ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF ED 215-R Field Student
Candidate: Kerry Seiberlich

Check One:
1stObservation _x_

Assessor: Mary Kosinski

2nd Observation __

Date: 4/23/2014

Cooperating Teacher: Jodi Erickson

Number of Students: 20

School: Brookfield Elementary

Planning and Preparation (AEA: Conceptualization, Diagnosis

Grade: 2

WTS: 1,2,3,4,5,7 DISP: Respect)

Plans instruction that addresses the range of the students stages of literacy
development.
Plans instruction that is coordinated with the prior and future learning
experiences of the students.
Plan includes an introduction that clearly connects the lesson objective with
prior learning experiences.
Materials are well chosen for meeting the lesson objective and the
developmental needs of the students.
Plan reflects use of an effective theoretical model, such as Holdaway,
Cambourne, Vygotsky, etc.
Plan includes the teacher think aloud and questions/prompts to engage the
children in the thinking.
Plan reflects the gradual release of responsibility of the learning to the
students.
Plan includes adaptations for students with specific needs and learning
styles.
A meaningful closure that restates the lesson objective and sets
expectations for the learning concludes planning process.
____Inadequate

____Emerging

____Proficient

Subject(s): Literacy
Evidence (Candidate)

In the rationale portion of your plan, you identified the range of reading
development of the children in your classroom. In the Strategies for
Students of Varying Levels of Development and Identified Learning
Needs section of your plan, you stated that you planned a multi-level
learning experience and that all the children would be able to
participate because you were doing the reading, they would be
working with their partners, and they would be practicing on books at
their own developmental levels. You also stated that you would be
conferring with the children and provide additional support, through
modeling, if needed. In the procedures part of your plan, your
introduction included a connection to prior learning and a clear
statement of the lesson objective. You included a think aloud in your
demonstration and questions for the children to discuss with their
partners in the participation part. Your plan included a closure where
you restated the lesson objective and transitioned the children into
their own independent reading. The plan, then, clearly reflected the
gradual release of responsibility, scaffolding the learning from teacher
to student (Vygotskian Theory). You clearly consulted with your
cooperating teacher when planning this lesson to coordinate your
teaching with the district curriculum and the prior learning of the
students.

__x__Distinctive

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School: Brookfield Elementary

Grade: 2

Subject(s): Literacy

Classroom Environment

(AEA: Coordination, Integrative Interaction WTS: 1,2,3,4,5,6

DISP: Respect, Responsibility, Collaboration, Communication)

Clearly communicates expectations and procedures for behavior and

learning experiences.
Focuses student attention by engaging them productively in learning
experiences.
Offers explicit praise to students.
Teachers and students connect to one another by smiling, sharing and
helping.
Respects each child as an individual, addressing the children by name.
Supports students as they work independently and collaboratively.
Manages transitions efficiently.
Effectively uses resources and curriculum materials to develop the ideas
being taught.

____Inadequate

____Emerging

____Proficient

Evidence (Candidate and Student)

The children were already seated on the rug and settled in by your CT.
You waited off to the side and demonstrated respect of your CT.
You acknowledge that some of the children you had not worked with and
introduced yourself. You also indicated that you may not know their
names and asked them to tell you their name when called upon.
You set a positive and comfortable learning environment right from the
start. You smiled often and easily greeted the children and reminded
them of good learning behaviors. During the mini-lesson, your tone was
upbeat and enthusiastic and you connected to the children by calling
them by name and by maintaining strong eye contact. You focused the
attention of the children on the learning throughout the workshop. You
kept the mini-lesson focused and short. You incorporated turn and talks
into your lesson so that all of the children could participate. You
responded appropriately to their thinking during the mini-lesson. To close
the mini-lesson, you restated the lesson objective and stated that the
children would do their independent reading.

__x__Distinctive

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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)
Relates learning to students previous learning and/or to students
personal experiences.
Focuses student attention on lesson objectives throughout the lesson.
Demonstrates knowledge of content throughout delivery.
Presents content in developmentally appropriate ways.
Explicitly teaches the lesson objective through modeling the thinking of
the lesson objective using the think aloud approach.
Actively engages students in the thinking and keeps them on task.
Consistently demonstrates enthusiasm.
Models and supports active listening, discussion and thoughtful
responses.
Challenges and supports student thinking by using:
o different types of explanations
o various levels of questioning and/or prompts
o techniques that repeat and/or extend student responses
o a variety of modalities (visual, auditory, kinesthetic)
Adapts plans as needed.
Varies role in instructional process (instructor, facilitator, coach,
audience) in relation to content, purposes of instruction and needs of
learners to gradually release the responsibility of the learning to the
students.
Respects cultural and gender differences.

Evidence (Candidate and Student)

You hooked the students when you said I was reading a book about a
knight and as I was reading.
Your voice had good modulation.
You made a very clear, explicit explanation of what a text to text
connection is. Used of visual to support diverse learning styles.
You used powerful words when you said, Im going to demonstrate my
thinking for you.
You used great expression when you read the story about Lily..
Good eye contact during reading.
Im going to pause here. You made the connection to Cold Mountain.
Now this connection really helps me understand the story.
Again, you provided the learners with a very explicit explanation.
Then 3 children gave examples. You acknowledged them but got the
group back on track.
You modeled using a post-it note using clear instructions.
Lets read the rest of the story to see if this connection helped us
understand the story better. Thinking aloud!
You continued reading and indicated to the students that the connection
helped us even before the story told us.
Thats the kind of thinking we are doing today. Excellent way to
continue to engage the students thinking.
You planned a second story for participation to reinforce your teaching
point.
You foreshadowed you will discuss with your partner.
You kept the students engaged when you said Hands up if you have
made connections already? Good, keep them in your mind
I know some of you already have connections so now you can turn and
talk. Concise directions.
You recognized that an individual didnt have a partner- good observing.
You supported that individual by becoming his partner. Good attention to
the needs of the students.
What does that help you understand? Good probing questions that
reinforced your teaching point again and kept the group focused.
Good watching the group at large.
Good transition- Ok everyone lets come back together.
How does that help you understand the story?- You continued to
emphasis the importance of comprehension and reflection on thinking.
You introduced a new concept when it became appropriate when you
said then there are 2 kinds of connections
You required evaluative thinking when you asked Which connection is
better.?
Good example of thin connection- Grocery shopping. Does this help us

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understand the story better? Excellent example.

When a child made a text to self connection, you replied Good sharing
but today we are focusing on text to text. You were respectful but
brought the group back to the lesson.
You repeated the learning target. Good job.
You told students about exit slip. Teacher clarified and showed the exit
slip. Any questions? She recognized that your instructions were not
clear enough.
You defined your students as readers when you said Off you go
readers.
12 minutes minilessons. This is an age-appropriate amount of time.
You maintained a positive learning atmosphere during independent
reading time. All students were engaged.
Conferred with boy. What are you reading? Have you been able to
make a connection yet today?
Good eye contact with boy.
With that connection you just made, you can kind of figure it out. You
provided good support for his thinking.
In reading the series Henry and Mudge, do they always solve the
problem. Thats a good series connection.
Next you conferred with another boy.
Have you ever read a book like that? No lets keep reading.
Sounds like a mystery to me. You validated the thinking the boy could
have been doing rather than telling him the answer.
Remember to continue to work on your text to text connection. Good
reinforcing the teaching point.
You conferred with multiple other students. Your questioning and
commenting techniques supported student thinking evidence by:
So what does that tell you?
Thats a pretty good connection.
Is there anything else you con make a connection with?
Not all connections are good and help up understand the story.
Hummm lets think about this. Detectives, what do they do?
They look around and look for clues.
Well keep thinking about that connection and how it can help you
understand the story.
Youve never read a book about friends?
It was evident you were continuously note-taking to create data of
students learning and possible need to reteach.
Your conference with boy, possibly from India, was especially powerful.
You demonstrated gradual release of responsibility to him. You
scaffolded your questions. You were very respecful of his personal
space. The boy was hesitant when he said I cant make a connection.
You smiled and was very none-threatening when you said
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Tell me more You probed the child to talk

You gave him the time he needed and then asked So what do you
think?
Midlesson link to learning- Ok readers, Ive noticed many of you are
having trouble with thin and thick questions. A thick connection is A
thin connection is We want our connections to help us understand
our story better. We dont want to focus on the thin connections
because they dont help us. Ok readers, back to reading. Excellent and
responsive to the needs of the group.
The teacher supported class organization when she gave a
5 minute warning- make sure the slip is done.
1 minute- make sure the slip is done.
Teacher ended and gave directions for book clubs.
Used exit slips for book club discussion.
Total lesson 65 minutes
Book club, you worked with the Nate the Great group.
You validated good connections.
During book groups, try not to facilitate the group. Rather support the
group.
____Inadequate

____Emerging

____Proficient

__x__Distinctive

Assessment (AEA: Diagnosis, Integrative Interaction WTS: 1,2,3,7,8,9

DISP: Reflection)
Focuses the students attention on the process of learning rather than
just getting the correct answer or finishing an activity.
Provides specific feedback to learners (oral and/or written).
Assessment relates directly and is appropriate to the lesson objective
and the levels of development of the students.
Students self assess (oral and/or written).
Evidence of student learning is gathered and used along with
additional information/ feedback from lesson to plan future lessons.
Reflects on own performance in relation to student learning and WI
teacher standards and the Alverno Education Abilities.

Evidence (Candidate and Student)

Exit slips- well-designed and used technology effectively. Concise and
easy to understand. Kid-friendly language. Corresponded with your
learning target/objective.
You repeated the learning target.
You told students about the exit slips. Teacher clarified and showed the
exit slip.
After 20 minutes you handed out exit slips individually without disrupting
the readers.
You asked the group Does everyone has an exit slip?
Teacher needed to explain to girl the instruction.
Teacher had to tell them where the slips should go. Kerry, be more
specific on directions.

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

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It was evident that the CT valued your data because she used the exit slips
for her data.

____Inadequate

____Emerging

____Proficient

___x_Distinctive

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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 quality work for field
classroom and seminar.
Demonstrates professionalism through appropriate dress and regular attendance,
arriving on time to the field classroom and 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 in
relation to student learning and the theory.
Is willing to give and receive help.
Demonstrates Effective Citizenship by attending a school/parent event and thoughtfully
completing an accompanying log.
Actively participates in seminar by coming prepared and offering ideas, sharing
materials and supporting peers. (Social Interaction at Level 4)

____Inadequate

____Emerging

____Proficient

Evidence (Candidate)
CT very complimentary of Kerry.
She is amazed that you are at the beginning stages of teacher
education.
Kerry is a natural. You have very similar relationships with
students and sense of humors
Kerry This is how I see myself as a teacher.
Friendly smile.
Focused on your learning objective and kept the group focused.
Acknowledged childrens responses but didnt allow them to
digress.
Appropriate dress and behavior.
Actively engaged for the whole lesson. 1 hour and 20 minutes.
Always in touch with children.
Never had to redirect students on behavior. Little boy with black
shirt behind you, disruptive. You did not redirect.
You valued data by taking notes throughout lesson.

__x__Distinctive

Additional Comments:
Kerry, Your lesson was extremely impressive. You can be very proud of your planning, instruction, and assessment. It is very
evident that you command the respect of both your students and your CT. Your relationships with all demonstrate true
professionalism and a deep passion for teaching. Continue to grow from your classes, field experiences, and student
teaching. In the future, your students will be very lucky to have YOU as their teacher.
Submitted by Mary Kosinski
4/28/2014

Overall Performance: ____Inadequate ____Emerging ____Proficient __x__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 708
0210 ED