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OF ED 315 Field Student
Candidate: Haley Williams

Check One: 1st Observation _x_

Supervisor: Nancy Athanasiou

Date: 10/23/15

Cooperating Teacher: Laurie Nicholson

Number of Students: 25

School: Rawson Elementary

Grade: 2

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)
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
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
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

Seeks to find ways to meet the needs of diverse learners.




2nd Observation ___

Subject(s): Math
Evidence (Candidate)

You have a variety of strategies and activities to encourage

participation and build understanding of the math concepts. You
move students from large group (at the carpet) to their desks, and
back again. The movement is important and helps with focus. You
do a great job of reviewing with the students and then building on
that knowledge. You include the students throughout the lesson and
their responses give you important information about what they
know and can do. Your objectives and activities are clearly linked
and provide students with multiple opportunities to practice the new
concepts. You use academic language and encourage students to
do the same. This is especially important as the vocabulary terms
are new to them. You vary your role from teacher to facilitator
throughout the lesson transitioning with ease.


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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Classroom Environment (AEA: Coordination/Integrative Interaction

WTS: 2,3,5DISP: Respect, Responsibility )
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
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)

Great job getting them to the carpet in an orderly fashion and

making the most of the time you had available (after the fire drill).
You know all of the students by name, and encourage participation
from all of the children. Freeze with your hands on your head.
Good way to bring them back together so that you can give more
directions. When they begin talking out in their excitement to share,
you respond with, I want someone to raise their hand and tell
me This reminds them about expectations in a kind way.


Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,
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
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
Supports learner expression in speaking and writing, and other media.

Knows how to ask questions and stimulate discussion in different ways.

____Inadequate ____Emerging _x__Proficient ____Distinctive

Evidence (Candidate and Student)

You did a quick review with the students on rectangles, then shared
the lesson objectives. Shared new vocabulary and helped them to
understand their meaning (e.g. array, row, column). Having them
practice by moving up down and side to side is great way for them
to remember (and encourages movement). Your materials are
organized and ready to go. The chart is easy to see the colors on
the chart help to differentiate rows and columns. Having the
materials bagged, numbered, and ready to go really helps to
maximize instructional time. You gave very clear directions. Would it
be better to wait until they are at their desks and have their
materials? You do bring them back together and repeat the
directions; that seemed to help those who were still a bit confused.
You do a nice job of incorporating student examples they are
eager to share their work with you and their peers. You help them to
understand difficult concepts (e.g. one column with 6 rows).

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

Evidence (Candidate and Student)

DISP: Collaboration, Communication)

Knows how to select and construct assessment strategies and
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
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.



You check their understanding through questions and with thumbs

up. When they are working at their desks, you move around the
room and offer assistance as needed. You also plan to collect
student worksheets and take notes while they work, this will give
you important data about individual student understanding.


Professional Responsibilities (AEA: Communication/Integrative

Evidence (Candidate)

Interaction WTS: 10DISP: Responsibility, Collaboration,

Relates professionally and effectively with the cooperating teacher and
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 are dressed professionally and the students respond very well
to you as their teacher. Your enthusiasm is evident throughout the
lesson. You have a very positive relationship with your CT and she
helps the students during work time, but lets you be the teacher.


Summary Statement: It is clear that you love teaching. You are comfortable and confident with this group of students and they clearly enjoy
working with you. You are well prepared, which helps your lesson to run smoothly. You do a great job of maintaining a positive classroom climate,
following the rules of the classroom/school for noise levels. Modeling expectations for what to do during workshop is great. You talk through the
process, but ask students for their input as well. Having students come to the board to help make the rectangle is another way to encourage
student engagement. Giving students a job to do while the one student is at the board, is important as it helps keeps everyone focused and

Overall Performance: ____Inadequate




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.

0210 ED