ALVERNO COLLEGE

SUPERVISOR’S OBSERVATION
OF ED 315 Field Student

Candidate: Ivelisse Cruz Check One: 1st Observation ___ 2nd Observation _X__

Supervisor: Darlene Habanek Date: 4.15.10

Cooperating Teacher: Sarah Sanders Number of Students: 30

School: Manitoba Grade: 7 Subject(s): Math

Planning and Preparation (Conceptualization/Diagnosis – WTS 1, 7) Evidence

 Uses teaching resources and curriculum materials that are appropriate in
representing the ideas and concepts. Your lesson was planned to provide students with a review of the
 Plans instruction appropriate to students’ stages of development and previously studied concept of theoretical probability. You wanted to
learning styles.
call on students to help explain and demonstrate strategies for
 Links new ideas to familiar ideas and makes connections to students’
experiences.
tackling problems and solving problems so they would be prepared
 Provides opportunities for active engagement, manipulation and testing of for an assessment you have designed for them to accomplish in the
ideas and materials. second half of the time period.
 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 ____Distinctive

FORM NO. 711

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.
Classroom Environment (Coordination/Integrative Interaction – WTS
2,3,5)
 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 ____Distinctive
Instruction (Communication, Coordination, Diagnosis,
Integrative Interaction – WTS 4,6,7)
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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.
Evidence (Candidate and Student)
You used the CT’s pre-set popsicle sticks with students’ names so you
could call on students at random. When you used those you called on 3
boys and 4 girls. When you didn’t you called on 7 boys and 6 girls. This
was a better balance than last time.
There is a marked tendency to focus on the students close to you, the front
third of the class. In this group, the strongest students seem to be situated
in that front section. They participate more, and want to give the answers
and move on faster. It’s something to be aware of when you have your own
classroom – how can you balance the needs of the stronger students with
those who need a different pace and more repetition.
Consider that when the attention of students who are farther away from
you wanes, you need to have attention grabbing techniques at the ready.
The students closest to me began to find other things to focus on by the
time you got to #3. You may try turn to your neighbor types of discussions,
then calling on one person randomly from a group because they should
now have a response. This could work better that just the random choosing
because they’ve had an opportunity to talk with someone about possible
answers.
Evidence (Candidate and Student)
FORM NO. 711
1008 ED
  Uses different representations and explanations of concepts when You had a student read and then took very important time to re-explain the
necessary to accommodate students who approach learning from different scenario for the theoretical probability problem. This was key. You
conceptual frameworks. understood that the concept was complex and the students needed help
 Uses teaching approaches that address different learning styles and with getting to the cognitive space to work with it. Repitition helps.
performance modes. Then you used student input to work step by step through the process.
 Uses instructional strategies that promote student learning for a range of Was this as effective as you hoped? Were all students as involved as you
student abilities. intended? How do you know?
 Encourages discussion.
 Elicits samples of student thinking orally and in writing. You continually asked thought provoking questions and remembered to
 Values the development of students’ critical thinking, independent repeat student responses so that everyone knew what was being said.
problem-solving, and performance capabilities by using varied teaching You repeated used the vocabulary of math as you explained, saying
and learning strategies to engage students in active learning. theoretical probability, for example, as you spoke, so that students could
 Modifies explanations when necessary to assist students’ understanding. grasp the context for it.
 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

Assessment (Diagnosis/Integrative Interaction – WTS 8,9) Evidence (Candidate and Student)

 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.
You constructed an assessment for the students that mirrored the skills
they reviewed for working with theoretical probability. You wrote questions
about Manitoba school to develop interest and made the subject of the
questions realistic and interesting. This is also the type of question that
appears on the standardized tests that they take so it’s great practice. It’s
constructed response, requiring students to do multiple tasks in response
to prompts and to show their work. Asking for explanation of an answer
would make it even more helpful in terms of getting at student thinking and
understanding of the concept.

____Inadequate ____Emerging __x__Proficient ____Distinctive

Professional Responsibilities (Communication/Integrative Interaction Evidence (Candidate and Student)

– WTS 10)
FORM NO. 711
© Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International 1008 ED
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.
  Relates professionally and effectively with the cooperating teacher and You have very professional mannerisms and behaviors. You plan
faculty. thoroughly and follow through. Your CT has been happy to share her
 Dresses professionally and consistently portrays a professional demeanor. classroom with you.
 Is enthusiastic about teaching.
 Seeks out the cooperating teacher to support his/her development as a
learner and a teacher.

____Inadequate ____Emerging __x__Proficient ____Distinctive

Summary Statement: You have strong teaching skills. You are on your way!

Overall Performance: ____Inadequate ____Emerging ____Proficient ____Distinctive

FORM NO. 711

© Copyright 2009. Alverno College, Milwaukee, Wisconsin. All rights reserved under U.S., International 1008 ED
and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.