19 Mar 2019 Page 1 of 6

Intern Name: Carmen Williams

Internship: 2019SP, ED-315-01

Submitted: Mar 17, 2019 Supervisor(s): Carol Dixon

Course/Term: ED-315 - 01-XList : Field Experience 4 ( 2019SP Mentor(s): Matthew Butters
)
Assessor: Carol Dixon (Supervisor) Site: Milwaukee High School of the Arts, 2300 W Highland Blvd, Milwaukee WI 53233
Comments: Subject(s): Admin, Art, Biology, English, History, Language Arts, Math, Science, Social
Studies
Grade(s): 9th, 10th, 11th, 12th

Description

Please cite evidence of the candidate’s performance for the descriptors in each section of the evaluation. Note areas for improvement. Judge the candidate’s
performance at the end of each section as well as at the end of the evaluation form. The cooperating teacher and the college supervisor will assess students
with this form four times during the field experience. The students will self-assess four times. By the end of each field placement, candidates must perform
at the PROFICIENT AT FIELD LEVEL in each COMPONENT section. Proficient completion of EACH FIELD PLACEMENT is required for recommendation for
licensure.

Each teaching component has four levels of performance: inadequate, emerging, proficient, and distinctive.

Inadequate at Field Level Emerging at Field Level Proficient at Field Level Distinctive at the Field Level

The candidate clearly understands The candidate clearly understands

The candidate seems to understand the concepts underlying the the concepts underlying the
The candidate does not yet appear
some of the concepts underlying the component, BUT the implementation in component and implements it well with
to understand the concepts
component, AND the implementation is a few areas of each component may minimal to no support from the
underlying the component. She/he
sporadic, intermittent or not entirely be sporadic, intermittent or not entirely cooperating teacher and at times the
still needs to work on the
successful. Additional experience will successful. Additional experience will candidate may implement the
fundamental practices associated
enable this field student to become enable this field student teacher to component at an independent level;
with this component.
proficient in this area. become proficient in this area at the his/her students are motivated,
student teaching level. engaged, and learning at a high level.

Updated Observation Form

Inadequate Emerging (1.000 pts) Proficient (2.000 pts) Distinctive (3.000 pts) N/A
19 Mar 2019 Page 2 of 6
Planning and Preparation
(AEA:
Conceptualization/Diagnosis
– InTASC: 1, 2, 4, 5, 6, 7,
10 - DISP: Respect,
Responsibility) • Plans show
candidate’s comprehensive
understanding of the
identified content. •
Standards/objectives,
learning tasks and
assessments are clearly
aligned to a big idea,
essential question, or
standard. • Plans provide
opportunities for students to
make connections with prior
knowledge, and scaffolds
new content. • Learning
tasks and assessments
represent differing depths of
understanding. • Uses
academic language to
provide clear connections
between content concepts
and disciplinary reasoning. •
Learning tasks and
materials draw upon
students’ academic, social-
emotional development,
and cultural/ lived
experiences, including
strengths, as well as
individual interests, to help
students reach the learning
objectives. Planned support
consists of strategically
selected or modified tasks/
materials and/ or scaffolding
of instruction that are
closely tied to specific
learning objectives and
designed to engage
students. • Planned
assessments are aligned to
clearly defined benchmarks
or criteria for student
performance and are
adapted/ modified so that
all students provide
evidence of what they know
and are able to do. In
addition to those listed
above, a special education
candidate: • Plans are
based on students’ IEP
goals
1/6 (16%)

Your lesson plan showed your understanding of WI Common Core Standard HS LS4-1. This standard, your learning tasks, and
your assessments were clearly aligned with your learning objective: “Students will associate similarity in genetic code with
closeness in relation between different species with a common ancestor”. Your plans and PowerPoint instruction evidenced your
comprehensive understanding of this content. After reviewing various types of evidence that supported evolution, you
introduced and explained a more recent source of information – molecular homologies. To connect with life experiences, you
Comments:
showed how the hippo and whale are related more closely than the whale and shark. Next, you scaffolded instruction by
modeling how to compare DNA base sequences before having groups work together to complete a similar comparison. You
discussed the follow-up questions and answers with the class. In closing, the ninth graders completed an exit ticket to show that
they had accomplished the learning objective. Unfortunately, it appeared that you didn’t have enough material in your plan to
cover the last portion of the block.
19 Mar 2019 Page 3 of 6
Classroom Environment
(AEA:
Coordination/Integrative
Interaction – InTASC: 1, 2,
3, 4 – DISP: Respect,
Responsibility, Reflection) •
Demonstrates respect for all
constituencies supporting
schools-- students, parents,
colleagues, administrators,
and business/community
partners. • Creates a safe
and welcoming environment
for students. • Builds a
classroom community of
learners where students
connect with one another
and are supported both
independently and
collaboratively. • Builds a
classroom community that
supports diverse
perspectives and ownership
of learning. • Manages
transitions efficiently. •
Organizes, allocates, and
manages resources of time,
media, technology, and
space • Communicates clear
classroom procedures and
proactive behavioral
expectations. • Monitors
classroom and uses
proactive classroom
management strategies. In
addition to those listed
above, a special education
candidate: • Utilizes student
functional behavioral
assessments and
behavioral intervention
plans in developing and
implementing classroom
management strategies.
1/6 (16%)

Your smiling, pleasant personality helped create a welcoming environment for the ninth graders. Many students greeted you as
they entered the classroom. Because they found you to be approachable, they didn’t hesitate to ask questions. You made sure
that individuals were able to keep up with note-taking, flexibly stating, “If I’m going too fast, let me know.” While members of small
groups assisted each other in completing the comparison tables, you circled around the room, clarifying concepts and directions.
You skillfully utilized PowerPoint technology in your presentation. For the most part, the students were attentive during
instructional time, but engaged in excessive talking during the activity portion. Managing the classroom of 33 was a challenge,
Comments: and you didn’t make group formation expectations crystal clear. You used attention-getting strategies such as pausing for quiet,
sounding the singing bowl, and saying, “Sh”. Classmates also shushed others. Be sure to consistently keep waiting for silence
before resuming teaching and not talking over the noise. Of more concern was A’s inappropriate conduct which didn’t notice. He
struck a boy in his back with a fist, kicked at the feet of 2 others, took a hat off a student’s head, and removed an item from Mr.
B’s desk. Continually monitoring his actions and intervening to stop his misbehavior is of prime importance. Your lesson finished
20 minutes before the end of the block so you turned the class over to your cooperating teacher to discuss homework.
Appropriate lesson pacing is an essential instructional skill to continue to develop.
19 Mar 2019 Page 4 of 6
Instruction (AEA:
Communication,
Coordination, Diagnosis,
Integrative Interaction –
InTASC: 1, 2, 3, 4, 5, 7, 9 –
DISP: Respect,
Responsibility,
Communication) • Uses a
hook to capture the
learners’ attention. •
Focuses the students on
the learning objectives. •
Facilitates real-life
connections. • Relates new
learning to previous
learning. • Uses a variety of
strategies to actively
engage ALL students in
meaningful content. •
Models, promotes, and
reinforces the use of
academic language. • Uses
a variety of questioning
strategies to deepen and
extend student
understanding through
discourse. • Provides clear
directions and checks for
clarity. • Provides accurate
information. • Modifies
instruction to support
student understanding. •
Uses time efficiently. •
Demonstrates enthusiasm
for learning. • Varies the
levels of questioning to
support and challenge the
learner. • Encourages
critical and creative thinking
skills. • Addresses the
diverse needs and abilities
of students. • Uses informal
assessment to monitor
student understanding. •
Provides and utilizes
meaningful materials
(including technology) that
enhance the learning. In
addition to those listed
above, a special education
candidate: • Bases
instruction on individual
student IEP goals •
Specifically and directly
targets the use and
understanding of academic
language and vocabulary.
1/6 (16%)

After reminding the class that they were like lawyers building a case, you skillfully used a PowerPoint presentation to review the
fossil, geographical, embryological and homologous evidence supporting the theory of evolution. Next, you introduced the
learning objective and clearly explained the meaning of the term, “molecular homologies”. You effectively captured the ninth
graders’ attention by demonstrating how the whale DNA sequence was more closely related to a hippo’s than to a shark’s. You
scaffolded instruction by providing guided practice to compare 6 fake organisms’ DNA’s, determine the percent of difference,
and fill in the phylogeny. Then, you clearly explained the group molecular homology activity, “We’re going to look at a few of the
amino acids that make up protein hemoglobin. Compare everything to the human. Either highlight or circle those that are
different.” After modeling how to list in order the species with the greatest number of differences from human in amino acids in
cytochrome c, you had the class finish the task. As the ninth graders worked, you circled around the room, providing assistance
Comments:
and clarifying directions. To extend student understanding, you asked questions such as, “On the basis of hemoglobin similarity,
which organism appears to be most closely related to human? Least related?” It appeared that this culminating activity could
have benefitted from more whole class teacher support as well as extended time. Throughout the lesson, you engaged and
assessed students in different ways. Once, you asked for thumbs up to show a choice and another time called for a chorused
response. In addition, you observed as students took notes and worked together in groups to complete tables. Consider using
thumbs and other whole class responses more often to increase participation and to get a quick read on comprehension. For
closure, instead of distributing prepared sheets, you asked the ninth graders to tear out paper from their notebooks to answer 2
questions displayed in your PowerPoint. You reassured them that their responses wouldn’t be graded but would show you what
they understood about molecular homologies.
19 Mar 2019 Page 5 of 6
Assessment (AEA:
Diagnosis/Integrative
Interaction – InTASC: 1, 6,
9, 10 – DISP: Reflection,
Communication) • Integrates
peer and self-assessment
strategies to reinforce and
focus on the process of
learning • Incorporates
academic language relevant
to the standards and
learning objectives •
Provides oral or written
feedback during and/or
after the lesson that: o is
timely, clear, specific and
accurate o helps the
student understand what
s/he did well o and provides
guidance for improvement •
Uses assessment related to
the standards and learning
objectives to: o identify and
address individual needs o
identify and address needs
of the group • Uses
assessment to explain
changes to teaching
practices citing: o examples
of successful and
unsuccessful teaching
practices o evidence of
student learning o
knowledge of students’ prior
learning and experiences •
Maintains accurate records
and communicates
performance to students
and adults. • Reflects on
own performance in relation
to student learning, Alverno
Education Abilities, NAEA
Standards, and Wisconsin
Teacher Standards In
addition to those listed
above, a special education
candidate: • Uses
assessment related to the
individual student’s IEP
goals, standards and
learning objectives.
1/6 (16%)

You set the stage for success in a number of ways. Your plan was well-designed. Your PowerPoint and handouts were
organized ahead of time. You scaffolded instruction with guided practice and modeling. As you reflected on the lesson, you
decided that it would have been more beneficial to slow it down and to sequence the questions so that they followed each
activity rather than all be left for the end. You also thought that providing a format for student note-taking would cut down on the
time taken by tediously copying word for word. Struggling individuals could be given additional note-taking modifications. For the
most part, the ninth graders were attentive during your presentation, but talkative the rest of the period. Classroom management
Comments: strategies such as sounding the singing bowl and waiting for silence were effective, but not always consistent. Expectations for
group work could have been more clearly stated and enforced. Most of all, A.’s inappropriate behavior needs to be watched for
and addressed. Building a relationship with A. will be helpful as well. To informally assess understanding, you observed
individual oral and signaled responses and group work. Often, your provided them with accurate, timely feedback. Although you
reassured the class that their exit tickets would not be graded, some copied other’s responses. Of the 23 collected, about 20 of
them indicated that they comprehended the learning objective. Because 10 students didn’t turn theirs in, you realized that
providing them with a printed exit ticket to fill out would have been a better option.
19 Mar 2019 Page 6 of 6
Professional Responsibilities
(AEA:
Communication/Integrative
Interaction – InTASC:
7,9,10 – DISP:
Collaboration,
Responsibility,
Communication) • Acts as
an advocate for students,
families, colleagues and
community; honors
confidentiality • Actively
participates in seminar,
faculty meetings, parent-
teacher conferences,
training sessions and other
appropriate school events •
Meets deadlines for all
professional responsibilities;
demonstrates punctuality
and accountability • Acts as
an ambassador for the
program and college in all
interactions with school-
related audiences; Projects
professionalism in dress and
appearance • Establishes
professional and productive
relationships with students,
supervisor, cooperating
teacher, caregivers, staff
and peers • Uses
professional literature to
improve instruction;
engages in professional
discourse and collegial
discussions about
education
1/6 (16%)

You have begun to establish productive relationships with the ninth graders, your cooperating teacher and your supervisor. After
each lesson, you debrief with your cooperating teacher and discuss instructional strategies and student engagement. In
Comments: between, you email and text each other regarding instructional resources and plans. You demonstrate accountability in carrying
out your responsibilities, but typed lesson plans need to be submitted in a timelier fashion. Your dress and appearance show
your professionalism.
Overall
1/6 (16%)

Comments: Carmen, this lesson showcased your well-designed plan and strong instructional strategies.
10.000 pts | 55.56 %