April 20, 2011 To Whom It May Concerncharbidgeteachingportfolio.weebly.com/uploads/9/8/... · I am...

April 20 2011

To Whom It May Concern

I was Carries teacher associate during her PSII at the University of Lethbridge During this time I was able to work closely with her as she continued her education During this six-week time I was able to see tremendous growth in Carrie as an educator She has developed a great repertoire of proactive management skills that served her well in our grade six classroom Her consistent and high expectations for the students allowed for an atmosphere of learning and respect to easily be developed in the classroom

Carrie is an extremely hard worker She would often be at school an hour early and stay late into the evening working to improve and perfect lessons The preparation was evident in how students responded to the lessons Carrie was masterful at using fun learning activities to engage students Many of her lessons were thematic in nature The themes were used to catch students and provide focus and direction for their learning

Carrie has demonstrated competence with technology She effortlessly uses the smart board in the class to present information gather data and engage students

The thing that impressed me most about Carrie during this practicum was her flexibility Each PSI student had to plan and complete a unit At least 10 of the 30 days she taught were disrupted in some way Some changes to the schedule happened only minutes before class Carrie handled all of the changes with ease She was able to lengthen shorten or completely change lesson plans to ensure that whatever time she had was effective learning time for students Handling the constant barrage of changes that occurred is difficult for any teacher but she handled this challenge admirably

I have thoroughly enjoyed working with Carrie I have learned a great deal from being able to observe her I am a better teacher because of our association She is able to bring out the best in all around her and would be an amazing asset for any school that hires her She will represent the teaching profession well for many years to come

Sincerely

~yt~ca Leon Atwood Grade 6 teacher

Univer ity of

Lethbridge 4401 Uni ersity Drive Phone 403 329 2251 wwwulethc3

a lethbridge Al berta Canada Fax 403 3292252 T1K 3M4

~ Faculty of Education

April 262011


Je Ms Cajrie HarigtiJgc

I am pleased to write thi s letter of recommendation on behalf of Ms Harbidge 1 was Carries Professional Semester II practicum supervisor (Cardston Ele[llA1tary School Cardston AB ) during the 2011 Spring Semester During thi s time I observed many positive characteristics favora bl e to th e teachi ng professio n

Ms Harbidge displayed exemplary maturity punctual ity ethical conduct and professional ism She li stened intently to suggestions from her teacher associate and myself and implemented many of them into her daily teaching Ms Harbid ge maintained daily refl ections on her teac hing th at demonstrated an intent to self-reflect and improve her teaching skills

Ms Harbidge displ ayed exce llent preparation planning and assessments for her lessons She utili zed a variety of teac hing strategies including direct instruction demos labs and cooperative leaming during her grade 6 science lesso ns The lesson transitions were good Her verbal and written skills are excellent Her grasp of classroom management was very good Carrie was always illin g to try alternati ve classroom management ideas

Ms Harbidge has demonstrated a keen desire sincerity and passion to become a teache r She ~ill be an asset to the teaching profession and to any teaching staff I have no hesitation to recommend her to any future endeavors If YO li have any further inquiries regarding Ms Hlrbidge please contact me

Sincerely

1lt~f1Jh~ Robert N Mill er Faculty of Education Instructor and Supervisor University of Lethbridge

Phone (403 ) 380-1836 (Work ) or (403) 320-950 I (Home) Email l1lillm auic lh ca

lIniv~r5ity (If

Lethbridgea Faculty of Education

~G-~s PROFESSIONAL SEMESTER TWO SUMMATIVE REPORT

stuntT_aChamp- (Iie lacb id ltre School amprdslzrn Eic mea kJltdY GradesSubjects Taught GrorJg lt0U sC~ encJ2 I (LVlCpL7f c-4-s I ~ +- +- G-J-iv Teacher Associate LeiJYl i(unJd University Consultant RPbe vi dIlle r Dates of Practicum amprd 9 -Ipcc( W) If

7 Instructions bull This is a summative report of the student teachers performance at the end of the PSI practicum based on expectations for that stage of teacher development (ED 3600) bull For each practicum outcome below place a check mark in the appropriate box to indicate the student teachers level of performance either Not Meeting Expectations for the PSI level Meeting Expectations or Exceeding Expectations (Most students will fall into the Meeting Expectations category unless there is clear evidence for Not Meeting Expectations or Exceeding Expectations) For students within the Meeting Expectations category please indicate level of performance bull At the end of each section please provide comments in reference to the relevant KSAs and practicum outcomes

THE STUDENT TEACHER

1 PLANNING AND PREPARATION

KSA 1 Teachers make reasoned decisions about teaching and learning based on their ongoing analysis of contextual variables KSA 3 Teachers use the programs of study to inform and direct planning instruction and assessment KSA 6 Tea chers plan for instruction translating curriculum and outcomes into meaningful learning activities KSA 9 Teachers use a broad range of instructional strategies KSA 13 Teachers identify and use relevant learning resources

Planning and Preparation 01 e e e

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1 Demonstrates knowledge and skills in the subject matter of lessons including hisher subject major

2 Incorporates a variety of appropriate resources and instructionalassessment strategies into lesson plans

3 Translates learning outcomes from the Alberta Program of Studies into relevant and appropriate learning objectives for the lessons being taught

4 Takes into account students prior learning learning needs (including student IPPs) interests and student variables such as age gender socio-economic status and culturallinguistic background

5 Organizes content into appropriate components and sequences for instruction I

6 Plans appropriate content and activities for the time allotted V 7 Prepares lesson plans for all lessons taught using a well-defined structure which

includes learning objective(s) an introduction and closure detailed procedures and

viinstructions key questions teaching strategies learning activities and assessment of lesson objectives

8 Prepares unit plan(s) in subject major (Student Learning Guides for CTS) that include

rationale overview learning outcomes teachinglearning activities and assessment plan

9 Integrates information and communications technology into instruction in subject major i I

and other subjects where appropriate I

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10 Obtains and organizes equipment and materials for instruction i

May 25 2006--Summative Assessment

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2 INSTRUCTION KSA 4 Teachers demonstrate knowledge of the content they teach KSA 5 Teachers identify and respond to leamerdifferences KSA 9 Teachers use a broad range of instructional strategies KSA 10 Teachers apply a variety of technologies to meet students learning needs

Commumcation

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1 Uses clear nuent and grammatically correct spoken and written language

2 Uses vocabulary appropriate to students age background and interests

3 Modulates hisher voice for audibility and express ion

4 Demonstrates cultural sensitivity in communication and instruction

Lesson Introduction

5 Establi shes set reviews prior lea rning identifies lesson objective(s) and expectations uses motivating attention getters provides overview and relates the lesson to previous learning as appropriate

General Lesson Development

6 Incorporates strategies for motivating students using relevant and interesting subject matter and activities

7 Presents content in appropriately organized sequences for instruction

8 Explains and proceeds in small steps at an appropriate pace to suit the activity and student response

9 Demonstrates subject matter competence during instruction

10 Organizes and directs leaming for individuals small groups and whole classes

11 Provides clear directions instructions and explanations

12 Di rec ts efficient transitions between lessons and from one activity to the next

13 Uses avariety of instructional strategies to address desired outcomes subjec t matter varied learning styles and individual needs (including goalsobjectives of student IPPs)

14 Uses a broad range of instructional strategies specific to subject major

15 Uses appropriate materials and resources

16 Demonstrates nexibility and adaptability

Questioninf and Discussion

17 Asks clea rly phrased well-sequenced questions at a variety of cognitive levels

18 Provides appropriate wait-time after posing questions

19 Seeks clarification and elaboration of student responses where appropriate

20 Leads and directs student participation in class discussion effectively and distributes questions appropriately

Focus on Student Learning

21 Circulates in the classroom intervening when necessary checking on individual and group understanding of activitycontent

22 Recognizes and responds appropriately to individual differences and group learning needs

23 Reinforces student learning building on previous learning reviewing and re-teaching

Closure

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24 Achieves closure for lessons consolidating ideas or concepts through summaries reviews di scussions and applications

25 Provides homework when appropriate and explains assignments fully

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May 25 2006-Summative Assessment

3 3 CLASSROOM LEADERSHIP AND MANAGEMENT

KSA 7 Teachers create and maintain environments that are conducive to student learning and understand student needs for physical social cultural and psychological security

KSA 8 Establishes relationships with students that respect human dignity

Classroom Leadership bull Ol l l2

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1 Assumes a leadership role in the classroom taking charge of classroom activities showing confidence poise composure and presence I

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2 Creates and maintains an effective learning environment setting high expectations and standards for student learning attending to student variables such as age gender socioshyeconomic status and culturaillinguistic background

3 Demonstrates initiative enthusiasm and a commitment to the students and subject models appropriate behaviours

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4 Establishes positive relationships and a classroom climate based on mutual trust and respect I

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Classroom Management

5 Clearly defines and reinforces classroom procedures and routines I I

V 6 Clearly communicates and reinforces expectations for appropriate student behaviour I

I v 7 Monitors student behaviour and is aware of student behaviour at all times V 8 Responds to inappropriate behavior promptly firmly and consistently using appropriate

low-key and higher level responses follows school discipline policies and procedures V ~r comments r(dfbrcorn lf2~~ (Lr1d~n~ a~J~) C)Al~ hcultl2-~ j1o-UJJ4 ~ fl~ hJ adr-(lfslr~cJYL I bull

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KSA 11 Teachers gather and use information about students learning needs and progress and assess the range of learning objectives

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iI1 Assesses student learning using a variety of appropriate assessment techniques and instruments (eg observations conferences questioning checking daily work VI

performance-based and written assessments quizzes tests) i j2 Checks frequently for understanding Vshy

3 Provides timely and effective feedback on learning to students i V 4 Modifies and adapts teaching based on assessment data and student IPPs (eg employs I

i V-alternative teaching strategies to re-teach where required) 5 Analyzes and evaluates measurement data to assess student learning V 6 Explains to students how learning will be measured V 7 Develops and maintains accurate records of student achievement (eg grade sheets

databases) and communicates results to students parents and the school effectively) V GJ

May 25 200S--Summative Assessment

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5 PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES

KSA 2 Teachers understand the legislated moral and ethical framework within which they work KSA 15 Teachers engage in assessing the quality of their teaching KSA 16 Teachers are able to communicate a personal vision of their own teaching

Professionalism 1 ~

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1 Presents a professional appearance and manner v

2 Fulfils professional obligations (ie punctuality routine administrative duties) t 3 Demonstrates maturity and professional judgment V 4 Is knowledgeable about professional issues and demonstrates a commitment to the teaching profession

5 Establishes professional relationships with the educational community and wider community (where appropriate )

V

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Professional Growth

6 Accurately assesses and documents the effectiveness of lessons identifies strengths and weaknesses and makes appropriate suggestions for improvements V

7 Uses the results of student assessment and feedback to improve teaching practices and guide professional growth

V

8 Responds appropriately to feedback from others by listening interpreting and implementing suggestions V

9 Develops and communicates a personal vision of teaching v 10 Develops a professional portfolio andor f~t rfn includ~1( 90Sevid~nce of progress toward goals

reflections on growth and future goals a middot0 IJ Q e~ - ~ rcTu VeS I v

11 Carries out the roles and responsibilitiesbf a teacher according t6 the hlberta School Act school and district policies and other relevant legislation

12 Applies the knowledge skills and attributes for interim certification appropriately

Ethical (onduct

13 Respects the dignity and rights of all persons without prejudice as to race religious beliefs colour gender sexual orientation gender identity physical characteristics disability marital status age ancestry place of origin place of residence socioeconomic background or linguistic background

V 14 Treats students with dignity and respect and is considerate of their circumstances V 15 Does not divulge information received in confidence or in the course of professional duties about a student

except as required by law or where to do so is in the best interest of the student v 16 Does not undermine the confidence of students in teachers or other student teachers v 17 Does not criticize the professional competence or professional reputation of teachers or other student teachers

unless the criticism is communicated in confidence to proper officials after first informing the individual concerned of the criticism

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18 Acts in a manner that maintains the honour and dignity of the profession V 19 Does not speak on behalf of the Faculty of Education the University of Lethbridge the school or the profession

unless authorized to do so

Comments (Professional Attributes and Responsibilities)

5

SUMMARY Areas for further growth

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Overall comments (Strongest aspects of students performance)

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Recommendation 0 Fail 0 Incomplete ~ass Q~~ ~If an Incomplete grade is recommended please a~~ a signed document providing reasons and recommendations for additional practicum experience

s oiate is responsible for completing this document in consultation with the Student Teacher and the

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Please submit the completed signed original report to Field Experiences TH423 Faculty of Education the University of Lethbridge and provide signed copies for the Student Teacher and for the University Consultant


Univer ity of

Lethbridge 4401 Uni ersity Drive Phone 403 329 2251 wwwulethc3

a lethbridge Al berta Canada Fax 403 3292252 T1K 3M4

~ Faculty of Education

April 262011


Je Ms Cajrie HarigtiJgc

I am pleased to write thi s letter of recommendation on behalf of Ms Harbidge 1 was Carries Professional Semester II practicum supervisor (Cardston Ele[llA1tary School Cardston AB ) during the 2011 Spring Semester During thi s time I observed many positive characteristics favora bl e to th e teachi ng professio n

Ms Harbidge displayed exemplary maturity punctual ity ethical conduct and professional ism She li stened intently to suggestions from her teacher associate and myself and implemented many of them into her daily teaching Ms Harbid ge maintained daily refl ections on her teac hing th at demonstrated an intent to self-reflect and improve her teaching skills

Ms Harbidge displ ayed exce llent preparation planning and assessments for her lessons She utili zed a variety of teac hing strategies including direct instruction demos labs and cooperative leaming during her grade 6 science lesso ns The lesson transitions were good Her verbal and written skills are excellent Her grasp of classroom management was very good Carrie was always illin g to try alternati ve classroom management ideas

Ms Harbidge has demonstrated a keen desire sincerity and passion to become a teache r She ~ill be an asset to the teaching profession and to any teaching staff I have no hesitation to recommend her to any future endeavors If YO li have any further inquiries regarding Ms Hlrbidge please contact me

Sincerely

1lt~f1Jh~ Robert N Mill er Faculty of Education Instructor and Supervisor University of Lethbridge

Phone (403 ) 380-1836 (Work ) or (403) 320-950 I (Home) Email l1lillm auic lh ca

lIniv~r5ity (If





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April 20, 2011 To Whom It May Concerncharbidgeteachingportfolio.weebly.com/uploads/9/8/... · I am...

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