University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER TWO

Summative Report
* Please TYPE (including comments) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED original.

Student Teacher: Kelsey Shoults School: Henry Wise Wood

Grade/Subjects Taught: Sports Medicine 25\35

Teacher Associate: Mary Marcinew University Consultant: Barbra Jemmott

Dates of Practicum: March 3rd to March 20

Instructions:
• This is a summative report of the student teacher’s performance at the end of the PS II practicum, based on expectations for that stage of teacher
development (EDUC 3600).
• For each practicum outcome below select the student teacher’s level of performance: either Not Meeting Expectations for the PS II 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 including his/her subject major. (3) ✔

2. Incorporates a variety of appropriate resources and instructional/assessment strategies into lesson plans. (3) ✔

3. Translates learning outcomes from the Alberta Program of Studies into relevant and appropriate learning objectives for ✔
the lessons being taught. (3)
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. (1, 3, 4)
5. Organizes content into appropriate components and sequences for instruction. (3) ✔

6. Plans appropriate content and activities for the time allotted. (3) ✔

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, ✔
and assessment of lesson objectives. (3)
8. Prepares unit plan(s) in subject major that include rationale, overview, learning outcomes, teaching/learning activities, ✔
and assessment plan. (3)
9. Integrates digital technology and resources into instruction in subject major and other subjects, where appropriate. (2, 3) ✔

10. Obtains and organizes equipment and materials for instruction. (3) ✔

COMMENTS:
Kelsey's planning and preparation during her practicum was exceptional. Lesson plans were excellent,incuding a
well defined structure, learning objectives,detailed instructions ,teaching strateigies, learning activities and
assessment plans. Kelsey was well organized ,lesson plans had excellent flow ,good transition and knowlege of
material was evident. Overall Kelsey exceeded expectations in planning and preparation.!
!
!
!

Revised: September 2019

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) ✔

2. Uses vocabulary appropriate to students’ age, background and interests. (3) ✔

3. Modulates his/her voice for audibility and expression. (3) ✔

4. Demonstrates cultural sensitivity in communication and instruction. (1, 4, 5) ✔

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)
General Lesson Development
6. Incorporates strategies for motivating students using relevant and interesting subject matter and activities. (3, 4) ✔

7. Presents content in appropriately organized sequences for instruction. (3) ✔

8. Explains and proceeds in small steps at an appropriate pace to suit the activity and student response. (3) ✔

9. Demonstrates subject matter competence during instruction. (3) ✔

10. Organizes and directs learning for individuals, small groups, and whole classes. (3, 4) ✔

11. Provides clear directions, instructions and explanations. (3) ✔

12. Directs efficient transitions between lessons and from one activity to the next. (3) ✔

13. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied learning styles and ✔
individual needs (including student IPP goals/objectives).(3,4)
14. Uses a broad range of instructional strategies specific to subject major. (3, 4) ✔

15. Uses appropriate materials and resources for teaching. (3) ✔

16. When appropriate, uses resources that accurately reflect and demonstrate the strength and diversity of First Nations,
Métis, and Inuit. (5)
17. Demonstrates flexibility and adaptability. (1, 3) ✔

Questioning and Discussion

18. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. (3) ✔

19. Provides appropriate “wait-time” after posing questions. (3) ✔

20. Seeks clarification and elaboration of student responses, where appropriate. (3) ✔

21. Leads and directs student participation in class discussion effectively and distributes questions appropriately. (3) ✔

Focus on Student Learning

22. Circulates in the classroom, intervening when necessary, checking on individual and group understanding of ✔
activity/content. (3)
23. Recognizes and responds appropriately to individual differences and group learning needs. (1, 3, 4) ✔

24. Reinforces student learning, building on previous learning, reviewing, and re-teaching. (3) ✔

Closure
25. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions, and ✔
applications. (3)
26. Provides homework when appropriate and explains assignments fully. (3) ✔

COMMENTS:
Kelsey's communication was clear, fluent and voice projection was excellent. General lesson development was
exceptional . Kelsey's used a variety of resources and materials in her lessons making learning challenging and
fun for students. Questions and discussion were appropriate and effective . Focus on student learning was evident,
Kelsey was comfortable circulating the room continuously checking on individual and group understanding of the
activity and content. Closure was always clearly evident through review, discussion and assigned homework.
Overall Kelsey exceeded expectations in her instruction.

U of L: PS II Summative Report (Rev: Sep 2019) Student: Page 2 of 6

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)
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. (1, 2)
3. Demonstrates initiative, enthusiasm and a commitment to the students and subject, models appropriate behaviours.(1,3) ✔

4. Establishes positive relationships and a classroom climate based on mutual trust and respect. (1, 2, 4) ✔

Classroom Management
5. Clearly defines and reinforces classroom procedures and routines. (4) ✔

6. Clearly communicates and reinforces expectations for appropriate student behaviour. (4) ✔

7. Monitors student behaviour and is aware of student behaviour at all times. (4) ✔

8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate low-key and higher level
✔
responses; follows school discipline policies and procedures. (4)
COMMENTS:
As Kelsey became more comfortable in the classroom her leadership and management skills became stronger.
Kelsey was very approachable, positive and enthusiastic. Students respected Kelsey because her lessons were
organized, challenging and fun. Kelsey's confidence continued to grow and so did her response to inappropriate
behaviors. Overall Kelsey leadership and classroom management were excellent.

4. ASSESSMENT (TQS #3, #4)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Assessment
1. Assesses student learning, formatively and summatively, using a variety of appropriate assessment techniques and
instruments (e.g., observations, conversations, questioning, checking daily work, performance-based and written ✔
assessments, quizzes, tests). (3)
2. Checks frequently for understanding. (3) ✔

3. Provides timely and effective feedback on learning to students. (3) ✔

4. Modifies and adapts teaching based on assessment data and student IPPs (e.g., employs alternative teaching strategies ✔
to re-teach where required). (3, 4)
5. Analyzes and evaluates measurement data to assess student learning. (3) ✔

6. Explains to students how learning will be measured. (3) ✔

7. Develops and maintains accurate records of student achievement (e.g. grade sheets, databases) and communicates ✔
results to students, parents and the school effectively).(3)
COMMENTS:
Assessment was evident through conversations, observations checking daily work and written assignment. Kelsey
participated in Parent Teacher Interviews and was confident talking to parents about their child's assessment.
Overall the short period Kelsey was in the classroom it evident she understood how student assessment was
measured.

U of L: PS II Summative Report (Rev: Sep 2019) Student: Page 3 of 6

 5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (TQS #1, #2, #4, #6)

Unacceptable

Acceptable
Professionalism
1. Presents a professional appearance and manner. (1, 6) ✔

2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). (6) ✔

3. Demonstrates maturity and professional judgment. (1, 6) ✔

4. Is knowledgeable about professional issues and demonstrates a commitment to the teaching profession.(5, 6) ✔

5. Establishes professional relationships with the educational community and wider community (where appropriate). (1) ✔

Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and makes appropriate suggestions for ✔
improvements. (2)
7. Uses the results of student assessment and feedback to improve teaching practices and guide professional growth. (3) ✔

8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. (2) ✔

9. Develops and communicates a personal vision of teaching. (4) ✔

10. Develops and presents a professional portfolio and/or growth plan including goals, evidence of progress toward goals, reflections on growth, and
✔
future goals. (2)
11. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district policies and other relevant
✔
legislation. (6)
12. Applies the teaching competencies for interim certification appropriately. (6) ✔

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 ✔
background. (4, 5, 6)
14. Treats students with dignity and respect and is considerate of their circumstances. (4, 5, 6) ✔

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)
16. Does not undermine the confidence of students in teachers or other student teachers. (1) ✔

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)
18. Acts in a manner that maintains the honour and dignity of the profession. (1, 6) ✔

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) ✔

COMMENTS:
Kelsey was very professional throughout her time at Henry Wise Wood . Kelsey responed well to feedback by
listening and implementing suggestions . She carried out roles of a teacher , paricipated in Parent Teacher
Interviews, participated in supervison and volunteered many hours after school to extra curricular activites. Overall
the short time Kelsey was in the classroom she was confident, professonal and a pleasure to be around. Kelsey was
always professional around students , teachers and administration.

U of L: PS II Summative Report (Rev: Sep 2019) Student: Page 4 of 6

 SUMMARY Additional comments next page à
Areas for further growth:
Generally Kelsey's classroom management was good , students paid attention to her , they followed the lesson and
tasks given but it's important for Kelsey to set up her own expectations and follow through with them. It's important
for Kelsey to deal promptly and firmly with inappropriate behaviour such as cell phone use at inappropriate times. !

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

Kelsey was an efficient ,organized and responsible student teacher. Excellent preparations and lesson planning .!
Kelsey worked well with TA's and students who respected her for her strong organizational skills and delivery of
lessons. Students enjoyed having Kelsey in the classroom she was positive, approachable and helpful. Kelsey was
an excellent role model who maintained a high level of professionalism. Kelsey 's confidence and excellent
leadership skills were evident in and out of the classroom. In the classroom Kelsey demonstrated a understanding of
the material she presented , she provided information to students with clear direction, instruction and explanation.
Kelsey used a broad range of instructional materials to enhance her lessons such as power points , videos,
worksheets, computer games and active games. Outside the classroom Kelsey was very personal and professional
with students, teachers and administration. Kelsey, became involved with extra curricular activities ,before school
assisting with the Badminton team and after-school working with Athletic trainers. In the short time Kelsey was at
Wise Wood she dedicated hours of her time to our students. While on supervision Kelsey walked around and
interacted with students in a positive manner. Overall Kelsey was a pleasure to have in and out of the classroom.
She took her student-teaching very seriously and I have no doubt she will be a very successful teacher. I wish her all
the best in all her future endeavours. I would recommend Kelsey for additional practicum experience.

RECOMMENDATION

PASS FAIL ✔ INCOMPLETE *

*If an Incomplete grade is recommended, please attach a signed document

providing reasons and recommendations for additional practicum experience.

Note: The Teacher Associate is responsible for completing this document, in consultation
with the Student Teacher and the University Consultant.

____________________________________________________ _________________________________
Signature: Student Teacher Date

____________________________________________________ _________________________________
Signature: Teacher Associate Date

____________________________________________________ _________________________________
Signature: University Consultant Date

The UC submits the completed & signed original report to U of L, Faculty of Education, Field Experiences.
Provide signed copies for the Student Teacher, the University Consultant and the Teacher Associate.
U of L: PS II Summative Report (Rev: Sep 2019) Student: Page 5 of 6
 ADDITIONAL COMMENTS
Overall Kelsey exceed expectations in all areas of her student-teaching and I would highly recommend her for
additional practicum .!
!
!
!
!
!

U of L: PS II Summative Report (Rev: Sep 2019) Student: Page 6 of 6