Field Experience Evaluation FSU

Date Friday, February 7, 2020

Semester: * Spring 2020

Teacher Candidate * Alexander Poink

Cooperating Teacher * Sean Ferguson

University Supervisor * Glenn Solowiej

Evaluator: * University Supervisor

School District: * East Jordan Public Schools

School Building * East Jordan MS/HS

Content Area: * Social Sciences

Grade: * 9-12

Evaluation: * Student Teaching

Observation: * 1st Observation or 5-Wk

1a. Demonstrates Proficient

knowledge of content
(please see descriptions
below) *

1b. Demonstrates Proficient

knowledge of students
(please see descriptions
below) *

1c. Sets instructional Developing

outcomes (please see
descriptions below) *

1d. Designs coherent Developing

instruction (please see
descriptions below) *

1e. Designs student Opportunities for Improvement

assessment (please see
descriptions below) *

Provide Examples/Evidence of Above (Domain 1):

Alex provided the observer with a copy of the lesson plan in a timely
manner. The learning target was more of an activity (read, write,
discuss) than a measurable objective. The target was connected to a
standard. Procedures were clearly communicated and would allow for a
guest teacher to follow if needed. Future plans MUST include plans for
differentiation for promoting access to the general education
curriculum for ALL students. Plans should also include your strategy to
differentiate for those students demonstrating a keen interest in going
beyond expectations. Future plans should include a specific strategy to
monitor for student understanding of the identified target and a
strategy to promote closure at the lesson's conclusion. The university
requires you use the department's format (especially for observations).
The plan turned in to the observer modeled expected grammar and
organized a variety of well-paced activities. Alex included
opportunities for students to self-assess their level of understanding
as well. Alex affirms and acknowledges student contributions sincerely.
Technology was meaningfully integrated into the observed session.
Alex employs an effective attention getting signal as needed.
EXPECTATION: Experiment with strategies to promote closure at the
conclusion of each and every lesson.

2a. Creates an environment Proficient

of respect and rapport that
establishes a culture for
learning (please see
descriptions below) *

2b. Manages classroom Proficient

procedures (please see
descriptions below) *

2c. Manages student Proficient

behavior (please see
descriptions below) *

Provide Examples/Evidence of Above (Domain 2):

The classroom includes a plethora of reference points (charts, maps,

illustrations) for student access. The room is well organized and lacks
distractions. Students sit with peers to accommodate collaboration
opportunities. As students entered they appeared familiar with well-
established policies, procedures, expectations and routines. Alex
positioned himself at the door and welcomed students and informally
"touched base" with individuals to assist in establishing a warm and
welcoming learning environment. Music played as students entered.
Alex strategically incorporates opportunities for student movement
during class. Bravo! Alex has quickly realized the importance of
nurturing quality and appropriate relationships with his students and
accesses an appropriate sense of humor in an effort to engage and
motivate. Alexander knows the names of his students. SUGGESTION:
Venture away from the front of the room from time to time. Alex's
voice is clearly audible and models expected grammar. Behavioral
issues are minimal to non-existent due to Alex's energy, enthusiasm
and the relationships he has so quickly earned. Student focus was high
as Alex would be hard to ignore. It is a pleasure to see joy in learning
in action. Alex projected a copy of the student worksheet to promote
focus. Alex shares personal stories to humanize his role in the
classroom. Alex is highly enthusiastic and passionate about content
and the exciting opportunity to teach. Wonderful and astute
opportunities for student movement incorporated into the observed
session.

3a. Communicates with Proficient

students (please see
descriptions below) *

3b. Uses instructional Developing

strategies (please see
descriptions below) *

3c. Engages students in Developing

learning (please see
descriptions below) *

3d. Uses assessment in Opportunities for Improvement

instruction (please see
description below) *

3e. Demonstrates flexibility Developing

& responsiveness (please
see description below) *
Provide Examples/Evidence of Above (Domain 3):

Instruction began at the bell. Students were directed to refer to as

projected illustration. Alex challenged the class to refer to the image
and interpret Alex asks powerful questions and tends to call on student
volunteers. SUGGESTION: Increase the power and potential of each
question by allocating time for students to process and maybe even
collaborate and then this may allow you to call on a student randomly
to ask "What did you and your partners decide?". Strive for (and
experiment with strategies) attaining 100% engagement with 100% of
your questions. Alex verbally and visually communicated the session's
target. EXPECTATION: Communicate how you intend to assess
understanding, then monitor for understanding of the objective and
assessment strategy. Alex makes powerful attempts to assist students
in seeing a connection between content to their lives and realm of
experiences. Alex made attempts for students to make connections
between the lesson and previous content. When asking a question and
no one volunteers a response....what does that tell you? What
strategies could be employed to promote student discovery rather than
being told? Alex employed a powerful strategy to get students to
communicate in the context of the content area (Peer Interviews) and
got them up an moving. Alex made attempts to promote students
making connections between lesson content and current events.
SUGGESTION: Record contributions regarding the handout questions on
the projected image.

4a. Shows Professional Proficient

Responsibilities (please see
descriptions below) *

Provide Examples/Evidence Alex presents himself professionally in

of Above (Domain 4):
his appearance, demeanor, and in his
interactions with students and
colleagues. Alex's host reports a high
level of satisfaction regarding Alex's
performance to date. The powerful
relationship between host and Alex is to
be considered a resource for all learners.
When asked to reflect on the observed
session, Alex shared mature insights.

Additional Comments:
 SUGGESTION: Consider requiring
students respond to written questions in
complete sentences to assist in a
building wide initiative to increase
student ability to communicate using
language arts skills across the
curriculum. EXPECTATION: Keep an eye
on the clock and maintain the last minute
or so to promote closure.

Person completing this Glenn Solowiej

form *

Email * solowig@ferris.edu

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