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University of Lethbridge, Faculty of Education
PROFESSIONAL SEMESTER ONE
Summative Report
Student Teacher: Gracie Morbeck School: Horace Allen School
Grade/Subjects Taught: Grade 2 Social, Math, Health, Science, Social, Word Work
Teacher Associate: Lenore Tarcon University Consultant: Wayne Alexander
Dates of Practicum: November 15 - December 16, 2021
Instructions:
This is a summative report of the student teacher’s performance at the end of the PS I practicum, based on expectations for that stage of teacher
development (EDUC 3500).
For each practicum outcome below select the student teacher’s level of performance: either Not Meeting Expectations for the PS I 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 teaching competencies and practicum indicators.
1. PLANNING AND PREPARATION (TQS #1, #2, #3, #4)
Expectations
Expectations
Expectations
Not Meeting
Exceeding
Meeting
Planning and Preparation
1. Demonstrates knowledge and skills in the subject matter of the lessons. (3) X
2. Incorporates a variety of appropriate resources and instructional/assessment strategies into lesson plans. (3) X
3. Translates learning outcomes from the Alberta Program of Studies into relevant and appropriate learning objectives for
the lessons being taught. (3) X
4. Takes into account students’ prior learning, learning needs, interests, and background. (1, 3, 4) X
5. Organizes content into appropriate components and sequences for instruction. (3) X
6. Plans appropriate content and activities for the time allotted. (3)
X
7. Prepares lesson plans for all lessons taught, using a well-defined structure which includes learning objective(s), an
introduction and closure, detailed procedures and instructions, key questions, teaching strategies, learning activities, X
and assessment of lesson objectives. (3)
8. Integrates digital technology and resources into instruction, where appropriate. (2, 3) X
9. Obtains and organizes equipment and materials for instruction. (3) X
COMMENTS:
Gracie was always prepared and used the learning outcomes to drive her lessons. She was well prepared and
understood the lesson planning process. Her lessons are well documented. Gracie was eager to evaluate her
teaching and receive feedback. She was able to take constructive suggestions for improvement and refine her
instructional strategies. Gracie displayed a willingness to adapt and to explore new ideas and strategies
throughout the practicum. While developing her lessons, Gracie was well aware of the students' needs and
interests within the classroom. As a result, Gracie was able to create lessons for differentiated instruction for
those students. Gracie utilized a variety of appropriate teaching methods effectively, including technology,
partner games, experiments to create learning opportunities that stimulate all learners.
Revised: November 2020
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2. INSTRUCTION (TQS #1, #3, #4, #5)
Expectations
Expectations
Expectations
Not Meeting
Exceeding
Meeting
Communication
1. Uses clear, fluent, and grammatically correct spoken and written language. (3) X
2. Uses vocabulary appropriate to students’ age, background and interests. (3) X
3. Modulates his/her voice for audibility and expression. (3) X
4. Demonstrates cultural sensitivity in communication and instruction. (1, 4, 5) X
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 previous learning as appropriate. (3) X
General Lesson Development
6. Incorporates strategies for motivating students using relevant and interesting subject matter and activities. (3, 4) X
7. Explains and proceeds in small steps at an appropriate pace to suit the activity and student response. (3) X
8. Demonstrates subject matter competence during instruction. (3) X
9. Organizes and directs learning for individuals, small groups, and whole classes. (3, 4) X
10. Provides clear directions, instructions and explanations. (3) X
11. Directs efficient transitions between lessons and from one activity to the next. (3) X
12. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied learning styles and
individual needs.(3, 4) X
13. Uses appropriate materials and resources for teaching. (3) X
14. When appropriate, uses resources that accurately reflect and demonstrate the strength and diversity of First Nations,
Métis, and Inuit. (5) X
15. Demonstrates flexibility and adaptability. (1, 3) X
Questioning and Discussion
16. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. (3) X
17. Provides appropriate “wait-time” after posing questions. (3) X
18. Seeks clarification and elaboration of student responses, where appropriate. (3) X
19. Leads and directs student participation in class discussion effectively and distributes questions appropriately. (3) X
Focus on Student Learning
20. Circulates in the classroom, intervening when necessary, checking on individual and group understanding of
activity/content. (3) X
21. Recognizes and responds appropriately to individual differences and group learning needs. (1, 3, 4) X
22. Reinforces student learning, building on previous learning, reviewing, and re-teaching. (3) X
Closure
23. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions, and
applications. (3) X
24. Provides homework when appropriate and explains assignments fully. (3) X
COMMENTS:
Gracie incorporated learning for large groups, small groups, pairs and individual work to her lessons. To
support the students learning, Gracie consistently circulated around the classroom to check on individual and
group understanding of the activity and intervene when necessary. Immediate support would be provided to
those individuals. Gracie demonstrated strong verbal, nonverbal and written skills. She spoke clearly and on
level for the students. The quality and tone of her voice motivate students, allowing students to feel comfortable
responding to questions or asking for assistance.
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3. CLASSROOM LEADERSHIP AND MANAGEMENT (TQS #1, #2, #3, #4)
Expectations
Expectations
Expectations
Not Meeting
Exceeding
Meeting
Classroom Leadership
1. Assumes a leadership role in the classroom, taking charge of classroom activities, showing confidence, poise,
composure, and presence. (1, 3, 4) X
2. Creates & maintains an effective learning environment, setting high expectations & standards for student learning. (1, 2) X
3. Demonstrates initiative, enthusiasm and a commitment to the students and subject, models appropriate behaviours.(1,3) X
4. Establishes positive relationships and a classroom climate based on mutual trust and respect. (1, 2, 4) X
Classroom Management
5. Clearly defines and reinforces classroom procedures and routines. (4) X
6. Clearly communicates and reinforces expectations for appropriate student behaviour. (4)
X
7. Monitors student behaviour and is aware of student behaviour at all times. (4)
X
8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate low-key and higher level
responses; follows school discipline policies and procedures. (4) X
COMMENTS:
Gracie established a good rapport, immediate connection and respect with the students. She was able to utilize
existing classroom rules and was consistent with expectations. Gracie would often review expected behaviors
prior to her lesson. She maintained a fair and consistent manner when dealing with individual students and
praised them for their good behavior.
4. ASSESSMENT (TQS #3, #4)
Expectations
Expectations
Expectations
Not Meeting
Exceeding
Meeting
Assessment
1. Assesses student learning formatively using a variety of appropriate assessment techniques and instruments
(e.g. observations, conversations, questioning, checking daily work, performance-based and written assessments). (3) X
2. Checks frequently for understanding. (3) X
3. Provides timely and effective feedback on learning to students. (3)
X
4. Modifies and adapts teaching based on assessment data (e.g. employs alternative teaching strategies to re-teach where
required). (3, 4) X
5. Explains to students how learning will be assessed. (3) X
6. Develops and maintains accurate records of student progress.(3) X
COMMENTS:
Gracie incorporated formative assessment strategies seamlessly into all of her lessons.
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5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (TQS #1, #2, #4, #6)
Unacceptable
Acceptable
Professionalism
1. Presents a professional appearance and manner. (1, 6) X
2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). (6) X
3. Demonstrates maturity and professional judgment. (1, 6) X
4. Demonstrates an interest in and a commitment to the teaching profession.(1, 6)
X
5. Establishes professional relationships with the school community. (1) X
Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and makes appropriate suggestions for
improvements. (2) X
7. Uses the results of student assessment and feedback to improve teaching practices and guide professional growth. (3) X
8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. (2) X
9. Develops and communicates a personal vision of teaching. (4) X
10. Reflects upon achievement of the various competences in the Teaching Quality Standard and inquiry-based goals through the completion of the
Professional Learning Tool. (2) X
11. Develops and presents a professional portfolio to colleagues, including the Teacher Associate and University Consultant. (2)
X
12. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district policies and other relevant
legislation. (6) X
Ethical Conduct
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 origin, place of residence, socioeconomic background or linguistic X
background. (4, 5, 6)
14. Treats students with dignity and respect and is considerate of their circumstances. (4, 5, 6) X
15. Does not divulge information received in confidence or in the course of professional duties about a student except as required by law or where to
do so is in the best interest of the student. (6) X
16. Does not undermine the confidence of students in teachers or other student teachers. (1) X
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. (1, 6) X
18. Acts in a manner that maintains the honour and dignity of the profession. (1, 6) X
19. Does not speak on behalf of the Faculty of Education, the University of Lethbridge, the school, or the profession unless authorized to do so. (6) X
COMMENTS:
Gracie has developed a strong awareness of teacher's roles and responsibilities by participating in daily
supervision, whole staff collaboration, as well as grade level collaboration times. She was eager to assist the
classroom teacher in any way that she could. Gracie seeks advice from colleagues and listens and learns from
the expertise of others. She has effectively incorporated comments from lesson observations as a means of
furthering her professional development.
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SUMMARY Additional Comments next page
Areas for further growth:
Gracie was always looking for ways to improve her lessons. Here are a few suggestions:
-timing and pacing of the lesson (frequent check at the clock)
-not being too hard on yourself
-
Overall comments (Strongest aspects of student’s performance):
Gracie's strengths lie in her ability to collaborate, team teach with me, build positive and respectful relationships,
and differentiate her activities to meet the various needs in our classroom. Gracie demonstrated a sound
understanding of the curriculum and the diverse learning styles of students in the class by planning lessons that
were engaging, effective, and purposeful. Gracie interacts with the students in a positive manner and takes time
to celebrate individual or group success in learning. She varied her teaching strategies in order to create exciting
activities for the students to learn and enjoy. Gracie not only interacted with the students in the classroom, but she
was often seen playing games,climbing on equipment during recess times.
Our class will surely miss you. Thank you for sharing your learning with us. In the words of Maya Angelou, "I've
learned that people will forget what you said, people will forget what you did, but people will never forget how you
made them feel." Thank you for making a difference in our classroom!
RECOMMENDATION
PASS FAIL INCOMPLETE *
*If an Incomplete grade is recommended, please send a signed document
providing reasons and recommendations for additional practicum experience to
the University Consultant who will forward it to Field Experiences and Student
Program Services.
___________________________________________________ _________________________________
Signature: Student Teacher Date
12/8/2021
___________________________________________________ _________________________________
Signature: Teacher Associate Date
___________________________________________________ _________________________________
Signature: University Consultant Date
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ADDITIONAL COMMENTS
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