Introductory Field Experience (IFX)Final Assessment
Field Experience Information:
Student Teacher:
Last Name: First Name:
ID Number: Course Number:
Mentor Teacher:
Last Name: First Name:
Placement Information:
Start Date (dd/mm/yyyy): End Date (dd/mm/yyyy):
Subject(s) and/or Grade Level(s):
School Information:
School Name: School District:
School Address: Postal Code:
School Phone #: City:
Process:
- Student and Mentor Teacher will meet on or before day 23 of the IFX to review the Student Teacher’s Growth Plan.
- Mentor Teacher will identify the Student Teacher’s areas of strength and areas for growth at the end of the Introductory Field Experience and complete the required sections.
- Student and Mentor Teacher will collaboratively write goals and strategies for ongoing development.
- Mentor Teacher will email the unofficial document to the Zone Field Experience Associate (FEA). FEA will process the document and upload to eClass for student access.
Distribution:
Students should retain a copy of the Assessment form for their own records. Please note that potential employers may ask for a copy of this Assessment.
A copy of this form will be retained by the office of Undergraduate Student Services for a period of time according to the faculty’s retention schedule; no other copies will be retained by Mentor Teachers or employees of the University of Alberta without written permission of the Student Teacher.
It is recommended that the Student Teacher receive a grade of:
Final Grade (Credit or No Credit): Date (dd/mm/yyyy):
PLEASE NOTE:Assessment of Student Teachers will be based on expectations for “pre-service teachers” rather than those for practicing teachers holding a permanent teaching certificate.
The Assessment Continuum
Student Teachers are on a complex journey of growth towards becoming a professional teacher. In the Introductory Field Experience, students are beginning to address the Knowledge, Skills and Attitudes (KSAs) expected of interim teachers by the Teaching Quality Standard. It is common for Student Teachers to be at different points on the continuum for different areas of their growth.
Student Teacher Skill Categories (based on the KSAs from the Teaching Quality Standard)
Preparation, Planning and Organization- Curriculum and content knowledge
- Diverse learning needs
- Time management
- Organization
- Lesson plans for individual lessons
- Relevant learning resources
- Learning strategies
- Flexibility
- Student interest
- Cultural sensitivity
- Differentiation of instruction
- Pacing
Communication
- Oral and written language
- Listening skills
- Voice and language
- Teaching/learning technologies
- Questioning and feedback
- Variety of assessments: formative and summative assessment
- Adapted assessment
Management and Classroom Climate
- Tone and rapport
- Engagement
- Transitions and routines
- Low key responses
- Bumps
- Conflict resolution
- Leadership
- Planning for all students and learning styles
- Alignment of strategies to student needs
- Varied resources to differentiate
- Understand contextual variables
Professional Qualities and Attributes
- Work ethic and initiative
- Attitude, energy and commitment
- Interpersonal skills, collegiality and teamwork
- Appearance
- Assess own teaching & use this to improve
- Guide actions with a vision of the purpose of the teacher, adjust with new learning
- Accept and implement feedback
MENTOR TEACHER TO COMPLETE:Be reflective and use concrete examples where applicable. Comments may be in paragraph or point form. For each section, please address 2-4 of the categories listed on page 2. Student Teacher Growth Plan can be used as a foundation for this assessment.
Areas of Strength:
Areas for Growth:
STUDENT AND MENTOR TEACHERS COMPLETE COLLABORATIVELY:
Please set 2-4 goals and possible strategies as a focus for further coursework and the Advanced Field Experience (AFX).
Goals and Strategies for Ongoing Development:
Goals / StrategiesPage 1 of 4
Fall 2017