UNIVERSITY OF REGINA, FACULTY OF EDUCATION

FINAL INTERNSHIP PLACEMENT PROFILE - FALL 2022

STUDENT:
Elsie Kish DATE:
December 6, 2022

GRADES/SUBJECTS TAUGHT:
Grade 2/3 SCHOOL:
Ecole Dr. A. E. Perry
COOPERATING TEACHER: Kathleen Guest
The criteria are not meant to be an inclusive checklist of performance, but rather should provide a general description of the areas in which
professional growth occurred. Please remember that Student Interns may use this IPP for professional purposes so should be completed
carefully and completely. Select one rating for the Intern as a beginning teacher in each category, as well as the final overall evaluation
indicating whether the internship is a pass or fail. This IPP must be signed by the Cooperating Teacher and the Student Intern.

Summary comments from the Teacher:

Elsie Kish’s internship assignment was with our grade 2/3 class at Ecole Dr. A. E. Perry School. During
her time in our school, Elsie built a strong rapport with her cooperating teacher, observed and
implemented classroom routines, developed an understanding of classroom dynamics and established a
positive connection with the students and families.

During her teaching period, Elsie was responsible for a number of subject areas and content. Elsie taught
living things and plants during in science, where students were given multiple hands on opportunities to
explore their learning, including growing their own plants. In math, Elsie taught a large portion of our
whole numbers outcomes. In language arts, Elsie continued our phonics scope and sequence, identified,
and taught weekly vocabulary words, organized guided reading groups, and taught a unit on sequencing
and retelling. Throughout these various subject areas, Elsie planned with a clear focus on
outcomes-based learning. Her lessons included pre-assessment, demonstration, exploration, guided and
independent practice. She teaches with genuine joy, enthusiasm, and passion for the learning and for the
learners.

Within our classroom, Elsie gained experience providing adaptations and modifications for students. Elsie
was able to meet students at their level and provided instruction, activities, and assessments that were
appropriate for each student. Elsie provided multiple means for assessment, including written, oral, and
visual opportunities for students to demonstrate their learning. Elsie was able to implement a variety of
classroom management strategies in a calm and respectful manner. She recognized when students were
becoming disengaged during instruction and was effective in her strategies to recapture student
engagement. She understands and appreciates that students have different emotional needs and thus
require different approaches to help them.

Elsie actively invited feedback and implemented suggestions from her cooperating teacher, substitute
teachers, and admin. She sought out a variety of resources that directly supported the learning outcomes
in her lessons, and continually challenged herself to design engaging learning for the students. She
willingly shared her ideas with her cooperating teacher. Elsie readily participated in all student activities,
attended, and supervised class field trips, coached school volleyball, and attended staff meetings. She
was respectful of the culture and needs of the professional staff in the school and gained their respect in
return.

Elsie consistently presents genuine care, compassion, and enjoyment for the students in our school. Elsie
brought positive energy and enthusiasm to the classroom and the students’ responses reflected their
respect and enjoyment of her as their teacher.

December 5, 2022
Date Intern’s Signature

December 5, 2022
Date Cooperating Teacher’s Signature
 O VG G F U NR O VG G F U NR
A. PROFESSIONAL COMPETENCE & DEVELOPMENT E. TEACHING STRATEGIES, SKILLS, AND METHODS
Demonstrates Uses a Range and
knowledge of Variety of Teaching
Subject/Curriculum and Strategies and
applies this effectively Approaches
Establishes Builds Upon Prior
Professional Goals & Knowledge in
Plans for Growth Teaching New
Engages in Pre/Post Concepts, Processes
Conferences and Skills
Collects & Analyzes Uses Explanations,
Teaching/ Learning Questions, and
Data Discussions Effectively
Reflects Upon Demonstrates Ability
Experiences and to Enable Learning of
Adapts Teaching Individuals, Groups and
Accordingly Entire Class
Uses School/Other F. PROFESSIONAL QUALITIES
Resources & Research Respects and Adheres
Effectively to STF Code of
Demonstrates Professional Ethics &
Translation of Principles of Practice
Educational Theory Demonstrates
into Practice Maturity,
Demonstrates Active Dependability,
Participation in School Leadership, Initiative
Life and Self Care/Well
B. INTERACTION WITH LEARNERS Being
Encourages and Responds
Supports Growth of the Professionally to
Whole Student, Tension, Conflict
including Gender and/or Controversy
Identity, Expression Communicates
and Sexual Orientation. Professionally – Spoken
Communicates and Communicates
Monitors Expectations Professionally –
Anticipates Problems Nonverbal (Gestures,
and Plans for Success Body Expression, etc.)
Responds Fairly and Communicates
Consistently to Minor Professionally –
Disruptions Written (including
Motivates and Electronically)
Encourages Through G. INCLUSION, EQUITY, AND DIVERSITY
Positive Means Values and Plans for
Used Culturally Diversity within
Responsive Classroom Classroom, School, and
Engagement and Community.
Management Fosters Climate of Care
Approaches for Individuals and
Utilizes Consultation & within Local/Global
Referral Appropriately Contexts
C. PLANNING, ORGANIZATION, ASSESSMENT & EVALUATION Recognizes and
Plans Effective Daily Addresses Inequitable
plans Classroom Relations
Develops Long Term Encourages Democratic
Plans Involvement in
Keeps Accurate Learning
Records Fosters Collegial
Provides Differentiated Relationships
Assignments which Consistent with
meet all Student needs Principles of Equity,
Provides Differentiated Fairness, Inclusivity
Assessments and and Respect for
Evaluations that match Others
Individual Student Exhibits Knowledge
Capacities Social/Historical
D. INSTRUCTIONAL COMPETENCE Contexts of
Attends to First Injustice/Inequality
Nations, Indigenous in Relation to
and Metis Ways of Teaching and
Knowing within Learning
Curricular Area Provides Differentiated
Emphasizes Treaty Learning Opportunities
Outcomes for All Students
Connects Curricular Demonstrates Respect
Outcomes to Relevant for All Students
Student Experiences
Overall Evaluation

Recommended Grade PASS FAIL

 Internship & Pre-Internship Placement Profile Descriptors
[Ratings from left to right: Outstanding; Very Good; Good; Fair; Unsatisfactory]

A. PROFESSIONAL COMPETENCE & DEVELOPMENT

Demonstrates knowledge of Subject/Curriculum and applies this effectively
❘ ❘ ❘ ❘ ❘ ❘
Rich in breadth & depth. Not connecting to outcomes well,
Presents information, skills & lacking understanding of scope
methods of the subject/curriculum and sequence. Inadequate use
accurately & in appropriate of sources.
scope and sequence. Uses
teacher & student resources
appropriately.

Establishes professional goals & plans for growth

❘ ❘ ❘ ❘ ❘ ❘
Consistently sets a variety of Seldom, if ever, sets goals; set
goals and has meaningful only when urged; inappropriate to
professional goals for each content of lesson; seldom varied.
lesson & unit without being
urged to do so. Progresses
creatively, as ready, from simple
to sophisticated.

Engages in Pre/Post conferences

❘ ❘ ❘ ❘ ❘ ❘
In the pre-conference, based on Unresponsive. Avoids
pre-planning, clearly presents conferences, unprepared. Does
plans for all essential lesson not use feedback. Not open
elements & a specific goal. In to feedback.
the post-conference participates
actively & receptively in analysis
of feedback & plans for the
future. Is a reflective practitioner.

Collects & analyzes teaching/learning data

❘ ❘ ❘ ❘ ❘ ❘
Appropriately designs collection Data collection sheet rarely
data sheets. Often designs provided. Often inappropriate for
suitable feedback requests which result goal or lesson. Onus on
in specific outcomes & cooperating teacher.
observable behaviour. Data
analyzed well in post
conference.

Reflects upon experiences and adapts teaching accordingly

❘ ❘ ❘ ❘ ❘ ❘
Reviews data & initiates Usually doesn't analyze &
identification of key elements & interpret feedback. If attempted,
patterns. Forms, and takes fails to identify, or accept teaching
ownership of appropriate implications. Relies on
changes for next lesson. cooperating teacher's analysis &
Evidence shown in adaptations to teaching. Interpretation.
 Use of School/other resources & research effectively
❘ ❘ ❘ ❘ ❘ ❘
Enhances professional Makes no effort to enhance
development through readings, understanding & improvement of
interactions with school, classroom practice or personal
seminars, workshops and professional development.
through professional
development activities.

Demonstrates translation of educational theory into practice

❘ ❘ ❘ ❘ ❘ ❘
Is able to articulate the theor(ies) Does not articulate their theoretical
that inform their practice. Makes intention. Must be asked to
their theoretical intentions explain theoretical intentions.
explicit.

Demonstrates active participation in school life

❘ ❘ ❘ ❘ ❘ ❘
Involved in a reasonable number Avoids involvement. Takes part
of non-curricular experiences outside the only when asked. Involvement
classroom. Initiates involvement. lacks enthusiasm for connecting
Participates in experiences that enhance with the classroom and overall
classroom and school engagement. school community.
 B. INTERACTION WITH LEARNERS
Encourages and supports growth of the whole student, including Gender Identity,
Expression and Sexual Orientation
❘ ❘ ❘ ❘ ❘ ❘
Supports and honours all students Lacks understanding of ways
in being their best self. Fosters development to support all students.
of a positive self-concept. Does not honour or support
Fosters development of positive students in their identity & expression
attitudes towards others and Can be sarcastic or belittling.
school. Makes meaningful Attacks self-concept of
connections with students. individuals. Allows or
Understands and applies encourages negative attitudes
strategies to work with students
who are struggling in any way.

Communicates and monitors expectations

❘ ❘ ❘ ❘ ❘ ❘
Encourages individuals to do Does not clearly communicate
their best. Clearly communicates what is expected. Does not
expectations to students. monitor how students are doing.
Checks for understanding.
Sets challenging, but Lacks awareness of effective
achievable goals with students. communication strategies.
Adapts teaching to attend to Does not set achievable goals.
student needs. Is not adapting to student needs.

Anticipates problems and plans for success

❘ ❘ ❘ ❘ ❘ ❘
Creates an enjoyable Lacks awareness. Doesn’t
environment conducive to anticipate problems. Does
learning. Fosters participation by not plan for success.
all learners. Quickly deals with
interpersonal tensions. Recognizes
problematic areas and is proactive in
altering plans.

Responds fairly and consistently to minor disruptions

❘ ❘ ❘ ❘ ❘ ❘
Is aware of & is consistent in Is unaware or lacks
immediately dealing with minor strategies and so responds
disruptions. Responds fairly inconsistently to disruptions
and consistently.

Motivates and encourages through positive means

❘ ❘ ❘ ❘ ❘ ❘
Positively reinforces appropriate Ignores or overreacts to
individual & group students. Does not motivate.
behaviour. Is encouraging.
 Uses Culturally Responsive Classroom Management Approaches
❘ ❘ ❘ ❘ ❘___________ l
Consistently recognizes how to Rarely recognizes how to
differentiate between treating differentiate between equitable
students equitably versus equally. versus equal (i.e.,treating
Recognizes how one’s own everyone the same).
biases influence classroom management expectations. Lacks culturally responsive
Has clear understanding of ways to be culturally responsive. strategies.

Consultation/Referral
❘ ❘ ❘ ❘ ❘ ❘
Recognizes personal limitations Does not recognize personal
for dealing with unique needs or limitations in dealing with unique
situations. Provides appropriate needs or situations; fails to involve
documentation (with assistance) appropriate personnel.
& involves others as needed.
(i.e., cooperating teachers, principal, guidance counsellor,
social services, LRT, parents, etc).
Intern understands the process of consultation.
 C. PLANNING, ORGANIZATION, ASSESSMENT, & EVALUATION

Plans effectively/Daily Plans

❘ ❘ ❘ ❘ ❘ ❘
Consistently prepares. There is little evidence of careful
Excellent daily lesson plans planning to set & achieve
designed to align curriculum outcomes. Professional goals
outcomes with assessment for absent. Superficial or inappropriate
learning. Considers planning. Lack of consultation with
professional goals, the nature cooperating teacher or advisor. No
of the content, needs of relationship of lessons to teaching
students, time available. unit goals.
Consults cooperating teacher
or advisor. Prepares in
advance.

Develops Long Term Plans

❘ ❘ ❘ ❘ ❘ ❘
Prepares well-rounded, well- No evidence of long-range plans or
articulated unit (or long-range) plans which are incomplete,
plans, congruent with student disjointed or otherwise
needs & curriculum outcomes. inappropriate for student needs
Uses a range of instructional or to achieve course goals. No
methods, student resources consultation with cooperating
and assessment & evaluation teacher or advisor.
is fully developed.

Keeps Accurate Records

❘ ❘ ❘ ❘ ❘ ❘
Record keeping thorough, Little or no evidence of usable
well-organized & accessible record keeping.
(e.g., attendance, marks,
student progress, assignment
& assessments, record of own
professional targets).

Provides differentiated assignments which meet all student needs.

❘ ❘ ❘ ❘ ❘ ❘
Provides a variety of strategies Inappropriate to pupil readiness.
and assignments. Not related to objectives/outcomes.
Reinforces ideas and Busywork. Unclear expectations
extends learning. Constructive and lack of varied approach.
& timely feedback provided to
students. Clear expectations
regarding format & due dates.

Provides differentiated assessments and evaluations that match individual student capacities

❘ ❘ ❘ ❘ ❘ ❘
Assessment for learning Assessment & Evaluation not
congruent with outcomes & congruent with outcomes or nature
nature of instruction. Frequent of instruction. Unpredictable
formative & appropriate assessment. Lack of feedback or
summative assessment with varying approaches to meet
an understanding of changing student learning.
assessments to meet student needs. Doesn’t understand assessment
Helpful feedback to support learners. and how it relates to instruction.
 D. INSTRUCTIONAL COMPETENCE
Attends to First Nation, Indigenous and Metis Ways of Knowing within curricular area

❘ ❘ ❘ ❘ ❘ ❘
Understands and includes Does not understand how to
ways of knowing in planning include ways of knowing into
and delivering effective lessons. Singular perspective.
content that is informed by
First
Nation, Indigenous and Metis
practices. Uses effective and
appropriate resources. Uses
multiple perspectives of world
views.

Emphasizes treaty outcomes

❘ ❘ ❘ ❘ ❘ ❘
Knows Treaty Education is a Minimal understanding of Treaty
requirement and demonstrates Education, inaccurate/
an understanding of why it is a inappropriate understanding of the
curriculum requirement. rationale for Treaty Education, and
Consistently integrates Treaty rarely references Treaty Education
Education content. in the content and instructional
strategies

Connects curricular outcomes to relevant student experiences

❘ ❘ ❘ ❘ ❘ ❘
Deliberate provision for transfer Makes no attempt to bridge
(bridging) within the subject, previous & new learnings, or
across subjects & to life. transfer learnings within the
Examples used are relevant & subjects or to other subjects or life.
interesting to students.
 E. TEACHING STRATEGIES, SKILLS & METHODS
Uses a range and variety of teaching strategies and approaches

❘ ❘ ❘ ❘ ❘ ❘
Wide range of methods used Overuse of lecture & assigned
which complements outcomes, questions. Outcomes & learner &
learner needs & the nature of content criteria ignored.
content. Learning styles
accommodated. High learner
involvement & interest.

Builds on prior knowledge in teaching new concepts, processes and skills

❘ ❘ ❘ ❘ ❘ ❘
Consistently assesses students’ Frequently approaches planning,
experiences before planning, instruction without assessing
instruction, & selecting content. student experiences / skills.
Logical sequential. Cohesive &
coherent.

Uses Explanations, Questions, & Discussions Effectively

❘ ❘ ❘ ❘ ❘ ❘
Excellent use of explanations. No prior analysis. Often presented
Promotes varied and high level without emphasis on
questioning. Uses wait time & understanding. Poor selection of
prompts effectiveness. Has examples. Does not use wait time
dynamic interpersonal & group well. Uses only low level
facilitation skills. questioning. Mainly teacher
centered.

Demonstrates the Ability to Manage the Learning of Individuals, Groups, & Entire class

❘ ❘ ❘ ❘ ❘ ❘
Aware of the class group & small Instruction is mainly teacher
groups as a social system. centered. Difficulty working with
Provides instruction at all levels individuals or groups or whole
effectively. classes. May manage one well
but not the others.
 F. PROFESSIONAL QUALITIES
Respects and adheres to STF Code of Professional Ethics & Principles of Practice
❘ ❘ ❘ ❘ ❘ ❘
Projects an image congruent with Shows disrespect or disdain for
the expectations of the the values of students, colleagues,
professional community with the profession, & the community.
respect to commitment, Disregards the Code of Ethics.
appearance, & actions. Respect Dress & mannerisms often not
displayed for students, appropriate for context.
colleagues, the school, parents &
community. High ethical
standards.

Demonstrates maturity, dependability, leadership, initiative and self-care/well being

❘ ❘ ❘ ❘ ❘ ❘
Fulfills commitments responsibly; Unreliable. Duties fulfilled in a
Positive but realistic. Acts haphazard or sloppy way. Must be
independently and is sensitive to reminded or checked up on.
the needs & feelings of others. Defensive when constructive
Accepts & acts on constructive criticism is offered. Moody &
criticism. Cooperative & pleasant uncooperative. Problems handled
but not compliant. Addresses personally rather than
problems in a professional rather professionally. Lacks self-care
than personal way. Looks after self. strategies.
Knows how to find balance in self care.

Responds professionally to tension, conflict and/or controversy

❘ ❘ ❘ ❘ ❘ ❘
Calm & composed under stress. Easily flustered. Displays
Seeks & fosters satisfactory unprofessional behaviour such as
solutions to disagreements, or sarcasm or blaming rather than
misunderstandings. Handles seeking solutions. Never admits
emergency situations calmly & that help may be needed. Avoids
expeditiously. Seeks assistance addressing problems and
when appropriate. differences.

Communicates Professionally
a) Spoken
❘ ❘ ❘ ❘ ❘ ❘
Audible, clear, & expressive. Speaks rapidly. Others have
Enunciation is correct & distinct. difficulty understanding verbal
Able to relate to students through messages. Miscommunications.
language. Shares communicative
burden with interlocutors.
Demonstrates ability to adjust to
communicative needs of other
through adjustment to tone, stress,
and rhythm.
 b) Nonverbal (gestures, body expression, etc)

❘ ❘ ❘ ❘ ❘ ❘
Demonstrates awareness of Choices around nonverbal create
cultural fluidity of nonverbal discomfort for others. Inappropriate.
communication. Demonstrates
ability to make adjustments to eye
contact, physical proximity,
gesturing, turn-taking, positively
responding

c) Communicates professionally in written form including electronically

❘ ❘ ❘ ❘ ❘ ❘
Handouts & assignments are Unclear assignments. Lacking
easily understood, match students norms of English communication.
development level. Models written Writing is poorly worded.
norms of English. Neat &
presentable. Communication to
everyone is written with care and
attention and lacks errors.
 G. Inclusion, Equity and Diversity
Values and plans for diversity within the classroom, school and community
❘ ❘ ❘ ❘ ❘ ❘
All planning considers the diverse Lacking understanding of
needs of the students. Values ways to plan for diversity.
and embraces differences and adapts No connection with valuing student
effectively and purposefully. uniqueness

Fosters climate of care for individuals within local/global contexts

❘ ❘ ❘ ❘ ❘ ❘
Demonstrates a considerate and kind Lack of consideration for all
response to all students, including an students and their individuality
understanding for the community in which Not understanding the complexity
students live and consideration for the students face from different
differences for students who come from cultures.
diverse countries and cultures.
Recognizes and addresses inequitable classroom relations
❘ ❘ ❘ ❘ ❘ ❘
Fully engaged towards understanding Occasionally uses judgmental &
the community. Fosters a stereotypical language intolerant of
respectful coexistence across differences. Doesn’t recognize
and approaches inequitable situations inequities.
with care, diligence and attention for all involved.

Encourages democratic involvement in learning

❘ ❘ ❘ ❘ ❘ ❘
Involves students in their learning Uses a teacher directive approach
Considers input and influence from students when and does not invite student
planning and delivering lessons participation or nor do they
allow influence into their learning
Exhibits knowledge of social/historical contexts of injustice/inequity and relation to teaching and
learning
❘ ❘ ❘ ❘ ❘ ❘
Incorporates meaningful content into Does not understand social or
lessons that emphasizes just and equitable historical contexts that apply
learning experiences. Demonstrates to the teaching experiences.
knowledge and discernment in applying appropriate Does not make connections
applications of social/historical contexts. to contexts that apply.

Provides differentiated learning opportunities for all students

❘ ❘ ❘ ❘ ❘ ❘
Is aware of individual differences and plans Lacks awareness of ways to
for a variety of approaches for learners. adapt lessons to meet student needs
Is innovative in the approaches to foster success Does not plan for individual
for all students. differences in student skills and
sensibilities.

Demonstrates respect for all students

❘ ❘ ❘ ❘ ❘ ❘
Demonstrates a caring, kind and professional manner Discriminates or stigmatizes.
to all youth regardless of developmental levels, Enforces personal preferences
intellectual capacity, appearance, health, socio-economic regardless of the impacts on
status, gender, religion, race or cultural background. students.
Fosters Collegial Relationships consistent with Principles of Equity, Fairness, Inclusivity and
Respect for others
❘ ❘ ❘ ❘ ❘ ❘
Shows respect in all relationships. Is inconsistent in showing respect.
Takes time to consider strategies for inclusion. Struggles to understand how to
Understands the difference between equity and equality. Equity and equality differ.
Shows a genuine caring for others. Demonstrates fairness Lacks a caring approach.
In actions and words. Values relationships with all. Has difficulty building relationships.