WERKLUND SCHOOL OF EDUCATION

UNDERGRADUATE PROGRAMS IN EDUCATION

EDUC 465: FIELD EXPERIENCE II
PARTNER TEACHER NARRATIVE ASSESSMENT
INDIVIDUAL/GROUP LEARNING IN CLASSROOMS

Student Teacher: ID#: School:

Partner Teacher: Field Instructor:

NOTE: This is not a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential
employers, however potential employers may ask for this assessment from the student directly.

The purpose of this four-week field experience is to focus on the complex dimensions of individual/group learning in classrooms. The student’s
learning portfolio and her/his participation in the field placement should provide evidence of an emerging ability to act thoughtfully in the
classroom and within the school community, and a preliminary understanding of learners and of the enactment of curriculum and pedagogical
relationships within the classroom environment. The narrative assessment should address the student teacher’s growth in their initial ability to
plan for, implement and assess learning. It should also comment on the student teacher’s growth in relation to the relevant KSAs, including, the
student’s own goal setting and personal/professional assessment throughout field experience. The following report on the students work should
be organized in relation to the questions: Where is the work particularly strong? What could the student do to further her/his professional
growth and development? You may also want to consider the elements assessed as part of the midterm assessment.
_____________________________________________________________________________________

Ms. Mensink was an active participant during her four week placement at Westmount Elementary School. She was involved in
multiple aspects of learning on the individual and classroom level. Overall she taught and implemented powerful learning to
three classes (30 in each class) with a diverse range of learning needs. The development of a novel study and numerous real-
world authentic projects provided the students with many avenues for learning.

Areas of strength in Ms. Mensink’s pedagogy was developing professional relationships with the students and constructing
engaging lessons. Developing professional relationships was a fluid transition for Ms. Mensink. She quickly built valuable
relationships that allowed personal connections within her teaching. This resulted in students committing to her teaching
practice. Her ability to construct and plan authentic real-world lesson plans resulted in a high level of engagement.

Ms. Mensink should focus on assessment (formative & summative), and management of transitions within the classroom in her
areas of professional growth and development. Highlighting the two types of assessment throughout a lesson/unit will build
confidence in the student’s expectations of their assignment or project. Transitions between a formal lesson and work time,
along with class transitions involves different methods of management. As Ms. Mensink goes through her career as a teacher,
she will begin to develop her own personal management styles that work for herself and the type of learners inside the
classroom.

Overall, Ms. Mensink was a pleasure to have in the classroom. She was very personable and made it extremely easy to
collaborate. The grade 6 students appreciated her time in the classroom and respected her as a professional. I believe Ms.
Mensink will be a valuable team member to a future school.

Mr. Anderson

Westmount Elementary School

Grade 6 Language Arts

Partner Teacher’s Signature: Zane Anderson Date April 20, 2018

Student Teacher’s Signature: Jordan Mensink Date April 20, 2018

Recommendation to the Office of Undergraduate Programs: Credit Non-Credit

Was this assessment reviewed with the student? Yes No

 Please remember to also sign and date any additional pages and attach to this form.
 Please ensure the student signs the Narrative Assessment.
 Please provide the original Narrative Assessment to the student teacher and keep a copy for your own
records.
 The student teacher is required to submit a copy of this Narrative Assessment to their Field Experience
Instructor, as per the instructions of the Field Experience Instructor, in order to receive their final grade.