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ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF SPE 620 or SPE 634 Field Student
Candidate: Tiffany Poritz

Check One: 1st Observation __X_

Supervisor: Jane Peschel

Date: Oct. 28, 2015

Cooperating Teacher: Mrs. Caucutt

Number of Students: 23

School: Phoenix Middle School


Disability Categories Represented: Autism, SLD, Speech and
Language

Grade: 7th

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.

Subject(s): Language Arts


Diverse Student Needs Represented:

Yes

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis


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

2nd Observation ___

Tiffanys lesson plan is well done including information about


different learning styles and disabilities. She jumped into the
lesson after the classroom teacher introduced it.
The lesson was about a students ability to identify key
components of a piece of writing. The piece was read aloud by
Tiffany in short paragraph by paragraph pieces.
The piece was presented to each student on paper as well as
projected on the SMART board. Different colored pencils were
used to mark different components as well as different markings
(lines, circles, notes on the side).
Activity Vocabulary Shuffle - Timed for 10 minutes
Review of N, V, Adj, Adv was quick

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

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X____Inadequate

____Emerging

____Proficient

__X__Distinctive

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 .

Evidence (Candidate and Student)

The classroom was quiet and respectful. Students were


attentive. The lesson was well organized for smooth
operation. Tiffanys interactions with the students was always
very respectful.
The use of key directions (pencils up, eyes on paper,
thumbs up if you agree) are useful control mechanisms.
After 15 minutes, a new activity was introduced that allowed
students to get up and move about. It was timed for 10
minutes so order was maintained.
After 4 minutes, you brought them back for a new task. Then
off and moving again.
Throughout the activity, you moved, checking in with each
small group, keeping them on task.
When one child needed to be refocused, Tiffany stepped into
the hallway with him, keeping the issue private. He quickly
reentered the room, quietly and calmly.

____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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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 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

Evidence (Candidate and Student)


The use of the SMART board to highlight specific components of the
lesson was well done. The use of different colors for different
concepts helps students to sort and categorize information for future
connections.
Reading the piece outloud for all students helps those who might
read more slowly. It is also helpful for students who are auditory
learners.
After reading a short portion, questions were asked. This allows
students the opportunity to maintain attention and focus.
The use of a heart to represent something that you love in a piece
is a neat idea.
The Shuffle activity (vocabulary work) was organized around charts,
physical movement, and teamwork. Students were allowed to share
expertise.

___X_Distinctive

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


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

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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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

Assessment went on throughout the lesson with frequent questions


(checks for understanding), and the use of organizational charts.
The last activity included the use of a rubric.
Constant quick reviews happened as well throughout the lesson.
Choice was given for the performance assessment. Regardless of
the choice, all the elements of a plot line needed to be evident.

__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.

X____Inadequate

____Emerging

____Proficient

Tiffany has been quick to communicate with me regarding an


observation time. She was prompt with a lesson plan. It is also
clear that she and her cooperating teacher have a great team
teaching relationship.

__X__Distinctive

Summary Statement: What a wonderful lesson and flow of activities, assessments, and respect towards students of all abilities.
Thank you for putting together such a thoughtful lesson plan that truly demonstrated how possible it is to meet the needs of multiple
students in one classroom. Job well done.

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.

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