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University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER THREE

Final Report

PS III is a five-course equivalent integrated semester including half-time teaching and professional study in curriculum
design, leadership, advanced methods, and reflective practice. Intern Teachers are assigned full time to schools for the
semester during which they assume responsibility for approximately one-half of the teaching day. PS III professional study
is designed to complement and enhance the internship. The professional study components may occur on or off-campus
and are coordinated by the University Consultants in collaboration with Intern Teachers and school personnel.

Education 4572: Secondary Education Internship

INTERN TEACHER: Averyanna van Tol

SCHOOL: F. E. Osborne School

Grade Level(s): Grade 7, 8, 9

Teacher Mentor: Todd Hass

Administrator: Lesley Scullion

University Consultant: Sandra Mann

Checklist

Final Conference Date: X Date: December 6, 2021

Review the Portfolio: X

Review the Professional Inquiry Project X

U of L: PS III Final Report: (Revised: January 2021)

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University Consultant Comments:

Averyanna has had a stellar internship during her PSIII semester. She has created inclusive and respectful
environments in her classrooms, impactful professional relationships with her students, has effective
classroom management skills and extremely well planned and engaging lessons.
One of her Professional Growth Goals was to ensure that student of all abilities feel success in Physical
Education (PE) and this was extremely evident in how Averyanna included each student in her PE class so
that they were involved and successful. Inclusion is evident in all of her lessons. For example. Averyanna
subtly differentiated her lessons by the groups that she created and the specific coaching and tips she gave
each of her groups and individual students. She worked hard to include all her students in the activities and
into being physically active in her PE class. One example of this happened during my observation when in the
midst of a very busy PE class, Averyanna was presented with student a brand-new to the school who was
then dropped off to her class. Averyanna made a special point to go over to the new student, introduce
herself and share what the activity was. She assigned a buddy to the student who would support her during
the class and checked in with the new student several times during the rest of the lesson. Averyanna’s
passion to include all students was also the driver of her Professional Inquiry Project which focussed on
creating a physically active leadership group for students who weren’t typically included in extracurricular
sports activities, while utilizing Sean Covey’s The Leader in Me philosophy. This leadership group had a
strong voice in their planning and became very involved in their school’s sports activities and utilizing the
Begin with the End in Mind idea, they created a school-wide Dodgeball Tournament. This group created
posters and advertisements for this event, teams and scoring protocols. They created a buzz and excitement
throughout the school for their student run event.
Another one of Averyanna’s goals was to develop effective relationships with students. Getting to know her
students was a big challenge which Averyanna met in spite of the fact that she had new groups of students to
get to know every week or so. Averyanna did her best to learn all their names and was sure to interact with
each student and observe and record their progress on a regular basis with a checklist that she created. In
each class that I’ve observed, Averyanna easily gained her students’ attention. She demonstrated strong,
respectful classroom management skills which was evident in even the busiest and largest of all her PE
classes.
Averyanna’s lesson plans were thorough, specific and include clear connections to the Program of Studies.
Outcomes, assessment, expectations for learning and behaviour, transitions, advanced organizers, and
detailed activity plan and progressions are delineated in her lesson plans. Averyanna excelled at teaching
specific PE skills while expertly managing student behaviour. One example of this was during a volleyball
lesson. Averyanna was teaching the skill of setting the ball. She first had the students lie down on the gym
floor and set the ball in the air and then catch it. She moved to having the students stand up and pair off while
practicing that skill, and then moved them into groups of six to practice.

I have read the complete Final Report and certify that the assigned grade is Pasd

12/11/2021
University Consultant Signature Date

U of L: PS III Final Report: (Revised: January 2021)

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University Consultant comments (Page 2 continued):

She arranged the groups to have similar skill levels and adjusted their play accordingly. Averyanna always
included game time for each of her lessons. She often gave her students the choice to play either a
competitive or recreational type of game.

Throughout her internship, Averyanna has been involved in other aspects of the school. She had the
opportunity to be the head coach of the boys’ soccer team which met three times a week for the season.
Averyanna was proud to tell me, that her team had an undefeated season this term.
Averyanna had many opportunities to meet with parents through her coaching and during Parent Teacher
Interviews. Her teacher mentor told me that many parents came up to her and thanked her for her
involvement with their children.

It is evident to me that Averyanna is making a very positive impact on the students that she has interacted
with during this practicum and on the entire school community. Averyanna will be a wonderful addition to
the teaching profession.

I have read the complete Final Report and certify that the assigned grade is Pass

12/11/2021
University Consultant Signature Date

U of L: PS III Final Report: (Revised: January 2021)

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Intern Teacher’s Descriptive Report:

Throughout my PSIII internship, I have learned so much about education, effective teaching strategies, and
myself. So much goes on in a school, and although at times the hustle and busy schedules can feel
overwhelming, the job of teaching is overall a rewarding feeling. When I first arrived at F.E. Osborne in late
August, I felt welcomed and excited. I was able to connect with both my mentor and administration, who were
quick to answer any of my immediate questions. I began teaching a range of physical education classes starting
with grade 7, moving to grade 8, and progressing to grade 9. I felt lucky to have been provided with the
opportunity to teach a wide array of age groups as well as PE units. Units included volleyball, low organized
games, soccer, football, handball, walking & lawn games, and field games. As expected, planning is one of the
largest focuses in the PhysEd world and one of the keys to creating success for yourself as a teacher and for the
students. Not only did I get to work with a variety of age groups, but also with a variety of class sizes. Some
ranged from twenty-four students all the way up to forty-two. This was a great experience to explore classroom
management strategies and to connect with students.

As I continued teaching PE I also took on a health unit, which allowed me to add to my knowledge of teaching in
a classroom. I thoroughly enjoyed teaching health and connecting with students at a different level than through
physical activity. Health challenged me to create lessons that were informative, interesting, and enjoyable for
students while in a classroom setting. I explored different types of formative assessments with students as well
as ways of presenting content with a variety of different mediums such as PowerPoints, movies, discussions,
and written work. We explored topics of personal safety, stress and time management, social media, mental
health, anxiety, depression, child abuse, and healthy eating.

Both health and PE helped me to continue working on my use of visuals in the classroom. Visual aids are such a
great universal support to employ in all areas of education and were a big focus for me throughout the
semester. I found this to be especially helpful in the gymnasium in conjunction with verbal instructions. Students
were able to establish a clearer understanding of the activity by hearing it, seeing it, and being part of
demonstrations. I became more successful with the implementation of visuals and activity demonstrations
throughout my experience at FEO, to the point where they became natural and part of my everyday instruction to
students. I was also able to observe other teachers implement this strategy in their classrooms to learn different
or more cohesive ways to implement this strategy in my lessons.

During my internship, I expressed an interest in coaching and was fortunate enough to be given the opportunity
to be the head coach of the boy’s soccer team. This was a great challenge for me as I have very limited
experience with coaching. I was thrilled to apply my knowledge as a soccer player through the different lenses of
being a coach. The team practiced every Monday and Wednesday from 3:00 pm to 4:00 pm. I oversaw the
planning, organizing, and running practices. During Tuesdays and Thursdays from 3:45 pm to 5:30 pm, we had
league games where we played different schools in our division. I would organize warm-ups, substitutions, plays,
and pep talks. Alongside the expertise of my mentor, I was able to grow my abilities in a coaching position and
learned a great deal about connecting with a team. We ended the season winning

12/5/2021

Intern Teacher Signature Date

U of L: PS III Final Report: (Revised: January 2021)

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Intern Teacher’s Descriptive Report (Page 2 continued):

undefeated and first in our league, a first for FEO boy’s soccer.

I also felt my confidence grow as I worked to create strong connections with my students through learning
their names, learning about their interests, and participating in games or events with them throughout my
internship. One of my biggest goals was to form a connection with my students and I feel that I have
successfully done this, earning many of the students’ trust. Students felt comfortable coming to talk to me
about personal matters, as well as to engage in social conversations. I worked hard to interact and be
involved with students as much as I could. It was a rewarding feeling to be involved and welcomed into FEO,
as they offer such a great sense of community among their students and staff. Coaching throughout
September and October also allowed me to work on one of my goals to create better connections with
students. I was able to learn more about their interests and lives outside of a classroom environment. It was
also exciting to work with athletes who wanted to succeed and improve their abilities in pursuit of a common
goal. Overall, coaching was such a rewarding and growth-filled experience. I hope to have the opportunity to
coach more athletes in the future.

I have had such an amazing practicum experience and am so appreciative of being invited into F.E Osborne
School. It has been such a fun and rewarding time of growth. I have learned so much from my teacher
mentors about physical education both in practical application, as well as assessment and planning. I will
miss working with such an amazing PE team. I am eager to take all of what I have learned and apply it to my
own classroom in the future.

12/5/2021
Intern Teacher Signature Date

U of L: PS III Final Report: (Revised: January 2021)

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Teacher Mentor Comments:

Averyanna van Tol is an exceptional beginning teacher. Averyanna has thoroughly demonstrated that she
is a “natural” fit when it comes to her work as a professional educator with our students at F.E. Osborne
School. She came to her final practicum with many well-developed skills, attributes, and a varied background
of life experiences that serve her well. But, her real strengths lie in her open and positive approach to
continuing her growth and development as a teacher; she is the perfect model of a life-long learner. She
invites feedback, explores new ways of improving her craft, and is not afraid to step out of her comfort zone
as she constantly demonstrates outstanding initiative. This is done with a strong and caring teacher presence
that communicates both confidence in her work and enthusiasm for engaging students in the physical
education and health & life skills curriculum.
Contributing to F.E.O.s extracurricular athletics by assuming the head coaching role of the boys’ soccer
team was a first for her, but she blossomed in this role as well. Not only did she act as a mentor to her
partner teacher in improving his knowledge of soccer coaching, but through building meaningful relationships
with the players and applying effective coaching strategies, she led the team to a perfect winning season;
the first ever in F.E.O.’s history. She had the admiration of both the players and their parents. Averyanna
contributed to the intramural program and more significantly, through her PIP project contributed to the
leadership development by implementing the F.E.O. Eagles Athletic Leadership club. A huge hit with the
students was the month-long Dodge Ball activity that was organized and implemented by this group. This
project provided an ongoing club for F.E.O. students and again demonstrated that physical education can be
used as a vehicle for learning life skills regardless of individual athletic ability. By joining and supporting
special school spirit days such as jersey day, pyjama day, Halloween costume day, etc., she was able to
connect with students outside of the instructional setting.
Averyanna constantly invited feedback, was proactive in collaborating with others, and consistently strived
to improve her work through ongoing reflections. She never backed away from challenges that were
provided and was willing to make mistakes in order to improve; great role modelling for her students.
Whether in the gymnasium, on the field, or in the classroom, Averyanna consistently demonstrates
competency in the physical education and health & life skills curriculum. This competency could without a
doubt be extended to additional curriculum areas if presented the opportunity as her foundational teaching
skills would allow her to develop and become highly successful in these areas. Averyanna realizes that she
is teaching students, not the curriculum, and that the curriculum content is the vehicle through which she
teaches students the skills they need to be successful learners and impactful future citizens.
Lesson and unit plans are extremely well prepared and of excellent quality. In fact, her work was often
used as an example for other student teachers. She is always willing to share and explore ideas with others.
She is very easy to collaborate with as part of our physical education team. Averyanna regularly takes the
initiative on department tasks as well as offers assistance to her colleagues.
Averyanna creates a safe, organized, highly engaging, and enjoyable learning environment students thrive
in. As a result of her thorough lesson planning, knowing her audience, and incorporating a well-planned
scope and sequence of learning activities, transitions between learning activities are almost seamless.

12/8/2021
Teacher Mentor Signature Date

U of L: PS III Final Report: (Revised: January 2021)

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Teacher Mentor Comments (Page 2 continued):

By engaging students quickly with informal discussion, making a point of learning their names early,
communicating expectations, and having equipment prepared, Averyanna is able to create an inviting and
welcoming atmosphere for the beginning of each class. She speaks in a firm, clear, and modulating voice,
and with a level of interest that carries her enthusiasm over to the students. Equally well, she uses effective
non-verbal communication and body language.
An area that Averyanna has made significant progress, and is now a great strength, is recognizing the
value of and incorporating the regular use of visuals in her instructional process. Whether it be cue words on
the dry-erase board, using technology in the health classroom, or providing student demonstrations with
“walk throughs”, she makes her instructional delivery easily understood and put into action by the students.
Another area of growth has been her greater sense of ease and competency in handling class management
and discipline situations. These are often accomplished through proactive class management strategies.
When situations requiring a greater degree of firmness arise, they are always handled with respectful
communication and with the goal of maintaining everyone’s dignity. Lastly, from early on Averyanna’s
assessment strategies evolved with great accuracy to the point where there was complete agreement with
her partner teachers within the department.
With a diverse cultural make up and special population programs in our school such as the Personalized
Learning Program, Satellite, ELL, French Immersion, etc., Averyanna regularly worked with these students in
our integrated classes with wonderful success. She values and treats the students as individuals, fully
accepting and accommodating different abilities and interests. This is also essential when noting the
necessity for many students requiring a variety of needs to be addressed as Covid has created its own
epidemic of anxiety plagued youth. Students see Averyanna as a trusted adult and thoroughly enjoy having
her as their teacher.
Whenever there was a good fit, Averyanna would take into consideration opportunities for involving
activities that related to the foundational knowledge about First Nations, Metis, and Inuit. These activities
usually focused on warm up games. As with all CBE educators, she is continuing her professional
development in this area; including a full PD day dedicated to this end.
Averyanna conducts herself as a professional at all times. She both demonstrates and has the trust and
respect of students, parents, and her colleagues. She is accountable in all situations and contexts. She has
also been able to thoroughly familiarize herself and undertake all aspects of student assessment reporting
systems, involvement in communicating with parents via email, participating in parent-teacher interviews, and
managing students in both fire drills and lockdown drills.
Averyanna is completely capable of assuming a full-time role as an educator. Another partner teacher
describes her as a “rock star” when it comes to her ability and readiness to teach. She will without a doubt be
missed by both students and staff at F.E. Osborne School. We wish her all the best and sincerely hope to be
able to work with her in the future as a professional colleague. Averyanna will be an outstanding addition to
any teaching staff and will no doubt benefit thousands of students who become fortunate enough to call her
their teacher!

12/8/2021

Teacher Mentor Signature Date

U of L: PS III Final Report: (Revised: January 2021)

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Administrator Comments:

Averyanna began her practicum experience at F.E. Osborne School in August, 2021. Throughout her
time at FEO, I had many informal and formal opportunities to observe her in various capacities. I have
been truly impressed with Averyanna and her many successes during this practicum.

One of the most important things about teaching middle aged learners is fostering effective relationships.
I noticed that Averyanna was intentional about creating those trusting relationships with students and with
the boys she coached on the soccer team. When I watched Averyanna coach, she was very positive with
the players. She was supportive of their play and treated them with great respect. Averyanna was able to
demonstrate her soccer knowledge and therefore win the respect of the players easily.

Averyanna was able to foster effective relationships with staff as well as students. She had an excellent
working relationship with the staff in the Physical Education department. She also had a great working
relationship with the other student teachers in the building. Averyanna made an effort to connect with me
and get to know me. She was so personable and easy to get along with. Her enthusiasm was infectious.

When I observed Averyanna in the classroom, I noted that the relationships she had worked to establish
helped her with her classroom management. In the first lesson that I watched, Averyanna was teaching
the 5 components of fitness and engaging students in a fitness challenge. The focus of the day was on
technique. The class happened to be one that can be somewhat challenging to manage. I was so
impressed by how effectively Averyanna was able to command and maintain their attention. Her
instructions were clear and concise. She had clear demonstrations of proper technique so students were
clear about what they needed to do. She had students working in partners and stressed to students that it
was important to be kind to their partner. This helped Averyanna build trust with the students. It was clear
that because of the relationship she had with the students they were all willing to try what she was asking
them to do.

During another classroom observation, Averyanna was explaining several activities. She connected the
learning to last year and reminded students that they had already done most of the activities. During her
explanation, students became a bit distracted. She was able to easily redirect them to focus so that she
could get the explanation done as quickly as possible. Again Averyanna's instructions were very clear
and concise. She frequently checked for understanding and was able to get students active quickly.

12/6/2021
Administrator Signature Date

U of L: PS III Final Report: (Revised: January 2021)

DocuSign Envelope ID: 393DD6C2-3010-4F37-8E68-A4DF217CAB91

Administrator Comments (Page 2 continued):

It is clear that Averyanna is committed to being a life long learner. She was an active participant during
our Professional Days and PLC meetings. She was eager to learn and always asked questions to
increase her knowledge. Averyanna was an active participant during the system wide Indigenous PD
day. She was comfortable to share during our circle in front of the entire staff which takes a lot of
courage.

Averyanna was committed to improving school culture and creating an inclusive environment. Her and
one of the other student teachers planned and implemented a school wide dodgeball tournament to get
students involved in activity and connected to the school. The tournament was a huge success. I heard
many students rushing to the gym to "get to their dodgeball game". The tournament not only got
students involved in activity over lunch but also helped students feel connected to their homerooms,
pride in their classmates and connected to the school. The Physical education department is the heart of
a middle school and it is activities like this that students remember. The final part of the tournament this
week is for the winners to play against the teachers, a fun opportunity for students to see teachers in
another light. Averyanna did an excellent job of bringing this opportunity to the students of F.E. Osborne
School.

I have been very impressive with Averyanna overall during her time at F.E. Osborne School. She has
demonstrated clearly her ability to engage students in their learning. Her lessons have been clear and
well structured. She is always well prepared for her teaching assignment. I have watched her grow in
confidence over her time at FEO and have complete faith that Averyanna will be an excellent teacher
and a benefit to the teaching profession as a whole. She always demonstrated the highest level of
professionalism and true caring for students and her fellow staff members. I would be honoured to work
with Averyanna again.

12/6/2021
Administrator Signature Date

U of L: PS III Final Report: (Revised: January 2021)