WERKLUND SCHOOL OF EDUCATION

UNDERGRADUATE PROGRAMS IN EDUCATION

EDUC 540: FIELD EXPERIENCE III
FIELD EXPERIENCE INSTRUCTOR NARRATIVE ASSESSMENT
PRINCIPLES OF SOCIAL AND CULTURAL ENGAGEMENT

Student Teacher: Natasha Loader ID#: 10124169 Date: December 2017

School: John Ware School

NOTE: This is not a letter of reference and will not be distributed by the WERKLUND SCHOOL OF EDUCATION to potential
employers., however potential employers may ask for this assessment from the student directly.

The purpose of this six-week Field experience is to focus on complex dimensions of social and cultural engagement in classroom learning. The
student’s Learning Portfolio and his/her participation in the Field placement should provide evidence of a growing ability to act thoughtfully
in the classroom and within the school community, and a deepening understanding of learners and of the enactment of curriculum and
pedagogical relationships within a whole class context. The Narrative Assessment should address the student teacher’s growth in the emergent
ability to plan for, implement and assess learning. It should also comment on the student teacher’s growth in relation to the Teaching Quality
Standard (Draft, 2016), including the student’s own goal setting reflections throughout the Field experience. The Field instructor’s assessment
should also address the student’s overall participation in both collaborative and cohort learning assignments including D2L and the final
presentation assignment. The following report on the student’s work should be organized in relation to the questions: Where is the work
particularly strong? What could the student do to further his/her professional growth and development? You may also want to consider
the course outcomes as a method of organizing the assessment.

Natasha had a very successful field experience in the department of the John Ware School. I observed her teach grade 9 on two
separate occasions: once English language arts and once social studies. Both lessons were interesting, engaging and carefully
prepared, with clear instructional objectives. Natasha explains clearly. She made good use of the fact that she taught two grade
9 classes to modify lessons the second time she taught it in light of her experience the first time,

Natasha contributed to her colleagues’ learning through her detailed and insightful D2L posts and her Digital Presentation.
She wrote interestingly about formative assessment and about the student wellness practices at her school. Her Digital
Presentation PowerPoint provided an effective discussion of her key learnings during this field experience, with the main points
presented as bullets and the discussion on the audio-track. Natasha’s deeply reflective Self-Assessment described how she has
come to understand the power and importance of teachers being trusted by and accessible to students, and the valuable resource
they can be to students who are having personal and academic difficulties.

Natasha showed particular strength in the following elements of the Teaching Quality Standard (Draft, 2016):
• Fostering positive and productive relationships with students and adults to support student learning
• Engaging in ongoing learning and critical reflection
• Demonstrating effective planning, instruction, and assessment practices
• Establishing an environment where every student is welcomed, cared for, respected and safe

Natasha’s performance during this field experience suggests that she will be an excellent teacher.

Field Instructor’s Name: Claude Oppenheim. PhD.

Signature

For Field Experience III: Principles of Social and Cultural Engagement, the recommendation is:
Credit ( X )
Non-Credit ( )