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University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER ONE
Summative Report

Student Teacher: Aleah Murphy School: Galbraith School

Grade/Subjects Taught: PE, LA, Math, Science, Social, Art, Wellness
Teacher Associate: Kristy Nelson University Consultant: Rob Jetten
Dates of Practicum: November 6, 2023 - December 14, 2023
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:

Aleah take sthe time to plan and mentally walk through her lessons. The expectation set with her at the
beginning of the practicum was to hand in the lesson plan two days prior for each lesson so that feedback and
adjustments could be made. Each lesson was on time. A conversation that we would have is to be sure to
include worksheets, answer keys, slides, etc to the lesson so that there is clear understanding and readiness.
Aleah was open to suggestions and feedback and took the time to incorporate it. She didn't ask if materials
were available at school, particularly for science, and she would bring the needed supplies from home or
purchased for her lesson. Later in the practicum, she started to use resources at school. Moving forward in
your career, be sure to check at the building if the supplies ar there or else you will go broke, financially & time
wise creating everything.

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:

Through planning, Aleah knew what she wanted to teach and the outcomes she wanted the students to learn but
didn't always achiever complete success. THere were a few times when students didn't understand the concept
and Aleah would continue to re-teach the same way and frustration levels would show. From experience, if kids
struggle or continue to ask the same question during assignments, I need to be the one to hink quick on the
spot in order to re-teach in a different manner or address the struggle. This will be an area for Aleah to grow in.

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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:
Aleah is aware of behaviours during assisting/planning time and supports the expectations during then. When
she is teaching, she sees the big picture and "big" behaviours but misses the small, side activities. This too,
comes with experience and time. Aleah is successful in following established routines and understands how
they take time to build and evolve in addition to the importance of them as it helps the flow of the room. Aleah
also had the opportunity to team teach with two classes for art and PE, both different levels of management.
One thing I noticed is that her voice would raise in pitch and volume when she was trying to get attention. Aleah
is learning the importance of waiting for complete attention before proceeding with activities or directions.

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:

Aleah marked student work and provided feedback. She handing assignments back in a timely manner. She
would re-teach concepts or areas of struggle. We had conversations about the different ways to assess and
mark acitivities and how they impact further learning. Aleah did most of her marking during class planning time,
which is great use of time; moving forward she will have the opportunity to take marking home. Knowing where
and how students achieve in different lessons will help guide her teaching to make students most successful.

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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:
Aleah was professional in her interactions and conversations. She asked a lot of questions to learn, understand,
and grow. The more knowledge we have, the better we are to support a variety of situations in the classroom and
school building.

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SUMMARY Additional Comments next page 

Areas for further growth:
-timing in lessons. She worked on this and grew but will being able to plan for the "whole" period or forsee what
is not working to make the most of the lesson will
-re-teaching when students struggle and changing the way it's done or changing the expectation for activities;
maybe doing them together or small peer groups to aleviate frustrations from students and Aleah
-wait time for giving directions or begining activities. Aleah had a "marco-polo" call and respond. It worked but
she would then add on another hands on head in addition. Be confident and use one "call/respond." Wait for
attention. It is ok for the extra few seconds instead of side conversations or the multiple misunderstandings later.

Overall comments (Strongest aspects of student’s performance):

Aleah is energetic, enthusiastic, and willing to learn every aspect of teaching. She is flexible and takes
suggestions from her colleagues. She asked a lot of questions to gain knowledge and wanted to read through
ISPs/BSPs & report cards to help further support the students. Aleah also understood the flexibility that needs to
be around in an elementary classroom. From time to time, things would change and it never bothered her.

I would be excited to work with Aleah as a colleague as she is a valued team member.

Good luck in PS2!!

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.

12/10/2023
___________________________________________________ _________________________________
Signature: Student Teacher Date

12/10/2023
___________________________________________________ _________________________________
Signature: Teacher Associate Date

___________________________________________________ _________________________________
Signature: University Consultant Date

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ADDITIONAL COMMENTS

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