Evaluation Form

IFX Student Teacher Field Experience (5 weeks)

Final Evaluation Form
Preamble
At the end of the field experience, the Mentor Teacher, working with the University Facilitator, is required to
complete a summative Final Evaluation form. The purpose of the Field Experience Final Evaluation document is
to provide evidence of and communicate information regarding student teacher performance. The Mentor
Teacher prepares the evaluation document; the role of the University Facilitator is collaborative and advisory.

Instructions
The final evaluation should:
Be comprehensive and detailed (see illustrative example below)
Be neatly typed (the boxes expand as you type)
Be complete early in Week 5 (draft) and discussed with the Student Teacher and the University Facilitator
Include the Student Teachers comments
Be signed by the Mentor Teacher, Student Teacher and the University Facilitator
Not include the instruction pages
Indicators and Comments:
The Suggested Topics listed in each section are based on the Knowledge, Skills and Attributes (KSAs) as
outlined by the provincial governments Alberta Teaching Quality Standard for Interim Certification. Use
them as guidelines to measure student teacher performance.
In each category of the evaluation, please cite specific examples that indicate the student teachers
performance. Comments should reflect strengths and areas for growth
Illustrative Example:

Preparation, Planning and Organization

KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA C: Teachers use the Guide to Education and the programs of study to inform and direct planning, instruction
and assessment.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create
multiple paths to learning for individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally
progressive learning opportunities through short, medium and long range planning.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.
Curriculum expectations
Content knowledge
Not all need to be addressed. Lesson Plans

Suggested Topics

Organization
Time management
Diverse learning needs

Teacher evaluation including evidence:

Last updated 28/08/2016 0:27 a8/p8

Mentor Teacher(s) please initial each page of evaluation _______________

Ernest worked very hard to ensure that the content of his units and lessons were not only
curriculum based but also relevant for his high school students. He planned both
collaboratively as well as independently for his classes, and incorporated feedback and
critical reflection into his instructional planning. Ernest researched and used his own
resources in planning a unit for the new Social Studies curriculum, and implemented this
unit in a creative and engaging manner for his Social 10 students.
Ernest clearly understands how to translate curriculum into meaningful and progressive
learning opportunities for his students. In his plans he demonstrated his ability to tailor
his plans to accommodate individual learning needs. He also included a variety of
assessment methods, both formative and summative in nature, and students were made
aware of how they were to be assessed.

Faculty of
Education

Introductory Field Experience

University of
Alberta

Field Experiences
Final Evaluation 2013-2014

(5 Weeks)

Mentor Teacher(s) please initial each page of evaluation _________

Student Teacher:
Ginny Callaghan

Dates of Field Experience:

March 17, 2014-April 25, 2014

ID Number:
Click here to enter Student ID Number

School Name & Address:

Crestwood School
9735 144 street

Course:
IFX

School Telephone:
(780) 452 - 4525

University Facilitator:
Click here to enter Facilitator Name

School District:

Subject(s) and/or Grade level(s):

K-6 Music & Grade 4

Mentor Teacher(s):
Jodi Rietveld & Josine Bryson

Edmonton Public Schools

For this field experience, it is recommended that the Student Teacher receive a grade of: Credit
Date:
April 25, 2014
____________________________________
Signature of Mentor Teacher

____________________________________
Signature of Student Teacher

____________________________________
Signature of University Facilitator

Signatures indicate that the University Facilitator and Student Teacher have received and read the evaluation report.
Distribution:
Students should retain the original signed Final Evaluation form for their own record. Please note that potential employers
may ask for copy of this Final Evaluation.
A copy of this form will be returned by the University Facilitator to the office of Undergraduate Student Services, where it
will be retained for a period of three years; no other copies will be retained by mentor teachers, university facilitators or
employees of the University of Alberta without written permission of the student teacher.

Mentor Teacher(s) please initial each page of evaluation _________

The purpose of this Field Experience Final Evaluation document is to provide evidence and communicate information
regarding Student Teacher performance based on the Knowledge, Skills and Attributes (KSAs) for Interim Certification.
Comments reflect strengths and areas for growth in each category.

Description of the school and context of teaching:

School size

Suggested Topics
Not all need to be addressed. Special Programs
Special Needs Students in class

Urban/Rural
Class size
Number of teachers

Crestwood is a small Elementary and Junior High school on the west side of Edmonton. Many of the
students who attend Crestwood are middle to upper class. There is a strong parent community as many
parents are highly educated and value education. It has one class per grade in Elementary and three
classes per grade in Junior High. The Junior High has both Academic Challenge and Academic
Alternative programs. Approximately 400 students attend Crestwood School. Ginny taught grade 4 with
29 students. There are 25 girls and 4 boys. The majority of the class is operating at or above grade level.
One student is coded as a strategy student. There are two other students who receive extra support in
math and language arts. There is one student with FAS who has behavioral as well as learning
challenges. Ginnys teaching assignment included teaching science, health, music and art. In music,
Ginny mainly taught grades 1 through 5, and mostly observed grades 7-9 band.
Preparation, Planning and Organization
KSA A:
KSA C:
KSA D:
KSA E:

Teachers understand that contextual variables affect teaching and learning.

Teachers use the Guide to Education and the programs of study to inform and direct planning, instruction and assessment.
Teachers understand the subject discipline they teach.
Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.
Curriculum expectations
Content knowledge
Not all need to be addressed. Lesson Plans

Suggested Topics

Organization
Time management
Diverse learning needs

Teacher evaluation including evidence:

Ginny came to the music program not having music in her training or earlier program of studies. As
such, Ginny was not completely comfortable with some of the objectives in the Program of Studies that
she had to teach. She had little experience with teaching junior high band while at Crestwood. She
prepared one lesson, along with a warm-up exercise, but would need considerable practice learning how
to conduct and deal with each specific instrument if she were to continue to teach band. Ginny was
responsible for grades 1 through 5 elementary music. She was given three specific objectives from the
Program of Studies in each grade and told to address each of the learning outcomes. Her earlier lessons
addressed the outcomes but werent as in-depth or developed as her lessons became the longer she
taught. Initially, Ginny struggled with planning effectively within the half-hour increments. By the end,
Ginny had greatly improved both the pacing of her lessons, as well as reflecting on the success or
failures of the previous lessons and using these as a solid base to build on. She planned each lesson
using incrementally progressive opportunities and was able to use a variety of manipulatives and
instruments to support her objectives. ~JR
Ginny used the Program of Studies appropriately throughout her experience. She consistently identified
Mentor Teacher(s) please initial each page of evaluation _________

learning outcomes in her lesson plans and was cognizant of the skills and attitudes that accompany
student learning. ~JB

Teaching Skills and Strategies

KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA D: Teachers understand the subject discipline they teach.
KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to learning for
individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities through short, medium and long range planning.
KSA I: Teachers know and use a broad range of instructional strategies.
KSA J: Teachers use both traditional and electronic technologies to meet students learning needs.
KSA M: Teachers identify and incorporate relevant learning resources into their teaching.

Not all need to be addressed.

Suggested Topics

Learning strategies
Instructional strategies
Student interest
Pacing

Sequencing/timing
Uses ICT
Cultural sensitivity
Lesson/unit plans

Flexibility
Differentiation of instruction

Teacher evaluation including evidence:

Ginny has great classroom control. Although she is soft-spoken, she experimented with a variety of ways
to have the class focused and ready for instruction in a frequently noisy, yet engaged, music room.
Throughout her practicum she became more comfortable with her strategies, such as waiting with her
hand raised, moving closer to talking students, asking questions, and using rhythmic clap-backs to quiet
them and focus their attention. She was very comfortable in front of the classes, and had a very positive
presence. Due to the frequent turnover of seeing a different class every half hour, Ginny had to quickly
learn the students in each class, and how to best plan for their learning needs. If Ginny was unsure of a
musical concept, or how the students would respond to an activity she had planned, she would ask first
and use my feedback to plan for the most success. Ginny would frequently give both verbal instructions
as well as a visual on the board, if the lesson warranted it. She found that direct instruction worked well
for her, with more class discussions taking place as her placement went on. She always began and ended
each class with appropriate questions to review concepts taught. If Ginnys lessons were not going
according to plan, Ginny was able to modify her expectations and adjust the activities so that the
students could get the most authentic learning out of her lesson. ~JR
Ginny is a confident teacher when her lessons are well planned, yet she can handle interruptions and
changes with ease. She is a reflective teacher who considers all the types of learners in her class and
plans accordingly. Of particular notice was her creativity and improvement in group work. Every time
there was a group activity, she would have the students grouped according to their learning needs, and
have a creative way they would find their group mates. In addition, she set expectations and ensured
each student had a distinctive role, making group work engaging for the students. Ginny has also
demonstrated excellent growth in the timing and pacing of her lessons. With some experience she is
starting to understand the pedagogical needs of her students and adjusting her lessons accordingly. ~JB

Mentor Teacher(s) please initial each page of evaluation _________

Communication
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA J: Teachers know how to use and how to engage students in using traditional and electronic technologies to present and deliver
content, communicate effectively with others.
KSA L: Teachers know how to develop and implement strategies that create and enhance teacher, parent, and student partnerships.
Oral and written language
Listening skills
Not all need to be addressed. Voice and language

Suggested Topics

Communication with parents/guardians

Teaching/learning technologies

Teacher evaluation including evidence:

While Ginny is a quieter speaker, she is very effective at communicating. The students understood what
Ginny was asking of them, and could follow her instructions. She was very good about reiterating what
was just taught either by having students verbally summarize it, and by having someone demonstrate the
skill for the visual learners. During discussions that she led, Ginny was very considerate and made sure
that everyones voice was heard and valued, and that the discussion stayed on topic. On our junior high
band field trip to compete at Kiwanis, Ginny was solely in charge of 63 students on one bus. She did a
fantastic job of taking attendance both before and after the event, and of keeping order on the bus. ~JR
Ginny gives clear oral directions. In addition, she often also writes directions on the board for visual
learners. She is patient with the students and listens to their questions and concerns. Ginny has an
appropriate classroom voice; it is clear and concise. Ginny has used technology in several of her lessons.
She has used the Smartboard, helped students work with the Chrome books and the iPads. ~JB
Assessment Strategies
KSA K: Teachers gather information about their students learning needs and progress by using a variety of assessment strategies.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.

Not all need to be addressed.

Suggested Topics

Appropriate questioning
Assessment variety
Formative/ Summative
Timely feedback

Adapted assessment
Record keeping
Reporting

Teacher evaluation including evidence:

Due to the oral nature of elementary music, Ginny did not have a lot of written assignments for the
students. She always had assessments written into her lesson plans, but she was not always consistent in
recording the assessments of the students at the beginning of her practicum. Once Ginny realized that it
would be easier to assess the students if they all stayed in their seating arrangements (again, a bit trickier
due to the active nature of music classes), Ginny marked her observations directly on the seating plan
and she became much more expedient and willing to record progress or participation marks for the
students. Ginny often used questioning to prompt student thinking, which she also used as an assessment
to base further learning upon. On the morning Ginny traveled to the Kiwanis Festival with our bands,
she offered to plan and leave written assignments for the substitute teacher to give to the elementary
classes. With guidance, Ginny had these plans support objectives that she had been teaching on the
Mentor Teacher(s) please initial each page of evaluation _________

recorder. She surprised me and had the large stack of booklets marked for completion and ready to
return the very next day. ~JR
Ginny experimented with a variety of assessment techniques. She used classroom observation
techniques, creative questioning, and written assessments to plan and note students learning. I was
impressed by thoroughness in which Ginny corrected student work. She had them complete a rough
copy of their health menu, and within a day provided the students with constructive feedback, so that
they could be successful on their final project. ~JB

Management and Classroom Climate

KSA A: Teachers understand that contextual variables affect teaching and learning.
KSA G: Teachers create and maintain environments that are conducive to student learning and understand student needs for physical, social,
cultural and psychological security.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are characterized
by mutual respect, trust and harmony.

Not all need to be

Suggested
Topics

Class tone
Rapport with students
Student engagement
Transitions

Routines
Conflict resolution
Leadership

addressed.

Teacher evaluation including evidence:

Ginny quickly established her own routine in the music room. When each class walked in, they
knew exactly where to look on the board for Ginnys opening reflective question and that she
would always follow with a brief class discussion reviewing concepts taught last class. The
students responded well to Ginnys open, respectful and caring manner with equal care and
respect. During her lessons, Ginny was very good at addressing each student individually if the
lesson was conducive to it. She was very conscious of each student learning to the best of their
ability. She had one class that was more troublesome for behaviour, and Ginny brainstormed
ways to effectively deal with their behaviour throughout her placement. By the end, she had
designed and communicated a clear and concise system of expectation for behaviours that
worked well for her. ~JR

Ginny handles the classroom routines well. She experiments with different methods and is
discovering her own personal preferences, although further work in this area is needed. She is
confident in handling disruptions that arise and realizes that there are a variety of ways available
for handling them. Ginny maintains a safe, easygoing classroom atmosphere. She respects the
students dignity, builds and maintains warm relationships, promotes cooperation in many
different ways and gets the students involved actively in class procedures. ~JB

Mentor Teacher(s) please initial each page of evaluation _________

Understanding Students Needs

KSA E: Teachers know how to identify students different learning styles and ways students learn and create multiple paths to
learning for individuals and groups.
KSA F: Teachers know how to translate curriculum and desired outcomes into meaningful and incrementally progressive learning
opportunities. Teachers understand the need to vary their plans to accommodate individuals and groups of students.
KSA I: Teachers know and use a broad range of instructional strategies and know which strategies are appropriate to help different
students achieve different outcomes.

Suggested

Topics

Not all need to be

Planning that includes all students and learning styles

Alignment of strategies to student needs
Use of varied resources to differentiate instruction
Assists all learners
Understands contextual variables that affect teaching and learning

addressed.

Teacher evaluation including evidence:

Not being formally trained in music proved challenging to Ginny during her music placement at
Crestwood. Without a basis of knowledge to plan upon, Ginny would ask me many questions
around how to effectively reach each age group, and what was to be taught. This showed me that
Ginny is a very teachable student teacher. She was always very open to suggestions. In addition
to our conversations, Ginny showed initiative and did a lot of research on her own to learn about
the concepts she had to teach. She developed her lessons to appeal to all types of learners, and
frequently had the students experiencing musical concepts using many of the seven learning
styles in one lesson. By the end of her placement, Ginny had shown much growth in preparing
resources and manipluatives for the students to work with such as her laminated-velcro recorder
fingerings charts, or her individual ice-cream bowls to fill with scoops of ice-cream beats. The
students were engaged and had a great time using them. ~JR
One of the students in grade four is diagnosed with FAS. Ginny has been brainstorming
innovative ways to engage him in her lessons. She also understands the importance of teaching a
concept in a variety of ways depending on the students learning needs. Ginny has spent recess
catching up students or helping them complete assignments. During student work time, she would
not only give attention to the students who sometimes struggle learning new concepts, but she
would ensure she would make contact in some way with every student in the class. ~JB

Professional Qualities and Attributes

KSA B: Teachers understand the legislated, moral and ethical frameworks with in which they work.
KSA H: Teachers know the importance of respecting students human dignity by establishing relationships with students that are
characterized by mutual respect, trust and harmony.
KSA L: Teachers know the importance of engaging parents, purposefully and meaningfully, in all aspects of teaching and learning.
KSA N: Teachers know the importance of contributing, independently and collegially, to the quality of their school.
KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional
development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate
their vision, including how it has changed as a result of new knowledge , understanding and experience.

Suggested

Work ethics
Initiative

Interpersonal skills
Energy

Collegiality
Team work

Mentor Teacher(s) please initial each page of evaluation _________

Topics

Not all need to

be addressed.

Appearance
Reflective

Teacher evaluation including evidence:

Ginny kept a reflective journal and was always open to any observations and suggestions that I
made after she taught, though she frequently had observed the same things and already had ideas
how to change and better the lesson for the next day. On the day that she accompanied the bands
to Kiwanis, Ginny effectively worked with three parent volunteers to coordinate 65 students and
their activities. Her initiative continually improved throughout her placement, and she was
reliable and put in effort over and above what was expected by the end. One example was sorting
through over 200 sheets of original band music and arranging it by instrument in 65 folders for
our Kiwanis trip, then recollecting it all, and resorting it back into their original scores. ~JR

Attitude
Commitment

Ginny is a reflective practitioner. She was often able to point out exactly what went well and
what she needed to change. She was also able to indicate how she would change specific lessons.
Ginny used feedback to try out different teaching strategies, behavior management strategies, and
assessment strategies. Ginny worked with her student teacher colleagues to plan activities at
lunch time for the grade 1-6 students at the school. ~JB

Reflection and Self-Evaluation

KSA O: Teachers assess the quality of their own teaching and use this to develop and implement their own professional
development.
KSA P: Teachers guide their actions with a personal, overall vision of the purpose of teacher and they are able to communicate
their vision, including how it has changed as a result of new knowledge, understanding and experience

Suggested
Topics

Not all need to be

Establishes specific strategies to meet professional goals

Demonstrates oral/written reflective practices
Engages in goal setting
Communicates overall vision of teaching

addressed.

Teacher evaluation including evidence:

Ginny improved greatly over her five weeks at Crestwood. I saw her grow as a teacher as she
realized all that the day-to-day encompassed and demanded of her, and I watched her rise to the
challenge. Through her own reflections, as well as our discussions, Ginny was always looking
for ways to improve her teaching and relationships with the students. By the end, she was
planning more detailed and effective lessons with greater use of incorporating all learning styles
and manipulatives. ~JR
Ginny has a clear sense of where she wants to go, and is willing to improve and learn to become a
better teacher. She communicated clearly with the students and me. She often had excellent
questions to ask which led to some neat discussions about teaching. I noticed significant
improvement in Ginnys teaching from week 1 week 5. Her lesson planning improved and
became more precise which allowed her to be more confident in her teaching. She became more
creative with her teaching strategies using direct teaching, manipulative and frequently had
students work in collaborative teams. ~JB
Mentor Teacher(s) please initial each page of evaluation _________

Other Comments:
Ginny was a great addition to the music program at Crestwood. Though not a musician herself,
she proved that she can handle great obstacles thrown her way with determination and excellence.
If Ginny continues to operate and grow in this way, she will become a reliable teacher that I would
love to teach alongside in years to come. ~JR

It has been wonderful to have Ginny at Crestwood school. She has demonstrated improvement
over the last five weeks and will make a wonderful classroom teacher in a few short years! ~JB

Student Teachers Comments:

Mentor Teacher(s) please initial each page of evaluation _________