1. WEEK #9

2. LESSON PLAN DEBRIEF
What part do the Learning Skills and Work Habits play in assessment?
How are these messaged in the Lesson Plan? (1 or 2 max)
What do you do with the information?
Refer to G.S. pg. 11 for specific criteria
Indicate a sentence why this L.S. is important for the lesson
How do we use the Achievement Chart?

3. Anchor Chart for Students to Understand…

4. LESSON PLAN ASSIGNMENT ON PLACEMENT
After providing specific feedback to you during weeks 1, 2 and 3, Faculty Advisor will select a lesson to review
FA will provide feedback to instructor of the course and the course instructor will designate a mark (based on noted improvement)
Feedback will be provided (via checkbric/rubric) and mark by Jan.12/18 or sooner

5. ASSESSMENT ASSIGNMENT PART 2 Due Jan. 12/18
ASSIGNMENT #2 Part 2L Polished Assessment Portfolio (10%)
Assessment Portfolio and Overview
Position Paper
(Please ensure that you also reference the assignment information outlined in the course syllabus and the rubric for this assignment.)
Learning Goals:
Part A – Assessment Portfolio and Overview
I will create a polished assessment portfolio that demonstrates my cumulative understanding of assessment
Part B – Position Paper
I will write a position paper on my philosophy of assessment and my classroom vision of assessment grounded in research-based practices (sources referenced and cited)

6. SUCCESS CRITERIA Part A – Assessment Portfolio and Overview I can:
Include my initial assessment portfolio in final submission
Purposefully choose and organize an additional 6 – 9 artifacts which illustrate assessment “for”, “as” and “of” learning for the primary or the junior divisions
Choose high quality artifacts from a variety of subject areas (Language, Mathematics, Social Studies, Science, etc.)
Demonstrate knowledge and understanding of content (use of curriculum documents including front matter, Growing Success)
Demonstrate the ability to apply research (critical thinking) and learning in my practice through use of critical resources (Guides to Effective Instruction, other MOE resources, Drake text, other research based resources from reputable sources)

7. CONT’D
Create and submit an overview in which the following components are effectively scrutinized and clearly articulated:
New thinking/learning related to assessment “as”, “for”, and “of” based on class discourse, readings, classroom experiences
Explicit references to the use of assessment and evaluation in the classroom
Role of effective feedback in the assessment loop
Role of students in owning their learning
Impact of age, special challenges or opportunities in provision of feedback
Communication of progress to parents

8. POSITION PAPER
I can:
Reference how my values and beliefs regarding assessment and evaluation have changed
Critically scrutinize and reflect upon my personal philosophy of assessment (at this point in time) based on current research-based practices and my cumulative experiences in my professional learning environment and in the classroom
Articulate my vision of classroom assessment practices with a focus on “balanced assessment”
Reflect upon and articulate connections between planning, assessment and classroom management

9. CONT’D
Demonstrate personal engagement and initiative by explicitly referencing and citing a variety of assessment resources I have utilized (Growing Success, The Guides to Effective Instruction, Curriculum documents, Drake text, Other research-based, reliable resources)
Produce a professional quality presentation and writing
Appropriately cite all references as per Lakehead University expectations
Take a position and defend why I am developing my particular philosophy (as opposed to just reflecting on it)

10. MAP DAYS: ANY SURPRISES? SOMETHING TO CELEBRATE?
YOU SHOULD HAVE ALREADY COMMUNICATED WITH YOUR FACULTY ADVISOR IF …
Your Associate Teacher has any unusual teaching assignments that the FA needs to be aware of
(example: team teaches with another teacher in a pod setting, or teaches FSL to his/her own class)
You do not know what you are teaching the first week

11. MAP JOURNAL (What will FA look for?)
All parts of Journal should now be completed as per page 26 of journal
This was your opportunity to hone your observations skills in preparation for teaching block – on-going reflection “in and on” practice is key
One-Two page Reflection due Dec. 11 or sooner to D2L – check rubric pg. 5 in Journal for details – use and cite references
Hard copy with Daybook on Jan. 12, 2018

12. D2L Folder for # Review
Review Assignments and folders – where to post info
Week at a Glance for Week #1 – post as soon as you know what you will be teaching to help FAs schedule their visits (by Nov. 14 at latest)
Week at a Glance for Weeks 2-4 – Post for the designated week(the Saturday before you teach) Hard copy in daybook – fill in what you did in other times adding reflections - Post as “Week at a Glance Nov. 13”)
If changes to times FA

13. LESSON PLANS Save as: Your name (Last, first) Subject, Date of lesson
Ex. Smith C., Math, Nov. 15
Posted 24 hours before and hard copy to AT (with your assessment strategy)
Make sure you receive AT feedback after lesson taught (if verbal you write on plan)
You complete reflections at the end of each lesson daily (use prep time or before/after school to complete) – reflecting “in and on” the moment”
Any changes to the plan (or change of date of lesson) gets written in but not resubmitted unless major changes

14. LESSON PLANS CONT’D
Routines – write up once for the week. Place at the beginning of the week with week at a glance.
Daily changes to the routine will be captured in the week at a glance
Example: Bell Work (write up one lesson, indicate specifics of each day on week at a glance)

15. OBSERVATIONS
FA will spend some time in the classroom reviewing daybook and observing candidate teaching
FA will provide verbal feedback both to TC and AT
FA will follow up with providing feedback in writing describing what went well, areas for growth, next steps (things to think about) – copy to TC and AT
FA may wish TC to submit daybook to office for review at the end of placement, Dec. 8

16. Page 67 Practicum Guide

17. Formative/Summative Feedback Dates(Nov. 24, Dec. 8)

18. POST PLACEMENT LEARNING PLAN DUE DEC. 11 (or sooner)
Use SMART Goals
Example: By the beginning of second practicum (Feb. 1st) I will increase my repertoire and use of higher level thinking questions by reading 3 articles/monographs on questioning and use higher order questions in lesson plans.
Steps I will take – review Drake text, ASCD article on questioning, read monograph on questioning, develop some “wonder” questions

19. Post Placement Learning Plan

20. FACULTY ADVISOR’S ROLE
Review TC Daybook for thoroughness
Communicate with TC and AT
Advocate for TC
Observe TC lessons and provide feedback
Support development of the PPLP
Monitor Formative & Summative Assessments
Create Letter of Concern if needed
After reviewing Summative Assessment and all requirements, determine if “Pass” or “Fail”

21. January 12, 2018 CLASS BRING: Daybook with completed MAP Journal
Assessment artifacts as part of your daybook
Post Placement Learning Plan

22. INVITATIONS WELCOMED…
Faculty Advisors will create a schedule of visitations based on your Week at a Glance information
Should you know of a special day and would like to invite us to visit, please do
Please give us a couple of days notice

23. REMEMBER TO… Wear your lanyard Sign in at the office
Grow your daybook as you go
Submit lessons with activities so FA can see what you will be using
Communicate absences due to illness directly to AT and office, also to FA
Contact your faculty advisor if you have any questions

24. ALSO REMEMBER…
Sharing confidential information about students with teachers, parents or other students is prohibited
Boundaries – do not be alone with students at any time.
Be friendly – not friends
Respect student-teacher relationships and do not compromise yourself in any way
Ex. “hug me with your eyes”…personal space

25. PRACTICUM
LET’S REVIEW YOUR QUESTIONS…