LethbHàge University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER TWO

Faculty of Education
Formative Assessment
Student Teacher: School: c-itl Ih’1dfaf.uS
GradelSubjects Taught: cy/,4g it)—2/(*u’1’1
Teacher Associate: jc’jflA /fj)./0JA[ Uiiversity Consultant:
‘JOkWl P(iJ/Sf.ti
Dates:

Instructions:
• The purpose of this form is to provide the student teacher with specific feedback during the PSII Practicum (ED 3600).
• The teacher associate should complete this form at regular intervals during the practicum (e.g. every other week).
• The student teacher retains the completed form for his/her records; it is not submitted to the Field Experience Office.
• To document the student teacher’s growth over the practicum, select/place a checkmark, or week 1, week 2, etc., in the
level of performance for outcomes being assessed. Please also provide some comments on the final page of the form.
• It is not necessary to select/place a checkmark next to each outcome every time the form is completed you may wish
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to concentrate on the 3-5 most relevant and siqnificant strengths and areas for growth, depending on the situation.
THE STUDENT TEACHER:
1. PLANNING AND PREPARATION fKSA5#1,3,6,9andl3)
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Planning and Preparation Zw ww
1. Demonstrates knowledge and skills in the subject matter of lessons including his/her
subject major. — —

2. Incorporates a variety of appropriate resources and instructional/assessment

strategies into lesson plans.
3. Translates learning outcomes from the Alberta Program of Studies into relevant and
appropriate learning objectives for the lessons and units being taught.
4. Takes into account students’ prior learning, learning needs (including student IPPs),
interests, and student variables such as age, gender, socio-economic status and
cultural/linguistic background.
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5. Organizes content into appropriate components and sequences for instruction. [] [] [] J7J []
6. Plans appropriate content and activities for the time allotted. [E EEl ]i [El
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 and learning activities, and
assessment of lesson objectives.
8. Prepares unit plan(s) in subject major that include rationale, overview, learning
outcomes, teaching/learning activities, and assessment plan. .. LJ .....i
9. Integrates information and communications technology into instruction in subject
major and other subjects, where appropriate.
10. Obtains and organizes equipment and materials for instruction. ( El El 111 LI
2. INSTRUCTION (KSAs #4, 5, 9 and 10)
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Communication
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1. Uses clear, fluent, and grammatically correct spoken and written language. VE EEl EEl FLI lET
2. Uses vocabulary appropriate to students’ age, background and interests. El El El 121 JEL
3. Modulates his/her voice for audibility and expression. JJ_ tEl tEl [Z1 JEL
4. Demonstrates cultural sensitivity in communication and instruction. El El El [1 EEl
Revised: January 2018
 Lesson introduction
5. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations,
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uses motivating attention-getters, provides an overview, and relates the lesson to
previous learning as appropriate.
General Lesson Development
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6. Incorporates strategies for motivating students using relevant and interesting subject
matter and activities. . --

7. Presents content in appropriately organized sequences for instruction. f•] E El [i [7

8. Explains and proceeds in small steps at an appropriate pace to suit the activity and
student response.
9. Demonstrates subject matter competence during instruction. [7 [] [7 [ [7
10. Organizes and directs learning for individuals, small groups, and whole classes. [7 [i 1 El F1 El
11. Provides clear directions, instructions and explanations.
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12. Directs efficient transitions between lessons and from one activity to the next.
13. Uses a variety of instructional strategies to address desired outcomes, subject matter,
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varied learning styles and individual needs (including goals/objectives of student IPPs) —

14. Uses a broad range of instructional strategies specific to subject major. f1 El El Ii FE]
15. Uses appropriate materials and resources.
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16. Demonstrates flexibility and adaptability.
Questioning and Discussion
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17. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels.

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18. Provides appropriate wait-time” after posing questions. [El — —

19. Seeks clarification and elaboration of student responses, where appropriate. El El El FZI El
20. Leads and directs student participation in class discussion effectively and distributes
questions appropriately.
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Focus on Student Learning

21. Circulates in the classroom, intervening when necessary, checking on individual and
group understanding of activity/content. L. . L
22. R::ognizes and responds appropriately to individual differences and group learning
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23. Reinforces student learning, building on previous learning, reviewing, and re-teaching. El El FZl El El
Closure
24. Achieves closure for lessons, consolidating ideas or concepts through summaries,
reviews, discussions, and applications. —. —. —•

25. Provides homework when appropriate and explains assignments fully. El El El El El

3 CLASSROOM LEADERSHIP AND MANAGEMENT (KSAs#7and8)

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Classroom Leadership zw ww
1. Assumes a leadership role in the classroom, taking charge of classroom activities,
showing confidence, poise, composure, and presence. .

2. Creates and maintains an effective learning environment, setting high expectations and
standards for student learning, attending to student variables such as age, gender,
socio-economic status, and cultural/linguistic background.
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3. Demonstrates initiative, enthusiasm and a commitment to the students and subject,
models appropriate behaviours.
4. Estabkshes positive relationships and a classroom climate based on mutual trust and
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U of L: PS II Formative Assessment: (Revised: January 2078) Page 2 of4
 Classroom Management
5. Clearly defines and reinforces classroom procedures and routines. [J Ti F] F1J EZI
6. Clearly communicates and reinforces expectations for appropriate student behaviour. [] F_ F] [ E1
7. Monitors student behaviour and is aware of student behaviour at all times. [j [] [7 J 7
8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate
low-key and higher level responses; follows school discipline policies and procedures.

4. ASSESSMENT fKSA#11)
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Assessment Z Ui U U U

1. Assesses student learning using a variety of appropriate assessment techniques and

instruments (e.g., observations, conversations, questioning, checking daily work,
performance-based and written assessment, quizzes, tests).
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2. Checks frequently for understanding. LI [] LI LI
3. Provides timely and effective feedback on learning to students. El LI [I I L1
4. Modifies and adapts teaching based on assessment data and student IPPs
(e.g., employs alternative teaching strategies to re-teach where required). —

5. Analyzes and evaluates measurement data to assess student learning. _I [] []

6. Explains to students how learning will be measured. LI LI FJ F] t7
7. Develops and maintains accurate records of student achievement (e.g. grade
sheets, databases) and communicates results to students, parents, and the school
effectively.
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5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES fKSAs#2, 15 and 16)

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Professionalism
1. Presents a professional appearance and manner. [i
2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). []
3. Demonstrates maturity and professional judgment. F] 12.(
4. Is knowledgeable about professional issues and demonstrates a commitment to the teaching profession. [7 Tf
5. Establishes professional relationships with the educational community and wider community (where
appropriate).
Pro fessional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and
makes appropriate suggestions for improvements.
7. Uses the results of student assessment and feedback to improve teaching practices and guide professional
growth.
8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. [7
9. Develops and communicates a personal vision of teaching. [7 ft
10. Develops a professional portfolio and/or growth plan including goals, evidence of progress toward goals, F
reflections on growth, and future goals. [. I LJ
17. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district
policies and other relevant legislation.
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12. Applies the knowledge, skills and attributes for interim certification appropriately. []
U of L: PS II Formative Assessment: (Revised: January 2078) Page 3 of 4
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