ALVERNO COLLEGE

SUPERVISORs Feedback
OF LTM 632A Field Student
Candidate: Emily Michi

Check One: 1st Observation _x_

Supervisor: Nancy Athanasiou

Date: 11/9/15

Cooperating Teacher: Stefanie Dorf

Number of Students:

School: Parkview

Grade: 1st

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
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 ___

Subject(s):
Evidence (Candidate)

You begin by connecting todays story to one you read them earlier. You
show the book on the document camera so that students can all see the
illustrations and you stop at various points in the story to ask questions
and gauge understanding. You read with good expression and volume
You are able to quickly read the room and adjust your instruction
accordingly. You plan for students to be actively engaged, which is
important as it gives them opportunities to make sense of the concepts
themselves (or with partners). These first graders arent used to following
procedures yet, so its difficult to manage close to 30 six year olds even
with other adults in the room, but you keep trying, and thats important!

____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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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

_x___Proficient

Evidence (Candidate and Student)

You do a very nice job of encouraging participation and supporting
students when they respond (individually and whole group). You recognize
when a direction wont work (they are not at their desks) and you make a
quick adjustment so that you dont lose their focus or instructional time.
Having materials for the students to use to help visualize the concept is
good, you have them working in pairs, which is also helpful (though not
easy with this group).

____Distinctive

Instruction (AEA: Communication, Coordination, Diagnosis,

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

____Inadequate ____Emerging _x__Proficient ____Distinctive

Evidence (Candidate and Student)

You share the learning intention for the lesson and point out a vocabulary
word decompose. You have them repeat the word a few times, and then
explain it to them in language that first graders can understand, which is
great. You think out loud as you work through problems on the doc
camera, and have students assist you as a way to gauge understanding.
You work to get everyones attention before beginning, which is important
(not always possible with 6 year olds). You have materials for partners to
use, that allow them to practice what theyve been watching. Its a great
idea it does add to the level of excitement in the room and makes it more
difficult to get everyones attention when you need them to focus. You
practice various strategies to get their attention those closest to you
respond quickly, others continue their talking/working.

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

Evidence (Candidate and Student)

DISP: Collaboration, Communication)

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

__x__Proficient

You use questions to check understanding. At the end of the lesson you
have students self assess with moose ears. Its new for them, but it does
give you a quick check in for both the process and the product. You
observe students during work time, and plan for the worksheet to be the
formal assessment. With this group it will be hard to gauge understanding
just from the worksheet as some didnt complete it as instructed.
Combining your observations, knowledge of the students, and the
worksheet will get you closest to what they know and can do.

____Distinctive

Professional Responsibilities (AEA: Communication/Integrative

Evidence (Candidate)

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

You have a positive relationship established with your cooperating teacher

and her co-teacher, and are professional in all interactions.

____Distinctive

Summary Statement: You planned a thoughtful lesson that would allow students to be actively engaged throughout. Your patience and calm demeanor are
definite strengths and come in handy when the students are anything but calm You tie in literature that connects to the math concepts in meaningful ways, and
it is clear that the students enjoy the story. You stop throughout the lesson (from intro to closure) to check for student understanding you then make quick
adjustments when needed. For an activity like this one, it might be good to divide the class into thirds and have one teacher with each group. This might keep
students more focused and the data you collect might be more reliable. The planning of the lesson, the set-up of the activity, and the closure would still allow this
to be considered whole group instruction.

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.

ED FORM 711
0210 ED