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Supervising Teacher Feedback Form Observation # __1__

Lesson Plan and Observation ED 201


Student Name: Kerry Seiberlich
Supervising Teacher: Scott Lawrence
Cooperating Teacher: Diane Wirth

Date: 11/14/13
School: Manitoba
Number of Students: 6

Grade/Subject: 4th Grade/Language Arts

The statements below are drawn from the Wisconsin Standards for Teacher Development and Licensure and the Alverno Advanced
Abilities for Education. This feedback is intended to support you as you reflect on this teaching experience and refine your practice for
future lessons.
PLANNING AND PREPARATION
Wisconsin Teaching Standards 1,7 (Conceptualization, Diagnosis)

Teacher Knowledge, Skills, Dispositions Observed

Evidence (Candidate)

Your planned instructional experiences related to


<INPUT TYPE=\You used teaching resources and curriculum materials and made some
students prior knowledge about predictions and
evaluations about
their usefulness.
inferences, developed their understanding of those
terms and included varied and engaging resources
<INPUT TYPE=\You engaged students in learning.
and activities such as inference strips, art and
<INPUT TYPE=\You understand the importance of connecting instruction to students experiences.
songs. You used the Smart Board to create student
<INPUT TYPE=\You believe that plans must always be open to adjustment and revision based on engagement and to structure their thinking about
student
the central learning focus. Your planned learning
needs.
experiences relied too much on verbal presentation
<INPUT TYPE=\You value the importance of planning as an integral part of teaching.
and interaction and needed to provide more
<INPUT TYPE=\You selected and created learning experiences that were appropriate and relevant opportunities for independent student practice and
to
application of predictions and inferences. You knew
learners.
your content!
____ Inadequate

____Emerging

_x- __ Proficient

____Distinctive

Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions.
Reproduction in part or whole by any method is prohibited by law.

FORM NO. 713


1008 ED

CLASSROOM ENVIRONMENT
Wisconsin Teaching Standards 2,3,5 (Coordination, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed


<INPUT TYPE=\You encouraged discussion, listened and responded to group interaction.
You elicited
samples of student thinking orally and in writing.
<INPUT TYPE=\You respected students as diverse individuals.
<INPUT TYPE=\You were sensitive to community and cultural norms.
<INPUT TYPE=\You recognized opportunities to demonstrate multiple perspectives.
<INPUT TYPE=\You monitored independent and group work in field settings.

____ Inadequate

____ Emerging

__x-__ Proficient

Evidence (Candidate and Student)


You were positive, respectful and encouraging in your
interactions. I applaud your patience in dealing with the
distractive behaviors of certain students within the
group. Your monitoring strategies honored student
responses and redirect irrelevant chatter back to the
central learning focus. You encouraged student sharing
through your questions and comments. This is strength
for you! Unfortunately, you relied too much on the
verbal, and your lesson did not include opportunities for
written responses which contributed to some off task
behavior by students. Think about how to better set
behavior expectations for the whole group. It will allow
you to communicate directions more clearly and keep
them more attentive and engaged in the learning.

____Distinctive

INSTRUCTION
Wisconsin Teaching Standards 4, 6, 7 (Communication, Coordination, Diagnosis, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed


<INPUT TYPE=\You evaluated learning goals and considered alternative strategies and materials
to meet
student needs.
<INPUT TYPE=\You used some teaching and learning strategies to engage students in active
learning
opportunities.
<INPUT TYPE=\You presented concepts clearly and accurately.
<INPUT TYPE=\You were a thoughtful and responsive listener.
<INPUT TYPE=\You modeled appropriate communication strategies in conveying ideas and
information
and in asking questions.
<INPUT TYPE=\You communicated in ways that demonstrated sensitivity to cultural and gender
differences.
<INPUT TYPE=\You connected instruction to students experiences.
<INPUT TYPE=\You adjusted and revised the lesson plan based on student needs.
____ Inadequate

____ Emerging

__x-__ Proficient

Evidence (Candidate and Student)


You used your introduction to connect to students prior
knowledge about predictions and inferences. You did a fine job
of developing students understanding of those concepts
through your power point slides and provided examples that
related to students experiences such as a snowstorm possibly
meaning no school! It was an important point to make that those
inferences and predictions can be proven or disproven which you
emphasized well! The inference strips were an engaging way to
actively involve the students in their learning. The art pictures
provided students with another medium for making inferences.
The YouTube songs would have been another great way to
extend students thinking about inferences, but you werent able
to use them because of spending too much time on the inference
strips. As we discussed, there was not enough time for students
to independently apply what they knew. The use of white boards
with your power point activities, written paragraphs or making
inferences from their texts would have created more
engagement in this regard. Your questions challenged their
thinking and promoted the language of the learning!

____Distinctive

Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions.
Reproduction in part or whole by any method is prohibited by law.

FORM NO. 713


1008 ED

ASSESSMENT
Wisconsin Teaching Standards 8,9 (Diagnosis, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

Evidence (Candidate and Student)

<INPUT TYPE=\You used some assessment techniques to enhance your


knowledge of
learners and modify your teaching and learning strategies.
<INPUT TYPE=\You evaluated the effect of class activities, collecting

information
through observation of classroom interactions and questioning.
<INPUT TYPE=\You show a commitment to reflection, assessment, and

learning as an
ongoing process.
<INPUT TYPE=\You were willing to give and receive help.
<INPUT TYPE=\You used classroom observation from the field to reflect on

and revise
your practice.
____ Inadequate

____ Emerging

__x__ Proficient

The inference strips, verbal inferences to the art


pictures and general responses during discussions
gave you information about student performance
related to the learning objectives. Your slides had
criteria to guide your observations of students
understanding of the central learning focus. You
provided students with corrective verbal feedback
that reinforced their understanding of key concepts.
Pacing issues did not allow you to provide lesson
closure. You were very reflective about your
teaching and were open to the feedback of others
for instructional improvement.

____Distinctive

PROFESSIONAL RESPONSIBILITIES
Wisconsin Teaching Standard 10 (Communication, Integrative Interaction)

Teacher Knowledge, Skills, Dispositions Observed

Evidence (Candidate and Student)

<INPUT TYPE=\You related professionally and effectively with the


cooperating teacher
and faculty.
<INPUT TYPE=\You dressed professionally and consistently portrayed a

professional
demeanor.
____ Inadequate

____Emerging

__x__ Proficient

You dressed and acted professionally with the students


during this lesson. You established a professional
relationship with your cooperating teacher and learned
some important communication lessons in the process. You
completed all course responsibilities in a competent and
quality manner.

____Distinctive

Summary Statement and Areas to Concentrate on Improving: Your lesson included was well prepared, related to student learning experiences
and had engaging resources and activities. Your power point organized student thinking and created active participation for them. You were positive and respectful
in your interactions with students. Your questions challenged their thinking and reinforced important academic language and concepts! You had informal
assessment methods and criteria to provide information about student performance. For further growth, see my suggestions above, especially those associated
with classroom management and balancing your instructional experiences for students to create more engagement. A good beginning, Kerry!
Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions.
Reproduction in part or whole by any method is prohibited by law.

FORM NO. 713


1008 ED

Overall Performance ____

Inadequate

____ Emerging

__x-__ Proficient

____Distinctive

Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International and Universal Copyright Conventions.
Reproduction in part or whole by any method is prohibited by law.

FORM NO. 713


1008 ED