A. Accommodation for Context and Learning Needs
KSA #1: The teacher analyzes contextual variables in making reasoned decisions about their teaching practice and students' learning.
KSA #2: The teacher understands the structure of the Alberta Education system
Descriptors:
· Awareness of the demographic variables of the students and/or parents
· Understanding the cultural backgrounds of the students and/or parents
· Awareness of appropriate professional dress
· Classroom seating arrangement
· Awareness of factors that affect students outside of class
· Knowledge of the students’ likes and dislikes
· Completes assigned duties and tasks in a timely manner
· Maintains accurate records and reports
· Makes appropriate use of support staff
· Prompt in reporting for supervisory duty
· Demonstrates the ability to work effectively with students with special needs
· Demonstrates dependability in fulfilling commitments
· Adheres to policies and procedures of the division and carries out those duties that are assigned to the teacher by the Principal or Board
· Adheres to the Code of Ethics and Standards of Professional Conduct
· Recognizes they are bound by standards of conduct expected of a caring, knowledgeable and reasonable adult who is entrusted with the custody, care and education of students
· Understands the role of Division Office support
I believe I meet all the descriptors listed in the Alberta Teaching Interim certification standards. During this practicum, I was able to get to know all the students as well as many of the parents very well. Establishing such a relationship helped foster trust and a positive environment for everyone. It was great to be able to converse and communicate with parents on a regular basis. Their support of my inquiry project was very important and a constant source of encouragement.
My inquiry project (Architecture Design) was quite complex so it was vital for me to monitor how the students were coping with all the information. I found it necessary to take a lot more time than I had originally planned to review a few concepts such as drawing bubble diagrams to plan spaces, and working on floor plans from these diagrams. I wanted to ensure every student was successful on some level and I was very pleased with their enthusiasm and perseverance.
There are 21 girls arranged in pods of 3. After the first month we decided to change the groupings because of a few problems. The second configuration seemed much more effective, allowing students to stay on task better, as well as enhancing teamwork. During our Newspaper Tower construction activity, I decided to use the pods as building teams. Although the groups worked fairly well, I noticed a few issues and decided to rearrange the groups for the next building activity. When we did our Bridge Building activity, I took some time to arrange the students into new groups of 3 according to their personalities, how they work, with whom they tend to work well, and other considerations. When the groups presented their projects and reflected on what went well, what strategies they used to make their bridges stronger, and what improvements they would make next time, we also asked them to give themselves a mark for teamwork out of ten. I was pleased to hear that everyone gave their group a mark of 9 and above, with supporting evidence and justification.
I enjoyed my supervisory duties after school on Fridays. It was a chance to see the other students in the school and get to know them a little better as well. The imagination of all the girls, especially the grade 1 girls, was amazing! It was also interesting to see the interactions between the different personalities. In terms of children's behaviours, I learned as much on the playground as I learned in the classroom.
KSA #2: The teacher understands the structure of the Alberta Education system
Descriptors:
· Awareness of the demographic variables of the students and/or parents
· Understanding the cultural backgrounds of the students and/or parents
· Awareness of appropriate professional dress
· Classroom seating arrangement
· Awareness of factors that affect students outside of class
· Knowledge of the students’ likes and dislikes
· Completes assigned duties and tasks in a timely manner
· Maintains accurate records and reports
· Makes appropriate use of support staff
· Prompt in reporting for supervisory duty
· Demonstrates the ability to work effectively with students with special needs
· Demonstrates dependability in fulfilling commitments
· Adheres to policies and procedures of the division and carries out those duties that are assigned to the teacher by the Principal or Board
· Adheres to the Code of Ethics and Standards of Professional Conduct
· Recognizes they are bound by standards of conduct expected of a caring, knowledgeable and reasonable adult who is entrusted with the custody, care and education of students
· Understands the role of Division Office support
I believe I meet all the descriptors listed in the Alberta Teaching Interim certification standards. During this practicum, I was able to get to know all the students as well as many of the parents very well. Establishing such a relationship helped foster trust and a positive environment for everyone. It was great to be able to converse and communicate with parents on a regular basis. Their support of my inquiry project was very important and a constant source of encouragement.
My inquiry project (Architecture Design) was quite complex so it was vital for me to monitor how the students were coping with all the information. I found it necessary to take a lot more time than I had originally planned to review a few concepts such as drawing bubble diagrams to plan spaces, and working on floor plans from these diagrams. I wanted to ensure every student was successful on some level and I was very pleased with their enthusiasm and perseverance.
There are 21 girls arranged in pods of 3. After the first month we decided to change the groupings because of a few problems. The second configuration seemed much more effective, allowing students to stay on task better, as well as enhancing teamwork. During our Newspaper Tower construction activity, I decided to use the pods as building teams. Although the groups worked fairly well, I noticed a few issues and decided to rearrange the groups for the next building activity. When we did our Bridge Building activity, I took some time to arrange the students into new groups of 3 according to their personalities, how they work, with whom they tend to work well, and other considerations. When the groups presented their projects and reflected on what went well, what strategies they used to make their bridges stronger, and what improvements they would make next time, we also asked them to give themselves a mark for teamwork out of ten. I was pleased to hear that everyone gave their group a mark of 9 and above, with supporting evidence and justification.
I enjoyed my supervisory duties after school on Fridays. It was a chance to see the other students in the school and get to know them a little better as well. The imagination of all the girls, especially the grade 1 girls, was amazing! It was also interesting to see the interactions between the different personalities. In terms of children's behaviours, I learned as much on the playground as I learned in the classroom.