ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF SPE 620 or SPE 634 Field Student
Candidate: Ashlee Prudhomme

Check One: 1st Observation __X_

Supervisor: Jane Peschel

Date: Nov. 4, 2015

Cooperating Teacher: Brain Babbitt

Number of Students: 3

School: Fratt Elementary School

Disability Categories Represented: SLD

Grade: 4

Subject(s): Language Arts

Diverse Student Needs Represented: Y

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

__X__Proficient

2nd Observation ___

Ashlee provided a complete lesson plan a day ahead of my

visit. The plan included details about the lesson which included
the Standards being addressed, and the target focus of the
lesson. She also gave detail about the focused Formative and
Summative assessments and the tools that she would use to
meet the needs of the students. I think that the essential
questions should have been the questions that she asked at the
end of the lesson. What was the main idea?, etc.
The lesson was motivating because the story related to their
lives. They were excited to share the way their family
celebrates the Day of the Dead.

____Distinctivve

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

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Classroom Environment (AEA: Coordination/Integrative Interaction 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

____Proficient

Evidence (Candidate and Student)

The classroom was a small space designated for her

students, so there were no interruptions. Respect for each
other was always present. Each student allowed to share,
question, interact throughout the lesson.
Organizational tools made the lesson run smoothly. Each
student began by filling out a KWL chart, then each had their
own book to read and follow along.
Classroom management is enhanced when the teacher is
fully prepared but also able to be flexible. Ashlee was able to
allow time for individual reflections of personal stories.

__X__Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Communication CEC: 4, 6, 7, 8, 9)

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.

Evidence (Candidate and Student)

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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 problemsolving, 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.

____Inadequate

____Emerging

____Proficient

The use of graphic organizers is such a useful tool for helping

students make connections. More than one was used for this
lesson. Having the focus questions prewritten on the board was a
great visual.
Providing opportunities for each student to read a short passage,
Stopping at the end of a short reading to ask the focus questions
was also a great strategy.
Within a small group, it is easier to see if each child is focused and
Ashlee was within reach to refocus someone when necessary.
Expectations and assistance varied for each individual student.
When one student needed more assistance with the reading, Ashlee
took the time to guide him through. That child also needed a written
model of the answers which was provided.
Throughout the lesson, encouragement was constant.

__X__Distinctive
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.

____Inadequate

____Emerging

____Proficient

Formative assessment took place throughout the lesson, first with a

review of yesterdays lesson, then with questions throughout the
reading.
The KWL was filled out at the end of each passage.
Closing out the lesson with a summary of the what I would consider
the essential questions was perfect.

__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 711
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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.

____Inadequate

____Emerging

____Proficient

Ashlee has been professional throughout our interactions. Her

communication was timely along with her lesson plan. She is
respectful and helpful with each teacher she interacted with. Ashlee
clearly loves her job. She is confident, prepared, and capable of
moving throughout the schedule with organization and efficiency.

__X__Distinctive

Summary Statement: Ashlee, this was a great lesson. Thank you so much for the advance lesson plan. You are a calm, great
teacher. It was a pleasure watching your lesson.

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 711
0210 ED