ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF LTM 612 Field Student
Candidate: Benjamin Rogaczewski

Check One: 1st Observation _X__

Supervisor: Carol Dixon

Date: 10/7/15

Cooperating Teacher: Mary Talsky

Number of Students: 12

School: Pius XI High School

Grade: 9

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): Social Studies

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

2nd Observation ___

Your lesson plans were well-designed. You chose appropriate teaching

strategies, learning experiences, and instructional materials to achieve
your lesson objectives. Your Prezi presentation (the first you ever created)
captured the ninth graders interest and emphasized the persuasive
techniques used in political cartoons. Your small and whole group
activities gave students practice in analyzing cartoons and discussing their
impact. In this lesson, you addressed visual, auditory, and social learning
styles.

___ 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

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)
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 organized and managed the resources of time, activities, and
attention to engage the ninth graders in productive tasks. Your lesson plan
included the minutes allocated for each activity which you mainly followed.
Unfortunately, you ran out of time for the exit slip. To keep the class
actively involved, you included a Prezi presentation, small group analysis,
and whole group discussion. While the students worked in their groups,
you moved around the room, observing and assisting them.
You used effective classroom management strategies to promote
cooperation and purposeful learning. Your outgoing, upbeat approach
created a comfortable environment. You greeted students as they entered
and talked with them about their interests. Because you kept the class
engaged in the lesson, they remained attentive and well-behaved
throughout the whole period.

____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 sensitivity to cultural and
gender differences.
Models appropriate communication strategies in conveying ideas
and information.

Evidence (Candidate and Student)

You modeled appropriate communication strategies in conveying ideas
and information. Your directions were clear and concise, I want you to get
together and find other persons with the same cartoon. Point out the
different strategies being used and answer these 3 questions. Youre
going to have about 5-6 minutes. You drew information from the class
with skillful questioning, Whos the Nazi bird? Which country? What do
you think Dr. Seuss is trying to say?
You promoted participation in various ways. You encouraged students
to freely respond to your thought-provoking questions and you listened to
their answers in an accepting way. When working in small groups, the
ninth graders had more opportunities to express their ideas. By circulating
from group to group, you helped keep students focused and on task.
Another strategy to consider for increasing student involvement would be
having students signal thumbs up, down, or sideways to indicate their
opinions or feelings about a statement.

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

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

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

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

__X_ Emerging

____ Proficient

Evidence (Candidate and Student)

On reflection, you were pleased with your lesson plan and the way that
you executed it. You were able to build awareness and interest in the
presidential candidates and the 2016 election. You were careful to remain
fair and balanced in your presentation.
On the down side, you stated how difficult it was to fit everything in. You
noted a few missed opportunities including the skipped exit slip, not
referring to your pictures depicting the persuasive techniques, and not
linking the political cartoons to their government class.
You used observation and student responses in small and large group to
assess the classs understanding of your objective. As a result, you
concluded that almost all the students were better able to read and analyze
political cartoons. You were especially glad to hear the insights contributed
by a usually quiet student.

____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

Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative

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

Your cooperating teacher is a good role model and resource for you. She
has given you opportunities to observe and assist her class. She also looked
over and approved your lesson plan.
Your enthusiasm for teaching is very evident. You show your professionalism
in your interactions with students and in the way that you dress.

____Distinctive

Summary Statement: Ben, your positive interactions with students and your many instructional skills make teaching a great career fit
for you.

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