trt.

UNIVERSITY OF WINNIPEG Faculty of Education Summative Evatuation

N.B. A SUMMATMT Rl'lPORl'reflects the student's status as compared to expectations ola beginning prol'essional
Irach signatory has observed. discussed and assessed the student's rvork.

Student Teacher: Caitlin Gilmore Report Writer: Doreen Hildebrand

Archwood Subject Grade l/2 Combined

Date: December 19 ,2016 Final Grade: Pass X

Caitlin is in Certification Year 5 and is completing her Block 3 Practicum in a grade 1/2 combined class room at
Archwood School in the LRSD. In Caitlin's own words, "There's never been a question about her becoming a
teacher and nothing is as rewarding as watching the moment where learning clicks with a student".

Caitlin's workload this block has been extensive. She has planned and fully taught whole class Social Studies and a
Novel Study (ELA), and run a small reading group. This has involved planning, collecting and creating materials,
and delivering the lessons. Assessment has been discussed and will be part o1'her last teaching week for this block.
She has also taken over classroom routines, which include Morning Meeting and Morning Math Jobs. In addition,
Caitlin has supported her cooperating teacher in math, reading, and sight word and word work practice.
Through her student teaching experiences, Caitlin has utilized a lesson plan fbrmat that includes SLO's,
Behavioural Objectives, a teaching plan that covers Activating, Acquiring, Applying and Assessing, a comment on
Grouping and a section on Materials Needed. This format allows her to attend to all lesson details, as w'ell as see
the big picture of the lesson. She realizes and appreciates that, though the plan may be sound on paper, it requires
continuous daily review, reflection, and revision to accommodate the learning of her students.

Caitlin looks for unique ways to make leaming come alive for her students. As part of her Social Studies unit, My
Environment/The Canadian Community, she is deliberate in making learning interesting and meaningful. For
example. when teaching Aerial View, she used the docu cam to project a number of objects, and had students try to
guess what the object was- from a bird's eye view. This proved to be an excellent activator. It was obvious from
the number of hands that went up that students were engaged and had fun. Caitlin continued asking questions along
this line to get them thinking... What shapes do you see? Can you see the car wheels when you are looking at it
from above? Can you tell what the sides of the shape look like? This dialogue inspired a class discussion and later
connected to an understanding of maps and their purpose. Caitlin works to make abstract concepts real and
relevant to her students. Her 'community walk' cancelled due to inclement weather, tumed into a 'virtual
community walk'; in another lesson. students used their cupped hands to understand the 'me' significance when
compared to the hands apart motion that stood for their larger community. One of Caitlin's goals is to incorporate
technology into her teaching in a variety of ways to further develop their understanding. Using digital maps has
been a major part of her social studies unit for this block.

Caitlin has a quiet but effective teaching voice, and is a calm and patient presence in this active class of 27.
Whether working with a group of 5 in a reading lesson or reading and discnssing a novel with the whole class, she
is aware of her audience and adjusts her style accordingly. When students arrive in the morning, the expectation is
that they do a quiet activity at their seats. During this time, Caitlin is continually circulating: supporting,
redirecting, or guiding a student through a Math Job. 'fhis one on one time allows her to catch kids up on
unfinished work as well as gage the individual learning needs in the class. The 'teacher' in her is leaming to
anticipate who needs what and when. Students are encouraged to participate, whether it is in a Morning Meeting
sharing circle or answering questions about the novel. Lessons are planned to enhance learning- a short time spent
in the larger group where students learn and explore concepts, balanced with time at their seats where they can
apply their learning. She tries to hold and focus student attention by making lessons varied and interesting. Caitlin
really listens when someone is speaking, and has the same expectation of others.
Morning Meeting is something that Caitlin has come to value. Circle time with the students gives her the chance to
build rapport and make positive connections. She ha.s fun with them. Caitlin is aware of student behavior around
the classroom. She knows to attend to the whole class while teaching a lesson and redirects those who deviate;
intemrptions are quietly dealt with and her comment to tattlers is, "Worry about yourself." She uses refocusing
techniques to regain attention and quiet the students. Hand clapping and echoing are some strategies that she is
utilizing. She needs to continue to develop a repertoire of proactive and reactive strategies in order to maximize
student attention.

An area that Caitlin can further develop is student assessment and evaluation. Some formative assessments can be
a quick 'thumbs up- thumbs down' as students assess their own level of understanding. Using formative and
summative assessments effectively can also show if students are learning what she wants them to leam. Formative
assessment can also identifu students who might require adaptations and further instruction. Differentiating to meet
the needs of all learners is an area to focus on in Block 4.

Caitlin has taken some real initiative this block and is a valued member of the teaching team in the classroom. She
is willing to help in any way she can. Attending an art workshop through SAGE has shown she is taking advantage
of professional development opportunities. Having already implemented two ideas from the workshop, she looks
for ways to integrate across subject areas. Caitlin's background is rich in working with students, and these
experiences solidify her commitment to teaching. In particular, her long term connection with Career Trek has
broadened her thinking, and her Block 2 Practicum experience in China has broadened her horizons.

Caitlin's comment as part of her self-evaluation indicates her growth as a teacher. "Reflection after each lesson is
important because there may be a way to do something better or to increase understanding for students. I
constantly re-evaluate my lessons and change my plans in order to reflect what has happened during the day and
see where my students were able to get to in their understanding."

Signature of
Student

Teacher:

Signatures acknowledge receipt of evaluation Each sigyratory must receive a signed copy olthis evaluation.