Introductory Field Experience Final Evaluation

Field Experience Information:

Student Teacher:
Last Name: Lam First Name: Jennifer
ID Number: 1434186 Course Number: EDFX 350
University Facilitator:
Last Name: Smolarchuk First Name: Myron
Mentor Teacher:
Last Name: Taylor First Name: Cari
Placement Information:
Start Date (dd/mm/yyyy): 14/03/2016 End Date (dd/mm/yyyy): 22/04/2016
Subject(s) and/or Grade Level(s): Grade 8 Math, Grade 7 and 8 Physical Education

School Information:
School Name: Ottewell School School District: Edmonton Public Schools
School Address: 9435 73 St Postal Code: T6B 2A9
School Phone #: 780-466- 7331 City: Edmonton

Distribution:
Students should retain a copy of the Final Evaluation form for their own records. Please note that
potential employers may ask for a copy of this Final Evaluation.

A copy of this form will be emailed by the University Facilitator to the office of Undergraduate Student
Services, where it will be retained for a period of three years; no other copies will be retained by
Mentor Teachers, University Facilitators or employees of the University of Alberta without written
permission of the Student Teacher.

It is recommended that the Student Teacher receive a grade of:

Final Grade (Credit or No Credit): Credit Date (dd/mm/yyyy): 22/04/2016

Winter 2016 Page 1 of 11

The purpose of this Field Experience Final Evaluation document is to provide evidence and
communicate information regarding Student Teacher performance based on the Knowledge, Skills and
Attributes (KSAs) for Interim Certification.

For each category, the Mentor Teacher should provide comments that reflect strengths and areas for
growth in each category. Evidence and specific examples should be provided.

You do not need to fill the space provided; recommended length is 200-300 words per category. Write
only enough to provide necessary evaluation and evidence. Please do not exceed the space provided, as
lines of text that extend beyond the text box will not appear on printed copies; there is space for extra
comments at the end.

Use the KSAs and suggested topics as they relate to the category to guide your comments; not all need
to be addressed.

Description of the school and context of teaching

Suggested Topics (Not all need to be addressed): school size, urban/rural, special programs, class size, special needs students in class,
number of teachers, etc.

Ottewell Junior High School has approximately 530 students, 24 teachers and four educational
assistants. Ottewell is considered a school of choice, as the students who attend come from upwards of
27 elementary schools. Ottewell is a district site for the C.L.S, B.L.A, Mandarin and Challenge
programs. Jenny was responsible for teaching: two grade 7 physical education classes, one girls class
with a special needs student from the C.L.S class and one co-ed ; three grade 8 girls physical education
classes; and a grade 8 Challenge math, with students demonstrating high academic abilities. Class sizes
ranged from 24 36 students.

Winter 2016 Page 2 of 11

Preparation, Planning and Organization
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA C: Teachers use the Guide to Education and the programs of study to inform and direct planning, instruction and assessment.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.

Suggested Topics (Not all need to be addressed): curriculum expectations, content knowledge, lesson plans, organization, time
management, diverse learning needs, etc.

Jenny is familiar with the curriculum in both physical education and math. She used a lesson plan
template that is effective for her teaching style and developed quality daily lesson plans for the track &
field unit. Jennys lessons were prepared in a timely manner, often ahead of time, with clear objectives
and natural and fun progressions for the level of students. Due to the unpredictability of weather, Jenny
was always prepared with two lessons, in case the need arose to come inside. Jenny referred to her
weekly planner, and used reflections from previous classes to help develop her pacing for each lesson.
She is well aware of the importance of pacing and how it is influenced by timelines. Jenny confidently
delivered a series of lessons in math. She stepped in and completed the integers unit and taught the entire
linear equations unit. To accommodate for different learning styles she thoughtfully developed and
adapted lessons using Smartboard Notebook, the textbook, math games, as well as other technologies
including Plicker and Chromebooks.

Winter 2016 Page 3 of 11

Teaching Skills and Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA I: Teachers know and use a broad range of instructional strategies.
KSA J: Teachers use both traditional and electronic technologies to meet students learning needs.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.

Suggested Topics (Not all need to be addressed): learning strategies, sequencing/timing, flexibility, instructional strategies, use of ICT,
differentiation of instruction, student interest, cultural sensitivity, pacing, lesson/unit plans, etc.

Jenny was eager to teach and was comfortable with the students from the very beginning of her IPT. She
quickly, through various personal interactions, developed relationships with students and gained their
trust and respect. She promptly engaged students by incorporating a variety of introductory activities
(fitness, games), as well as sharing and actively participating with them. Jenny consistently
accommodated for different learning styles through whole group instruction, small group and partner
work, and by using technology and fun activities to further student understanding. She also used the
traditional textbook to solidify student understanding of concepts in math. Jenny has the ability to be
flexible. She continually witnessed long- range plans disrupted by weather, field trips, drama
presentations, school events, holidays and student illnesses, yet adjusted easily to these changes. Jenny
gave very clear feedback in language students understood. She developed checks with the whole class
and individual students during instruction and practice. She demonstrated, on more than one occasion,
the ability to be spontaneous and re-teach or come up with new examples if students showed a lack of
understanding.

Winter 2016 Page 4 of 11

Management and Classroom Climate
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA G: Teachers create and maintain environments that are conducive to student learning and understand student needs for physical,
social, cultural and psychological security.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.

Suggested Topics (Not all need to be addressed): class tone, routines, rapport with students, conflict resolution, student engagement,
leadership, transitions, etc.

Jenny is confident, has a good sense of humour and is willing to share her experiences with the students,
which enabled her to establish excellent rapport with the students. This rapport then contributed to the
positive climate of her classroom; students felt safe as Jenny was approachable. It is extremely important
that the students feel comfortable in physical education to maximize participation. In physical education
she made it a priority to continually check the area and equipment to ensure the physical safety of the
students. Jenny continued with the routines set for the class prior to her arrival, explaining her
expectations, taking attendance, outlining daily objectives, and making sure the students were changed
in physical education or prepared with materials in math. She would move around the gym, field or class
using proximity to keep the students focused. A strength she demonstrated was to key in on the class
leaders and use them in various roles to assist with learning. Jenny created a very welcoming climate for
the students but was still aware of behaviour and administered natural and effective consequences. She
always gave consequences in a manner that allowed (the few) students she had to address to maintain
their dignity and remain in class. After reflection Jenny added more detail in her lesson plans to help
provide the students with excellent direction and allow her to make effective use of time and space.
Jenny showed a genuine interest in the individual needs of the students. Her enthusiasm and role
modeling were vital in minimizing disruption in class.

Winter 2016 Page 5 of 11

Communication
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA J: Teachers know how to use and how to engage students in using traditional and electronic technologies to present and deliver
content, communicate effectively with others.
KSA L: Teachers know how to develop and implement strategies that create and enhance teacher, parent, and student partnerships.

Suggested Topics (Not all need to be addressed): oral and written language, communication with parents/guardians, listening skills,
teaching/learning technologies, voice and language, etc.

Projecting her voice has been a consistent area of growth for Jenny. She has realized the importance of
projecting her voice, especially in the gymnasium or field setting, and started to use it to motivate the
students. She was clear and precise with her instruction and feedback, and used language that was
appropriate for the grade levels she was teaching. Jenny had a few catch phrases such as listen up and
come in that the students responded to positively. She listened and responded to student signals on a
regular basis. Her Smartboard and whiteboard writing skills were neat and her timing with discussion
and notes was excellent. Jenny has become familiar with School Zone and was dependable in reporting
formative and summative assessments to students and parents.

Winter 2016 Page 6 of 11

Assessment Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA K: Teachers gather information about their students learning needs and progress by using a variety of assessment strategies.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.

Suggested Topics (Not all need to be addressed): appropriate questioning, adapted assessment, assessment variety, record keeping,
formative/summative, reporting, timely feedback etc.

Jenny understood the importance of rubrics and regularly assessed daily participation using a rubric
from the Ottewell physical education program. Within the first few days of starting her IPT she also
created an outstanding rubric for the students to self-assess particular outcomes of the curriculum
following the badminton unit. (Jennys rubric was also adopted by another physical education teacher in
the school.) Jenny was clear with assessment expectations for students in every class prior to the start of
a unit. She was effective in using formative assessment techniques like questioning, textbook, exit slips,
peer assistance and technology, such as Plicker, prior to giving summative assessments. In math
Ottewell uses common assessments throughout each grade level. Jenny was successful in gathering,
marking and recording these assessments.

Winter 2016 Page 7 of 11

Understanding Students Needs
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities. Teachers understand the need to vary their plans to accommodate individuals and groups of students.
KSA I: Teachers know and use a broad range of instructional strategies and know which strategies are appropriate to help different
students achieve different outcomes.

Suggested Topics (Not all need to be addressed): Planning that includes all students and learning styles, alignment of strategies to student
needs, use of varied resources to differentiate instruction, assists all learners, understands contextual variables that affect teaching and
learning, etc.

Jenny developed great rapport with her students. Her approach to each unique student enabled her to
connect with the different personalities. Following a lesson in handball for example, she was able to
encourage a non participator and girls that have only played elite soccer to come tryout for the
extracurricular handball team. Her physical education lessons were designed with both fun and
expectations for skill development in mind. In math Jenny recognized that the academic challenge
students quickly understood concepts and she was flexible in changing her original practice assessments
to meet the needs of the students. She also developed her math lessons considering different student
needs in mind. Jenny would have students work alone, in partners, with technology, play a game or give
a challenge question to start class and foster student inquiry. Every noon hour Jenny would be available
to offer math help or even just to chat, for her students as well as other students.

Winter 2016 Page 8 of 11

Professional Qualities and Attributes
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
KSA N: Teachers know the importance of contributing, independently and collegially, to the quality of their school.
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience.

Suggested Topics (Not all need to be addressed): work ethics, interpersonal skills, collegiality, initiative, energy, team work, attitude,
appearance, commitment, reflection, etc.

Throughout her entire five-week practicum, Jenny presented an excited and vibrant attitude toward
teaching. She was very open and honest in her interactions with students, parents and colleagues. She
always conducted herself in a professional manner in regards to being prepared, on time and
appropriately dressed (which can be difficult for physical education). Jenny used her prep time to
observe and learn from other teachers, to reflect or improve lessons, to be resourceful and plan or to
offer help to students in math classes she did not teach. Her commitment to develop her teaching skills
was obvious. She was receptive to feedback and implemented suggestions almost immediately. Jennys
initiative was demonstrated in her willingness to take on extracurricular activities. She assumed the
responsibility of assistant coach for the girls team handball team, supervised intramurals at noon and
even offered to come in on the weekend to paint the track on the school field.

Winter 2016 Page 9 of 11

Reflection and Self-Evaluation
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience

Suggested Topics (Not all need to be addressed): establishes specific strategies to meet professional goals, demonstrates oral/written
reflective practices, engages in goal setting, communicates overall vision of teaching, etc.

Each week Jenny demonstrated growth in the development of her own personal teaching style.
Following many collaborative discussions, as well as honest additions to her journal, Jenny continually
made improvements to her instruction. She was extremely open to suggestions and constructive
criticism. She was not afraid to initiate conversations on how to make revisions to her lesson and would
make changes promptly. Her commitment to the teaching profession is evident in her willingness to
reflect and learn from others. I often felt like I was teaching with a colleague with many years more
experience.

Winter 2016 Page 10 of 11

Additional Mentor Teacher Comments:
It has been my pleasure to be Jennys mentor teacher over the past five weeks. Her overall vision of the
purpose of teaching leads me to believe she has much to offer the students and the profession. She is a
very promising young teacher because of her passion, resourcefulness, initiative, commitment and
dependability. She has a natural ability to relate to students and staff, which will make her a welcome
addition to any teaching community. I wish Jenny the best of luck in her next teaching journey and all
related endeavours.

Student Teacher Comments:

Throughout the course of my five-week practicum I have become more and more comfortable in the
classroom setting and gained insights on what I can do in the future to improve my lessons and my
overall teaching ability. My mentor teacher provided me with feedback after each class, which has
helped me a great deal and has given me things to consider for my future lessons. I have learned that
providing variation of teaching styles such as teaching using the smart board, individual work, partner
work, teacher led activities, and technology in lessons keeps students engaged and interested in their
learning. When it comes to my relationships, I have found it easier to connect with some students and
classes easier than others and the more I did, the more respect I gained from the students. I built
relationships with many of my students by finding common ground and by occasionally talking to them
as more of a friend than an authority figure to establish a trusting relationship. With each day, I took on
more and more responsibility and was very organized and well planned. In the first week I slowly took
over parts of lessons in both math and physical education. I took over 19/27 instructional blocks per
week for the last four weeks of my practicum and I feel as though I have experienced a great deal of
what it takes to be a teacher from planning to assessment. I also took on the responsibility of coaching
the girls team which I will continue to do until the end of the season which will wrap up a few weeks
post practicum coaching has been a nice change of pace from teaching and has given me the
opportunity to connect with more than just the students I teach. Time has flown by so fast and it saddens
me to think that my time at this school with my mentor teacher, students, and the staff members has
come to an end. Overall, I have had an amazing experience at Ottewell with some ups and downs, I have
learned so much and I look forward to what my future teaching career has in store for me.

Winter 2016 Page 11 of 11