Hunter Gosse completed a 7-week practicum placement teaching Grade 11 and Grade 9 English at Sir John A Macdonald Secondary School. According to his Associate Teacher Melanie Sword's assessment, Hunter met or exceeded expectations in most areas of teaching practice including professionalism, supporting a community of learners, planning and preparing lessons, lesson presentation, and assessment. Hunter demonstrated initiative, took feedback well, and developed a safe and inclusive classroom environment. Areas identified for further growth included promoting student independence and differentiating lessons. Overall, Hunter was praised for his work ethic, concern for students, and ability to develop strong relationships.
Hunter Gosse completed a 7-week practicum placement teaching Grade 11 and Grade 9 English at Sir John A Macdonald Secondary School. According to his Associate Teacher Melanie Sword's assessment, Hunter met or exceeded expectations in most areas of teaching practice including professionalism, supporting a community of learners, planning and preparing lessons, lesson presentation, and assessment. Hunter demonstrated initiative, took feedback well, and developed a safe and inclusive classroom environment. Areas identified for further growth included promoting student independence and differentiating lessons. Overall, Hunter was praised for his work ethic, concern for students, and ability to develop strong relationships.
Hunter Gosse completed a 7-week practicum placement teaching Grade 11 and Grade 9 English at Sir John A Macdonald Secondary School. According to his Associate Teacher Melanie Sword's assessment, Hunter met or exceeded expectations in most areas of teaching practice including professionalism, supporting a community of learners, planning and preparing lessons, lesson presentation, and assessment. Hunter demonstrated initiative, took feedback well, and developed a safe and inclusive classroom environment. Areas identified for further growth included promoting student independence and differentiating lessons. Overall, Hunter was praised for his work ethic, concern for students, and ability to develop strong relationships.
Hunter Gosse completed a 7-week practicum placement teaching Grade 11 and Grade 9 English at Sir John A Macdonald Secondary School. According to his Associate Teacher Melanie Sword's assessment, Hunter met or exceeded expectations in most areas of teaching practice including professionalism, supporting a community of learners, planning and preparing lessons, lesson presentation, and assessment. Hunter demonstrated initiative, took feedback well, and developed a safe and inclusive classroom environment. Areas identified for further growth included promoting student independence and differentiating lessons. Overall, Hunter was praised for his work ethic, concern for students, and ability to develop strong relationships.
Queen’s University - B.Ed./Dip.Ed. Program Faculty of Education
Summative Practicum Assessment Queen's University, Kingston, ON
Candidate Name Hunter Gosse School Sir John A Macdonald Secondary School Associate Teacher Melanie Sword Grade/Subject Grade 11 and Grade 9 English
Board WRDSB Date Completed 11/15/2019 Days Absent: 3
Overall Rating Meets expectations Practicum Dates: October 21-November 15, 2019
Document is valid and verified by the Practicum Office, Faculty of Education, Queen's University.
Queen's Digitally signed by Queen's University at Kingston DN: c=CA, st=Ontario, l=Kingston, o=Queen's
University at University at Kingston, ou=Faculty of
Education, Practicum Office, cn=Queen's University at Kingston, Kingston email=practicum.office@queensu.ca Date: 2019.11.22 15:18:16 -05'00'
Professionalism 1. Initiative & dependability Meets expectations Effectively assumes appropriate degree of responsibility for the classroom Takes initiative to contribute to students' learning in many ways Meets expectations 2. Discretion & professional judgement Uses appropriate professional judgement and discretion in relation to interactions Exceeds expectations with students Demonstrates sound judgement in dealing with parents, peers and colleagues Meets expectations 3. Response to Mentorship Invites and incorporates Associate Teacher feedback to improve teaching practices Exceeds expectations
Demonstrates progress towards achieving teaching and learning goals Exceeds expectations Uses self-reflection and assessment information to inform next steps for the Meets expectations candidate's teaching practice
Comments, next steps
Hunter is a very professional and respectful individual. The biggest achievement for Hunter, over the past seven weeks, as been his ability to take all feedback and implement the suggestions into his teaching practice. Supporting a Community of Learners: 1. Promoting a safe and trusting learning community Exceeds expectations Demonstrates skill and consistency in using routines and monitoring classroom behaviours in order to maintain a safe and supportive classroom environment for all students 2. Promoting student independence Progressing towards expectations Structures activities so that students learn to identify their strengths and weaknesses, make decisions about next steps, and monitor their progress toward expectations
Comments, next steps
Hunter developed a supporting community within his classes, creating an environment that was safe and inclusive. He continues to learn different strategies in promoting independence in his students and is encouraged to think about different ways he can incorporate student-monitoring progresses.
Planning and Preparing
1. Use of curriculum documents Creates learning activities using the appropriate curriculum expectations in ways that Meets expectations provide engaging learning for all students Demonstrates sound knowledge of appropriate subject matter Meets expectations 2. Sequencing of steps in a lesson or unit Creates developmentally appropriate lessons in ways that connect students' prior Progressing towards expectations knowledge to appropriate next steps and new learning Plans for appropriate student involvement and follow-up activities Progressing towards expectations 3. Differentiation Designs learning and assessment activities that are deliberately differentiated based Progressing towards expectations on students' needs Demonstrates understanding of use of appropriate accommodations and Meets expectations modifications for individual students 4. Resources Gathers from others or creates appropriate resources to support the intended teaching, Meets expectations learning and assessment Uses a range of resources to enhance the digital literacy skills of students Progressing towards expectations Comments, next steps After Hunter was encouraged to create full lesson plans for every class, he showed a strong understanding of the curriculum documents and incorporated these expectations exceptionally well into his lessons. I would encourage Hunter to keep diversifying his lessons, in regards to the types of activities he uses, the technology incorporated and class involvement structure. There were many times, where similar, if the not the same, activities and resources were used multiple times. Hunter has also been learning to look ahead in his lessons. To use "backward design" to help him look at the bigger picture, as to where the kids are headed and what the focus should be now, for them to build in the future. Hunter did create a grade nine activity, during the mythology unit, which incorporated new elements, while developing the students prior knowledge from the class before. Students were engaged and appreciated the different base of learning. Lesson Presentation 1. Instructional strategies Meets expectations Uses a wide variety of appropriate teaching strategies based on students' interests and needs, as well as current research on effective teaching practices 2. Lesson management Meets expectations Uses a variety of effective strategies for managing materials, time and learning activities to meet needs of all learners 3. Awareness of classroom dynamics Meets expectations Adapts and modifies teaching and learning activities based on student responses Works to engage students both in the learning and with each other Meets expectations 4. Appropriate and effective use of language Meets expectations Expresses ideas, directions and options clearly Models a standard for oral and written work Meets expectations 5. Engaging all the learners Uses effective questioning Meets expectations Effectively uses strategies such as wait time and checking for understanding to engage all students in learning Exceeds expectations Comments, next steps While in leading the class, Hunter showed strategies that incorporated effective instructions and knowledge. As Hunter moves forward in his career, I would encourage him to continue thinking about all the different classroom management aspects that help a class run smoothly. For example, thinking about when to ask kids to get their chromebooks out or thinking about when lights need to be on and off in the class. Another example is being sure to wrap up the class in a way that is organized, allowing the students to be clear on the expectations for their night and next day.
Assessment: 1. Assessment for learning Progressing towards expectations Effectively uses appropriate assessment strategies and recording devices to collect and record information on how student learning is progressing Helps students to use this information for next steps Progressing towards expectations Assessment as learning Creates opportunities for student self-assessment to help students to identify their Progressing towards expectations learning needs Helps students to create appropriate short-term curricular, personal or learning skill Progressing towards expectations goals Makes judgements about achievement in fair, transparent and equitable ways Meets expectations Assessment of learning Constructs and uses a variety of assessment strategies and recording devices that are Meets expectations aligned with instruction and yield an accurate and adequate picture of achievement
Makes judgements about achievement in fair, transparent and equitable ways Meets expectations Comments, next steps As the weeks progressed Hunter had the opportunity to use different types of assessments from "for" learning to "of" learning. Due to English being a "spiraling" curriculum, assessments were more focused in the second half of Hunter's placement. This has been an on-going process that Hunter will continue to grow in, as his career continues. Comments Overall, Hunter was a very hard worker and had a genuine concern for his students well-being. His love for education and developing relationships with the students was clearly seen, as many of his students were sad to see him leave. He has a great future ahead of him, as he is willing to learn and grow within his practice. I wish him all the best, as he returns to his schooling and I am looking forward to where his teaching practice will be with his return in second semester.
