ALVERNO COLLEGE

SUPERVISORS OBSERVATION OF ED 215-R Field Student

Candidate: Char Skenandore Assessor: Robin Gleason Cooperating Teacher: Christina Hanks School: Country Dale Elementary - Franklin Planning and Preparation (AEA: Conceptualization, Diagnosis
WTS: 1,2,3,4,5,7 DISP: Respect) Plans instruction appropriate to students stages of development and learning styles. Plan includes a motivating opening. Activities and materials are well chosen. Plan reflects use of an effective theoretical model, such as Holdaway, Cambourne, Vygotsky, etc. Plan encourages student progress and engagement. Plan includes adaptations for students with specific needs and learning styles. Questions are planned in advance. A meaningful closure concludes planning process.

Check One: 1stObservation __X Date: April 18, 2012

2nd Observation __

Number of Students: 22 Grade: K Subject(s): Reading

Evidence (Candidate) Your plan was detailed and thoroughly addressed all aspects of the plan. In your plan, you clearly identified the range of developmental levels of the readers in your classroom and explained how your lesson would address this range of development. You explicitly stated strategies for meeting the range of learners in your classroom as well. You used a book for this interactive read aloud that complemented the theme in this classroom. You also used a non-fiction book so that the children could easily connect this learning to prior lessons you did with them. Your plan included an appropriate lesson objective and assessment as well as a thorough explanation of the procedures for meeting those objectives. Your procedures strongly reflected a theoretical model. You scripted out your think aloud demonstrations and your plans for the think/pair/share participation parts of your lesson. Your planned closure brought the lesson back to the objective and when the children could use the strategy in their own reading lives. Following the procedures in this classroom, your lesson plan included the demonstration and participation parts of the learning process. If this were your own classroom, how would you address the practice and performance parts?

____Inadequate

____Emerging

____Proficient

__X__Distinctive

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School: Country Dale Elementary - Franklin Grade: K Classroom Environment (AEA: Coordination, Integrative Interaction WTS: 1,2,3,4,5,6
DISP: Respect, Responsibility, Collaboration, Communication)

Subject(s): Reading Evidence (Candidate and Student)

Offers explicit praise to students. Teachers and students connect to one another by smiling, sharing and helping. Respects each child as an individual. Supports students as they work independently and collaboratively. Manages transitions efficiently. Effectively uses resources and curriculum materials to develop the ideas being taught. Manages student attention by engaging them productively in learning experiences. Clearly communicates expectations and procedures for behavior and assignments. ____Inadequate ____Emerging __X__Proficient ____Distinctive

You established a positive and productive learning environment right from the start. You called on the children by name, got the children settled with their partners, and explicitly set the expectations for their role as learners. You easily moved from whole group to partner shares back to whole group multiple times, using pre-established cues. You sometimes asked the children to share the thinking of their partners a great strategy to promote active listening. You listened in during the partner shares and offered explicit praise to their responses. When one child said she didnt have a wonder, you suggested that she think little harder to come up with one. When your lesson was completed, you checked with your CT briefly, and then dismissed the children by colors for snack time.

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.

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Instruction (AEA: Communication, Coordination, Diagnosis, Integrative Interaction WTS: 1,2,4,5,6,7,10 DISP: Respect, Communication) Demonstrates knowledge of content throughout delivery. Presents content in developmentally appropriate ways. Consistently demonstrates enthusiasm. Models and supports active listening, discussion and thoughtful responses in reading, writing & speaking. Challenges and supports student thinking by using: o different types of explanations o various levels of questioning and discussion techniques-Blooms Taxonomy 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 and keeps them on task. Adapts plans as needed. Varies role in instructional process (instructor, facilitator, coach, audience) in relation to content, purposes of instruction and needs of learners. (Holdaway Model, etc.) Is respectful of cultural and gender differences. Relates learning to students previous learning and/or to students personal experiences.

Evidence (Candidate and Student)

You were calm and confident as you taught this lesson. You certainly had the objective in mind throughout the lesson. You demonstrated your understanding of the wondering strategy through your think alouds. You also clearly demonstrated your understanding of how to teach a strategy following a theoretical model. You basically followed your plan to teach to your lesson objective. You connected this lesson to prior learning experiences. You did model your thinking and provided several opportunities for the children to participate in making wonderings of their own throughout the lesson. You did a great job of asking the children to tell you what they noticed you doing as you did your think aloud. This is such a great way for you to check to see if they are really understanding how to think- how to wonder. You also shared with the children why it is important for readers to wonder and you also said that sometimes we wonder out loud or sometimes quietly in our heads such a nice explanation. At one point during the lesson, the children were sort of repeating each others wonders. You picked up on this right away and prompted the children to share other wonders with the group. Nice adjustment. You also at one point asked the children to share some facts they learned about seahorses as you read a nice connection to prior learning. You unmistakably varied your role from instructor to facilitator throughout. Just a few suggestions to make your literacy instruction even stronger: When a child gives you a response, ask him/her to share why they thought that to share their thinking. Also, if someone is real off base (like when one child shared that she wondered if a seahorse could read), make sure to have her share her thinking. This is a perfect time to remodel, if necessary in this case that the book was non-fiction, so a seahorse reading would not make sense. Finding out the childrens thinking is a fabulous way to do on the spot diagnosis and then make adjustments to our teaching, as warranted. Andtry to show a bit more enthusiasm for the learning as you are teaching. You were calm and confident, yes. A little more spark maybe?

____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.

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Assessment (AEA: Diagnosis, Integrative Interaction WTS: 1,2,3,7,8,9 DISP: Reflection) Provides feedback to learners (oral and/or written). Focuses the students attention on the process of learning rather than just getting the correct answer or finishing an activity. Assessment relates directly to objectives. Students self assess (oral and/or written). Assessment was well chosen for lesson content. Uses information from lesson and assessment in planning of future lessons. Reflects on own performance in relation to student learning and WI teacher standards.

Evidence (Candidate and Student)

You provided oral feedback to the learners as they shared their wonders with the group. When one child responded to what you wondered about seahorses rather than how you wondered (the strategy focus) you easily redirected the thinking. This is a great example of on-the-spot diagnosis. In addition, you took anecdotal records on a group of designated students during the pair/shares using an observation sheet you prepared. The observation sheet included the look fors to remind you how the children would demonstrate their learning. Both of these assessment methods were very appropriate for this lesson objective and for the interactive read aloud. What did you find out about these particular students? In the future, think about how you might get out of your seat to check in with groups more toward the back of the area. (You will not always have another teacher present to do this.) Think too about how you might incorporate student self-assessment into your teaching. You are thoughtful in your self-assessments. I encourage you to continue to analyze your teaching in relation to student learning and to the theory.

____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.

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Professional Responsibilities (AEA: Communication, Integrative Interaction WTS: 1,2,6,7,9,10 DISP: Respect, Responsibility, Reflection, Collaboration, Communication) 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 students, cooperating teacher____, staff____, and supervisor ____ (including initiating conversation, and problem solving). (Social Interaction at Level 4) Completes self -assessments, reflecting on planning and implementing of lessons. Is willing to give and receive help. Demonstrates Effective Citizenship by attending a school/parent event and completing an accompanying log. Actively participates in seminar by offering ideas, sharing materials and supporting peers. (Social Interaction at Level 4)
____Inadequate ____Emerging ____Proficient __X__Distinctive

Evidence (Candidate)
You consistently submit your assignments on time. They are always completed with high quality and reflect your learning from your ED 225 coursework. You easily form professional working relationships with your CT, your colleagues, your children in your field, and with your supervisor. You seek out help as needed and also share your thinking/support with others.

Additional Comments: Char, throughout the semester, you have become more and more independent in planning an effective literacy lesson. You consulted several resources to become knowledgeable about the strategy focus of this and how to teach it. You have come to understand the importance of thinking aloud as a scaffold to student learning as clearly reflected in this plan and your teaching. You are extremely professional in your interactions with your CT, your children in your field, your colleagues and with your supervisor. It has been a pleasure to work and learn with you this semester and I wish you well as you continue your journey to becoming a highly effective teacher.

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.
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