ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF LTM/SPE 612 Field Student
Candidate: Hannah Weinberg-Kinsey

Check One: 1st Observation _

Supervisor: Rita Nawrocki-Chabin

Date: 11/23/2015

Cooperating Teacher: Heather Bilda

Number of Students: 20 (later 8 enter after pull out reading instruction)

School: St. Anthony Middle School

Grade: 8

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

Subject(s): Language Arts

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)

2nd Observation _X__

You use technology well in this lesson as you plan for students to
investigate a particular migrant population and then assume the role
of a migrant in a letter writing assignment.
Students have a choice of which population to examine.
You plan to review letter writing and provide a detailed enough
explanation of the ensuing class work so students can proceed with
confidence.
Lesson plan objectives align with standards and assessment.

__ __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, 7DISP: Respect, Responsibility)
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
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)

You introduce yourself and provide a bit of background (you were at

the school earlier this semester and have also worked with students
in third hour class).
Choice is important in engaging students, and you provide a choice
of three topics to investigate including researching people like
themselves who speak Spanish and may share other cultural
connections.
Because students are absorbed in reading and listening and then
writing, engagement remains high; there are no management
concerns.
Bravo for your work with students as this is your first time in front of
this class (you worked with another section for this field experience).

___X_Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4,6,7DISP: Respect, Responsibility,
Communication)

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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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 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
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.

As students enter the room, they are directed to secure their chrome
books.
You have a web site on the white board and ask student to type in the web
address.
Thank you for setting context for todays class including placing the two
objectives on the whiteboard.
You begin by asking what students know about migration; several
volunteer responses. You note that today students will read about three
migrant populations and write a letter from the perspective of one migrant
to another.
You guide the students through the blog you have created presenting
multiple points of info on each of the three groups. (Do students know
enough about the pilgrims and present day Syrians to meaningfully engage
with the proposed reading/viewing?Just asking.)
You ask a student to repeat the directions for info on the Syrian population
to be certain students understand accessing and listening to the video.
You proceed with directions for the letter. Its a great deal of info for
students to absorb and remember; however, its all available on the blog so
students can refer back to it.
Students begin work. Although students will work at their own pace,
provide some time parameter for the investigation. You do quietly approach
each table and notify them that they should begin writing in about ten
minutes.
When a number of students enter class from their pull out reading
instruction, the cooperating teacher works with them right outside the
classroom in order to acquaint them with the class activity. What would you
do if you were the only educator in this classroom?
You direct students to stop reading and begin writing; you quickly review
the writing task.
You announce when five minutes remain for writing.
Students then share written work with their respective groups. After each
student presents his/her letter, another student should offer a comment
about the letter. Those entering class later can share something about the
group they are investigating.
You circulate listening to students. Revisit having students share in their
groups. When you were at a table students listened to one another but
when you walked away, the group fragmented. I did see a few students
sharing as partners.
Your self assessment revealed ways in which you might maintain student
engagement for the final ten minutes of class; thank you.

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

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7DISP: Respect, Responsibility)
____Inadequate ____Emerging ___X__Proficient ____Distinctive
Assessment (AEA: Diagnosis/Integrative Interaction WTS: 8,9
DISP: Collaboration, Communication)

Evidence (Candidate and Student)

Knows how to select and construct you recognize when students might
be having difficulty or when 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

___X__Proficient

You employ questioning effectively when introducing and explaining the

goals for todays class.
You compliment the students on the good questions they ask as well as
their concentration and notetaking.
You interacted with students during the writing portion of class as well as
when they were to share in groups. Is there a way to interact while they
are researching their chosen group? Would it be too much of a distraction
to inquiretell me what you have read about____? Why did you choose to
read about ____?

____Distinctive
Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10DISP: Responsibility, Collaboration,
Communication)

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

___X__Proficient

Your cooperating teacher is very pleased with your work this semester. You
send her lesson plans for feedback and welcome her suggestions. She also
indicates that you recognize when students might need assistance or something
is amiss in a groupand you dont hesitate to approach students to remedy the
situation.
You present yourself as the teacher leader in both dress and demeanor; your
voice commands attention in an authoritative but nonthreatening way.

____Distinctive

Summary Statement:
Thank you for another effective, well planned lesson. I appreciate your thoughtful reflection both in the self assessment and in the post conference.

Overall Performance: ____Inadequate

____Emerging

__X__Proficient

____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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