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ALVERNO COLLEGE

SUPERVISOR’S OBSERVATION
OF LTM/SPE 612 Field Student
Candidate: Hannah Weinberg-Kinsey

Check One: 1st Observation _X

Supervisor: Rita

Date: 9/18/2015

Cooperating Teacher: Heather Bilda

Number of Students: 28

School: St. Anthony Middle School

Grade: 8








Uses teaching resources and curriculum materials that are
appropriate in representing the ideas and concepts.
Plans instruction appropriate to students’ stages of development and
learning styles.
Links new ideas to familiar ideas and makes connections to students’
experiences.
Provides opportunities for active engagement, manipulation and
testing of ideas and materials.
Knows how to enhance learning through the use of a variety of materials.
Values flexibility in the teaching process by monitoring and adjusting plans
and adapting instruction when necessary and appropriate.
Chooses appropriate teaching strategies, learning experiences, and
materials to achieve different instructional purposes and to meet
student needs.
Varies his or her role in the instructional process in relation to the content
and purposes of instruction.
Plans motivational instruction by relating lessons to students’
personal interest.
Seeks to find ways to meet the needs of diverse learners.

____Inadequate

____Emerging

__X__Proficient

Subject(s): Language Arts
Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis –
WTS: 1, 7–DISP: Respect, Responsibility)

2nd Observation ___

I would encourage you to set context for today’s lesson; it will
demonstrate to students your preparation, what they will encounter
as well as respect for their learning.
Your objectives clearly link to the CCSS.
The plan for initially engaging students works; most students like
games in an educational setting.
You planned for a successful transition from the game to a
discussion of the game.
Also planned was the use of whiteboard space so visual learners
can see the spelling and definition of thesaurus, synonym, and
antonym.
Finally, students apply descriptive vocab to computer work and then
previous student writing—nice scaffolding in the lesson.

__ __Distinctive

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis –
WTS: 1, 7–DISP: Respect, Responsibility)
Classroom Environment (AEA: Coordination/Integrative Interaction –
WTS: 2,3,5—DISP: Respect, Responsibility )






Shows respect for the diverse talents of all learners.
Uses knowledge about human motivation and behavior to develop
strategies for organizing and supporting individual and group work.
Is committed to the expression and use of democratic values in the
classroom.
Organizes, allocates, and manages the resources of time, space,
activities and attention to engage students in productive tasks.
Knows how to help students work productively and cooperatively with
each other.
Uses strategies of effective classroom management to promote positive
relationships, cooperation, and purposeful learning in the classroom.
Respects students as individuals with differing personal and family
background and various skills, talents and interests.

____Inadequate

____Emerging

__X__Proficient

Evidence (Candidate and Student)

You greeted the students pleasantly and announced that Ms. Bilda
is not here today.
You project a pleasant demeanor—so important because it tends to
relax students and accept you as teacher-in-charge.
At one point as the computer work begins, you call students’
attention to the noise level—good for you. Always have an
awareness of appropriate levels depending on the activity. Later you
also insisted on “eyes on me” when you were giving directions for
student individual work.
The incorporation of small and large group work alongside individual
work reflects an appreciation of one level of learning diversity. Do
you have any already outstanding writers in this class? How might
their learning have been challenged?
In your self assessment you noted how students asked to use the
bathroom. I didn’t notice or hear this occurring, so you maintained
good class management.

____Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,
Integrative Interaction – WTS 4,6,7—DISP: Respect, Responsibility,
Communication)

© Copyright 2010. 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.

Evidence (Candidate and Student)

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis –
WTS: 1, 7–DISP: Respect, Responsibility)













Uses different representations and explanations of concepts when
necessary to accommodate students who approach learning from different
conceptual frameworks.
Uses teaching approaches that address different learning styles and
performance modes.
Uses instructional strategies that promote student learning for a range of
student abilities.
Encourages discussion.
Elicits samples of student thinking orally and in writing.
Values the development of students’ critical thinking, independent
problem-solving, and performance capabilities by using varied teaching
and learning strategies to engage students in active learning.
Modifies explanations when necessary to assist students’
understanding.
Organizes, prepares students for, and monitors independent and group
work.
Recognizes the importance of verbal and nonverbal communication.
Is a thoughtful and responsive listener.
Communicates in ways that demonstrate a sensitivity to cultural and
gender differences.
Models appropriate communication strategies in conveying ideas
and information.
Supports learner expression in speaking and writing, and other media.
Knows how to ask questions and stimulate discussion in different ways.

Even though the cooperating teacher unexpectedly left the building, you
calmly assumed leadership for the class and told the students that the
class would begin with a game.
You clearly explained the word game that encourages creative word
choice. Important here are the roles students will play. Think about having
a student repeat the directions in his/her own words to reinforce
understanding. About how long should students plan to play the game? Do
the students need a reminder about noise level when focused on group
work? Most remained engaged for almost 25 minutes.
You initially circulated among the groups; I would encourage you to
continuously connect with students.
Do the students need a gentle reminder regarding the noise level when
moving chairs into a semi circle?
Effective use of picture metaphor to present the importance of word choice
in writing. The debriefing of the game went fairly smoothly and consumed
about 6 minutes, an appropriate amount of time.
Next, students work with Chromebooks for an online version of a
thesaurus. You wait for all students to log on. In your self assessment, you
considered that perhaps one computer per person was too cluttering for
the area. Students seemed to manage around the tight space. As we
discussed in the post conference, once you know you students you are
better positioned to make those judgment calls.
I appreciate your asking a student to offer an adjective that all will use as
an example online. Would allowing students a bit more time to investigate
the online thesaurus be more helpful to them (just thinking out loud)?
Students have enough time to transition to individual work and select an
object from their current writing; you allow five minutes.
For the most part, students engage in their own work, and you remind
them when 5 minutes remain for this portion of class.
To conclude the class, student share their work. Students will listen to
each other and guess the word being described. Would having 1-2
students model this final activity for the class reinforce the directions and
generate enthusiasm for the activity?

____Inadequate ____Emerging ___X__Proficient ____Distinctive
Assessment (AEA: Diagnosis/Integrative Interaction – WTS: 8,9—
DISP: Collaboration, Communication)

© Copyright 2010. 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.

Evidence (Candidate and Student)

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis –
WTS: 1, 7–DISP: Respect, Responsibility)




Knows how to select and construct assessment strategies and
instruments.
Uses appropriate assessment techniques to enhance his or her
knowledge of learners, evaluate students’ progress and performances,
and modify teaching and learning strategies.
Solicits and uses information about students’ experiences, learning
behavior, needs and progress from cooperating teachers and the students
themselves.
Evaluates the effect of class activities on both individuals and the
class as a whole, collecting information through observation of
classroom interactions, questioning, and analysis of student work.
Uses classroom observation and information about students as
sources for evaluating the outcomes of teaching and as a basis for
reflecting on and revising practice.

____Inadequate

__X__Emerging

___X__Proficient

Student reinforcement includes words like right, does that make sense,
yes, perfect,
Generally, we avoid the expression--does that makes sense?—because
students will usually nod their heads in agreement. Check for
understanding through a specific question.
You use questioning to gauge and monitor st learning: What is a
thesaurus? Who can give me an adjective? Did everyone choose an
object?
You provide questions for students to consider if they are temporarily
derailed in describing the chosen object, e.g., what is the object used for?
what is it made of? Such thinking on your part demonstrates ongoing
assessment of student progress and adjustments that encourage student
persistence.
As you continue to grow as an educator, think about incorporating some
peer assessment. When a student gives a response, you might ask
another student to comment and/or elaborate on that response. Also, when
would self assessment be appropriate. Self assessment can be informal as
in a rhetorical question.

____Distinctive
Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative
Interaction – WTS: 10–DISP: Responsibility, Collaboration,
Communication)



Relates professionally and effectively with the cooperating teacher
and faculty.
Dresses professionally and consistently portrays a professional
demeanor.
Is enthusiastic about teaching.
Seeks out the cooperating teacher to support his/her development
as a learner and a teacher.

____Inadequate

____Emerging

___X__Proficient

I did not have an opportunity to speak with the cooperating teacher because of
her family emergency..
You dress professionally and project a teacher stance.
You demonstrate enthusiasm for student learning, especially in explaining the
game format. You look comfortable as the teacher and appear to enjoy working
with students—students can sense that confidence and it will work to establish
both your authority and build community.

____Distinctive

Summary Statement:
Hannah, you crafted a fine first lesson. You were also fortunate to have two other pre-service educators in the room to monitor individual student work.
Your self assessment is complete. Continue to reference specific examples when defending the use of abilities, standards, etc.

© Copyright 2010. 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.

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Overall Performance: ____Inadequate

____Emerging

__X__Proficient

____Distinctive

© Copyright 2010. 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.

ED FORM 711
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