UNIVERSITY OF NORTHERN BRITISH COLUMBIA SCHOOL OF EDUCATION

Evaluative Report by Faculty Advisor/Practicum Supervisor Based on

Observations
Plan

Teach

Teacher Candidate: Julie Lizotte

Reflect

EDUC

490
FA/PS

This is page 1 of 3 page(s)

This report is based on formal observations made during Julie Lizottes four week 490 practicum experience, as
well as discussions held with her co-operating teacher, Stacey Thompson. Julie was placed in a grade two/three
classroom at Harwin Elementary School in Prince George, BC. During her practicum Julie worked with
individuals, small groups and the whole class. In that time Julie taught over 35 lessons. Julie is a reflective,
kind and caring person. Julie constantly sought out feedback about specific instructional strategies and the
quality of interactions with the students. She is focused on keeping the students at the center of the learning at
all times. Julie has a professional manner. She is friendly and respectful in all interactions with staff, parents
and students.
PLANNING
Julie spent time observing and assessing individual learning needs of individual students and the group. She
conferred with the Classroom Teacher and used information to competently plan lessons. Julie used the new
curriculum, existing IRP and a number of Ministry Resources to plan lessons. Lessons in Social Studies, Math,
Science, Language Arts and Fine Arts were linked and based on assessments of student learning. Julie
introduced Symbols of Canada, using the animals used on coins as the introduction to this ongoing unit. In
Arithmetic Julie used the math program Bridges effectively to focus on numeracy and problem solving. Julie
taught small group guided reading lessons and writing in Language Arts lessons. Stories read were connected to
the learning and supported Social Emotional Learning as well as curriculum content. All materials were
gathered and prepared in advance of use. Julie made effective use of artifacts and this enabled students to make
real life connections to the learning. Julie used current resources and practices. She focused on embedding
Assessment for Learning strategies into lessons.
Julie was open to suggestions from the Classroom Teacher and the Practicum Supervisor and next lessons
always incorporated that feedback. Julie was very aware of the different learning needs of many of the students
in the classroom and ensured that there was opportunity for movement and group work. Julie persisted in
focusing on incorporating strong social emotional learning outcomes, as well as academic learning outcomes in
every lesson. The planned closure for each activity allowed for student sharing of learning. Julie planned for
and integrated technology fluently into each lesson.
Please continue report on the next page as needed. Fill in all fields as on this page. Thank you.
(Each page of an evaluative report to be signed by both Faculty Advisor or Practicum Supervisor and the Teacher Candidate.)

Report written by:

Date:

name of Faculty Advisor/Practicum

Supervisor

name of teacher candidate

I have read this evaluative report:

Date:

July 2011

Signature of
Faculty Advisor/
Practicum Supervisor

Signature of
Teacher Candidate

UNIVERSITY OF NORTHERN BRITISH COLUMBIA SCHOOL OF EDUCATION

Evaluative Report by Faculty Advisor/Practicum Supervisor Based on
Observations
Plan

Teacher Candidate: Julie Lizotte

Teach

Reflect

EDUC

490
FA/PS

This is page 2 of 3 page(s)

TEACHING
Julie encountered a number of challenging student behaviors during this practicum. At all times she
demonstrated a strong sense of respect for each student, positively encouraging and supporting wise behavior
choices. She demonstrated that she has genuine respect for every student. She developed strong relationships.
Julie began each lesson by connecting it to students prior knowledge, whether developed in a lesson in the
previous day, or by establishing real life connections. Julies teaching pace and with-it-ness improved greatly
over this practicum. She was able to adjust the learning to the students academic and social-emotional needs.
Julie used a variety of teaching strategies, moving from individual coaching, small group instruction and whole
group as needed. She used a variety of hands-on strategies, keeping the students emotionally and academically
engaged. Julie typically used the SmartBoard to introduce concepts, moved to guided instruction and then to
independent tasks. Julie used questioning strategies wisely, prompting students to add details or deeper
understandings in their responses. She frequently used the phrase, I am wondering as a way to engage
students in explaining learning or thinking. Each lesson was accompanied by an assessment component. Julie
shared criteria for success with students orally, but is working on recording criteria in a public space where
students can access it independently. A number of different technologies were used daily: SmartBoard,
document camera and the computer.
Julies classroom management skills were above expectations. She was well aware of the need to use a variety
of different strategies to ensure on task behaviors and maximum learning outcomes. Julie used wait time,
provided choices, redirected students to appropriate behaviors and firmly and fairly supported students as they
struggled; and then acknowledged wise choices. Students made the choices to leave the room when they were
overwhelmed and they were always welcomed with a smile and kindness when they rejoined the learning.
Students were truly engaged in learning, joining discussions and Julie circulated amongst them, answering
questions and affirming on task learning and behaviors. Julie conferred with the educational assistant,
informing her of students that required attention. Student tasks were well developed and learning was
scaffolded from each lesson with clear connections.
REFLECTING
Julie kept an ongoing journal throughout her practicum and recorded successes and challenges, and developed
new personal learning goals. She discussed lessons taught, student actions, interactions and learning openly and
honestly with both the cooperating teacher and the practicum supervisor. Julie was able to identify successes
July 2011

Please continue report on the next page as needed. Fill in all fields as on this page. Thank you.
(Each page of an evaluative report to be signed by both Faculty Advisor or Practicum Supervisor and the Teacher Candidate.)

Report written by:

name of Faculty Advisor/Practicum

Supervisor

name of teacher candidate

I have read this evaluative report:

Date:

Date:

Signature of
Faculty Advisor/
Practicum Supervisor

Signature of
Teacher Candidate

UNIVERSITY OF NORTHERN BRITISH COLUMBIA SCHOOL OF EDUCATION

Evaluative Report by Faculty Advisor/Practicum Supervisor Based on
Observations
Plan

Teacher Candidate: Julie Lizotte

Teach

Reflect

EDUC

490
FA/PS

This is page 3 of 3 page(s)

and challenges, and worked to incorporate necessary change in the next lessons. For example, Julie found it
difficult to predict some students very challenging behaviors and looked at lessons to ensure they would flow
smoothly. Julie looked for ways to be inclusive in every manner and persisted in group work because it was
improving Social-Emotional behaviors in the classroom. Julie was thoughtful about improving practice, having
many conversations about the benefits of using formative assessment strategies in the classroom. Perceptions of
what went well or what might need improvement always matched those of the cooperating teacher and the
practicum supervisor.
CONCLUSION
Julie proved herself to be a dedicated and committed teacher candidate. Her perseverance, and at times grit,
was constant in this very challenging learning environment and she presented herself professionally at all times.
Julie consulted frequently with the classroom teacher and developed an understanding of the particular needs of
this learning community. She attended a Professional Development Day and a Primary Progress School
meeting. She informally discussed learning with colleagues and contributed to community spirit by dressing as
Waldo, exactly the same as all staff members for Halloween. Julie took her own learning seriously, challenging
herself to incorporate risks in lesson planning and group activities. Julie is motivated to do well and support her
learners. She puts the students at the center of the learning at all times and has the essential tools of planning,
teaching and reflecting which will support her success as she begins her final practicum. Julie is a life long
learner and will be a competent teacher.

Please continue report on the next page as needed. Fill in all fields as on this page. Thank you.
(Each page of an evaluative report to be signed by both Faculty Advisor or Practicum Supervisor and the Teacher Candidate.)
July 2011

Report written by:

name of Faculty Advisor/Practicum

Supervisor

name of teacher candidate

I have read this evaluative report:

Date:

Date:

Signature of
Faculty Advisor/
Practicum Supervisor

Signature of
Teacher Candidate

July 2011