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Assessment & Reporting Forms

The Internships & Student Affairs Office employs a number of forms during student teaching placements, in order to properly document and assess the development of teacher candidates. All assessments are based on Quebec's Reference Framework for Professional Competencies for Teachers and should be completed based on the teacher candidate's expected level of mastery of the competencies and demonstration of competency acquisition for the particular placement.

  How to Access, Complete & Submit Forms

The Internships & Student Affairs Office uses an electronic assessment model which requires evaluators (i.e. Field Supervisors and Co-operating Teachers) to use Adobe Reader in order to download, complete, save and send/print the fillable PDF student teaching assessment forms. Adobe Reader can be downloaded for free here.

  1. Download the appropriate fillable PDF form and save to the computer’s desktop

    Important: Do not attempt to fill the PDF out while viewing in the internet browser (e.g. Firefox, Chrome, etc.) as the entries will not save; an individual copy must be downloaded to the computer’s desktop and opened from there in order to save
    Important Note for Mac Users: Do not use the Mac Preview application to open and save the forms; your text will not be visible to others. Download Adobe Reader and open the file through this program instead.
     
  2. Open the saved version of the PDF, complete and re-save the document

    Important: An original signature is not required as the form will be considered authenticated if received from a valid/professional e-mail address and/or when submitted via the Assessment Submission Form with a digital signature
     
  3. Submit the assessment to the relevant stakeholders as per the instructions noted in each section below

Technical Support

  • Field Supervisors who require technical support with Adobe Reader or the PDF forms may contact McGill's IT Service Desk at 514-398-3398. Please have your McGill ID number on hand when you place your service call.
  • Co-operating Teachers should contact their McGill Field Supervisor for issues with use of electronic assessment forms.

PILOT YEAR - GIVE US YOUR FEEDBACK! New assessment and reporting forms are being piloted in 2021 to integrate the new 13 core professional competencies of teachers and other improvements to our reporting. If you have any feedback on the new forms, please send them to us via our student teaching online feedback form. Assessment and reporting forms may be subject to change throughout the pilot year based on ongoing practical application and feedback received.

  Updates to the forms since August 2021 launch

2021-09-08: Corrections and changes to different French text in all forms, including changing the point in the scale from Déficiente to Insuffisante

 

Types of Forms

Formative Assessment

Download the PDF form: PDF icon Formative Assessment

Formative assessments are used by Co-operating Teachers and Supervisors (collaboratively or independently, as required) to provide in-service evaluation to teacher candidates. Formative assessment allow CTs and Supervisors to provide ongoing assessment and feedback on a teacher candidate's learning/lesson planning (pre-observation) and active teaching (observation), which should be used by the teacher candidate to improve and develop their professional competency acquisition.

Providing feedback to teacher candidates is vital to their development. Specific and meaningful feedback in each section is required, and should always include evidence supporting the assessment, in particular whenever there is an indication of Deficient or Exceeding (Section A), or No (Section B). In order to support the teacher candidate’s development, the initiation of a Competency Improvement Plan (CIP) may be required depending on how the teacher candidate is evaluated on the formative assessment.

Take note: Feedback during Pre-Observation (Learning/Lesson Plan)
Teacher candidates should provide detailed learning/lesson plans in advance of teaching to obtain initial feedback and make any needed revisions. A Supervisor/CT, if given enough time to properly review the plan ahead of the observation, can provide the teacher candidate with this initial feedback via email (Supervisor or CT) or in-person (CT). Comments included in the final Formative Assessment form should address the teacher candidate's revised plan and how the teacher candidate responded to and integrated any initial feedback received.

Submit a completed PDF Formative Assessment: 

  • By e-mail to the Student Teacher,
  • With a CC: to the Field Supervisor and Co-operating Teacher (depending on who the submitter is)

Formative Assessments are for the Student Teacher's benefit and development, and do NOT need to be submitted/emailed to the ISA, except at the special request of the ISA.

Interim Report

Download the PDF form: PDF icon Interim Report

Interim Reports are used by Co-operating Teachers and Supervisors (collaboratively) to provide a formal mid-placement assessment of a teacher candidate's level of professional competency acquisition. The Interim Report allows the CT and Supervisor to provide feedback on the teacher candidate's professional competency acquisition, including areas to be commended and recommendations for continued development. The Interim Report also documents whether the teacher candidate should, at this point, continue or not in the placement and under what conditions (i.e. creation of CIP), if any.

Providing feedback to teacher candidates is vital to their development. Specific and meaningful feedback in each section is required, and should always include evidence supporting the assessment, in particular whenever there is an indication of Deficient or Exceeding (Section A), or No (Sections A & B). In order to support the teacher candidate’s development, the initiation of a Competency Improvement Plan (CIP) may be required depending on how the teacher candidate is evaluated on the Interim Report.

S​​​ubmit a completed PDF Interim Report in two ways:

  1. To the Student Teacher by email with a CC: to the Field Supervisor and Co-operating Teacher
  2. To the ISA through the Assessment Submission Form
    • Submitters using the Assessment Submission Form will receive an automated response from the ISA Office confirming receipt.
    • If necessary, the ISA Office may contact the submitter if certain portions of form need to be completed or clarified.

Summative Report

Download the PDF form: PDF icon Summative Report

Summative Reports are used by Co-operating Teachers and Supervisors (collaboratively) to provide a formal end-of-placement assessment of a teacher candidate's level of professional competency acquisition. The Summative Report allows the CT and Supervisor to provide final feedback on the teacher candidate's professional competency acquisition, including areas to be commended and recommendations for continued development. The Summative Report also documents definitively whether the teacher candidate should, at this point, continue to the next placement (if FE1/2/3, IN1) or be recommended for teacher certification (if FE4 or IN2). Even if Summative Reports are done ahead of a teacher candidate's last day in the field, the placement continues to be evaluated until the official end of the placement, and a Summative Report is subject to change until this time and even later, if new evidence is made available.

Providing feedback to teacher candidates is vital to their development. Specific and meaningful feedback in each section is required, and should always include evidence supporting the assessment, in particular whenever there is an indication of Deficient or Exceeding (Section A), or No (Sections A & B).

S​​​ubmit a completed PDF Summative Report in two ways:

  1. To the Student Teacher by email with a CC: to the Field Supervisor and Co-operating Teacher
  2. To the ISA through the Assessment Submission Form
    • Submitters using the Assessment Submission Form will receive an automated response from the ISA Office confirming receipt.
    • If necessary, the ISA Office may contact the submitter if certain portions of form need to be completed or clarified.

 

Competency Improvement Plan (CIP)

Download the PDF form: PDF icon Competency Improvement Plan

The Competency Improvement Plan (CIP) is a supportive tool that Co-operating Teachers and Supervisors can use, in collaboration with the teacher candidate, to clarify areas of concern around a teacher candidate's performance (based on the teacher candidate's expected level and demonstration of competency acquisition for the particular placement), as well as to guide and support desired growth in the field. 

CIPs should always be co-created in a meeting (in-person or remote) by the CT, Supervisor, and teacher candidate. Co-creating a CIP allows for all parties to openly discuss the area(s) of concern and co-develop strategies for improvement that are feasible and attainable for teacher candidates, while taking into consideration their individual circumstances. 

When to initiate a CIP

  • At the discretion of the CT, Supervisor, and/or teacher candidate at any time during the placement when the teacher candidate demonstrates a need for documented support of the PC acquisition
  • Formative Assessment: when indicating Deficient for two or more competencies in Section A, and/or when indicating No for one or more competencies in Section B.
  • Interim Report: when indicating Deficient for two or more competencies in Section A, and/or when indicating No one or more times in Sections A and/or B.

How to initiate a CIP

  1. Notify the Internships & Student Affairs Office (ISA) of the intention to co-create and submit a CIP;
  2. Schedule a meeting (in-person or remote) with the CT(s)/School Administrator(s), Field Supervisor, and teacher candidate to create the CIP;
    • Make sure the teacher candidate is aware of the purpose of the meeting, and frame it as a positive opportunity to co-develop strategies for their improvement!
  3. Download the PDF template and have it available for drafting during the meeting (e.g. on a laptop, printed out):
  4. Collaboratively discuss and list each concern;
  5. Collaboratively discuss and list specific examples and dates for each concern;
  6. Collaboratively discuss, create, and list detailed strategies for improvement for each concern;
  7. Collaboratively discuss and indicate the date by which measurable improvement is required for each concern;
  8. Collaboratively discuss and set a date for the follow-up assessment (within 1-2 weeks, depending on the duration of the placement and nature of concerns);
  9. All parties must sign and receive a copy of the CIP (pages 1-2 of CIP document) (see below).
  10. After the follow-up assessment, collaboratively discuss and complete the Competency Improvement Plan Resolution Form (page 3 of CIP document);
  11. All parties must sign and receive a copy of the CIP Resolution (see below). 

S​​​ubmit a completed PDF Competency Improvement Plan (Initial Plan and Resolution) in two ways:

  1. To the Student Teacher by email with a CC: to the Field Supervisor and Co-operating Teacher
  2. To the ISA through the Assessment Submission Form
    • Submitters using the Assessment Submission Form will receive an automated response from the ISA Office confirming receipt.
    • If necessary, the ISA Office may contact the submitter if certain portions of form need to be completed or clarified.

McGill University is located on land that has long served as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. McGill honours, recognizes, and respects these nations as the traditional stewards of the lands and waters on which we meet. Learn more.

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