ALVERNO COLLEGE

SUPERVISORs Feedback
OF LTM 632A Field Student
Candidate: Emily Michi

Check One: 1st Observation __

Supervisor: Nancy Athanasiou

Date: 11/30/15

Cooperating Teacher: Stefanie Dorf

Number of Students: 27

School: Parkview School

Grade: 1st

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)
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

2nd Observation _x__

Subject(s): Math
Evidence (Candidate)

You have an engaging lesson planned for these 1 st graders. Using The
Very Hungry Caterpillar, as the foundation of the math lesson (how many
things did he eat?) is a good way to focus their attention. You have
carefully considered individual needs as you plan for the whole group,
noting who needs extra attention, and why. Your plan is developmentally
appropriate and incorporates a variety of opportunities for student
engagement. Many students are eager to participate and answer
questions others have a difficult time staying focused, which is most
likely a function of the difficult start to their day.

____Distinctive

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Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2,3,5DISP: 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 do a very nice job of engaging students in the lesson by asking
questions and supporting responses. You let them respond along with you
at the end of each page, which they enjoy. You address the group as
friends, or ladies and gentlemen both are very respectful ways of getting
their attention. You do a nice job of monitoring students and refocusing
them as needed. It can be very difficult to manage a large group, especially
when they are not used to following a set of procedures. The strategies
you are using are good, even if they dont all have the intended results.

____Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,
Communication)
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.

____Inadequate ____Emerging _x__Proficient ____Distinctive

Evidence (Candidate and Student)

Before beginning the lesson, you check to see what students know about
caterpillars this is a great way to connect to prior knowledge, and it
focuses their attention at the same time. Youre actually integrating
science, literacy, and math, though math will be your primary focus. You
read with good volume and expression, and students can see the
book/illustrations on the document camera. As you pass out materials, you
remind students that they need a pencil you connect individually with
students as needed. You encourage positive behaviors and encourage
others to follow along. You are patient, and know not to begin before the
group is ready. You model expectations on the document camera so that
students can follow along, which is important. You practice various
strategies to get the groups attention when they get off task. After the math
log is complete, you go over the information with the group to check for
understanding collecting the papers was a good decision as it removed
the distraction. When students give the wrong answer, you slow it down
and break the math sentence into steps this helps.

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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Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8,9

Evidence (Candidate and Student)

DISP: Collaboration, Communication)

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

____Emerging

__x__Proficient

You have a very solid plan in place for assessing individual student
performance. Relying on observation alone with this large group would be
difficult, so having a system that allows you to keep track of information, is
great. You move around the room, monitoring the students throughout the
lesson this gave you good information about student learning, and
allowed you make personal connections at the same time. Create and
carry a tracking sheet so that you can take notes quickly and have
something to refer to later.

____Distinctive

Professional Responsibilities (AEA: Communication/Integrative

Evidence (Candidate)

Interaction WTS: 10DISP: 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

You have worked closely with both teachers in this Sage classroom and
have been professional in all interactions. You seek assistance as needed,
and incorporate suggestions in current and future plans.

____Distinctive

Summary Statement: Be careful with vocabulary terms, addend was pronounced incorrectly as you introduced the learning intention. You stayed focused
on your plan, working to bring students along with you. Though their behavior was frustrating, you stayed calm and continued to encourage active engagement,
which is so important. You used various strategies to quiet the group at different points in the lesson. Having students put their heads on the table as a way to
regroup, was a very good decision be sure to reinforce expectations until all (or most?) are following directions. In our debrief, we discussed changes you might
make to the environment if you had the opportunity understanding the impact of the environment on student learning, is important and worth considering, even if
you are not in a position to implement change.

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
0210 ED