University of Lethbridge, Faculty of Education

PROFESSIONAL SEMESTER TWO

Summative Report
* Please TYPE (including comments) DIRECTLY onto this form. Submit a SIGNED, DOUBLE SIDED original.

Student Teacher: Ashley Hoisington School: Ralph McCall School

Grade/Subjects Taught: Grade 2 and 3 classes (shared practicumm)
Teacher Associate: Nancy Cole / Michelle Bechthold University Consultant: Joanne Biegun
Dates of Practicum: March 2 - 16, 2020

Instructions:
• This is a summative report of the student teacher’s performance at the end of the PS II practicum, based on expectations for that stage of teacher
development (EDUC 3600).
• For each practicum outcome below select the student teacher’s level of performance: either Not Meeting Expectations for the PS II 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 select level of performance.
• Some outcomes may not be applicable to your particular educational situation. Leave the space blank.
• At the end of each section of the form, please provide comments in reference to the relevant teaching competencies and practicum indicators.

1. PLANNING AND PREPARATION (TQS #1, #2, #3, #4)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Planning and Preparation
1. Demonstrates knowledge and skills in the subject matter of the lessons including his/her subject major. (3) ✔

2. Incorporates a variety of appropriate resources and instructional/assessment strategies into lesson plans. (3) ✔

3. Translates learning outcomes from the Alberta Program of Studies into relevant and appropriate learning objectives for ✔
the lessons being taught. (3)
4. Takes into account students’ prior learning, learning needs (including student IPPs), interests, and student variables
✔
such as age, gender, socio-economic status and cultural/linguistic background. (1, 3, 4)
5. Organizes content into appropriate components and sequences for instruction. (3) ✔

6. Plans appropriate content and activities for the time allotted. (3) ✔

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 instructions, key questions, teaching strategies, learning activities, ✔
and assessment of lesson objectives. (3)
8. Prepares unit plan(s) in subject major that include rationale, overview, learning outcomes, teaching/learning activities, ✔
and assessment plan. (3)
9. Integrates digital technology and resources into instruction in subject major and other subjects, where appropriate. (2, 3) ✔

10. Obtains and organizes equipment and materials for instruction. (3) ✔

COMMENTS:
!
One of Miss Hoisington's aspects to her teaching is in her planning. She seems to be in
constant 'on-mode' and is aware of what is ready for her lesson and what she still needs to
prepare beforehand. Both her unit and lesson plans are well detailed and thought out. She is
resourceful in finding video and photo resources that enhance her lesson objectives. Although
Miss Hoisington has a direction for her unit, she remains flexible to changes that may be
necessary as new student needs present themselves. She is open to incorporating new ideas
such as unfamiliar technology or thinking strategies to engage students more. Miss Hoisington
tends to overplan and is learning to pare down her objectives in each lesson and,
subsequently, create a series of connected lessons from her original set of goals.!

Revised: September 2019

2. INSTRUCTION (TQS #1, #3, #4, #5)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Communication
1. Uses clear, fluent, and grammatically correct spoken and written language. (3) ✔

2. Uses vocabulary appropriate to students’ age, background and interests. (3) ✔

3. Modulates his/her voice for audibility and expression. (3) ✔

4. Demonstrates cultural sensitivity in communication and instruction. (1, 4, 5) ✔

Lesson Introduction
5. Establishes set: reviews prior learning, identifies lesson objective(s) and expectations, uses motivating attention-getters, ✔
provides overview, and relates the lesson to previous learning as appropriate. (3)
General Lesson Development
6. Incorporates strategies for motivating students using relevant and interesting subject matter and activities. (3, 4) ✔

7. Presents content in appropriately organized sequences for instruction. (3) ✔

8. Explains and proceeds in small steps at an appropriate pace to suit the activity and student response. (3) ✔

9. Demonstrates subject matter competence during instruction. (3) ✔

10. Organizes and directs learning for individuals, small groups, and whole classes. (3, 4) ✔

11. Provides clear directions, instructions and explanations. (3) ✔

12. Directs efficient transitions between lessons and from one activity to the next. (3) ✔

13. Uses a variety of instructional strategies to address desired outcomes, subject matter, varied learning styles and ✔
individual needs (including student IPP goals/objectives).(3,4)
14. Uses a broad range of instructional strategies specific to subject major. (3, 4) ✔

15. Uses appropriate materials and resources for teaching. (3) ✔

16. When appropriate, uses resources that accurately reflect and demonstrate the strength and diversity of First Nations, ✔
Métis, and Inuit. (5)
17. Demonstrates flexibility and adaptability. (1, 3) ✔

Questioning and Discussion

18. Asks clearly phrased, well-sequenced questions at a variety of cognitive levels. (3) ✔

19. Provides appropriate “wait-time” after posing questions. (3) ✔

20. Seeks clarification and elaboration of student responses, where appropriate. (3) ✔

21. Leads and directs student participation in class discussion effectively and distributes questions appropriately. (3) ✔

Focus on Student Learning

22. Circulates in the classroom, intervening when necessary, checking on individual and group understanding of ✔
activity/content. (3)
23. Recognizes and responds appropriately to individual differences and group learning needs. (1, 3, 4) ✔

24. Reinforces student learning, building on previous learning, reviewing, and re-teaching. (3) ✔

Closure
25. Achieves closure for lessons, consolidating ideas or concepts through summaries, reviews, discussions, and ✔
applications. (3)
26. Provides homework when appropriate and explains assignments fully. (3) ✔

COMMENTS:
In this practicum, explicitly in my class, Miss Hoisington was able to teach five Language Arts lessons from her
Fractured Fairytales unit. She mentioned that she gained valuable insight into her teaching style while placed in a
Grade 2 classroom, which was a noticeable difference to her last practicum in a Grade 6 class. To add to the
practicum challenge, this class is a STEAM-drive environment where inquiry, collaboration, communication,
creativity, and a high level of hands-on engagement are expected in every activity. Miss Hoisington was learning
to instruct in such a way that the students’ curiosity and questions drive the lesson, while still keeping focused on
her learning objectives. With each lesson, she was learning to ‘get off the stage’ and alter the ratio of time
between direct teaching to active student engagement. She explored how she can pose strong questions to her
students to encourage student self-inquiry instead of giving them the answers. Miss Hoisington was always
enthusiastic, positive and cheerful in her lessons. When she read stories, the students were captivated by her
change in voice, pace and expression. She was working on transitioning and timing in her lessons when the
practicum was interrupted.

U of L: PS II Summative Report (Rev: Sep 2019) Student: Ashley Hoisington Page 2 of 6

3. CLASSROOM LEADERSHIP AND MANAGEMENT (TQS #1, #2, #3, #4)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Classroom Leadership
1. Assumes a leadership role in the classroom, taking charge of classroom activities, showing confidence, poise, ✔
composure, and presence. (1, 3, 4)
2. Creates and maintains an effective learning environment, setting high expectations and standards for student learning, ✔
attending to student variables such as age, gender, socio-economic status and cultural/linguistic background. (1, 2)
3. Demonstrates initiative, enthusiasm and a commitment to the students and subject, models appropriate behaviours.(1,3) ✔

4. Establishes positive relationships and a classroom climate based on mutual trust and respect. (1, 2, 4) ✔

Classroom Management
5. Clearly defines and reinforces classroom procedures and routines. (4) ✔

6. Clearly communicates and reinforces expectations for appropriate student behaviour. (4) ✔

7. Monitors student behaviour and is aware of student behaviour at all times. (4) ✔

8. Responds to inappropriate behavior promptly, firmly, and consistently, using appropriate low-key and higher level
✔
responses; follows school discipline policies and procedures. (4)
COMMENTS:
!
Miss Hoisington was beginning to experiment with different classroom management strategies
that best suited her teaching style (e.g., ‘shout outs’ instead of clapping rhythms). She was
working on using a firm teacher voice and enforcing expectations to address blurting out,
chattiness, and loudness. Her natural cheerful personality drew many students to her. It was
evident that she respected each student and was getting to know each unique personality. !

4. ASSESSMENT (TQS #3, #4)

Expectations

Expectations

Expectations
Not Meeting

Exceeding
Meeting
Assessment
1. Assesses student learning, formatively and summatively, using a variety of appropriate assessment techniques and
instruments (e.g., observations, conversations, questioning, checking daily work, performance-based and written ✔
assessments, quizzes, tests). (3)
2. Checks frequently for understanding. (3) ✔

3. Provides timely and effective feedback on learning to students. (3) ✔

4. Modifies and adapts teaching based on assessment data and student IPPs (e.g., employs alternative teaching strategies ✔
to re-teach where required). (3, 4)
5. Analyzes and evaluates measurement data to assess student learning. (3) ✔

6. Explains to students how learning will be measured. (3) ✔

7. Develops and maintains accurate records of student achievement (e.g. grade sheets, databases) and communicates ✔
results to students, parents and the school effectively).(3)
COMMENTS:
In her short 2 weeks with us, Miss Hoisington had only touched on assessment strategies. We
generally discussed what would be an acceptable piece of either formative or summative
assessment in each lesson. She was very observant of what the students were doing and was
looking at their work to review their learning needs. However, we didn’t get a chance to
dialogue in-depth about strong assessment practices. This work will need to be explored further
in her next practicum. !

U of L: PS II Summative Report (Rev: Sep 2019) Student: Ashley Hoisington Page 3 of 6

5. PROFESSIONAL ATTRIBUTES AND RESPONSIBILITIES (TQS #1, #2, #4, #6)

Unacceptable

Acceptable
Professionalism
1. Presents a professional appearance and manner. (1, 6) ✔

2. Fulfills professional obligations (i.e., punctuality, routine administrative duties). (6) ✔

3. Demonstrates maturity and professional judgment. (1, 6) ✔

4. Is knowledgeable about professional issues and demonstrates a commitment to the teaching profession.(5, 6) ✔

5. Establishes professional relationships with the educational community and wider community (where appropriate). (1) ✔

Professional Growth
6. Accurately assesses and documents the effectiveness of lessons, identifies strengths and weaknesses and makes appropriate suggestions for ✔
improvements. (2)
7. Uses the results of student assessment and feedback to improve teaching practices and guide professional growth. (3) ✔

8. Responds appropriately to feedback from others by listening, interpreting, and implementing suggestions. (2) ✔

9. Develops and communicates a personal vision of teaching. (4) ✔

10. Develops and presents a professional portfolio and/or growth plan including goals, evidence of progress toward goals, reflections on growth, and
✔
future goals. (2)
11. Carries out the roles and responsibilities of a teacher according to the Alberta School Act, school and district policies and other relevant
✔
legislation. (6)
12. Applies the teaching competencies for interim certification appropriately. (6) ✔

Ethical Conduct
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. (4, 5, 6)
14. Treats students with dignity and respect and is considerate of their circumstances. (4, 5, 6) ✔

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. (6)
16. Does not undermine the confidence of students in teachers or other student teachers. (1) ✔

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. (1, 6)
18. Acts in a manner that maintains the honour and dignity of the profession. (1, 6) ✔

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. (6) ✔

COMMENTS:
!
Miss Hoisington demonstrates the highest respect and regard to this profession. She displays
integrity and a solid work ethic. !

U of L: PS II Summative Report (Rev: Sep 2019) Student: Ashley Hoisington Page 4 of 6

 SUMMARY Additional comments next page à
Areas for further growth:

Miss Hoisington’s goals are:

1. Instruction
a. Work to increase more student engagement time and less direct teaching time.
b. Develop questioning techniques to encourage greater inquiry where students take ownership and direction
of their own learning.
c. Explore the ‘correct’ amount of time for a intro, body, and conclusion and then manage transitions between
them.
2. Classroom management
a. Find your teacher voice – How does firmness sound and look like when building relationships with your
students? How can you use volume changes in your voice to your benefit?
b. Explore and evaluate different classroom management strategies and programs (e.g., Brain Gym) to
manage student volume and activity level.

Overall comments (Strongest aspects of student’s performance):

Miss Hoisington’s strongest aspects:

1. Planning – She is a detailed oriented person and can set a direction for learning in a month long unit.
However, she can also adapt easily and make changes to her plans when necessary. Her individual lessons are
similarly detailed and show great thought.
2. Reflection – She is self – aware of what she doesn’t know and will ask questions while planning her lessons.
Throughout a lesson, she is constantly monitoring student needs and lesson flow, and thus make immediate
decisions either allowing for more exploration time or pushing forward to the next activity.
3. Positive attitude – She is a cheerful, charming, hardworking person.

Miss Hoisington is beginning to develop a strong foundation in becoming an excellent, effective educator. Her
passion and enthusiasm are clear; She is meant to be a teacher! Should Miss Hoisington wish to continue her
learning in our STEAM class in future practicums, I would happily welcome her back with no hesitation. I wish her
the best in her educational journey.

RECOMMENDATION

PASS FAIL ✔ INCOMPLETE *

*If an Incomplete grade is recommended, please attach a signed document

providing reasons and recommendations for additional practicum experience.

Note: The Teacher Associate is responsible for completing this document, in consultation
with the Student Teacher and the University Consultant.

____________________________________________________ March 25, 2020

_________________________________
Signature: Student Teacher Date

Mrs. Nancy Cole

____________________________________________________
March 23, 2020
_________________________________
Signature: Teacher Associate Date
Joanne Biegun March 24, 2020
____________________________________________________ _________________________________
Signature: University Consultant Date

The UC submits the completed & signed original report to U of L, Faculty of Education, Field Experiences.
Provide signed copies for the Student Teacher, the University Consultant and the Teacher Associate.
U of L: PS II Summative Report (Rev: Sep 2019) Student: Ashley Hoisington Page 5 of 6
 ADDITIONAL COMMENTS
Planning and Preparation:!
Ms. Hoisington is able to use her understanding of curricular outcomes to design learning
experiences organized around essential questions and core concepts. She is attentive to
providing opportunities for students to collaborate with each other and is beginning to consider
opportunities for students to surface their own questions as they engage in more hands-on
inquiry-based, problem solving learning. She is attentive to planning for varying student needs,
but does need to continue to work on differentiation, not only for remediation, but for
enrichment and extension.!
Classroom Leadership and Management:!
She was becoming increasingly proactive, anticipating possible behavioural problems or
issues, and considering how to address those. For example, she was working on making her
instructions for activities, as well as expectations for appropriate student behaviour, clearer. !
Assessment:!
One thing for her to consider in future is expanding the role students will play in gathering and
selecting assessment data to show their areas of success and areas for growth, with
opportunities for students to help establish criteria, as well as engage in self and peer
assessment. !
Professional Attributes and Responsibilities:!
Her goals and her reflections on her lesson strengths and weaknesses show her concern for
improvement of her practice. She welcomed feedback and was able to integrate suggestions
promptly.!
!
Her professional portfolio for this practicum does need development at this time.!
!
J. Biegun

U of L: PS II Summative Report (Rev: Sep 2019) Student: Ashley Hoisington Page 6 of 6