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Summative Evaluation 1
Summative Evaluation 1
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Summative Evaluation
the classroom. He started most lessons with clear objectives for the day, often with direct reference to
curriculum and unit expectations. As his practicum progressed, he demonstrated excellent ability to adapt his
lessons based on student response, in particular by observing and hearing feedback from his students.
ASSESSMENT, PLANNING AND INSTRUCTION
Throughout his practicum, David developed a variety of lessons consisting of both teacher and student centred
approaches. During his lessons on Psychology and neuroscience, he would often start lessons off with
mindfulness activities that not only benefitted student wellbeing, but were grounded in the curriculum
expectations. Some examples of creative lessons included class debates, active meditations and jigsaw
activities. During his lessons, David stressed and recapped significant ideas, ensuring each student understood
the concepts before moving to the next topic. His lessons were organized and gave thought to introductory
hooks, a variety of teacher and student led activities to maintain interest, and were organized so that each
lesson built on the next. Despite this only being his first practicum, David already demonstrates a strong ability
to grasp the scope and sequence of lesson planning. David is encouraged to continue developing strategies to
incorporate effective triangulation of observations, conversations and products into his assessment planning.
CLASSROOM MANAGEMENT
David had a strong presence in the classroom from the start of his teaching. During lessons he regularly moved
around the classroom and interacted with students, redirecting students back to task as needed and
moderating discussions during independent work. He maintained good rapport with diverse learners. Each
lesson started with a moment to connect with students, checking in to see if anyone had any unmet needs or
unanswered questions. He regularly asked for questions and feedback from his Associate Teacher and other
educators in the department about disciplinary strategies and was not hesitant to address any issues, such as
lates or unauthorized absences.
ADDITIONAL COMMENTS
David quickly established himself in the department as a competent, hard working Teacher Candidate. Although
he is still early in his education program, he has already demonstrated a strong capability for the profession and
its various responsibilities both inside and outside of the classroom. Not only is he proficient in his planning and
implementation, he possesses a presence and confidence that is rare for new Teacher Candidates and is
completely justified. There is no doubt that by the end of the program he will be an accomplished educator and
a welcome addition to any teaching staff.
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