ALVERNO COLLEGE

SUPERVISORS ASSESSMENT
OF MONTESSORI TEACHERS
(Includes Observation of Teaching, Seminar Requirements, and Projects)
Candidate Name: Lisa Uvena
Supervisor Name: Steven Huffman
Date: December 10, 2014
School: Lloyd Barbee Montessori
Grade: 1-3

October Evaluation __ December Evaluation _X_

February Evaluation __ March Evaluation __ May Evaluation __
Time: 9:00-9:45

Planning and Preparation (Conceptualization/Diagnosis WTS 1, 2, 3, 4, 7, 8,

10)

Demonstrates knowledge of content through fluid delivery.

Prepares for lessons.
Integrates state and district learning goals in lesson plans and learning
objectives.
Plans instruction using Montessori Albums including extensions based on
individual students interests, abilities and needs.
Creates short-ranged and long-term plans linked to student needs &
abilities.
Adapts plans to support student progress and engagement.
Learns about students families, culture & community to connect
instruction to student experiences.
Maintains a Montessori Prepared Environment
____Inadequate __X__Emerging ____Proficient ____Distinctive

Evidence (Teacher)
.Three lessons were listed on the chalkboard. One, with three
students, was observed along with a whole class lesson
identifying errors in some sentences.
Your delivery in the small group lesson was fluid and well
prepared. Students were engaged as they were asked to share
their letters as they were being developed. Finishing the letters
was the follow-up.
The group lesson involved spelling, punctuation and
capitalization and was clearly related to district goals.
Constant care must be given to care for the environment and
developing student responsibility for it.

Classroom Environment (Coordination/Integrative Interaction WTS 1, 2,

Evidence (Teacher and Student)
3, 5)
Reflects a positive emotional connection between teacher and students.
Your connection to the students was obvious. They were
generally positive and respectful to you even at times when
Offers verbal, nonverbal and organizational cues to support positive
behavior and academic engagement of all students.
correction and redirection were necessary.
Students connect to one another by smiling, sharing and helping.
Interaction among the students was frequently friendly and,
Respects each child as an individual.
sometimes clearly helpful in nature.
Transitions remain a work in progress. However, progress was
Supports students as they work independently and collaboratively.
evident as judged by the movement to the rug for the whole class
Manages transitions efficiently.
lesson. Your best response from them in this transition was when
Monitors classroom and takes a proactive stance to behavior
you specifically identified students and complimented them on
management issues.
the way they came to the group or the way they were sitting, etc.
Organizes, allocates, and manages resources of time, media, technology
and space.
Continue to stress clear expectations for procedures and rules to
Manages student attention by engaging them productively in learning
increase actual on task time.
experiences.
Continue to collaborate with your coach specifically in this area.
Maximizes amount of class time spent in learning by creating and
communicating clear expectations and procedures for behavior.
Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International
FORM NO. 703
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.
1008 ED

____Inadequate

_X___Emerging

____Proficient

___Distinctive

Instruction (Communication, Coordination, Diagnosis, Integrative Interaction

WTS 1,2, 3,4,5, 6,7,10)

Presents content in developmentally appropriate way by relating content to

previous lessons.
Consistently demonstrates enthusiasm and purposely creates meaningful
learning opportunities.
Models and supports active listening, interactive discussion and thoughtful
responses in reading, writing & other media.
Challenges and supports student thinking by using:
different types of explanations
o various levels of questioning and discussion techniques
o techniques that repeat and/or extend student responses
o a variety of modalities (visual, auditory, kinesthetic)

Focuses student attention on lesson objectives.

Actively engages students in meaningful learning.
Adjusts instruction to meet student needs, including special education and
ELL, and to address learning styles, in order to enhance learning.
Makes an intentional effort to promote oral language and encourages use
of advanced language.
Varies role in instructional process (instructor, facilitator, coach, audience)
in relation to content, purposes of instruction and needs of learners.
Communicates with sensitivity to cultural and gender differences.

____Inadequate

__X__Emerging

____Proficient

You referred back to previous efforts in identifying errors in the

whole class lesson. Past lessons using this format were obvious
as the students developed their responses.
You actively engaged students in the letter writing as you guided
them in the development of their personalized letters. Their
participation was insured as you asked them for different ways to
end a letter rather than telling them this info.
You accurately recognized when attention was lessening and
brought the lesson to a close.
As you continue to develop your Classroom Improvement
Project, look for specific instructional strategies to enhance
literacy.

____Distinctive

Assessment (Diagnosis/Integrative Interaction WTS 2,8,9,10)

Evidence (Teacher and Student)

Provides timely & specific feedback to learners.

Involves learners in self assessment.
Focuses the students attention on the process of learning rather than just
getting the correct answer or finishing an activity.
Makes appropriate use of information acquired from assessments,
colleagues, caregivers, and students themselves to identify and meet
learning needs.
Maintains accurate records of student performance and communicates
progress to students, parents & colleagues.
Monitors impact of teaching on student learning, modifying plans and
instruction accordingly.
Reflects on own performance in relation to student learning and WI teacher
standards.

Evidence (Teacher and Student)

Student corrections to the sentences provided immediate
feedback on their understanding.
You questioned them as to why they made proper corrections
rather than focusing just on the correct answers.
Continue to work with your third years on entering dates and
works completed. This is a slow process to develop but will
provide assessment to you and to the students themselves.

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. 703

1008 ED

____Inadequate

__X__Emerging

____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. 703

1008 ED

Professional Responsibilities (Communication/Integrative Interaction

WTS 7,9,10)

Demonstrates professionalism through timely completion of work for

Classroom_____ Seminar_____.
Demonstrates professionalism through regular attendance, arriving on
time: School________
Seminar _____ .
Relates professionally and effectively with mentor___X__, staff__X___,
and supervisor__X___ (including initiating conversation, and problem
solving).
Consults professional literature, colleagues & other resources regarding
education and well-being of students.
Establishes respectful and productive relationship with caregivers, as
possible.
Attends all faculty, grade level meetings, in-service training, Open
House, Parent Teacher Conferences.
Actively participates in seminar by offering ideas, sharing materials and
supporting peers.
Engages in effective self-evaluation and reflection.
Integrates/follows through on coach/supervisor recommendations as
evidenced in teaching practice.
____Inadequate __X__Emerging ____Proficient ____Distinctive

Evidence (Teacher and Student)

Recent Self-reflections are analytical and forward thinking.
However, some for November were not in your folder in either
place. Please see that they are completed every week from this
point forward.
Continue to work on getting to all seminars on time.
Your sharing in seminars is valuable and well received.
You have connected well with the broader community even to the
extent of effectively commenting at a School Board committee
meeting.

Final Remarks: Continue to stress lessons as much as possible. They are the key to student learning and to on-task, purposeful independent
work.

Overall Performance: ____Inadequate

__X__Emerging

____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. 703

1008 ED