Formal Evaluation - Initial Set Up

UNIVERSITY OF SASKATCHEWAN
COLLEGE OF EDUCATION
EXTENDED PRACTICUM FINAL EVALUATION
Michael Smela
has successfully completed the EXTENDED PRACTICUM 402.15
at Medstead Central School
School Address: Box 150, Medstead, Sk., SOM 1WO
School Phone Number: (306) 342-4600
SUMMARY OF EXTENDED PRACTICUM PERFORMANCE (based on program goals):
Medstead is a strong, rural area that has supportive community members who volunteer many hours to keep the community
thriving. It is a conservative community that has a high percentage of Mennonite families. Medstead School is unique in that
most of the staff working at the school also grew up in the area. As a result, the staff members spend many hours of their
time volunteering for sport and education events in order give back to the community.
Medstead Central School is a kindergarten to grade twelve school with an enrollment of 157 students. The majority of
students live in the surrounding rural area and the remaining students live in the village. The student body is generally well
behaved and their parents are supportive of the school. Mike has spent his practicum in the grade five/six homeroom of 21
stUdents, but has also had a few experiences in other grades. The grade five/six class includes one student In an alternate
program, two students in modified programs, and a few more that require adaptations.
He is developing several skills necessary 10 be a competent classroom teacher. He has planned, taught, and evaluated
lessons in English, Math, Social Studies, P, Ed" Health, and Science The lessons planned have been creative, and in most
cases individual student needs have been considered. Mike consistently strives to keep the students motivated and involved
in the learning process by experimenting with new and innovative ideas, which involves taking risks. Although Mike is doing
well in the class, he recognizes that there is room for improvement in all areas, He continually reflects on his lessons and
looks for ways 10 make any necessary changes. Mike's confidence and friendly manner in the classroom has helped. him
create a good relationship with the students. He is not afraid to take risks and show his enthusiasm for topics that are of
inlerest to him I antfcipate with continued experience and reflection Mike has the potential to be a positive member of any
school slaff
Signature page
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have discussed and carefully read this evaluation.
Intem's Signature
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Intern's Student Number
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date
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Permanent Address and Phone Number
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Cooperamg Teacher's Signature
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Cooperating Teacher's Name
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College Supervisor's Name
S MMARY OF PROGRESS TOWARDS PROGRAM GOALS IN EXPR 402.15
Please include your written comments, based on evidence and interpretations
coUected over the term.
The teacher candidate, Michael Smela, has achieved in the following areas
..
Building instructional competence and strong teacher identity
Demonstrated proficienc)' and growth:
*Mike i. at ease when he is instructing the tudentsin most subject.
He demonstrated knowledge in the subject areas and seeks nc\ knowledge ifnccessary. For
example his major ELA unit involved a lot of research and collecting of materials.
*During full time t aching, he a se sed . ludell I work consi.tentl)' and kept records ofasscssmem.
This included daily assiomnents and r,.;views!tesl. in Spdling. Math. cience. lIealth. Social
Studies and English.
*Mih is comfortable with the usc of technology in his teaching. This has Jed to interesting
motivational sets and supporting information \ itll his lessons. He took e eral pictures and videos
of eros country meets and tllen put together slide shows to show the students.
*Within the first three weeks of5chool he talked to the grade sixes about personal re ponsibilitv
when one of them drcw inappropriatc picture' on the sidewalk. He dealt with it professionally
while maintaining a posit ive learning environment for future teaching.
*Mike is learning to balance instructional activities \vith structure within the classroom. This ha~
helped him keep smdents on task, engaged in the learning, and with classroom management.
Future goals:
*Mike will continue to famil iarize himself \.\Iith curriculuill content as he is exposed to new grades
and subject areas.
·I-Ie has a good repertoire of instructional strategies, but should continue to expand his
experiences through new strategie' that he has not yet tried.
• Durin" discus ions. Mike will continue to work 011 maintaining tJl momentum of th
conversation and not let 'tudents or the misplacement of pap rs au e di tractions.
Developing as a critically reflective practitioner who connects practical and
theoretical knowledge
Demonstraled proficiency and arowth:
*Mike is a reflective practitioner, \ ho demon trate the ability to bring r allife situation into hi .
teaching.
*Mike continually rellect· after each les on and on dail. experiences. All of hi reflections have
been well organized and kept in his internship binder.
*I-Ic sought ad ice and reassurance from his PLC during planning (ie. LA unil Science and
Matb).
"'Daily lessons have been plaulJed with creativity and critical thought. A simple lesst)l1 on
~amtt1ar al1d the forms of ,'be" turned into a lllusical song with tbe use ofa recorder (. ept. 20).
* Most lessons planned incorporate the use of instructional technology to aid student learning. He
used technology as motivational sels 10 focus their learning and make connection (Oct. 14 Iqbal
Masih. Ocl. 22 Ri<;k Hansen).
Futu re goals:
*He will continue to develop teaching strengths as he gains experience as an educator.
*Mike will continue to selt~evaluate in order 10 modify approprialcly to meet the needs of all
st1Jdents.
"'He will use students' reactions. morale, andlor expre sions 10 gage how well a concept is bcin~
laught. when to move on and when to re-teach.
Supporting brond llreas of student growth through varied nod constructive
learning opportunities
Demonstrated prolicicncy and groWlh:
*Mike" instructional .1rengths are in the interactive. experiential. and dirt;cl strategies. He ha
tried several of the methods in each of thes three areas and experienced succ 5S.
*Games have been used to reinforce the concept being taught. For t)xample. atb guess who
(primesi factorsl compositt's/ multiples). murder math (prirl1lc/composites). 200- (subtraction
gam~), and zoom p-diddle (observe and watch/listening skills).
*At the b~gilUling of his internship, Mike struggled with keeping all . tudt:nts on ta. k and involved
in the learning. He learned to anticipale the concepts lha! were lroublesome and lOok the time to
make them clear by stres ing them and pausing before advancing.
*By th~ e,nd of his internship. Mike: was able to engage all students in the Icarnin::- process aod
created a positive group feeling/sen. e of belonging in the class.
*He strives to strengthen his questioning and responding techniques.
*Many Ie. SallS llsed at least t\\'o and sometimes even three instructional approaches.
*Mike developed the skills of planning lessons and activities in proper sequence and momentlUll.
*lle established a good rolltinc of asse sing students during daily activities with the lise of guided
practice. feedback and correctives. and re.-teaching.
Future gOllls:
"'Mike would like to balance 'trategie. from indirect, direct. and independent IUdy methods with
the ones he already {eels comtortable \' ith.
*l-le planned a thorough ELA unit. but found it a bit too long. With fUl1her experience he will
develop the planning skills required to have an ene.ctive time fTank.
* like's rlanJlin~ needs to include the use of an educational a!isistant ifone is available.
Creating a positive community in the classroom and school
Demonstrated Ilroficiency and growtb:
*Within the cia Sl"Oorn. Mike develop d positive relationships with students through daiJ.
greet ings and morn ing rOllt ines (wonder box of ftlll faw;).
"On Aug. 29\.h Mikt; helped the School COllllllunity Council prepare the pam:akt' breakfast for
students.
"He volunteered two evenings of his time to help with jlmior volleyball play do\....ns and our
Turke. Bingo.
"MiJi:e \ as the a, sistant cross country coach. He provided leadership by planning and attending
all practice' and also went to three cross country meets to help with superviSion.
"During.lhe week of Oct. 27-31. Mike and the olher teacher candidate worked with the librarian
to plan several activities for Education WeLlk.
'" Mike initiated Ultimate frisbee intramurals and helped with the grade 1-4 cooking club. J-Ie
used this as all oPP0l1unity to teach new skills and to get to know sOllleofthe students in the older
aJH.I younger grades.
*Throughout his -LA unit. Mike had the grade 5/6 students experiencing disabilitits (wheelchair.
bUndncss). The students responded well to these experiences and \vere able to give \ riuen and
oral reports about it.
*He has paid pal1icular attemion to teaching the stude.nr the importance of accepting individual
di fferences.
*B) the end of full time teaching, Mike had struck a balance between developing close
with students and being consistent and persistent with behavi ral expectations.
*For Dec. 2. Mike arranged to have the Sa. katchewan Wheelchair Sports As ociation come to our
SChool for the day. Thjs integrated" ell with his ELA unit.
relation~hips
Future goals:
"lie needs to follow through with activities planned and make sure all·tafT an.~ informed.
*Mikl:J will continue to build structure and balance in the classroom (activilie and s at work).
Affirming dignit)' and re-spcct for
indi"idual~ (students,
colleagues, parents)
Dc mo nst ra ted proficiency a nd grow th:
*Mike kne\ all the grade 5/6 snldent names b. lunchtime on the tin da. of school.
*Mike bas been respect I'll I to students. colleagues. and parents.
*lle offered personal recorder lessons to a student and has prai~ed and supported the cro , countr.
members.
*The creative visuals that he creates from scratch allow all students to achieve writing goals at
their own level.
*In his math lessons. 1ike offers students a variety of ·tratcgie· to solve problems. This allows
slUdenL to choo, e a method that workS with their individual learning sl, Ie (OcI.20).
*Mike wrote all report card comments for the lerill. ThleY were written professionally and were
accurate descriptions of ·tudem progre::-s.
*Durin~ questioning. Mike made encouraging 'ye contact while activel listening to a child's
respon. c.
*He was sensitive to studenls' nOIl-verhal cues and used appropriate. often subtl " methods to
ensure participation. comprehension and correct behavior.
*While full time teaching. Mike developed skills to gain the altentioll ofall students before
beginning to teach and at transitions (c.Iap once if you hear m)' voice).
Future goals:
As a professional. Mike needs to approach some situations more sensitively. Working with
colleagues involves "ood communication and hc:ing flexible when planning activities.
*Mike continues to develop skill. to deal with clas, room management and lound some technique.
that work positively for him.
*
Striving to suppo.·t social and ecological justice
Demonstrnted proficienc)' ~lnd growth:
'" From the start of his internship. Mike has demonstrated how 10 be a positive member in the
classroom.
"'His major ELA unit is hased on inspiring the student.· to make' a difference in the world.
*The lessons plalwed challenge the students to look beyond their community and realiLe what
lypes of current issues are happening in the world.
*The major assignment in the unit is a passion project. which involves each ludent planning a
project that \\"illmake a changc in the world. The information being prest'med to the students
allows them to ·'think outside the box" and expand their knowledge of Ihe world.
>I< r..'1 ike i. a relJective individual. who has slressed the: importance of social acceptance and
cqualit .
Future goals:
*Mike would like 10 adapt his ELl'. IInit and break it into smaller units to teach.
• He would like to plan projects that link to environment preservation (ie, garbageless lunch.
school greenhouse).
Teacher candidate's reflections:
Tbe progression of workload over this 16 week practicum has given me a lot of material to rl;; flect
on. After tcaching full time lor sevenll weeks. I feel that I was no'ally abk to get into tbe routine and rhythm
ofteacbing and learning. At the start of the term 1 can remember spending hours each night planning fl.)r
my onc les on I had to teach the next day. The pride and cffort that went into e.ach lesson \ as well earn~d.
but it simply was not realistic in rt:gards to what full time teachers do. Now that I am at the end of the term
I can. that full time tcaching i' more than just one hour of 'awesome-activityncss' a day. The amount of
time tbat r spent planning lor one lesson simply could not be: spent the same wayan every other lesson or
·ubje.cl. It would wear a tt:acher oul. Fromlhis. I learned how to plan more effective! to still tl:ach til >
curriculum objectiv s. J It'amed that every class does not have IQ be 'go-go-go.' Learning can be 'go-g ­
go' one class. but the next class it tan be in the form of a calming story. Or an individual working
assignment. Although tcaching full time was busy aue! demanding. r preferred it because it ga e me a . en"c
of what it is really like to be a teacher.
J have noticed a difference in my comfort level and teaching ability with the subjects that I had
planned to be my major units and. lIbjects that were not my major 11l1i1S. My major uniL have been going
very weU up to Ihis point. I leelthat I am comfoJ1abie with what I am leaching because I spent a great deal
of'time familiariLing myself ith the cllnil:ulUlll cOlltent. The units that were planned secondary to these
are not as strong as my main units because they are lmits that had less time allocated to plan and teach
them. The secondary units are still being taught to the best of m)' ability, and lh~' students are learnillg. but r
am abk to recognize a difference in my teaching because of this cornlon level. I look forward to the day
when I have planned and am teaching li'om my own units.
Through teaching full time I also realized the impol1ance of maintaining a high degree of personal
health. It is important to work 10 make deadlines. but it is also imp0l1ant to listen to your body. Not ewr
tcacher is invincible. and at times even some do have to go to bed carly, work oul. or do other activilie: to
take their mind off 'school.' To maintain it high degree ofpen)nal health I balance my days by gctling
adequate sic p. working oul. jogging. and taking part in physical activities tbat are skill orientated (learning
how to to. ~ a Il-isbee with my non-dominant hand. for eX<lmpk). Balancing the abo e with school helps
keep me fresh each day.
What I have learnl:d from Ihis practicull1 will carry through the rt:st ofmy teaching career. The
experjence has confirmcd that I trul do wanlto be a teacher: it is ju I a mailer of \ here and \ ho I will
teach. My educational goal. are to fiJlish my B.CcI and B.A. soon. and t:arn my M.Ed. in the future. Onc of
m)' future teaching goals would be to teach Engldl oversea in the next few years b"lore settling down
\ ith a career in Saskatchewan. My ultimate teaching goal would be to rcceiv~ a letter/notification fi'ol11 a
former student sayLng bo\ I helped them in their journey of life years after I had tallght them.