPR

4200

2014\Laura Seer\ Laura Seer 4200 Final Evaluation, Mar. 30, 2014.doc

Teacher

Candidate: Laura Seer

Date:
ASSESSMENT AND INSTRUCTION

March 30,2074

Page 2

of 3

*Requirements to Consider

Yes

ln

Progress

No

,
a

I . . . . . . . .

Provides students with specific, constructive verbal and written feedback Reports appropriately on students' progress. Uses a variety of assessment tools, e.g. anecdotal notes, checklists, tests, portfolios, observations, running records, whole class readino assessments, school-wide writes, rubrics AUte to snire, when necessary and appropriate, relevant information both formally and informallv with Teacher Mentor, students, parents and school personnel lnvoh/ed in a variety of reporting techniques, e.9., conferences, written reports, student self-reoortino. conversations, lndividual Education Plans (lEPs) Uses assessment and evaluation as an integral part of instruction Engages students in self-assessment and uses it effectively Uses a variety of questioning techniques (higher-level thinking, open-ended) Distributes questions and accepts answers evenly among all students Uses appropriate vocabulary for age level Ljses voice effectiveiy linRection, tone, pacing, projection, expression, fluency, volume) Demonstrates correct usage of oral language Demonstrates correct usage of written language Listens attentivety to students in order to check for understanding, re-teach if necessary and respond with appropriate feedback and closure lncludes an appropriate introductory Presents lessons which flow smoothly(appropriate transitions, gradual release of

.
.

ffionalcriteriaanddirections(sequential,concise,stepbystep)

-hook'

. ,resoonsibilitv.clearlvconnectsthePLos,los'lessonactivitiesand@ . lncorporates a balance of direct teaching and student active involvement in time allotted

.
.

Paces instruction appropriately Delivers lessons confidently and effectively

Please write commen6 below: (Commenb are intended to elaborate on some of the considered requirements)

Laura was actively involved in the preparation of the second term report cards. She worked to individualize student's reports in Mathematics, Social Studies, and Reading, and wrote some individual socio-emotional comments. She collected marks for each subject that were blended with the classroom teacher's marks to generate fair assessments of the students.
Laura:

-used some self-assessment strategies (e.9., ticket out). -offered project choices that included different ways for students to demonstrate their learning. -is encouraged to continue to find new ways to use questioning to enhance student engagement and growth. -used interesting hooks that engaged the students (e.9., appropriate YouTube videos). -was open to re-teaching lessons if necessary and appropriate. -improved in her ability tb track down and follow up on missing/incomplete student work; this will be an area that she willcontinue to develop. -distributed questions evenly amongst students. -planned for lessons that were directly linked to the learning outcomes. -developed/adapted various rubrics to aid in marking written work. -used formative assessment during many lessons to gauge student comprehension (e.9., thumbs up, down). -was mindful of the curricular differences between the two different grades when planning and delivering lessons. -often had students explain their solutions to each other (e.9., Math problems) thereby challenging more capable students and providing alternate explanations for other students. -used small, cooperative groups effectively; a challenge for many classrooms.

feacher

Candidate:

Laura Seer

Date:
CLASSROOM MANAGEMENT

March 30,2014

Page 3 of 3

*Requirements to Consider
o

Yes

In

Progress

No

. .
a

. . .

Engages students in active and on-task learning ls consistent, respectful and fair Sets clear expectations and follows through appropriately Establishes and maintains classroom routines and rules lnitiates and maintains student focus ls consistent in supporting behavioural expectations Encourages responsible student choices Employs positive management techniques
Please write comments betow: (Comments are intended to elaborate on some of the considered requirements)

Laura developed a good working relationship with the class. She was honest, up front and respectful with them. She demonstrated a caring manner and listened closely to them.
Laura:

-learned new ways to give a Variety of positive feedback and encouragement. -developed a nice Set of classroom routines (e.9., attendance, announcements). -had high expectations for student behaviour and conduct. -experimented with a variety of methods to gain and maintain student focus. -will continue to develop proactive classroom management strategies (e.9., moving students to alternate locations, sitting next to students on the bus, physical proximity, discussing behaviour in positive terms prior to
events). -worked to stop minor misbehaviour immediately; this helped to keep students on task. -was responsive to student needs. PROFESSIONAL QUALITIES

*Requlrements to Gonsider

Yes

ln Progress

No

fficherwhoshowsacommitmenttolearningandteaching . Takes initiative; enthusiastically acquires knowledge

. .

tnlittingty assumes classroom and other school related responsibilities Arrives at school early. Stays after school until the next day is prepared

. .

ls empathetic toward and respectful of others Respects confidential nature of professional information

ropriaterelationshipswithcolleagues,staff,parentsand

. . . . .

students and consults the orooer channels of authority Demonstrates reflective and self-evaluative skills Seeks, accepts and acts on constructivefeedback Takes advantage of professional development opportunities Oisptays a positive attitude and demonstrates professional qualities Contributes to the culture of the school beyond the classroom

Laura displayed professionalism during her practicum. She attended staff meetings and participated in recess supervision. She contributed to the culture of the school in a positive manner.
Laura:

-demonstrated great communication skills when dealing with parents. -helped at the homework club during several lunch hours. -was receptive to constructive feedback and worked hard to implement suggestions into her teaching. -regularly reflected on her teaching practices Laura had a very successful practicum overall and would be a nice addition to a staff. Teacher Candidate's standing at the end of EDPR 4200?
Faculty Mentor's signature:
Teacher Mentor's

signature(s):

\-/L . (

'

cc:

Teacher Gandidate, Faculty Mentor, Teacher Mentor, B.Ed. Student File