Pre-Interview Questions

You should carefully consider and prepare your answers and bring appropriate evidence from your field experience to support your answers.
1. Describe your philosophy of assessment and evaluation. In describing your philosophy, you are expected to address the theory and practice studied this semester.
2. Describe how you used assessment and evaluation in your field experience.
– Consider how you used formative and summative assessment,
– what assessment/evaluation tools you used,
– how you involved students in the assessment/evaluation process,
– Differentiation and accommodations you made for equitable assessment/evaluation, etc.
3. How closely did your assessment and evaluation practices in the field align with your philosophy? If there were discrepancies between your philosophies and practice, describe the barriers that prevented you from realizing your vision. Describe how you might address/overcome these barriers in your internship.
4. Based on ECS 410 and your field experience, what are the 3 key learnings you have taken away from this semester about assessment and evaluation? Why will these 3 things be so important to your teaching practice?



  1. My philosophy of assessment and evaluation has changed since my pre-internship. I used to believe that assignments should be handed in on the due date and that’s that and that was simply because I was the student that always had my work done and I felt if I could do it, so could everyone else. Now that I’m starting to see things from both sides I realize that everyone always handing things in on time is not a reality. Students have their own lives, their own problems and that’s just how things work. I am starting to feel like being more relaxed with assignments would help my students and ultimately me. The only thing that hasn’t changed is that tests are tests; you are either there or you aren’t. Of course, students with valid reasons would have exemptions or re-write days. I definitely believe that course work throughout the semester will be a better indication of student achievement than the final examination that requires students to regurgitate information from the beginning of the year all the way through to the end. Expecting students to remember that much content in that extent isn’t fair to them. If it were up to me, I wouldn’t have final examination. I don’t like how much pressure they put on students and how much stress they can cause. Gauging my students’ progress throughout the semester is more beneficial in my opinion. Constantly assessing my students’ progress is also essential, even if that simply means taking notes as to how many students struggle with a certain topic and covering it again. I believe that exit slips are a good way to gauge students and they are something I plan on using quite frequently.
  1. I used mainly formative assessment in the classroom in the form of exit slips and one homework assignment. The exit slips were something that the students were used to so I tended to work towards those. I also felt as though I didn’t get to do enough bonding with students for them to trust my judgement in giving assignments in physical education. My partner and I gave the students an assignment for our media lesson and the first thing that came out of our students’ mouths was “What?! Homework in phys. ed.?” I didn’t really find that I involved my students in the assessment/evaluation process. I didn’t really know how I could involve my students in the process when I knew that exit slips was the way I was going.
    There was a summative assessment for a science in the form of an examination to close out a science 9 unit. We administered the examination but had no part in writing the exam. Also, for science, there was a summative assignment in the form of a final project. This project was for their space unit. My partner and I helped our cooperating teacher come up with some of the questions and scenarios for the assignment.
  1. I don’t think I really had any discrepancies in my philosophies and practice. The only thing that changed was my opinion on how assignments should be handed in. I liked the way that my cooperating teacher ran her class; she more or less let students hand things in when they wanted. The thing is, with the no zero policy, there is nothing she can do but accept the assignments. I believe she handles this in a very positive way. The only thing that she doesn’t have leniency for is quizzes/tests/examinations. She had no tolerance for missing these without a good reason. I am starting to side with this teacher in how these assessment practices work. I like the idea of having a deadline for homework but allowing leniency for my students. I realize that students are just like any other human being and they have their own lives and their own problems to worry about. There will be days that they might be tired, upset, grumpy, and not willing to work; we need to accept these days and give our students the benefit of the doubt. I believe that so long as I acknowledge my students’ needs, assessment and evaluation will run smoothly.
  1. The three key learnings I have taken away from this semester about assessment and
    evaluation are:

    1. Allowing your students some leniency with assignment due dates can make a huge difference. I believe that understanding your students’ behaviour will have a huge part in how things will run in the classroom. If you know the difference between when your students just don’t want to do the work and when they have something in their life going wrong, that’s when you gain the respect of your students.

    2. Giving students choices in assignments can make a huge difference in the quality of their work. I believe that giving students the opportunity to choose what they want to do for an assignment will up their interest and ultimately produce better quality assignments. I believe that something such as choice boards would be beneficial for me and my goals for my students.

    3. The formative assessments throughout a semester are going to be a better indication of student progress than the summative assessment at the end. The assignments done throughout are going to show you how students are doing with the content than the huge final at the end of the year. Although, the final examination would show how much information is retained throughout the year, I feel that the formative assessments throughout the semester are greater indications of student progress.

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Personal Inquiry Project #10

When I first went into the school for pre-internship I began looking around the school for posters and any other signs of LGBTQ support within the school. I saw no signs of support within the school. I was reading an article about suicidal ideation and self-harm lesbian, gay, bisexual, and transgender youth. There is a high risk of suicide ideation/attempts in LGBT individuals as well as self-harm.

I sat down with a student in the school one day to help her do her school work. I noticed she often just sat around and looked at her cell phone. I challenged her to attend school every day that I was there and work hard on her assignments when she was in my classroom. While I was sitting with her she began talking about an ex-girlfriend of hers so, I decided to ask her some questions about the school. I asked her if there were a Gay-Straight Alliance in the school, already knowing the answer, and she said no. I asked her if she was bullied at the school at all and she also answered no. So, although there doesn’t appear to be much for support in terms of programs, she still doesn’t feel bullied by her peers.

Now, I connected really well with this student for two reasons; 1. She is an LGBTQ individual as am I, and 2. She has severe depression problems as do I. She told me about how her mother is addicted to drugs and how her father is homophobic. She also told me that she suffers from some extreme depression and has ended up in the psychiatric ward a few times. One huge concern that I have is that a student will not have the support they need and will end up making an extremely permanent decision such as, suicide. So when I was reading this article the other day I really thought about this student. The LGBTQ community needs to be supported by the school system.

She came into the classroom one day and was extremely depressed. She had her head down looking at her cell phone and she refused to pull out her school work. My cooperating teacher looked at her and said if you need to leave and go talk to the guidance counselor you can. The look on her face showed me that she didn’t want to talk to the guidance counselor, she wanted to talk to one of us. I decided to take some initiative, after I had done some photocopying for my cooperating teacher, and talk to the student. I looked at her and simply asked her what was wrong. She looked at me and said, “My friend died today.” I asked how old her friend was and how the person died. Her friend was 20 years old and died from a heart attack because of drug use. Tears began to well up in her eyes. There was a pause and then a, “It could be my mom next.” I wasn’t sure what to say to her. I just told her she needs to try and think positively. I also told her that when she is in the classroom we are going to try and leave everything outside and focus on her school work. I made myself available to speak to her if she needed me.

Towards the end of the second last day of my time in the school, the student asked me if she would be able to keep contact with me when I left the school. I told her I wasn’t sure but I could ask someone if she wanted me to. She said yes. I went and asked a professor what I should do. That professor told me my options. There is an honest belief that the student just needs some support from someone and I was and am, willing to be that for her. I am looking forward to being a support person for her as long as she needs me. Being an advocate for LGBTQ students as well as being an LGBTQ individual myself I feel like I can help my students a lot.

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Reflecting on my Experience

Wait.. I don’t go back to the school on Monday?!

I can’t believe it’s over… I already miss my students. It’s crazy how attached to a group of students you can get after just a short amount of time. I feel like I was blessed with three amazing grade 9 classes that are very well behaved. They didn’t give me too much trouble BUT, they have taught me a lot. I don’t think I have made an impact on any of the grade 9 students. But the student in the MCE class in period 5, I think I had an impact.

It never ceases to amaze me how much of a difference one person can make on a life. The fact that paying attention to a student helped her come to class and be motivated to finish her schoolwork, that’s big to me. That was a valuable experience for both her and I. I needed to know that I could make a difference. I was starting to believe that I wasn’t right for teaching, that I wasted 4 years of my life taking classes for something I didn’t even want to do anymore. Having a student tell me that I could be one of those “inspirational teachers” was big for me. I feel like, once again, I have the opportunity to make a difference in a students life. I want to make a change in a students’ life, even if it’s a small change.

I still have a lot to work on to become a better teacher. I know one thing that keeps getting brought up is my professional tone. I’m always very authoritative because I’m worried about letting my students get off-task even for a short period of time. I need to learn to let them have a couple minutes to calm down when they get really overzealous. I also need to learn when to say things quietly to students so that other students don’t hear. I also need to learn how to keep from getting frustrated with my students when they don’t listen. I also need to learn to relax and gain some sort of confidence when teaching lessons that I am less informed about. I know there is always going to be something I don’t know about so it’s going to be important for me to be a lifelong learner.

Some things that I have gotten a lot better at are; lesson plan design, connecting activities and/or assessments to outcomes, carrying out lesson plans with comfort, and my overall composure. I know that there are going to be many obstacles in my teaching career but I feel like I have gained some valuable knowledge to carry forward with me. I’m looking forward to the challenges of the future; starting with internship in the fall.

I don’t think I could show my cooperating teacher the appreciation I feel for her. She took on two random pre-interns for three weeks. She trusted us with her students. She trusted us to lead her classroom with minimal guidance. She allowed us to help her with her marking. She was such an amazing cooperating teacher, I don’t think I can really put into words how grateful I am.

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Photos From The School

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This is a really cool posting on a wall in the school.




The classroom I have spent most of the past three weeks in.

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A quote on the equipment room door that I really enjoyed.

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Sixth Day in the School

Period 1
Today is a test day in science to close out the unit.

Period 2
Today is a test day in science to close out the unit. Started marking tests from the first period.

Period 3
Today is a test day in science to close out the unit. Started marking tests from the second period.

Period 4
Today I decided to do more marking for my co-op again. Also started to mark the tests from third period.

Period 5
Today there were 8 students in the classroom and 2 students out of the classroom.

Science days are generally slow for us. We don’t do too much, although we did help supervise the tests and assist students with any questions they had.

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Fifth Day in the School

Period 1
Today I taught a lesson in the weight room for the first time. I decided to keep jot notes for a reflection for this period.
The lesson did not go as planned:
– space was so small it was awful
– need a deeper explanation as to why the students are doing dynamic-stretching compared to static-stretching
– need to move things around for warm-up activities (safety risk)
– students got bored of Pilates so I switched to Zumba
– forgot HDMI cable so students were forced to watch on a tiny screen with barely any volume
– students were disengaged while doing the weights portion of the class
– didn’t get all the students to watch and participate in the video

Here is the lesson plan from this class:
Lesson Plan 2 – Weight Room
Lesson Plan 2 – Exit Slip
Lesson Plan 2 – Target Sheet

Period 2
Partner taught a lesson in the gymnasium.

Period 3
This class went quite a bit differently than in the first period despite it being the same lesson. I made some notes on this lesson as well as a form of reflection.
This lesson ran quite a bit smoother:
– moved some of the cafeteria tables around to make more space.
– I gave the students reasoning as to why the students are doing dynamic-stretching and static-stretching
– I allowed students to decide between Pilates and Zumba
– borrowed my co-operating teachers’ computer speakers for the lesson so that students could at least hear the video
– made up a guided workout for students to use that were unable to guide their own workout.
– made sure to have all students do the video.

Here is the lesson plan from this class:
Lesson Plan 2 – Weight Room (2nd Version)
Lesson Plan 2 – Exit Slip
Lesson Plan 2 – Target Sheet

Period 4
We debriefed lessons in our prep period and then I went back to marking for my co-op.

Period 5
14 students in the classroom and 5 out of the classroom

I still have a lot to work on for teaching, but I guess that’s the point of Pre-Internship and Internship.

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Personal Inquiry Project #9

Today I looked into the Teachers’ Role in LGBTQ. I found two articles; 1. Leadership’s Role in Inclusive LGBTQ: Supportive Schools, and 2. The Impact of Role Models on Health Outcomes for Lesbian, Gay, Bisexual, and Transgender Youth.

The start of the article titled, Leadership’s Role in Inclusive LGBTQ: Supportive Schools starts out by telling stories of students that were killed because they were gay. This article expresses the need for support within schools for LGBTQ youth. It is obvious in statistics that suicide rates are high for LGBTQ youth. Want proof? Look it up. Schools need support programs put into place and need to protect our students.

I believe that teachers need to be advocates for their students. They need to protect their students and ensure that they always feel welcome in the classroom. There need to be anti-bullying policies specific to sexual orientation. If it is in our Charter of Rights and Freedoms, it should be in our schools. Right now schools are doing an injustice to their LGBTQ students and that needs to change, immediately. It is getting very tiring hearing of bullying that leads to death; either by murder or students committing suicide.

As teachers, we can help students great support groups in the school such as GSAs. Since GSAs are student run, teachers will not be involved beyond starting the group if even that at all. I also believe it is important to allow students to speak to the counselor as needed. Teachers can also help create activities that are designed for LGBTQ youth. Anti-bullying week is a good start in schools but only if teachers are correcting behaviours.

LGBTQ youth are at a higher risk for depression, anxiety, suicidal ideation, and suicide attempts. They are more likely to engage in riskier health-related behaviours, including smoking cigarettes, using illicit substances, consuming alcohol, and engaging in sexual behaviours. The lack of supportive relationships and role models for LGBTQ youth likely increase these risks. (Bird, J. D. P., Kuhns, L., and Garofalo, R., p. 353) With all that being said, what can teachers do?

Teachers have a lot of power over the climate of a classroom. Teachers have the ability to turn their classroom into a group of advocates. I believe, because I am LGBTQ myself, I have the power to help students get through their tough times. It always helps when someone has the same experiences as you do. Teachers can be role models for their students and help their LBGTQ students have a positive self-worth.

The lack of support for LGBTQ students is what is making things much harder for those students. If schools get behind these students and implement some policies and programs, I feel students would be more likely to feel safe and comfortable and, therefore, have a greater chance of success. Right now, schools are failing LGBTQ students in many ways. I do believe things will start moving in the right direction as many schools have started GSAs, are doing diversity weeks, and most already have anti-bullying weeks.

Education has a long ways to go before it will be truly accepting of LGBTQ youth, but we are headed in the right direction in most occasions.


Bird, J. D. P., Kuhns, L., and Garofalo, R. (August 9, 2011). Journal of Adolescent Health. The Impact of Role Models on Health Outcomes for Lesbian, Gay, Bisexual, and Transgender Youth, 353 – 356.

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Fourth Day in the School

Today is a science day in our classroom so I won’t be teaching.

Period 1
Today my partner taught a lesson on Navigation in Space. It was a very well done lesson. He got to do the lesson a total of three times today.

Period 2
My partner taught the Navigation in Space lesson again and it went well again.

Period 3
My partner taught the Navigation in Space lesson again to the class we consider to be very high energy. It went well and I feel the students responded to the lesson in a positive way.

Period 4
We debriefed my partner’s lesson and the co-operating teacher gave some advice for the future. I also did a lot of marking today.

Here’s an image of the completed stack:
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Period 5
Today there were 9 students in the classroom and 3 out of the classroom.

Today was mainly an observation day for me but I still enjoyed it very much. It’s interesting to see how three groups of grade 9 students can act so much differently from one another. I enjoy just watching how the students learn. It’s neat to see when something really clicks with them; that moment when a light bulb goes off and their eyes light up because they understand what you’re saying.

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Third Day in the School

Today is the first day I got to teach!! Although the weekend didn’t feel long at all, I am ready for this.

We arrived at the school before 8:20 a.m. because this week has 2-Way Conferences in the morning. So, there were three conferences before classes started; one was at 8:20 a.m., the next was at 8:30 a.m., and the final one was at 8:40 a.m.

Period 1
At 8:49, students began to arrive in the gymnasium and were getting ready for class. They did 8 minutes of playing around with whatever they wanted before I started the class. That went longer than usual because we had to get students to help grab mats from another room for part of my lesson. Today’s lesson was for outcome PE 9.6 – low-organizational games. Here is the lesson I taught, with the exit slip I made as well at the target sheet I used:

Lesson Plan 1 – Low-Organizational Games
Lesson Plan 1 – Exit Slip
Lesson Plan 1 – Target Sheet

My lesson plan was a lot more detailed than I would normally make it but this is how we were asked to do it the first couple times. I feel like my lesson went pretty well. I know that I could have done better in vocalizing things to my students; I realize that I was pretty quiet while I was doing this lesson in the gymnasium and that is something I need to work on.

Period 2
My cooperating teacher decided to ask me if I could teach my same lesson again in the wrestling room. I said yes despite not knowing how it would go. Today we actually have a presentation on diversity instead of a class.
Diversity Presentation
– Today we had a school presentation for Diversity Week.
– It was a very good presentation and I really enjoyed it.
– The guest speaker was hilarious!

Period 3
Students got changed and walked down to the wrestling room. I was nervous to do this lesson because I wasn’t sure if I would be able to do my lesson successfully in a smaller place. I was forced to make modifications to everything I did. The Scarf Toss was done with students being crammed together so their safety started to become a slight issue, that’s when I changed activities. During the Buffalo Run it wasn’t possible to run around something that didn’t exist in the space, the volleyball court. After the Buffalo Run, I proceeded to teach the students Steal the Bacon. I took out some of the key components of the game to make it work; mats and throwing the dodge balls. It worked out pretty good considering the fact that I needed to take out some important parts of the game. Since I couldn’t do all of the components of the game I decided to end it early and bring a new game into the mix. I had this written in my lesson plan just in case things didn’t work out like I had hoped and I am glad I did; I played Conspiracy with my students. They seemed to really enjoy it and were relatively safe about it. One issue I had in this lesson was reminding my students to be safe. I was good about safety considerations in the first lesson but didn’t mention them enough in the second lesson as I could have and should have. One thing I did a lot better in this lesson was making sure my voice was loud enough for my students to hear. A challenge I was made aware of was that this particular group of students is very high energy but, with that being said, that will make a majority of my lessons much easier.

I approached one of my students after the third period class (that neglected to participate) and spoke to her. I asked her “What kind of things do you like to do? What are you interested in?” and she just kind of gave me a blank stare. Then I asked her, “What can I do that will make you want to participate?” She said, “You know, this had been been one of the best phys. ed. classes we have had in a long time.” I said, “I’m glad you feel that way but that doesn’t really help me too much. If there is anything I can do to help you want to participate, let me know.” I talked to my cooperating teacher about my conversation with the student and she informed me that the student has major self-esteem and self-confidence issues and that her not participating wasn’t anything unusual. I was relieved to hear her lack of participation was not a result of my lesson but, at the same time, it upset me that she doesn’t participate. I guess this is just going to be something I’m going to have to work on.

Period 4
– This period was a preparation period and I used the time figuring out my next lesson.

Period 5
– This class period actually had quite a bit of students. There were 15 in the classroom and 5 that were in another classroom.


I took some pictures of student work that I thought was really well done:
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Week of March 16th – 20th

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