ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF SPE 615 Field Student
Check One: 1st Observation _X__ 2nd Observation ___
Date: 3/10/15
Number of Students: 4
Grade:
Subject(s): Language Arts
Diverse Student Needs Represented: 2M/2F 2/3 H;
1/2W ; at least one student with ADHD

Candidate: Tiffany Poritz

Supervisor: Pat Luebke
Cooperating Teacher:
School: Phoenix Middle School - Delavan
Disability Categories Represented: SLD

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Uses teaching resources and curriculum materials that are

appropriate in representing the ideas and concepts.
Plans instruction appropriate to students stages of development and
learning styles.
Links new ideas to familiar ideas and makes connections to students
experiences.
Provides opportunities for active engagement, manipulation and
testing of ideas and materials.
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

____Proficient

You correctly utilized the SPE lesson plan format as you planned
your lesson. Strengths of you planning included your knowledge of
your students needs and accompanying
accommodations/modifications, your identification and use of
academic language and your planning of various means of
instruction through centers.
Your planning included a scheduled break for students to use the
bathroom. You included a timeframe for all activities that accounted
for each minute of the class session. This assisted students in
maintaining focus on the activity.
Your essential question was spot on it addressed a large, large
question that students may find in the text.
The only suggestion I offer is to remember that the target goal/skill
should be framed in student learning to do this all youd need to do
is restate or eliminate the first sentence as a condition rather than an
action. EX: Using stations provided by the teacher, student will

__X__Distinctive

Classroom Environment (AEA: Coordination/Integrative Interaction

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

Evidence (Candidate and Student)

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)
WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 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

The classroom is well organized with moveable furniture that allows

for flexible setup. On this day, tables were set up as individual
stations at which students completed specific and different activities
associated with the text the students are reading. The organization of
the room is warm and inviting, and geared toward academic work
and expectations. Target goals are posted on the wall along with the
common core standards that are associated with the goals.
You demonstrated respect for your students in all interactions,
calling them by name and encouraging them in their work. As the
lesson progressed, one student (J) seemed to disengage as he
complained about the work. You firmly and respectfully redirected
him back to the assigned work. When he did not have a charged
Chromebook with him, he was required to complete the activity
using paper and pencil. With the exception of this students lack of
attention at times, the structure of your classroom and well planned
activities seemed to contribute positively with student attention to
task.

____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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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)
Instruction (AEA: Communication, Coordination, Diagnosis,
Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Communication CEC: 4, 6, 7, 8, 9)

Uses different representations and explanations of concepts when

necessary to accommodate students who approach learning from different
conceptual frameworks.
Uses teaching approaches that address different learning styles and
performance modes.
Uses instructional strategies that promote student learning for a range of
student abilities.
Encourages discussion.
Elicits samples of student thinking orally and in writing.
Values the development of students critical thinking, independent
problem-solving, and performance capabilities by using varied teaching
and learning strategies to engage students in active learning.
Modifies explanations when necessary to assist students
understanding.
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.

Evidence (Candidate and Student)

Your lesson was well-planned and well-executed. Your attention to

the details of instruction assisted the group in remaining on task and
completing the tasks of each station.
You incorporated various tasks into the stations. This assisted
students who learn in different ways each have access to a station
that seemed to be motivating for them. This included one station
that was computer based. Students at this station appeared to be able
to complete this center assignment without much teacher interaction
and assistance, while others appeared to require more assistance as
they approached their station work. You provided assistance as
needed, asking clarifying questions and assisting students as they
thought through the processes necessary to complete the tasks.
Students were provided with a checklist of stations and kept track of
their completion on this checklist. Each student had his or her own
clipboard they used this to keep track of their completion of station
work. Assignment directions included what to do with each of the
completed station assignments and what to do if the assignment was
not completed within the allotted time.
Time was used productively throughout the lesson. You successfully
used a Smart Board timer to keep the pace of the lesson going.
As the lesson progressed toward the end of the class, you provided
students with a choice of moving on to another station or playing a
Kahoot game associated with the lesson. Students were required to
use their Chromebook for this assessment.
At the end of lesson, a little bit of confusion arose as time ran out.
How might you avoid this in the future?

____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.

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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Evidence (Candidate and Student)

Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8, 9

DISP: Collaboration, Communication CEC: 1, 5, 8, 9, 10)

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.

Assessment was present in several ways during this observation:

____Inadequate

____Emerging

____Proficient

Each station contained specific activities designed to deepen

student understanding of the text. They included using text
evidence to find description of the main character, citing the
evidence, using descriptions of the characters to identify
which character was being discussed, comparing and
contrasting two characters, and independently using
technology to find the definitions of vocabulary work and
explaining them.
You continually moved around the stations, providing
students with real-time feedback on their station work. You
asked clarifying questions to assist students in their
understanding, and checked the work they were doing.
You provided a formative assessment at the end of class
(time permitting) focused on comprehension questions about
the text.

__X__Distinctive
Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10 DISP: Responsibility, Collaboration,
Communication CEC: 2, 5, 10)

Relates professionally and effectively with the cooperating teacher

and faculty.
Dresses professionally and consistently portrays a professional
demeanor.
Is enthusiastic about teaching.
Seeks out the cooperating teacher to support his/her development
as a learner and a teacher.

You present yourself professionally in demeanor and appearance.

Very well supported in this school. You describe working cooperatively
with general education teachers at your grade level.
Your enthusiasm is evident in your interactions with your students and

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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your explanations of the material you are covering.

____Inadequate

____Emerging

____Proficient

Overall Performance: ____Inadequate

__X__Distinctive

____Emerging

__ __Proficient

__X_Distinctive

Tiffany you are well on your way to becoming a cross-categorical special education teacher. Your lesson planning, classroom organization and
environment, and interactions with your students suggest to me skills beyond what is generally expected of a first year teacher. You are performing at
a level higher than expected of a second semester student. Well done.

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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