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Unlversily of
University of Lethbridge, Faculty of Education
PROFESSIONAL SEMESTER TWO
FKUlty ol Education
Formative Assessment

Student Teacher: Stavely Elementary School

Grade/Subjects Taught: Math 4, Science 6
Teacher Associate: Julaine Guitian University Consultant: Josh Markel
Date: March 18, 2020

Instructions:
• The purpose of this form is to provide the student teacher with specific feedback during the PSII Practicum (ED 3600).
• The teacher associate should complete this form at regular Intervals during the practicum (e.g. every week or every other week).
• The student teacher retains the completed form for his/her records; it is not submitted to the Field Experience Office.
• To document the student teacher's growth over the practicum, select/place a checkmark, or week 1, week 2, etc., in the appropriate level of
performance for outcomes being assessed. Please also provide some comments on Strengths/Professional Leaming Achieved and
Suggestions/Areas for Growth on the final page of the form ..
• It is not necessary to selecl/place a checkmark next to each outcome every time the form is completed - Teacher Associates may wish to
concentrate on the 3-5 most relevant and significant strengths and areas for growth, depending on the situation.

1. PLANNING AND PREPARATION (TQS#1, #2, #3, #4)

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Plannina and Preoaration oil-
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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
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the lessons beinq tauqht. (3) D D
4. Takes into account students' prior learning, learning needs (including student IPPs), interests, and student variables
such as aoe, aender, socio-economic status and cultural/linguistic backg round. (1, 3, 4) D D
5. Organizes content into appropriate components and sequences for instruction. (3)
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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
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introduction and closure, detailed procedures and instructions, key questions, teaching strategies, learning activities,
and assessment of lesson objectives. (3) D
8. Prepares unit plan(s) in subject major that include rationale, overview, learning outcomes, teachingnearning activities,
and assessment olan. (3) D!w D
9. Integrates digital technology and resources into instruction in subject major and other subjects, where appropriate. (2, 3)
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10. Obtains and organizes equipment and materials for instruction. (3)
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2. INSTRUCTION
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(TQS #1, #3, #4, #5)

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Communication ~$ i.o !Ul-
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1. Uses clear, fluent, and grammatically correct spoken and written language. (3)
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2. Uses vocabulary appropriate to students' age, background and interests. (3)
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3. Modulates his/her voice for audibility and expression. (3)
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4. Demonstrates cultural sensitivity in communication and instruction. (1, 4, 5)
Lesson Introduction
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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) D D [J
Revised: September 2019
. Instruction Continued: (TQS #1 , #3 #4, #5)
General Lesson Development
6. Incorporates strategies for motivating students using relevant and interesting subject matter and activities. (3, 4) [;J
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) G
9. Demonstrates subject matter competence during instruction. (3) [;J
10. Organizes and directs learning for individuals, small groups, and whole classes. (3, 4)
11 . Provides dear directions, instructions and explanations. (3) G]
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 (includinq student IPP qoals/objectives).(3,4)
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14. Uses a broad range of instructional strategies specific to subject major. (3, 4) G.J
15. Uses appropriate materials and resources for teaching. (3) G.J
16. When appropriate, uses resources that accurately reflect and demonstrate the strength and diversity of First Nations,
Melis, and Inuit. (5)
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17. Demonstrates flexibility and adaptability. (1, 3) G.J
Questioning and Discussion
18. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. (3) [;J
19. Provides appropriate 'wait-time' after posing questions. (3)
1 20. Seeks clarification and elaboration of student responses, where appropriate. (3) G]
21 . Leads and directs student participation in class discussion effectively and distributes questions appropriately. (3)
Focus on Student Learninq
22. Circulates in the classroom, intervening when necessary, checking on individual and group understanding of
activitv/content. /3) G.J
23. Recognizes and responds appropriately to Individual differences and group learning needs. (1, 3, 4) [;J
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) G]
26. Provides homework when appropriate and explains assignments fully. (3) [;J

3. CLASSROOM LEADERSHIP AND MANAGEMENT (TQS #1 , #2, #3, #4)

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Classroom LeadershiD
1. Assumes a leadership role in the classroom, taking charge of classroom activities, showing confidence, poise,
composure, and presence. (1, 3, 4) G.J
2. Creates and maintains an effective learning environment, setting high expectations and standards for student learning,
attendina to student variables such as age, gender, socio-economic status and culturalninquistic background. (1, 2) G]
3. Demonstrates initiative, enthusiasm and a commitment to the students and subject, models appropriate behaviours.(1,3)
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4. Establishes positive relationships and a classroom climate based on mutual trust and respect. (1 , 2, 4) G]
Classroom Management
5. Clearly defines and reinforces classroom procedures and routines. (4) G]
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)
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8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate low-key and higher level
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resoonses; follows school discipline policies and procedures. (4) GJ

u of L: PS II Formative Assessment (Rev: Sep 2019) student : Rebecca Lindquist

Page 2 of4
I 4. ASSESSMENT (TOs #3 #4)
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Assessment
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1. Assesses student learning formative\ d · · ·
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instruments (e ob '. Yan . summat,~ely_, using a variety of appropriate assessment techniques and
servali~)ns, conversations, questioning, checking daily work performance-based and written
assessmen s, rnzzes, 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 reauired). (3, 4)
5. Analyzes and evaluates measurement data to assess student \earning . (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, oarents and the school effectivelvl.13)

5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES eras #1 ' #2 #4 #6) . .

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Professionalism
1. Presents a professional appearance and manner. (1, 6)
2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). (6)
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3. Demonstrates maturity and professional judgment. (1 , 6)
4. Is knowledgeable about professional issues and demonstrates a commitment to the teaching profession.(5, 6) CJ
5. Establishes professional relationships with the educational community and wider community (where appropriate). (1) CJ
Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and makes appropriate suggestions for G]
improvements. (2)
7. Uses the results of student assessment and feedback to improve teaching practices and guide professional growth. (3)
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8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. (2)
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9. Develops and communicates a personal vision of teaching. (4)
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10. Develops and presents a professional portfolio and/or growth plan including goals, evidence of progress toward goals, reflections on growth, and
future aoals. (2)
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11 . Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district policies and other relevant G]
leaislation. (61
12. Applies the teaching competencies for interim certification appropriately. (6) G]
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 G]
backaround. (4, 5, 6)
14. Treats students with dignity and respect and is considerate al their circumstances. (4, 5, 6) w
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
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do so is in the best interest of the student. (6)
16. Does not undenmine 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
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communicated in confidence to orooer officials after first informina 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) 17-l

U of L: PS II Formative Assessment (Rev: Sep 2019) student: Rebecca Lindquist Page 3 of 4

 FEEDBACK ON PROFESSIONAL GROWTH
srren ths / Professional Learnin Achieved:
ebecca has done an ama_z ing job_ of her PS II Practicum. Her unit plans are well done and translate into thoughtful
ell developed lessons which pro~1de access for all students across the spectrum of skills and abilities present in th~
/a~sroom. She ~as d?ne a great JO~ of wea~ing t~e curri~ular outcomes, technology, hand on learning, and First
at1ons per~pect1ves into her sky science unit. This attention to detail has allowed students to really dig deep and
nderstand ideas about the world that surrounds them.
In gr~de 4 mat~ ~ebecca has taught about patterns and relations using the small group instruction model that has
een in place within the classroom before her arrival. She has done a beautiful job of this instruction and has
dapted lessons to ~eet the learners where their skill and abilities were at all the while addressing and ensuring that
tuden_ts were_ learning what was required. In addition to the guided math groups she planned and executed whole
roup instruction for the grade four math class including a daily warm up which included number talks, puzzles, and
hree act tasks. She encouraged students to think as mathematicians and celebrated their excitement for learning
long with them and challenged them to grow in new ways. Ms. Lindquist also assisted in the teaching of grade 5/6
ath and did an excellent job helping students to uncover and make connections between ideas and their own
nderstandings. She was always encouraging to the students, while setting firm and reasonable expectations. One of
he things that Ms. Lindquist and I discussed early on was the importance of flexibility in teaching. This practicum has
ertainly brought many opportunities for Rebecca to demonstrate her flexibility as we have faced water being turned
ff at the school, snow storms where many students were away, and ultimately the COVID 19 emergency which
adly resulted in her practicum being shortened. Through it all she has remained positive, calm, and thoughtful of her
tudents and the profession.
estions / Areas for Growth:
ebecca is well on her way to being a strong and capable teacher. She has demonstrated a desire to learn more
bout best practices in math instruction through exploring the work of Jo Boaler and Kyle Pearce and Jon Orr -
aking Math Moments Matter, at my suggestion. She is open to learning more and always improving her teaching
ractices. I think this is an important area as it is my hope that all teachers do their best to stay current on best and
valving practices in their field. Rebecca certainly demonstrates a commitment to this.

s. Lindquist will also continue to grow in the area of assessment as we have had limited opportunities to implement
his over the truncated practicum experience due to the COVID 19 emergency. Her ideas and pedagogy in this area
re on point and she is always aware of summative and formative assessment as she plans her units and lessons. I
irmly believe that as Ms. Lindquist spends more time teaching students she will find ways to polish her practice even
ore than she already has. I wish her the best in her future and am excited for her to be able to begin a teaching
areer.

of L: PS II Formative Assessment (Rev: Sep 2019) Student: Rebecca Lindquist Page 4 of 4