Intern: Alissa Adams Date: 3/8/2021

School District: Saginaw Building: Henry Doer (ECSE)

Host Teacher: Abigail Lopez University Supervisor: Debra Lively, Ph.D.

Observation Dates: 1/21 and 2/4 (At Henry Doer); All other observations were conducted through GoReact, an
online platform for uploading and analyzing video. Multiple video recorded observations of small, large group,
and video vignettes were reviewed and analyzed.

University Supervisor’s Final Evaluation and Recommendation

Alissa completed an eight-week early childhood internship in a Michigan Early Childhood Special Education
classroom (ECSE) in an urban program. A variety of disabilities were represented including but not limited to
cognitive impairments, speech/language issues, autism, and general developmental delays. Alissa requested this
opportunity to work with young children who have developmental delays and a variety of other special needs.
Early Childhood candidates are encouraged to intern teach in an ECSE classroom; however, this is not required.
Due to COVID, the lessons were taught in a virtual format. I had the good fortune to observe Alissa teach while
using Zoom. Alissa needs to be commended for her willingness to teach in an ECSE classroom, especially using
a synchronous mode of instruction.

Alissa demonstrated an excellent understanding of developmentally appropriate practices and the impact of
individual differences on learning. She used a variety of activities that promoted active learning in a virtual
format and instructional goals were clear and suitable for the children she taught. Interactions were considered
nurturing supporting each child as they participated in group or individual activities in an online platform. Alissa
exhibited excellent skill in transitioning, redirecting students, and monitoring student progress. She interacted
positively with parents on a daily basis because parents were present during virtual meetings. She easily moved
from one activity to the next keeping consistency with the classroom routines. COVID caused student teachers
to interact more with families in a coaching manner, which Alissa did well. While conducting virtual lessons,
Alissa demonstrated positive teaching in both large and small group situations. When teaching, she monitored
the children’s behavior appropriately, supported their learning by actively engaging the children and made
appropriate accommodations. Songs and Read Alouds were an integral part of her virtual teaching. She
demonstrated a thorough understanding of how to use technology and supported her host teacher as they created
virtual lessons. Preparing lessons, a week in advance, allowed families to receive necessary materials to
participate in the activities Alissa provided. I was amazed by her comprehensive planning to make sure parents
were prepared to support their children’s learning. Several additional lessons were video recorded, uploaded to
GoReact, and time was spent reflecting and responding on what she observed in her teaching. Alissa
demonstrated a positive understanding of the necessary elements to be an effective teacher by her in-depth
reflections of what she observed. She was always flexible, eager to implement suggestions, and displayed
excellent initiative to create materials, connect with parents, and implement synchronous instruction.

Alissa would make an excellent teacher at the pre-primary level including young children with special needs.
During this very difficult experience of COVID, Alissa continued to be positive, flexible and willing to meet all
challenges. I thoroughly enjoyed working with her and would highly recommend her for a future teaching
position.

Debra L. Lively, Ph.D.

Professor of Teacher Education & Director of Clinical Experiences
College of Education
Email: dlively@svsu.edu
Phone: 989-964-4975 (w)
989-860-7456 (c)