Julia Ahadie completed a teaching practicum in mathematics for grades 9, 11, and 12. She prepared engaging lessons using a variety of teaching methods and resources. Julia communicated clearly and built rapport with students. She motivated students, provided individual support, and respected diversity. Julia also demonstrated strong professionalism and effectively managed classroom behavior. Her associate teacher assessed her performance as meeting expectations.

1. Summative Evaluation of Field Experience
Teacher Candidate
Julia Ahadie
Candidate's Specialization
Intermediate/Senior
Practicum Session
Consecutive Winter Practicum
Dates
Monday, February 24, 2014 to Friday, March 28,
2014
Subject(s) taught by candidate this session
Mathematics
Grades
9, 11, 12
Associate
Eric Halling
email
eric.halling@tdsb.on.ca
Other Associates (if applicable)
Board
Toronto District School Board-TO
School
Western Tech-Commercial School
PLANNING, INSTRUCTION and EVALUATION
(Including adequacy and quality of preparation, clarity of expectations, effective use of suitable teaching
methods, variety in teaching techniques, use of resources and I.T., flexibility, and use of appropriate
assessment strategies.)
Julia prepares her lessons and handouts well ahead of time, and reviews them with her associate
teachers all the while listening for purposeful feedback. In the Grade 11 Math course she used a plethora
of strategies when it came to differentiating instruction: from matching games and 4-corners activities to
promoting statistical literacy, to integrating financial literacy into a lesson where students were being
introduced to graph types (e.g. pie, bar, line). Various short Simpsons clips were also shown to the
students where they had to investigate the mathematics. In the grade 9 and 12 Math courses, Julia
prepared weekly assessments at the halfway point of each chapter in addition to the final unit tests. For
the grade 11s, she would assess students every 1 to 2 weeks (chapters were shorter). In the grade 9
Math course, the students spent half the period practicing the days material on a handout. Julia
attentively walked around and helped students one-on-one. She would assess them and give them timely
feedback as they did their work.
COMMUNICATION SKILLS
(Including language usage, qualities of voice, ability to question and handle student responses and
non-verbal communication.)
Julia teaches in a way that allows all students to understand the material she spends the first few
minutes reviewing the previous days lesson, asking for questions, and then moves on to the next
lesson. She frequently pauses her lesson to make sure all students are caught up, and reminds them of
problem areas where students usually get confused. She communicates ideas very clearly and at a good
pace that allows students to follow. She has attempted to make connections with students in the grade
11 class who otherwise are not usually paying attention She attempts to engage the students through
common interests such as graphic novels, physics, etc. When using inquiry based lessons, she
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2. demonstrates appropriate wait time, and always has a smile on her face. Within the first week she
learned the student's names, allowing her to respectfully address them during lessons and discussion.
COMPETENCE IN CURRICULUM AREAS
(Including understanding of major concepts, awareness of current trends in the discipline.)
Julia is able to relate overall and specific expectations outlined in the curriculum documents well in her
lessons. While giving her lessons, she is able to give real-life and interesting examples of where the
mathematical property takes place (e.g. number of moons for each planet in the solar system gives a
skewed distribution). In the grade 9 Math course, a new assessment system was recently implemented,
an Assessment As Learning tool, where students have multiple attempts to improve their mark in a
certain area (e.g. ratios). Julia confidently helped implement this pilot project into her teaching for that
course.
In the grade 9 course, she tied in financial literacy in a lesson where she discussed cell phone plans and
the cost of additional data usage. Students had to find how much their plans would cost and then select
which plan would be the best financial fit for them. In the grade 11 class, Julia showed the students how
simply having enough money for a car does not mean they can afford one. Using a pie chart, she was
able to clearly show them how they need money for insurance, gas, license plates, renewal stickers,
emission and safety testing, and emergency funds.
In the grade 11 course, environmental sustainability education was also implemented several times,
especially during the statistics unit, where students developed their statistical literacy skills and
interpreting statistics.
DIVERSITY, EQUITY and STUDENT INVOLVEMENT
(Including ability to motivate and support all students, to meet individual needs of students, to display
knowledge of and feeling for students' intellectual and emotional needs, to practice inclusiveness, to
acknowledge diversity and deal with equity issues effectively.)
Julia treats her students with equality and respect. In her lessons, she tries to target various interests of
students in the class. For example, showing optical illusions to attract interest of art students, show
sports examples for athletes, and astronomy-related examples for those into science. After her lesson,
she provides students with a handout to practice the material just learned in class, at which time she
helps students one-on-one to overcome learning barriers.
During the first two weeks of the practicum, Julia only had 2 courses to teach, so she spent several
days in the Guidance and Career Education Office volunteering her time to aid them. It was a very busy
time when she was there, because course selections were being handled, and they were short-handed.
Julia would spend most of the afternoon there helping them get things done.
Julia always volunteers to stay at lunch/after school to help students catch up, write tests, or ask
questions. This was especially helpful to the grade 12 calculus students who are about to submit their
midterm marks to post-secondary institutions; thus, the extra help before a quiz or test helped them.
PROFESSIONALISM
(Including acting in a professional manner by treating staff and students with respect, working
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3. cooperatively with peers, being punctual, exhibiting enthusiasm and initiative.)
Julia has demonstrated excellent professionalism. She is always ready for her lessons, acts
professionally with her fellow staff and students, dresses professionally, and always exhibits a high
amount of enthusiasm when talking or giving her lesson. When her students see that she is excited
about teaching a topic, it makes them more motivated to pay attention and learn the material.
CLASSROOM MANAGEMENT
(Including establishing and maintaining a positive classroom environment, and the ability to recognize
and deal with challenges.)
Julia has handled her classrooms well. The grade 9 applied class required the most classroom
management, so Julia always tried to find ways to interest the students in math. She had them do
activities where they stood up and made a car using paper car parts, they played an estimating game
involving the worlds largest 50 foot snake, made measurements by using their feet/shoe as a measuring
tool to find the perimeter of a triangle and more.
During a quiz situation, many students would start talking out loud, disrupting other students, so at the
start of the practicum, Julia gave the students a talk about giving respect and getting respect. The
following day, students did not follow the respect rule, so during the following assessment they had, she
made a rule structure clear from the start first time someone talks, they get a warning; second time they
speak, they get moved to a different seat, and third time they speak, they get sent to a different room to
finish their assessment. This 3 point-rule really got the students behaving in the long-term.
ADDITIONAL COMMENTS
ASSOCIATE'S OVERALL APPRAISAL OF CANDIDATE
Pass
Eric Halling Julia Ahadie
ASSOCIATE TEACHER TEACHER CANDIDATE
This evaluation has been submitted electronically on a secure server. This PDF copy of the evaluation
bears the name of the Associate Teacher, but does not require a signature.
Dr. Carrie Chassels
Director, School-University Partnerships Office (SUPO)
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4. Ontario Institute for Studies in Education (OISE)
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Digitally signed by SUPO OISE
Date: 2014.04.24 07:39:37 -04:00
Reason: Official P2 2013-14
Summative Evaluation
Location: OISE, Toronto