Evaluation Form
IFX Student Teacher Field Experience (5 weeks) Final Evaluation Form Preamble At the end of the field experience, the Mentor Teacher, working with the University Facilitator, is required to complete a summative Final Evaluation form. The purpose of the Field Experience Final Evaluation document is to provide evidence of and communicate information regarding student teacher performance. The Mentor Teacher prepares the evaluation document; the role of the University Facilitator is collaborative and advisory.
Instructions The final evaluation should: Be comprehensive and detailed (see illustrative example below) Be neatly typed (the boxes expand as you type) Be complete early in Week 5 (draft) and discussed with the Student Teacher and the University Facilitator Include the Student Teacher’s comments Be signed by the Mentor Teacher, Student Teacher and the University Facilitator Not include the instruction pages Indicators and Comments: The Suggested Topics listed in each section are based on the Knowledge, Skills and Attributes (KSAs) as outlined by the provincial government’s Alberta Teaching Quality Standard for Interim Certification. Use them as guidelines to measure student teacher performance. In each category of the evaluation, please cite specific examples that indicate the student teacher’s performance. Comments should reflect strengths and areas for growth Illustrative Example:
Preparation, Planning and Organization 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
Teacher evaluation including evidence: Ernest worked very hard to ensure that the content of his units and lessons were not only curriculum based but also relevant for his high school students. He planned both collaboratively as well as independently for his classes, and incorporated feedback and critical reflection into his instructional planning. Ernest researched and used his own resources in planning a unit for the new Social Studies curriculum, and implemented this unit in a creative and engaging manner for his Social 10 students. Ernest clearly understands how to translate curriculum into meaningful and progressive learning opportunities for his students. In his plans he demonstrated his ability to tailor his plans to accommodate individual learning needs. He also included a variety of assessment methods, both formative and summative in nature, and students were made aware of how they were to be assessed.
Last updated 21/03/2014 20:36 a3/p3 Mentor Teacher(s) – please initial each page of evaluation _______________
Faculty of Education
Introductory Professional Term
University of Alberta
Field Experiences Final Evaluation 2012-2013
(5 Weeks)
Student Teacher: Olivia Heidt
Dates of Field Experience: November 12, 2013 to December 13, 2012
ID Number: 1388285
School Name & Address: Innisfail Middle School 4501 52 Avenue Innisfail, Alberta T4G 1A8
Course: EDFX 325
School Telephone: 403-227-0060 University Facilitator: Dan Richmond
School District:
Subject(s) and/or Grade level(s): Math, Social Studies and Health 8
Mentor Teacher(s): Mike Walsh
Chinook’s Edge School Division
For this field experience, it is recommended that the Student Teacher receive a grade of: Credit / No Credit Date: December 11, 2013 ____________________________________ Signature of Mentor Teacher
____________________________________ Signature of Student Teacher
____________________________________ Signature of University Facilitator
Signatures indicate that the University Facilitator and Student Teacher have received and read the evaluation report. Distribution: Students should retain the original signed Final Evaluation form for their own record. Please note that potential employers may ask for copy of this Final Evaluation. A copy of this form will be returned 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.
Mentor Teacher(s) – please initial each page of evaluation _________
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. Comments reflect strengths and areas for growth in each category.
Description of the school and context of teaching: Suggested Topics • School size Not all need to be addressed. • Special Programs • Special Needs Students in class
• Urban/Rural • Class size • Number of teachers
Innisfail Middle School (grades 5-8) operates in both the English and French immersion tracks. Currently, there are approximately 375 students. The classroom setting is a grade 8 class. IMS has a very unique schedule that has all students in math at the same time, this allows for unique math groupings and a very fluid student schedule. IMS has team teaching occurring within each grade as well. IMS is also a very technically advanced school.
Preparation, Planning and Organization KSA A: KSA C: KSA D: KSA E:
Teachers understand that contextual variables affect teaching and learning. Teachers use the Guide to Education and the programs of study to inform and direct planning, instruction and assessment. Teachers understand the subject discipline they teach. 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
Teacher evaluation including evidence: • • • • •
Used a wide range of teaching resources Continually reassessed student understanding, self-reflected on lessons and adapted plans accordingly Had all necessary materials for each lesson and provided all necessary resources to the students Ensured her knowledge of curricular outcomes and developed lessons with the end in mind Was always willing to ask curriculum related questions
Mentor Teacher(s) – please initial each page of evaluation _________
Teaching Skills and Strategies 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 • Instructional strategies • Student interest • Pacing
• Sequencing/timing • Uses ICT • Cultural sensitivity • Lesson/unit plans
• Flexibility • Differentiation of instruction
Teacher evaluation including evidence: • • • • •
Provided students with “hands-on” activities Provided a balance between independent and partner/group activities Questioning techniques improved tremendously, used bloom’s taxonomy for improved questions Activities created high student engagement Completed multiple lessons with students using laptops during the “teaching” time
Mentor Teacher(s) – please initial each page of evaluation _________
Communication 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 • Listening skills • Voice and language
• Communication with parents/guardians • Teaching/learning technologies
Teacher evaluation including evidence: • • • • • • •
Her active listening skills improved enormously Relates very well with students, developed a great rapport with students Interacted with all staff members in a friendly manner Open to new ideas from mentor teacher, other “seasoned” teachers and facilitator Participated in a parent meeting with the mentor teacher, was able to answer parent questions that were directly related to her teaching and assessing Signed and checked agendas every morning and afternoon Updated the homework webpage on a daily basis
Assessment Strategies 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 • Assessment variety • Formative/ Summative • Timely feedback
• Adapted assessment • Record keeping • Reporting
Mentor Teacher(s) – please initial each page of evaluation _________
Teacher evaluation including evidence: • • • • • • •
Differentiated between formative and summative math work Assessed all math marks once she became the full-time math teacher Kept a hard copy of all marks and recorded all marks into the online gradebook Provided adapted math tests for a student who has a disability in math Hands-on project, the game board project in math All assignments were returned in a very timely manner Was able to explain assessment questions to parents who came in to ask questions
Management and Classroom Climate 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 • Rapport with students • Student engagement • Transitions
• Routines • Conflict resolution • Leadership
Teacher evaluation including evidence: • • • • • • • •
Use of voice improved immensely Developed consistent teaching cues Wait time improved, continue to grow in this area Students were provided with clear expectations Developed an excellent rapport with most students in her classes Established an excellent routine/structure for the 90 minute math class Dealt with any issues in a timely manner, both discretely at a student’s desk and by removing students who continued with poor behaviours Took charge of the school’s Christmas Food Bank drive
Mentor Teacher(s) – please initial each page of evaluation _________
Understanding Students’ Needs 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
Teacher evaluation including evidence:
• • • • • •
Used probing and redirecting techniques Rephrased students responses Was very sensitive to IPP student needs Tried a variety of different lesson structures, very rarely used a structure more than once Focus on using a variety of different question types-comes with more experience Focus on improving wait time-extremely difficult to do when first starting
Professional Qualities and Attributes Mentor Teacher(s) – please initial each page of evaluation _________
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 • Initiative • Attitude • Commitment
• Interpersonal skills • Energy • Appearance • Reflective
• Collegiality • Team work
Teacher evaluation including evidence: • • • • •
Positive attitude Willing to try “risky” lessons Conscientiously worked to implement suggestions from mentor teacher and university facilitator Participated in PD sessions Treated students with respect at all times
Reflection and Self-Evaluation 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
Teacher evaluation including evidence:
•
Discussion with mentor teacher either orally or via email about the upcoming lesson Mentor Teacher(s) – please initial each page of evaluation _________
• • • •
Reflected verbally at the end of the lesson on what went well and what needed to be improved Has very high expectations for herself, always remember what you do well She kept a reflection journal that she completed for each lesson she taught Improved on the areas of growth that were discussed with the mentor teacher and facilitator
Other Comments: Olivia, It has been great having you in the classroom. You have demonstrated a passion for teaching and I believe you will be a great teacher. Areas of Strength: Your planning and preparation has been outstanding. Your lesson plans are well documented and all key components of lesson plans. Your activities have been very engaging. Creating high student engagement increases learning and the students have been able to demonstrate a high level of understanding. You have created a great rapport with the students. You have gone over and beyond to make adaptations for the student with a math disability. I really liked how you were willing to take risks; you had the students move around the room and by allowing them to “play” cards provided the students with a “cool” way of learning integers. Areas for Growth: Continue to work on questioning techniques, as you continue to gain experience, this will improve. Always keep MI and bloom’s taxonomy in your mind when questioning. Try to develop a consistent teaching cue, this cue can help you get the students to pay attention, listen up, understand that you need them to be focusing on you. All the best in your final few semesters of school, you will make a fantastic teacher!
Mentor Teacher(s) – please initial each page of evaluation _________
Student Teacher’s Comments: This experience has been great, I have learnt so much. The biggest thing that I have developed is the sense to reflect on a lesson and see what went wrong and what went right. What areas I need to change for the next lesson. I also put all the kids in my homeroom and math class in order get to know their names. I took many risks with my lessons which involved me having good classroom management. I think my management of the classroom increasingly got better and better each day. There’s many small things that my mentor teacher did that I would have never thought of doing to help manage my class. My main goal of this practicum was to try to have students engaged while I am delievering a lesson effectively. I believe I did manage to do this as my lessons changed and many different learning styles were brought about. For example in math we played cards to introduce intergers and review how to add and subtract correctly. The students were all engaged in this activity and it was a fun way to review integers. One thing I am very proud of is the rapport I have with the students. All the students respect me as a teacher and I have built really strong relationships with them. For my extra curricular activity I was in charge of the food bank drive for all of Innisfail Middle School. The group of students and I created this as a competition between each class in each grade rewarding the class with the most food bank donations with a prize (popsicles). I have areas to grow over time but I think teachers knowledge keeps growing each day. Overall I have taken many things away from this experience not only from my mentor but from my facilitator, and many other teachers in the school as well.
Mentor Teacher(s) – please initial each page of evaluation _________