Danielle 405 FA FINAL REPORT

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EDUC 405/406 Final ReportFaculty Associate Form 10.30.14 FACULTY OF EDUCATION Professional Programs EDUCATION 405/406 FINAL EVALUATION REPORT Faculty Associate Form Students Surname: Ling First and Middle Names: Danielle Student Number: Grade Level(s) / Subjects Taught: School: Cedar Drive Elementary School District: Coquitlam School District Semester: Winter 2015 Faculty Associate: Jill Gorsic School Associate(s): Katherine Zilkowsky Karolin Phillips Please Sign ___Jill Gorsic___________ _________April 16, 2015______ Faculty Associate Date _____________Katie Zilkowsky, Karolin Phillips__________ School Associate _____________Danielle Ling____________ Student Signature EDUC 405/406 Final ReportFaculty Associate Form 10.30.14 Return to: Professional Programs, Faculty of Education, Simon Fraser University, Burnaby, BC V5A 1S6 Education 405/406 FINAL EVALUATION REPORT This evaluation report provides a record of the students growth and development towards professional competence in Education 405/406 as articulated in the Professional Programs Goals. _____________________________________________________________________ Placement Context: Danielle completed a successful practicum at Coquitlam School Districts Cedar Drive Elementary in Port Coquitlam. Cedar Drive school has over 250 students from K-Grade 5 curriculum with a strong community/PAC presence in the school which Danielle became part of through school events. Danielle practicum was with a lively Kindergarten class consisting of 13 girls and 9 boys. There was a full time EA to assist a student designated with autism with his participation in the varied activities and lessons. Volunteer parents were also integrated into the class activities. A. The Student Teacher As A Growing Professional Goal 1: The development of a clear, coherent and justified view of education; Goal 2: The development of a clear commitment to lifelong and life-wide learning; Goal 3: The development of a clear commitment to uphold the principles that should govern a democratic and pluralistic community; Goal 4: The development of a clear commitment to maintain ethical and functional working relationships with all members of the educational community; and Goal 5: The development of knowledge about curricular content, educational theory and effective practice: Danielle is a role model for polite and respectful mannerisms with colleagues, parents and students. This strength allowed Danielle opportunity to have collegial working relationships with school staff, parents and other educators. Danielles success and growth in her teaching practice is due largely to her excellent work ethic. This practicum challenged Danielle as her SAs expectations were high. Danielle met and surpassed many of these EDUC 405/406 Final ReportFaculty Associate Form 10.30.14 expectations. Danielle showed a high level of initiatives to expand her curricular resources relevant to the primary grade and increase her knowledge of effective teaching strategies to produce engaging and creative units. Danielle attended workshops during her module (e.g. Hands on Science, Cross-curricular visual arts, Read-a-Loud strategies) attended Professional Development sessions at Citadel Middle School (Mind-up sessions) and Gleneagle Secondary (Media and Technology, and Bannock and Beading), participated in a teacher focussed field trip to Grouse Mountain, scheduled meeting time outside of module time with student teacher peers to share experiences and teacher strategies and was welcomed into a range of classes at her school to observe various teaching practices. Danielle embraced the goal of having a clear commitment to lifelong and life-wide learning by trialling new instructional strategies and lesson themes. Danielle created an outdoor learning lesson which she had no previous experience, this successful exploration with uncertain outcomes started a reflective brainstorm for her of the possibilities from this initial experience. Danielle demonstrated a high reflective capacity, creating time right after school to go over her lessons and events of the day using -What happened, What did I learn and How will I use this titles to demonstrate new insights for future classes. Danielle values the importance of being prepared and organized in advance with the ability to be responsive. As part of her professional responsibilities, her Daybook and Record of Assessment were up to date and readily available for associates to reference. Danielle established an effective organizational system of binders to collect pertinent resources for her classes, daybook of unit planning and revisions and assessment records. Danielle committed considerable amount of proactive prepping time to produce unit, lesson plans and module assignments in advance to ensure she was prepared to consider further additions or revisions to her lesson activities. Being prepared ahead of time allowed opportunity for both her SAs, FA and staff to give input and for Danielle to be responsive to incorporate the feedback into her lessons. I so enjoyed seeing Danielle take ownership of feedback given and clearly see the implementation in successive lessons. Danielle worked in developing themed units that were cross curricular and engaging. She truly valued the importance of creating a strong connections with her students, parents and the education community with clear intention to support and respond with intended purpose to the growth and development of her students. Her calm, pleasant and patient demeanour welcomed a sincere conversation. She continued to create opportunity for both her students and parents to connect with her. She EDUC 405/406 Final ReportFaculty Associate Form 10.30.14 would be at the door greeting and checking-in with both students and parents in the morning and afternoon and welcomed parent volunteers into her classroom. Danielle created opportunity during lunch for staff to share experiences, resources and advice. Danielle's involvement in the school identified the value of making connections through common experiences. Danielle helped coach the basketball team attending all practices and games, participated in Pink Shirt Day and Run, supervised at recess, supported the Jump Rope for Heart event and judged grade 4/5 public speaking Danielles drive to succeed in this practicum has created a teaching experiences that truly has had an impact on her pedagogy, sharing memorable experiences with your students. B. The Student Teacher and the Pupils Goal 6: The development of the clear commitment to respect and celebrate students; and Goal 7: The development of the ability to create a caring, cohesive community of learners. Danielle recognizes the impact she has in preparing students for success in later grades noting Kindergarten being such a critical time for children to learn new information in a safe, caring and accepting and engaging learning environment.Her genuine joy of spending time with her students is so evident in the attention and care she gives in establishing routines, one-on-one interactions, helping them with lunches and preparing for home. She respects students opinions and shares the evaluation process and her thoughts with them. During the initial weeks of practicum, Danielles use of observing and writing anecdotal comments and spending individual one-on-one time with each student allowed her to understand their personality, and learning needs and to be responsive in her lesson planning. Lessons were inclusive allowing all levels to be able to find a starting point to participate. Daniels pleasant confident and gentle demeanour required her to strategically develop a well-structured and proactive classroom management style very early on in her practicum, with notable success and growth. Danielles vision for an engaged, active community of learners formed the basis of her management style and throughout her experience, she further EDUC 405/406 Final ReportFaculty Associate Form 10.30.14 honed her ability to be aware of and sensitive to what went on in the classroom. Danielle dealt very effectively with disruptions and immediately and successfully diffused issues. She became more aware of the classroom dynamics through effective sight lines, and various grouping techniques to insure that everyone was included in the learning community by reinforcing and encouraging positive and productive behaviours. Danielle's confidence to demonstrate wait time, proximity and eye contact in order to gain students attention developed significantly in her ability to project her voice effectively to gather students and to deliver information. She maintained a good pace in her lessons with efficient transitions between activities. The key, to Danielles successful classroom management and transitions was her engaging, active, student-centered lessons which truly appealed to the students she taught. C. The Student Teacher and the Curriculum Goal 8: The development of the ability to create opportunities for learning; Goal 9: The development of the ability to blend theory and practice in well-organized ways; and Goal 10: The development of ability to use assessment and evaluation practices in a thoughtful and ethical manner. Danielle quickly became familiar with PLOs and IRPs, learned ways to clarify learning objectives and supported activities using various modes of instructional strategies including written and verbal expectations, singing, demonstrations and examples of work. While addressing educational goals, Danielle planned each unit with a theme including Valentine unit, Chinese New Year, Friendship, Community unit and Farm unit. I was impressed by the time and resources she used in preparing her units and assessment structure. She had a clear plan of assessment before building the lessons by designing rubrics, checklists and anecdotal assessments to aid in her summative assessment. With her strength in organization and growth in recognizing the importance of maintaining the bigger idea and enduring understanding of the lesson, Danielle became more comfortable with the teachable moments, adapting her teaching based on those moments of inquiry and increased higher order thinking opportunities. Higher Order Questioning was noted during read-a-louds, Centers and language arts. EDUC 405/406 Final ReportFaculty Associate Form 10.30.14 Beyond the lesson planning, her room was designed with centres for students to be able to role play, build, create experiment and inquire. Some of Danielles best centre ideas were the beauty salon for the house centre, the bowling pins, the water centre, the farm centre, the paint centre, the watercolor and milk centre, seashell centre and math centre. Through the reporting process, Danielle was able to see concepts develop from inception to completion, and along with her school associate, assisted in producing summative evaluative comments to the report cards. D. Summary and concluding comments. Danielle has had a rich practicum experience, enabling her to grow in all aspects of the teachers role. She has maximized her experience, through her efforts, and as a result is ready to begin her teaching career at the level of an independent, beginning teacher. I recommend Danielle to be certified as a professional teacher It has been a genuine pleasure to mentor Danielle who is a conscientious, responsible and caring student teacher. I wish you every success in your future teaching endeavours! EDUC 405/406 Final ReportFaculty Associate Form 10.30.14 Addendum: Program Goals A. The Student Teacher As A Growing Professional Goal 1: The development of a clear, coherent and justified view of education: That demonstrates understanding of the place of education as contributing to the creation of an open, pluralistic and caring society; That articulates the content, methods and institutional arrangements that are relevant, worthwhile and appropriate for the education of children; That speaks to a personal vision of what one can achieve as an educator; That is continually and consciously reshaped through experiences with a variety of learners in a range of socio-cultural contexts; That is informed by understanding of the historical and contemporary legacies of imperialism and colonization on the education system of British Columbia; That realizes the powerful, and sometimes negative, impact that our Eurocentric education system has had, and continues to have, upon students. Goal 2: The development of a clear commitment to lifelong and life-wide learning: That manifests in openness to considering alternatives and possibilities; That is rooted in the development of reflective capacities; That engages in the wide range of subject-based practices that inform the practice of teaching; That is demonstrated in the ability to form and reform ideas, methods, techniques; That upholds standards of excellence inherent in various forms of inquiry; That sets an example for students and stimulates them to be continuous learners. Goal 3: The development of a clear commitment to uphold the principles that should govern a democratic and pluralistic community: That is sensitive to the position of privilege, power, and trust in which teachers are placed; That recognizes that teachers are role models who are rational, reliable, responsible and responsive; That is demonstrated by thoughtful and self-initiating behaviour that is reflective, positive in outlook, genuine, non-defensive and non-judgmental. Goal 4: The development of a clear commitment to maintain ethical and functional working relationships with all members of the educational community: That is open and responsive to feedback and constructive criticism; That is demonstrated through significant, on-going dialogue and collaboration with colleagues, students, parents and others in the educational community; That show care and respect for every student; That is authentic, transparent and honest; That communicates openness to other worldviews, belief systems and points of view; That reflects humility and consideration for others; That results in an increasing level of personal resilience. Goal 5: The development of knowledge about curricular content, educational theory and effective practice: That demonstrates the ability to communicate effectively in English or French; That demonstrates the ability to understand and work with subject-specific content seen through Canadian, Indigenous and global lenses; EDUC 405/406 Final ReportFaculty Associate Form 10.30.14 That sees opportunities for cross-curricular and cross-cultural connections; That is cognizant of how individuals and groups of students learn; That demonstrates understanding and ability to create purposeful, contextually-relevant lesson and unit plans; That is aware of current, and varied, evaluation and assessment practices; That is rooted in a strong sense of what is best for particular students in particular situations B. The Student Teacher and the Pupils Goal 6: The development of the clear commitment to respect and celebrate students: That demonstrates respect and dignity for students as persons with varied interests, needs, backgrounds, points of view, plans, goals and aspirations; That demonstrates care for students and their individual development; That celebrates the diversity in our classrooms, schools and communities; That demonstrates the understanding of how Indigenous epistemologies and pedagogies create opportunities to meet the needs of all learners; That demonstrates the ability to observe, understand and respond respectfully to all students: including students with developmental disabilities, students for whom English or French is an additional language, and students of Aboriginal ancestry. Goal 7: The development of the ability to create a caring, cohesive community of learners: That places students at the centre of decision-making; That communicates openness; That demonstrates tolerance for uncertainty; That celebrates and appreciates the spirit of inquiry; That demonstrates the ability to be a thoughtful and sensitive observer of what goes on in the classroom. C. The Student Teacher and the Curriculum Goal 8: The development of the ability to create opportunities for learning: That access and engage students' ability to think and learn through their minds, bodies, and hearts; That are significant, relevant and matched to students intellectual, physical, social, emotional, aesthetic and vocational development; That are responsive to students individual learning needs; That are consistent with learning objectives and the principles of learning described in provincial integrated resource packages; That utilize relevant learning resources and technologies; That are conducive to the development of critical thought processes; That are sensitive to issues of social equity and cultural diversity; That incorporate assessment as foundational in planning. Goal 9: The development of the ability to blend theory and practice in well-organized ways: That relies on the ability to critically examine ones own practices and experiences; That includes the ability to recreate, re-invent, re-constitute or discard practices that have been tried and found to be ineffective to individual and/or group learning needs; That encourages interpersonally sound working relationships among students; That motivates students to take ownership of their learning; EDUC 405/406 Final ReportFaculty Associate Form 10.30.14 That cultivates a disposition towards inquiry in the classroom. Goal 10: The development of ability to use assessment and evaluation practices in a thoughtful and ethical manner: That make use of varied practices of assessment that are congruent with learning goals; That respect the dignity of each learner; That acknowledge the personal, relational, social and cultural perspectives that frame evaluative commentary on student growth and development; That demonstrates the understanding that assessment, in its many guises, is foundational to effective and powerful learning.