Introductory Field Experience Final Evaluation

Field Experience Information:

Student Teacher:
Last Name: Bachand

First Name: Colette

ID Number: 1364013

Course Number: EDFX 350

University Facilitator:
Last Name: Prato

First Name: Phil

Mentor Teacher:
Last Name: Hewitt

First Name: Colleen

Placement Information:
Start Date (dd/mm/yyyy): 09\11\2015

End Date (dd/mm/yyyy): 15/12/2015

Subject(s) and/or Grade Level(s): Art, grades 10-12

School Information:
School Name: Paul Kane High School

School District: St. Albert Public Schools

School Address: 12 Cunningham Rd.

Postal Code: T8N 2E9

School Phone #: 780-459-4405

City: St. Albert

Distribution:
Students should retain a copy of the Final Evaluation form for their own records. Please note that
potential employers may ask for a copy of this Final Evaluation.
A copy of this form will be emailed by the University Facilitator to the office of Undergraduate Student
Services, where it will be retained for a period of three years; no other copies will be retained by
Mentor Teachers, University Facilitators or employees of the University of Alberta without written
permission of the Student Teacher.
It is recommended that the Student Teacher receive a grade of:
Final Grade (Credit or No Credit): Credit

Date (dd/mm/yyyy): 15/12/2015

Fall 2015

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The purpose of this Field Experience Final Evaluation document is to provide evidence and
communicate information regarding Student Teacher performance based on the Knowledge, Skills and
Attributes (KSAs) for Interim Certification.
For each category, the Mentor Teacher should provide comments that reflect strengths and areas for
growth in each category. Evidence and specific examples should be provided.
You do not need to fill the space provided; recommended length is 200-300 words per category. Write
only enough to provide necessary evaluation and evidence. Please do not exceed the space provided, as
lines of text that extend beyond the text box will not appear on printed copies; there is space for extra
comments at the end.
Use the KSAs and suggested topics as they relate to the category to guide your comments; not all need
to be addressed.

Description of the school and context of teaching

Suggested Topics (Not all need to be addressed): school size, urban/rural, special programs, class size, special needs students in class,
number of teachers, etc.

Paul Kane High School is an urban school with a population of just under 1,000 students. We run an AP
program and French Immersion in our school. Colette taught in three art classes each day that are all
mixed level classes containing art 10, 20, 30 and 31 students. Colette worked only with the art 10
students in three of the classes.

Fall 2015

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Preparation, Planning and Organization

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA C: Teachers use the Guide to Education and the programs of study to inform and direct planning, instruction and assessment.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.
Suggested Topics (Not all need to be addressed): curriculum expectations, content knowledge, lesson plans, organization, time
management, diverse learning needs, etc.

Your understanding and implementation of the program of studies is good and improving each day. You
have good ideas when translating the curriculum into the desired outcomes.
You are developing in the area of consistent and organized lesson planning. I have
seen an improvement in the quality and consistency of your lesson plans. You are still developing clear
and concise written communication that would allow your lesson plans to be understood by a substitute
teacher, for example (spelling, grammar, syntax).
Creating a professional, proof-read document that is clear and concise is crucial for both your own use
and the use of a substitute teacher.
You have begun to use and maintain a daily lesson plan that you can jot notes in for
yourself. You need to work on organizing your day-to-day activities and expectations so
that important things are not forgotten. Teaching can be a very isolated profession in some way.
Teachers need to organize the one million little things that are important to accomplish each day, so
initiative in organizing yourself is essential.

Fall 2015

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Teaching Skills and Strategies

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA I: Teachers know and use a broad range of instructional strategies.
KSA J: Teachers use both traditional and electronic technologies to meet students learning needs.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.
Suggested Topics (Not all need to be addressed): learning strategies, sequencing/timing, flexibility, instructional strategies, use of ICT,
differentiation of instruction, student interest, cultural sensitivity, pacing, lesson/unit plans, etc.

Your understanding of the curriculum and knowledge of basic art practices is solid and
that will serve you well. You did a good job of teaching the perspective drawing to the art 10 students.
You will need to broaden the scope of your art knowledge,
however, as there is much more to know if you are to teach a successful art program.
The instructional strategies that you have used have been satisfactory. Investigate ways
to work with those students that are not natural artists - they are as important as the natural artists in
your quest to teach all of the students.
You have been successful in teaching your lesson to the students that are engaged and
motivated. You are still developing ways to attend to the specialized needs of many of
the students. For example, you were working in a class that had an autistic student that often did not
understand the directions and would get on the wrong track. Develop strategies to make time to stop at
his desk much more often than the other students, with smaller bits of information for him to digest.

Fall 2015

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Management and Classroom Climate

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA G: Teachers create and maintain environments that are conducive to student learning and understand student needs for physical,
social, cultural and psychological security.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
Suggested Topics (Not all need to be addressed): class tone, routines, rapport with students, conflict resolution, student engagement,
leadership, transitions, etc.

Students are engaged in the activities you have presented to them and are respectful of
you when you are presenting. Your work with individual students is good, however you
are still developing your skills around managing the large group.
Consider:
1.) paying attention to inappropriate behaviors and then handling them on the spot
2.) noticing, and dealing with, students that are arriving late and leaving early
3.) work on developing a rapport with students that are not likeminded
You have begun to develop a consistent routine, starting and closing a class and
creating a consistent expectation. That has started you on the way to better classroom
management.
Conflict resolution is an area that falls with the realm of classroom management where
you still have a lot of growing to do. I think some additional observation in other classrooms
would be helpful at this point. You have done some teaching now and will have a better
idea what you are looking for in classroom management techniques than you had
during your observation days. There is not a set formula, or list, that one can make but
you can observe others, make a list of strategies, ask other teachers, etc. Every time
you try a strategy, make notes in your reflections about how it went and ways to improve
on it. This is part common sense, part empathy, part social skills, part professional
strategies. Possibly look for some intensive volunteer opportunities with students that are high school
age in order to develop strategies that specifically work with this age group.

Fall 2015

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Communication
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA J: Teachers know how to use and how to engage students in using traditional and electronic technologies to present and deliver
content, communicate effectively with others.
KSA L: Teachers know how to develop and implement strategies that create and enhance teacher, parent, and student partnerships.
Suggested Topics (Not all need to be addressed): oral and written language, communication with parents/guardians, listening skills,
teaching/learning technologies, voice and language, etc.

Your oral communication in class is solid, clear and consistent. You are still developing
consistent strategies when preparing written work (whether it is a lesson plan, a hand
out or instructions). Grammatical, spelling and syntax errors can make written work
more difficult to comprehend, which will be problematic when presenting to students,
administrators, parents and colleagues.
Listening skills will be important for you to think about carefully. Take notes so you can
make sure to follow through on suggestions and requests. Make notes regarding follow
up you intend to do with students, parents, myself, or other teachers in the daily plans you have begun to
implement.

Fall 2015

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Assessment Strategies
Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA K: Teachers gather information about their students learning needs and progress by using a variety of assessment strategies.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
Suggested Topics (Not all need to be addressed): appropriate questioning, adapted assessment, assessment variety, record keeping,
formative/summative, reporting, timely feedback etc.

You are still constructing ideas in the area of differentiation in instruction. It will be a
good idea for you to do some more classroom observation on this topic, as well, now
that you have done a bit of teaching. You can watch for how others do this in a variety of
settings. It will be important for you to decide on techniques that are successful and that you feel
comfortable implementing on your own.
You are beginning to be less tentative about creating rubrics for your lesson
plans. You will need to be sure you understand what you have asked for and make sure
you are assessing that. For example, in the assessment for the perspective drawing project, you had a
clear outline of the directions you gave the students, and so it was easier to create a rubric for marking it
after they finished the work.

Fall 2015

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Understanding Students Needs

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities. Teachers understand the need to vary their plans to accommodate individuals and groups of students.
KSA I: Teachers know and use a broad range of instructional strategies and know which strategies are appropriate to help different
students achieve different outcomes.
Suggested Topics (Not all need to be addressed): Planning that includes all students and learning styles, alignment of strategies to student
needs, use of varied resources to differentiate instruction, assists all learners, understands contextual variables that affect teaching and
learning, etc.

Your lesson plans are solid examples of interpretation of the curriculum, but you are still working out
ways to differentiate the instruction and assessment of your assignments for different learning needs.
You will need to become much more independent at developing strategies for the students you are
working with at the time. More time working with youth at this age level will help you to create
strategies (perhaps in a volunteer capacity). You are still working on feeling comfortable in making
decisions about editing your lesson plans to suit the needs of individuals.

Fall 2015

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Professional Qualities and Attributes

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
KSA N: Teachers know the importance of contributing, independently and collegially, to the quality of their school.
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience.
Suggested Topics (Not all need to be addressed): work ethics, interpersonal skills, collegiality, initiative, energy, team work, attitude,
appearance, commitment, reflection, etc.

I have asked that your work day consist of arriving 30 minutes early and remaining at
the school at least 30 minutes at the end of the day. You have begun to do that and I have seen an
increase in the commitment to time outside of the classroom during your practicum here.
.
Common sense and social skills cannot be under-rated as qualities that a teacher must
possess. It is just as important to be a respectful, helpful colleague as it is to be a
respectful, helpful teacher. You must be just as mindful of the comments that you make
to your colleagues that may be construed as critical or sarcastic as you are to your
students.
Schools are collaborative places where the common goal is (or should be) the best interests of the students.
Teachers that can work together on projects, committees, planning and assessment are invaluable. Make
that your goal to work towards.

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Reflection and Self-Evaluation

Related Knowledge, Skills and Attributes (Not all need to be addressed):
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate their
vision, including how it has changed as a result of new knowledge, understanding and experience
Suggested Topics (Not all need to be addressed): establishes specific strategies to meet professional goals, demonstrates oral/written
reflective practices, engages in goal setting, communicates overall vision of teaching, etc.

You have reviewed a great deal about the actual job of teaching in your time here. Teaching is much
more than planning a lesson and presenting it in class. You and I have reviewed together a list of the
tasks the average teacher must deal with in a typical day. Your work now becomes to begin to find ways
to multi-task enough to prepare yourself effectively for your next practicum. Volunteering in classrooms
or other places where you can practice building rapport, classroom management and conflict resolution
with students in this age group will be vital in helping you to be successful in future practicum.

Fall 2015

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Additional Mentor Teacher Comments:

Attending to the everyday details of a teachers job is an area that you need to improve on. Making sure
attendance records are clear and complete, careful assessing and recording of grades, and paying
attention to the comings and goings of students are crucial to running a classroom smoothly. You need
to be very aware of all that is happening in your classroom in order to be an integral part of it.

Student Teacher Comments:

I have grown more as an individual and as a person entering the education field in the last month then
my three years of university combined. The way that Coleen Hewitt has mentored me was exactly what I
needed to progress so greatly from where I started on day one. I am very grateful for this opportunity
with Colleen.
I went into education for my love for art and the energy I get being around people. This experience has
shown me that there are many other requirements to be a teacher beyond those two small topics. I
learned (and continue to learn) about classroom management, organization and differentiated learning
among other topics. I have refined my skills of lesson planning and teaching lessons. Im excited to go
into my advanced practicum so that I can implement the constructive criticism from Colleen and achieve
success.

Fall 2015

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