ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF ED 215 Field Student
Candidate: Amanda Budney
Assessor: D. Habanek
Cooperating Teacher:
Observation # _2___

Number of Students: 29

School: Franklin H.S.

Grade: 12

Subject(s): ELA

Planning and Preparation (AEA:Conceptualization/Diagnosis WTS

Evidence (Candidate)

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

Plans instruction appropriate to students stages of development

and learning style.
Plan includes a motivating opening.
Activities and materials are well chosen.
Plan reflects use of an effective reading strategy for the content of
the class.
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.

____No Evidence

____Minimal Evidence

_x___Sufficient Evidence

You planned a lesson that matched a Common Core Standard for ELA which
deals with using information as evidence to support claims.

____Extensive Evidence

Classroom Environment (AEA: Coordination/Integrative Interaction WTS

Evidence (Candidate and Student)

1, 2, 3, 4, 5, 6, DISP: Respect, Responsibility, Collaboration, Communication)

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.
Cleary communicates expectations and procedures for behavior and
assignments.

The students were compliant and quiet, getting to work quickly.

Your voice is soft and there is a lot of ambient noise in this room. How can
you check to see that everyone heard and is doing what you want?
Try to avoid just beginning to speak when students are working together.
Find a signal, use it, wait to see that all have shifted their attention to you,
then speak. It sends that message that you will only break in with something
important and you want to ensure that everyone hears.

Copyright 2009. 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 .

FORM NO. 714

1008 ED

School: Franklin H.S.

____No Evidence ____Minimal Evidence

__x__Sufficient Evidence

Grade: 12
Subject(s): ELA
____Extensive Evidence

Instruction (AEA: Communication, Coordination, Diagnosis,

Evidence (Candidate and Student)

Integrative Interaction WTS 1, 2, 3, 4, 5, 6, 7, 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 techniquesBlooms 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.
Is respectful of cultural and gender differences.
Relates learning to students previous learning and/or to students
personal experiences.

____No Evidence

____Minimal Evidence

_x___Sufficient Evidence

You began with a comment that the reading was more advanced than the
usual. What was the point of saying that?
Consider wait time. When you pose a complex question, students nee think
time. You can add that to your question, saying something like Take a
minute to think about this:.
You pointed out key vocabulary that was posted in the room that related to
the reading.
When students first start to work, circulate quickly to check that everyone
has what they need and is starting. They need to know that you are paying
attention to what they are doing even when you are not leading the
discussion. Get to every group within the first 2 minutes.
You gave a time target. It helps students to know how much time they have
to work so they can budget their time.
You basically repeated what students reported. Is that necessary? Think of
connecting questions to ask instead.

____Extensive Evidence

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

Evidence (Candidate and Student)

DISP: Reflection)

Copyright 2009. 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 .

FORM NO. 714

1008 ED

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.

____No Evidence

__x__Minimal Evidence

____Sufficient Evidence

Think carefully about how you assess while teaching.

____Extensive Evidence

Copyright 2009. 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 .

FORM NO. 714

1008 ED

Professional Responsibilities (AEA: Communication/Integrative Interaction

Evidence (Candidate and Student)

WTS 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)

____No Evidence

____Minimal Evidence

__x__Sufficient Evidence

You are developing teacher behaviors and your own style.

____Extensive Evidence

Additional Comments:
Keep working on developing lessons and assessments.

Successful Performance: __x__Yes ____No

Copyright 2009. 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 .

FORM NO. 714

1008 ED