1. EDUC 405/406 Final Report—Faculty Associate Form 10.30.14
FACULTY OF EDUCATION
Professional Programs
EDUCATION 405/406
FINAL EVALUATION REPORT
Faculty Associate Form
Student’s Surname: Ling First and Middle Names: Danielle
Student Number:
Grade Level(s) / Subjects Taught: School: Cedar Drive Elementary
School District: Coquitlam School District Semester: Winter 2015
Faculty Associate: Jill Gorsic School Associate(s):
Katherine Zilkowsky
Karolin Phillips
Please Sign
___Jill Gorsic___________ _________April 16, 2015______
Faculty Associate Date
_____________Katie Zilkowsky, Karolin Phillips__________
School Associate
_____________Danielle Ling____________
Student Signature

2. EDUC 405/406 Final Report—Faculty Associate Form 10.30.14
Return to: Professional Programs, Faculty of Education, Simon Fraser University, Burnaby, BC V5A 1S6
Education 405/406 FINAL EVALUATION REPORT
This evaluation report provides a record of the student’s growth and development
towards professional competence in Education 405/406 as articulated in the Professional
Programs Goals.
_____________________________________________________________________
Placement Context:
Danielle completed a successful practicum at Coquitlam School District’s Cedar
Drive Elementary in Port Coquitlam. Cedar Drive school has over 250 students
from K-Grade 5 curriculum with a strong community/PAC presence in the school
which Danielle became part of through school events. Danielle practicum was
with a lively Kindergarten class consisting of 13 girls and 9 boys. There was a full
time EA to assist a student designated with autism with his participation in the
varied activities and lessons. Volunteer parents were also integrated into the class
activities.
A. The Student Teacher As A Growing Professional
Goal 1: The development of a clear, coherent and justified view of education;
Goal 2: The development of a clear commitment to lifelong and life-wide learning;
Goal 3: The development of a clear commitment to uphold the principles that should
govern a democratic and pluralistic community;
Goal 4: The development of a clear commitment to maintain ethical and functional
working relationships with all members of the educational community; and
Goal 5: The development of knowledge about curricular content, educational theory and
effective practice:
Danielle is a role model for polite and respectful mannerisms with
colleagues, parents and students. This strength allowed Danielle opportunity
to have collegial working relationships with school staff, parents and other
educators. Danielle’s success and growth in her teaching practice is due
largely to her excellent work ethic. This practicum challenged Danielle as her
SAs’ expectations were high. Danielle met and surpassed many of these

3. EDUC 405/406 Final Report—Faculty Associate Form 10.30.14
expectations. Danielle showed a high level of initiatives to expand her
curricular resources relevant to the primary grade and increase her
knowledge of effective teaching strategies to produce engaging and creative
units. Danielle attended workshops during her module (e.g. Hands on
Science, Cross-curricular visual arts, Read-a-Loud strategies) attended
Professional Development sessions at Citadel Middle School (Mind-up
sessions) and Gleneagle Secondary (Media and Technology, and Bannock
and Beading), participated in a teacher focussed field trip to Grouse
Mountain, scheduled meeting time outside of module time with student
teacher peers to share experiences and teacher strategies and was
welcomed into a range of classes at her school to observe various teaching
practices.
Danielle embraced the goal of having a clear commitment to lifelong and life-wide
learning by trialling new instructional strategies and lesson themes. Danielle
created an outdoor learning lesson which she had no previous experience,
this successful exploration with uncertain outcomes started a reflective
brainstorm for her of the possibilities from this initial experience. Danielle
demonstrated a high reflective capacity, creating time right after school to
go over her lessons and events of the day using -“What happened”, “What
did I learn” and “How will I use this titles” to demonstrate new insights for
future classes.
Danielle values the importance of being prepared and organized in advance with
the ability to be responsive. As part of her professional responsibilities, her
Daybook and Record of Assessment were up to date and readily available for
associates to reference. Danielle established an effective organizational system of
binders to collect pertinent resources for her classes, daybook of unit planning and
revisions and assessment records.
Danielle committed considerable amount of proactive prepping time to produce
unit, lesson plans and module assignments in advance to ensure she was prepared to
consider further additions or revisions to her lesson activities. Being prepared ahead
of time allowed opportunity for both her SAs, FA and staff to give input and for
Danielle to be responsive to incorporate the feedback into her lessons. I so enjoyed
seeing Danielle take ownership of feedback given and clearly see the implementation
in successive lessons. Danielle worked in developing themed units that were cross
curricular and engaging.
She truly valued the importance of creating a strong connections with her students,
parents and the education community with clear intention to support and respond
with intended purpose to the growth and development of her students. Her calm,
pleasant and patient demeanour welcomed a sincere conversation. She continued
to create opportunity for both her students and parents to connect with her. She

4. EDUC 405/406 Final Report—Faculty Associate Form 10.30.14
would be at the door greeting and checking-in with both students and parents in
the morning and afternoon and welcomed parent volunteers into her classroom.
Danielle created opportunity during lunch for staff to share experiences, resources
and advice.
Danielle's involvement in the school identified the value of making connections
through common experiences. Danielle helped coach the basketball team
attending all practices and games, participated in Pink Shirt Day and Run,
supervised at recess, supported the Jump Rope for Heart event and judged
grade 4/5 public speaking
Danielle’s drive to succeed in this practicum has created a teaching experiences
that truly has had an impact on her pedagogy, sharing memorable experiences with
your students.
B. The Student Teacher and the Pupils
Goal 6: The development of the clear commitment to respect and celebrate students; and
Goal 7: The development of the ability to create a caring, cohesive community of learners.
Danielle recognizes the impact she has in preparing students for success in
later grades noting Kindergarten being such a critical time for children to
learn new information in a safe, caring and accepting and engaging learning
environment.Her genuine joy of spending time with her students is so
evident in the attention and care she gives in establishing routines, one-on-
one interactions, helping them with lunches and preparing for home.
She respects students’ opinions and shares the evaluation process and her
thoughts with them. During the initial weeks of practicum, Danielle’s use of
observing and writing anecdotal comments and spending individual one-on-
one time with each student allowed her to understand their personality, and
learning needs and to be responsive in her lesson planning. Lessons were
inclusive allowing all levels to be able to find a starting point to participate.
Daniel’s pleasant confident and gentle demeanour required her to
strategically develop a well-structured and proactive classroom management
style very early on in her practicum, with notable success and growth.
Danielle’s vision for an engaged, active community of learners formed the
basis of her management style and throughout her experience, she further

5. EDUC 405/406 Final Report—Faculty Associate Form 10.30.14
honed her ability to be aware of and sensitive to what went on in the
classroom. Danielle dealt very effectively with disruptions and immediately
and successfully diffused issues. She became more aware of the classroom
dynamics through effective sight lines, and various grouping techniques to
insure that everyone was included in the learning community by reinforcing
and encouraging positive and productive behaviours.
Danielle's confidence to demonstrate wait time, proximity and eye contact in
order to gain students’ attention developed significantly in her ability to
project her voice effectively to gather students and to deliver information.
She maintained a good pace in her lessons with efficient transitions between
activities. The key, to Danielle’s successful classroom management and
transitions was her engaging, active, student-centered lessons which truly
appealed to the students she taught.
C. The Student Teacher and the Curriculum
Goal 8: The development of the ability to create opportunities for learning;
Goal 9: The development of the ability to blend theory and practice in well-organized
ways; and
Goal 10: The development of ability to use assessment and evaluation practices in a
thoughtful and ethical manner.
Danielle quickly became familiar with PLOs and IRPs, learned ways to clarify
learning objectives and supported activities using various modes of
instructional strategies including written and verbal expectations, singing,
demonstrations and examples of work. While addressing educational goals,
Danielle planned each unit with a theme including Valentine unit, Chinese
New Year, Friendship, Community unit and Farm unit. I was impressed by
the time and resources she used in preparing her units and assessment
structure. She had a clear plan of assessment before building the lessons
by designing rubrics, checklists and anecdotal assessments to aid in her
summative assessment.
With her strength in organization and growth in recognizing the importance
of maintaining the bigger idea and enduring understanding of the lesson,
Danielle became more comfortable with the ‘teachable moments’, adapting
her teaching based on those moments of inquiry and increased higher order
thinking opportunities. Higher Order Questioning was noted during read-a-
louds, Centers and language arts.

6. EDUC 405/406 Final Report—Faculty Associate Form 10.30.14
Beyond the lesson planning, her room was designed with centres for
students to be able to role play, build, create experiment and inquire. Some
of Danielle’s best centre ideas were the beauty salon for the house centre,
the bowling pins, the water centre, the farm centre, the paint centre, the
watercolor and milk centre, seashell centre and math centre.
Through the reporting process, Danielle was able to see concepts develop
from inception to completion, and along with her school associate, assisted
in producing summative evaluative comments to the report cards.
D. Summary and concluding comments.
Danielle has had a rich practicum experience, enabling her to grow in all
aspects of the teacher’s role. She has maximized her experience, through
her efforts, and as a result is ready to begin her teaching career at the level
of an independent, beginning teacher. I recommend Danielle to be certified
as a professional teacher
It has been a genuine pleasure to mentor Danielle who is a conscientious,
responsible and caring student teacher.
I wish you every success in your future teaching endeavours!

7. EDUC 405/406 Final Report—Faculty Associate Form 10.30.14
Addendum: Program Goals
A. The Student Teacher As A Growing Professional
Goal 1: The development of a clear, coherent and justified view of education:
• That demonstrates understanding of the place of education as contributing to the creation of an open,
pluralistic and caring society;
• That articulates the content, methods and institutional arrangements that are relevant, worthwhile and
appropriate for the education of children;
• That speaks to a personal vision of what one can achieve as an educator;
• That is continually and consciously reshaped through experiences with a variety of learners in a range of
socio-cultural contexts;
• That is informed by understanding of the historical and contemporary legacies of imperialism and
colonization on the education system of British Columbia;
• That realizes the powerful, and sometimes negative, impact that our Eurocentric education system has had,
and continues to have, upon students.
Goal 2: The development of a clear commitment to lifelong and life-wide learning:
• That manifests in openness to considering alternatives and possibilities;
• That is rooted in the development of reflective capacities;
• That engages in the wide range of subject-based practices that inform the practice of teaching;
• That is demonstrated in the ability to form and reform ideas, methods, techniques;
• That upholds standards of excellence inherent in various forms of inquiry;
• That sets an example for students and stimulates them to be continuous learners.
Goal 3: The development of a clear commitment to uphold the principles that should govern a democratic and
pluralistic community:
• That is sensitive to the position of privilege, power, and trust in which teachers are placed;
• That recognizes that teachers are role models who are rational, reliable, responsible and responsive;
• That is demonstrated by thoughtful and self-initiating behaviour that is reflective, positive in outlook,
genuine, non-defensive and non-judgmental.
Goal 4: The development of a clear commitment to maintain ethical and functional working relationships with all
members of the educational community:
• That is open and responsive to feedback and constructive criticism;
• That is demonstrated through significant, on-going dialogue and collaboration with colleagues, students,
parents and others in the educational community;
• That show care and respect for every student;
• That is authentic, transparent and honest;
• That communicates openness to other worldviews, belief systems and points of view;
• That reflects humility and consideration for others;
• That results in an increasing level of personal resilience.
Goal 5: The development of knowledge about curricular content, educational theory and effective practice:
• That demonstrates the ability to communicate effectively in English or French;
• That demonstrates the ability to understand and work with subject-specific content seen through Canadian,
Indigenous and global lenses;

8. EDUC 405/406 Final Report—Faculty Associate Form 10.30.14
• That sees opportunities for cross-curricular and cross-cultural connections;
• That is cognizant of how individuals and groups of students learn;
• That demonstrates understanding and ability to create purposeful, contextually-relevant lesson and unit
plans;
• That is aware of current, and varied, evaluation and assessment practices;
• That is rooted in a strong sense of what is best for particular students in particular situations
B. The Student Teacher and the Pupils
Goal 6: The development of the clear commitment to respect and celebrate students:
• That demonstrates respect and dignity for students as persons with varied interests, needs, backgrounds,
points of view, plans, goals and aspirations;
• That demonstrates care for students and their individual development;
• That celebrates the diversity in our classrooms, schools and communities;
• That demonstrates the understanding of how Indigenous epistemologies and pedagogies create
opportunities to meet the needs of all learners;
• That demonstrates the ability to observe, understand and respond respectfully to all students: including
students with developmental disabilities, students for whom English or French is an additional language, and
students of Aboriginal ancestry.
Goal 7: The development of the ability to create a caring, cohesive community of learners:
• That places students at the centre of decision-making;
• That communicates openness;
• That demonstrates tolerance for uncertainty;
• That celebrates and appreciates the spirit of inquiry;
• That demonstrates the ability to be a thoughtful and sensitive observer of what goes on in the classroom.
C. The Student Teacher and the Curriculum
Goal 8: The development of the ability to create opportunities for learning:
• That access and engage students' ability to think and learn through their minds, bodies, and hearts;
• That are significant, relevant and matched to students’ intellectual, physical, social, emotional, aesthetic and
vocational development;
• That are responsive to students’ individual learning needs;
• That are consistent with learning objectives and the principles of learning described in provincial integrated
resource packages;
• That utilize relevant learning resources and technologies;
• That are conducive to the development of critical thought processes;
• That are sensitive to issues of social equity and cultural diversity;
• That incorporate assessment as foundational in planning.
Goal 9: The development of the ability to blend theory and practice in well-organized ways:
• That relies on the ability to critically examine one’s own practices and experiences;
• That includes the ability to recreate, re-invent, re-constitute or discard practices that have been tried and
found to be ineffective to individual and/or group learning needs;
• That encourages interpersonally sound working relationships among students;
• That motivates students to take ownership of their learning;

9. EDUC 405/406 Final Report—Faculty Associate Form 10.30.14
• That cultivates a disposition towards inquiry in the classroom.
Goal 10: The development of ability to use assessment and evaluation practices in a thoughtful and ethical manner:
• That make use of varied practices of assessment that are congruent with learning goals;
• That respect the dignity of each learner;
• That acknowledge the personal, relational, social and cultural perspectives that frame evaluative
commentary on student growth and development;
• That demonstrates the understanding that assessment, in its many guises, is foundational to effective and
powerful learning.