Faculty of Education ' UndergraduatePrograms in Education Phone: (403)220-5639 Fax: (403)282-8479 IV Y E A R 2 .

E D UG513 FIELDEXPERIENCE LEARNINGIN THE FIELD NARRATIVE ASSESSMENT OF STUDENT'S

EXTENDINGTEACHINGAND CURRICULUMEXPERTISE by theFacultyof Educationto potentialemployers NOTE: Thisis not a letterof reference and will not be distributed STUDENT Lana Pavlova SCHOOL Buchanan

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Anderson PARTNER TEACHER OnaleeMeyers/Stepanie

Murdoff FIELDINSTRUCTORValerie

practically in the themeof semester four: Extending to engage The purposeof this eight-weekField experience is for studentteachers of the Bachelorof Educationprogram. Upon successful Teachingand Curriculum Expertise. This is the culminatingexperience responsibilities ofa the full pedagogical and professional to assume areprepared completionofthis Field experience, studentteachers curricularlearning practicingteacher. Under the guidanceof a partnerteacher,the studentteacherhasplanned,implementedand assessed in his,trer for 80-100%of classroom teaching responsibilities responsibility experiences to meettheneedsof diverse leamers and assumed placementclassroom.The studentteachercompleteda seriesof self-reflectiveand goal-settingassignments on his/hergrowth and eachof the following leaming. The NarrativeAssessment should describe the contextof the studentteacher'splacementand then address own growthin relationto the relevant KSAs, includingthe student's teacher's categories in detail. It shouldalsocomment on the student goal settingandpersonal professional throughout the Field experience. assessments

1.

Establishing PedagogicalRelationships Createsa climate of mutual respect.Adapts instruction with intention to meet diverse learner needs,taking into account student knowledge, background, and learning styles. Establishesand maintains a learning environment that is organized, effective and engaging. Communicatesin a kind and effective way to create a shared contextfor understanding and learning. Demonstrates interest in the welfare of the students.

practicum, withintwo was completed in herfourthsemester Ms. Pavlova's Historical Context: student-teacher of underthe supervision was in the SKILL1 classroom, Her placement for the firstfourweeks, SKILL classes. in experience the second halfof thiseightweekfield Ms.Onalee Meyers. began On March12,Ms.Pavlova was interrupted by the SpringBreak,March25 the SKILL2 classroom. The secondhalfof the fieldexperience - April01,2013.As well,it was briefly for the daysof March absences by hertwo communicated interrupted I will be providing a narrative assessment, 11 andApril09 due to illness. Forthe purpose of this narrative assessment for the period of March11 to April 16,2013. for elementary students' schoolagefrom nine The SKILLll classroom at Buchanan school, offersa program two level.The SocialKnowledge, at the division to 12,who present with moderate cognitive disabilities, goalsfocuses program functional (SKILL) of student' on the development Independent Living, and Language based is implemented awareness. A modified curiculum academic skills, communication skills, and community and includes academic, developmental, The modified curriculm on the individual needsof eachstudent. may growth accommodations of the wholechild.Instructional to facilitate sensorybasedactivities designed group small and individual and communication systems, include the use of assistive technology, augmentative possible. is encouraged when lntegration withinthe schoolcommunity instruction. one includes, one teacher, Program staff,currently The SKILLll classroom currently haseightstudents. and one I SKILL ll classrooms, sharedbetween SKILL and withone education assistant education assistant, lunchroom supervisor. with relationships respectful environment by developing Ms. Pavlova hasworkedtowards a caring, creating genuine routines expectations, maintaining classroom and in student well-being, students, showing a interest the students. and seeking information from program staffto bestsupport

gathered fromthe March with her observations Her understanding of learner needswas deepened parent gathered feedback, and from information learning ParenVTeacher Conference meetings. Specific purposefully and thoughtfully, she implemented wereconsiderations between teacher/parents conversations theirknowledge to express the students' ability to optimize learning activities to createeffective and engaging and understanding. to createinteractive and engaging the interactivity feature of SMARTBoardtechnology She has utilized the measurement unitusinglow Initially, she started to instruct two units:Feelings and Measurement. activities on the levelof student withsegments of yarn.She reflected techtools,for example, measuring linedrawings on the students neededinstruction realizing of her lesson, engagement, and alsoon the objective to with a ruler.Her responsiveness measuring objects and practice understanding measurement increments on howto usea SMARTBoardlessons the creation of interactive learning needsbrought forward student withthe interactive gradually progressing familiar objects measuring towards the students rulerto measure, size theirhandto an actual learned to compare the students ruler.She thentransferred this skillto an activity and gorilla finger.Ms. Pavlova's, understanding the length of theirlongest handprint,measuring for the Feelings unit.The duringa literacy activity responsiveness to student learning needswas evident way what madethemfeel a certain feelings, and to express to labeland identify students hadopportunities theirown creating the activity to eachstudent Shethenextended through SMARTBoardsmallgrouplessons. personalfeelings a way to and needed somestudents are non-verbal storyusingan i-Padapp.However, with workedindividually topiccommunication boards, themselves for thisactivity. She created express story. students and helped themcreatetheirown Feelings fromguiding was evident in howshe took information Ms. Pavlova's interest in the welfare of students, Thiswas a consideration are tactile sensitive. For example, somestudents conversations withthe teacher. glove, to havetheir the students wore a non-latex needs, to student she hadfor a handprintactivity. Sensitive to student ability teacher on waysto support withthe supervising for a print.She alsoexplored handpainted Ms. Pavlova, boards. to topiccommunication Shewas introduced communicate duringa Feelings unitactivity. to usewith the i-Padstorycreating feelings topicboards then usedhertechnology skillsto createindividual activity.
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iscipline Understanding of Curriculum/D

Demonstratesthe ability to structure relevant conceptsand skills of a discipline in a manner that deeply engagesdiverse to enhance,support and planfor ongoing learners. Demonstratesability to negotiate a variety offorms of learner assessment learning. Demonstratesknowledge of relevant curriculum documentsand resources.

firstweekin teaching duringthe initial curriculum documents herself withthe guiding Ms. Pavlovafamiliarized with her combined Education learning documents, the SKILLll classroom. Thisfamiliarization of the Alberta two units. her own knowledge and skillsto structure initial supported her ability to demonstrate observations upon reflected she consistently of student engagement, As herteaching lessons cameto lifewiththe element to effectively teacher feedback fromthe supervising feedback eachlesson, sought and accepted constructive to student needsand to adjustand modifylessons. respond through for the unitsshe was goingto teachwerediscussed In earlyunitplanning, assessment considerations of how guidedconversation. teacher, an understanding she demonstrated withthe supervising In consultation Kindergarten the Calgary Boardof Education, Statement, to interpret the Alberta Learning Kindergarten the She integrated the SKILLll reportcarddescriptors. and howto analyze Report CardReporting document, to needed learnand the levelof support of howthe students learning outcomes with her observations, unit. toolfor the Measurement structure an effective assessment

3. Preparing to Teach
Plans collaboratively and individually. Reflectson instructional practices and incorporate the results ofcritical reflection into instructional planning. Accessesand incorporates materials, ideas, other resourcesand the talents ofother people in planning and instructing. Engages a variety of appropriate forms and purposes of assessment to support preparation for teaching.

Ms. Pavlova preparation has approached to teachin a professional manner. All her planning, unitplans, lessonplanswere planned for a two weekperiod and shared withthe supervising teacherpriorto increasing herteaching role.The curriculum unitplansreflected her understanding guiding of the various documents. She reflected uponher teaching, the needsof the students and soughtinformation and suppoft fromthe program staffto bestsupport the learning needsof her students. She carefully considered the students' range of functional academic skills, knowledge and understandings, communication, sensory, fine and grossmotor skills needs, making adjustments as needed.

4. Becoming a Professional
Worl<s collaboratively and collectively to realize school vision and goals. (Jnderstands school culture, policies and initiatives. Makes positive contributions to the school community. Demonstratesunderstanding of relevant professional, legal and ethical documentsincluding a critical understanding of the impact of thesedocumentson your professional practice.

Ms. Pavlova conducts herself in a professional professionals, mannerwhen speaking to parents, SKILLll program staffand administration. yet firm,supporting She is compassionate withstudents, to follow students classroom rulesand expectations. Ms. Pavlova is growing in her understanding and responsibilities that a teacherhas in ensuring safety and security for students,as well as increasing practice. her understanding of teaching Recommendations for improvement: Ms. Pavlova will demonstrate an ability to increase effective communication with EA'sto ensurestudent safety and to provide leadership to the EA's. Working withstudents problems: withcomplex behavioral Recommendations for improvement: Ms. Pavlova will increase her knowledge and understanding of complexbehaviors and demonstrate an increased ability to modifyher lessons, implement a variety of proactive strategies responsive to the students' needs. Ms. Pavlova has madea positive contribution to Buchanan School Community. She has utilized hertime in the staffroom at lunchwithotherteachers and support staffto shareherteaching insights, and to build relationships withotherstaff.She hasalsoparticipated withteaching staff,in Buchanan School's, Professional Learning Community, building teacher capacity to develop student reading comprehension skills. Ms, Pavlova demonstrates an understanding of the Alberta Learning Program of Studies, and possesses (KSA's) Interim Knowledge, SkillsandAttributes as related to the Teaching Standard. Quality

Partner Teacher's Signature

StudentTeacher's Signature X Credit with the Student? [ Yes Wasthis assessment reviewed I Non-Credit

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