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$ummary cf fieH Fxperi*nce - E{IFE 61$
Year 5 Final Practicum

Stsdent Hame: Anrand* V*$ttsd*.rtt#:

*ar: 30trs11? - Lsltzlt? C*rse Cad*: *FE 6tS
Frastictrs* Sahmlr lf*lliaets*i Sssr*ry 5eh$d Fr*grfiffir FeFt&ffi{. Year6

redetsl/S*ie*{*} - $aeial ttr#**s g A* gl?C 5#lll *i*riEt: ffi& {Xana*me I tsdys{{}it}r}

Slpervisirg Te}er: Phi* L*fofid, *lctiy Okn-Lesf

Practiflffn fupervtsor: Lee Ven#es *e*i*rel {er*natrrs: ilk B- Sfuristi

Corrtext fschsol, elassltg*frir?gi:

Weliingta* Seccndarv is l*cated in the *srth end of $ia**irn*" Tl:e schcel has a pcpulalion cf 95S students. *uring the
aA15/36 sch<-r*l yearthe scir*alexperienced a r"cajcrseismic *pgrade {?4 miliion d*llars}. The scir*ai rlsw has a vry
"it*$l' look to it.
Thr seheol has an exten:ive s*ppart gystem - $kitls fer life Pr*grarn, Strident Supp*rt C**tre, fhild acrd Y**th Family
fupp*fi Ws,rker a*d ttre Siscovery Frsgiam. Welli:rgt*n has a tc*g hist*ry of havirg ar: *xeell*ct at**etics pregram and
an e$tsta*ding Jarz Band &cademy"
Wellingtan Secandary is on a iernester systeir! therefare there are 4 classes eech gemrster.

Amanda classes during her final Brariieum: two S+cial: I ciasses *nd sne rlass ef Art g/1*. *oth Soeials
tauglt three
classes l^rad 26 stlldents, r:ne clags lrad <:il sti*dent with an ilP, and the ather e lasE had tw* students wiit? llP's"
The tcpies taught in Scciais ineluded the ,A*:erican *vclt.rtin, War of LSLl, Upper end Lswer Ce:tada, and
{cnfederatiarr.
Th Art class had 25 studsnts an{i the tapic$ taught included cil pasteil watercolour mixed rnedia, eiay rnask/crafi}ics,
and f*ur deys of skstches.

SxAg:qFi

StanrJarci t- E{iueatorg value afici care for ali students and aft in their best interests.

Amanda cr*jtys w*rki*g with y*ung pe*ple. She eares fdlr their well being a*d this is evidsnt in the way sh talks ts
thenr and the time she takes tc n*ake herself asailable sr*tside cl*ss time, Fcr exarnple, she keep* the art r*cn* apen all
tfu* tii*e, e*eouraging students to eorne in, having eonversaiisns, helBing with prajects...

Arnanda had scme chalienging st*dents in her classes but her varicty of strategies, i*cludi*g qui*t talks in tl':* hall,
est*blis!*d a cJircat af respect f+r AEnand*, and f*r $thers, !n e*eh class. Amends iearns st$de{?t natn*s grri*ly a$* is
very goad absut respecting the dignity af others, demc*strating that all the time.

$tandard 2 - Educators are rsle madels wha aet ethically and hor:estly.

Arna*da is a gc*d r*le ma*el for str:d*nts" 5he is Bati*nt, c*lr* arid professianal when deallng with stud.ent irsues. She
is well prepared for elasses and der,tstrsirutes prafess***al qr**liti*s cf dress, cc*duct, and punctue lity for each lesscn.

Pt*arc grxide s si*rd cotrta gftd:rt I fkld txperience Sffice

Educati*n Sffke, Va*cauver bl*nd Lkiver$ty, ffi fi&h Street, $!an#mo, SC V** 555
Dhnna. )q.fi-7dfi-Af )t F:v. ?\fi-7d.fl-6r1?

frl$sereicrrsrlti$or*me*tslstuder.'f leff*rers.?$J71,4r$c$Ca 5reF*e:trlF#ral fegs:'l - 5.dcrx,/,tfHi5f D June 2A1,7

 Sle greeis students at the doer cr as they csrlle in ihe classra*rn. slrcwing i'ler awarer*esE and ler value
far their
aiiendance and punctuaiity.

Standard 3 - Educators understand and apply knowledge of student gro\Arth and d*velopment.

Amanda was v-ery gacd abor.lt r-:nderstandlng how to tailar her iesscns to be sc.litable far
eac?: grade ievel. Slte entplcyed
a varieiy cf ac.tiviiies wtthin each lesson. This appealed ic many cf her students.
Activitis ineiuded ones wirich woutd
invaive individual, pair, and grsup wcrk. Arnanda shawed good sklii in varying her insiruction and
bei*g abie tc percelve
that soxe fessons w*re nst w*rking adjusting tl're format to suii the eireumstances that day"

[n preparatiaR fer praciic*l?1 Ama;rd* spent tin:e studying the iEF's ef stridec]ts !n he r ciasses.
*eing pr*pared for t!.:e
elasss, as weil as the indlvidual needs cf scme studerrts .dras very impartant t* lrei-.

Standard 4 * Edueatars value the invalvernent and support of parer*s, gu+rdians, famili*s, and esnrmunities
in sehools.

Am*nda atter":ded, and was 3* sctive, inf*rmed parti{iFafit st th FarEnt/Te*ehe;- Sigltt. ller ecn:rnents
*rere
appreciated by parents.
Amanda's interest in the leaming of ail students rsas cjernonstrated in sn interaction with the parent cf a
stuejent in Al-t
who was struggling to attend schasi. Amanda worked with her spons$r teaeher and the parent ta
develop a plan that
w*uld retilrft the student t* class_

Standard 5 - Edueatars implement effective practiees in areas of classrosm managerfient, planning, i*structicn,
assessment vaiuatisn, *nd rep*rting.

As:anda h*s a gc*d se*se cf the "structure" of, clasgrc*ms b*th aeademlc and electives
- {;.e. Ait}. i-{er circuiatisn
are**d the re+rn refiects her at*gareness sf studnt pcsitioni*g *nd her *wfi space, wh*tker thet be at
th front 6r" oti?er
parts of itre r*cm- She uses the space of tlie classroom effectively,
eircufaiing and engaging in conversaticns with
stsden$' in the S{}eiais ciess Amanda decided that the "flow" of the class ce *ld b+ bette r f*r her. and nroved
desks
around' This creat*d nrruch mcre space for her to support $tildents and t* circulate actively.

Entl'tt:siasm *baut teacl:ing is import*nt and Ar:randa is ,rery enthusiesiie ab**t Nrer
subjects. Her ir:t;'educions ere
gocd, expressive, and thorough" Projects in Art were intr*duced well" She
u,auid talk ab,oi.it the subjeet then include
graphies on that topie' foliowed by an exampie th*t she created herself,
th+n plenty af tirne for str.reients to starr and
explore their work' Amanda showed good planning by elways establishing time to
clean up at the end sf Art class *
aiways a t*ugh task.

Amanda's preperaticn and presentatiorr were just as thorough in Sociel Sti.idi*s"

Amanda iE wefl arganized. !n
preparation fsr each lessan she lrad the ciaity Learning lntention
sn the scard, arri an cutline of the darls i*sson plan.
The lessen plans faliswed a routine * eurrent Event, Nctes
{brief}, then stude*t work, cfte n an lnquiry project. Amanda
was gocd aba':t checki*g fsr u:-rdersta*ding prior t* strjdilt* b*ginning ti':e!r r.s*r*.
fulost af tlie period v*oi:!d be
i*dividuai werk with stude*ts, e*aching thern tc use a variety cf reseurees ta
expl*re their i*quiry t*pic, veeab*iar;,
fan:ous people, timeiine, ete .-- Lesscirs *lways ended wiih som form eif ei*s*re.
Most socials iessons invslved a variety oi activities, often with soffie use of teehnaiogy.
AmaRda,s skill v*ith technoiagy
was evident, lneluding YouTube videcs fsr current vent$, ssngs, graphies, etc...

Arnanda's elassrccm managemnt is exeeflent" Whether it be in Art

{an eiectiv*} sr Social Studies {academic} Arnanda
had firm expeetatiorls of student ecnduct end she reinforecd those eael,r day. She
was rGr*passionate but firm. She
recognized that same students struggled wilh rules diffsrent than the spefisor teae?:er
b*t Amanda was Batint, willfng
ta listen and persist in what she considered a positive learning e*vircnme*t. Stude*ts respeeted
that and Arnanda,s
classes were relaxe*, task orientsd and varied as she inecrpcratcd many dl#erent
actiuities inter her instrufiion.
Please prcvide a signed capyto 3tu*ier:t / Field tryerienee Office
Educaiia;-"r office, vancr:uver lsland LJ*ivers,ity, gOt; Fifth sti"eet, Nanaimc, gc vgR 5s_E
Phane: 2S$,79G-6?:i Fax:2SC,?4S-6469

cjluis,1f.i,'-t?fiaat;:mefis\stutie*tTescli*fiz?!.VtAmandastghensirii?61F.?{,'it-*g.dccxlp.f1,tsf0
Junez*17
A-ssessrnent * Amanda structr.ired hier tess+ns in Secials ar*ry*d a series *f lnq*!r*g t*pics. Tlrese inquiry tcples eddresse.d
the ccnteni that was ta be crvered during her practic*m and were a signifieant compenent tc the e*gagemeni of
students in their schoolwr:rk. Students warked - the teacher iArnandal circuiated and guided. l-ier assessment af each
studnt's work was based cn a rubric that Amanda created and aBplied to eacii assignrnent as well as the Kai'rsot
guizzes.
Amanda was asked tc eualuate three str:dents te assess her capacityto rvrite ccrnntents fer repc,rt eards.
Based *n the assesstl'tents abcve and he;'sbseruaticns Amanda was able t* assess, e'yaJuate ar:d ;"epcrt on three
students. Her cernnrerits rrer* suitable for a report card and showed insigiti intc the indiviriiJai i*arning cf eaeh
student.
This assess*re*t msdel of usi*g a rubric was als* apnlied in the Art 9/3-8 class"

Amanda prepared far her praeticum well, having rnsst lesscns done before ihe staft af her teaching. Sh* made
adjustments depen$ing *n the individuai iearners, speed of iearning cf d!fferent ciasses, and the feedback frsm her
spcnsor teaeh*rs. Sl're was goed about listening ta feedbaek and making positive changes"

Standard 6 - Educatcrs have a broad knawledge base altd *nd*rsta*d thr subject areas thy tsa*h.

Amanda's knowledge and experience with both Afr and Sociais Studles were esidie*t. Her intr+duetisns for Art projecrs
were well dcne, with ma*y visuat prampts and explanation af the proieet. ArRanda's exciterrient abaut each new Art
preject was evid*t as weil. Str:dents resp**ded very posiiively to ,&n'ta*aia's cbvi*:rs interest ln the *roject. Amanda
wauld benefit from hrcadening her artistic abilities, by taking further ect st$di$ te refi;re hercwn skiiis a*d deepen her
knowledge. High schoal students'vruuld benefit fram this further exBforation, as she wauld be able t* guide them
towards greate!- refineme*t and developrnent within their own art exBerle*ces"

ln $oeial Studies Amanda worked hard to learn the material befcre the pradiei"rm and lt*r kn*wledge cf the cc*teni wag
very selid. She.+J-*s ueri gaad abour using additional res+urses ts s*F**rt her S*eials i*structlcn, toc. Ama*de was well
versed in instruetional siraiegies suiiable fcr the new eurriculi:m r,vliich errrphasizes Frsces:. not content.

Standard 7 * Educat':rs engage in career-ieng learning.

A-nnanda was interestd in both her s*bjeet areas - Art and Saeia! Srudi*s - a*d lear*ing mcre in each diseipli;re" 5h*
was always lcoking for new soutees of ideas.
She altended the P.L"C. rneetlngs at schaoi and at one il:eeting, she gave a p:'esentation sn the use *f Kahcot, the
internet quiz game.

Staadard I* Educators cantrlb*te ts th prcfessicn.

Amanda coilabarated with tha Yearbook teacher a*d the Art ciasses *n a pro,ject fe,- the yearbcak. She was also
interested, and tried, to start *n Arl roup at school.

Pleaee provide a signed cspy to Snldfit / Field Experienee ()ffice

Edr:catian Cffice Vancouver tsla*d ljniversity, gff Fi{th Street, Nanairno, BC VgR 555
Phone: 250-740-6:?3 Fax:?5O-74S463

C:iu5srslctierlill}cc#r$ent5l5rsder}r ,'e{.4ers ?#:TAncnda Stephens\Final F,epcrt - As.d*tx,/ tEtitSED June 2837

londgmC.,Sd$nslltg;

Amend* has shswn a great de*l *f groufch cver the practic**r. f*er clafss are vry welt m*aaged, which permits her ta
da rnany act-ivities itl* engage s*Jdell$. S4cst iessons a{e stri$:tured tc irave stud*ts vsarkifig ryhi{e A*ra*de circuiates
and monitors time- Arnanda's sEnse sf ccnfidense witfr fier material and fier dasses is impres:ive" I think she will make
a positive acidinion ta any staff.

Amar*a S*plen*
HAs succes$fully mct the req*irem*# or*corne* of EDFE 6f 0
{Fi{d Experienre}

516S|ATi,.RE$:

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Please provi&a signed ccBy toStudeert/fbH Experier*e dfke

Ed$cati*'n Cffice, Va*cguver lsland University, $$0 F.ifih Stree! Fianairno, BC VgR 555
Fhgfie; 259-7404223 Fax: :5S-740-6463

C;lgserslc*'ertlp*cilrrenfslstrdert Te'lche$ la1l\.*mando StephenslFrral Beparr- 45. **a( I fr,EVlSfD June 2O17