19 Mar 2019 Page 1 of 5

Intern Name: Carmen Williams

Internship: 2018SP-ED-321-01

Submitted: Apr 30, 2018 Supervisor(s): Desiree Pointer-Mace, Christine Bukowski

Course/Term: ED-321 - 01-XList : Middle School Tchg & Field ( Mentor(s): Jessica Cattarozzle
2018SP )
Assessor: Christine Bukowski (Supervisor) Site: Frank Lloyd Wright Intermediate School, 9501 W Cleveland Ave, West Allis
WI 53227
Comments: Subject(s): Science
Grade(s): 6th, 7th, 8th

Planning and Preparation (AEA: Conceptualization/Diagnosis – WTS: 1, 2, 3, 4, 7,

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A

Planning: • Objectives are consistent

Objectives with domains. • Objectives
1/6 (16%) use active verbs that
WI-TEACH.7, clearly describe what
WI-TEACH.1 students are to do.
Lab observations on populations of milkweed bugs consistent with science standard regarding populations of organisms but not quite yet
Comments:
ready to analyze and interpret the data. Objectives: Students will identify elements of a population observation and record observations
• Assessment was
appropriate for children at
this level of development. •
Planning: Plan provides for
Assessment simplification and
1/6 (16%) extension to meet full
WI-TEACH.2, range of abilities of this
WI-TEACH.3, group. • Assessment was
WI-TEACH.8
appropriate for this lesson
content. • Assessment
relates directly to
objectives.
Comments:
Planning: • Questions are planned
Essential ahead. • Questions are
Questions framed in student-friendly
1/6 (16%) language.
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.1,
WI-TEACH.5,
WI-TEACH.10

Comments: "What are the characteristics of a good observation?" - written on the white board.
Lesson demonstrates
understanding of principles
Planning: of developmentally
Developmental appropriate practice.
Appropriateness • Plan is attuned to
and Learner- students' developmental
Centeredness level, and is culturally
1/6 (16%) relevant, individually
WI-TEACH.2,
appropriate and based on
WI-TEACH.3,
WI-TEACH.8,
prior experiences. • Plan
WI-TEACH.1, takes into account
WI-TEACH.10 children’s developmental
abilities and levels of
knowledge and skill.
Comments:
19 Mar 2019 Page 2 of 5
• Content was accurate
and clearly specified in
Planning: terms suitable for this age
Content and level. New vocabulary
Understanding was introduced
1/6 (16%) meaningfully. • Content
WI-TEACH.2, was clearly delivered
WI-TEACH.3,
through the planned
WI-TEACH.6,
WI-TEACH.7, procedures, verbally or
WI-TEACH.1, nonverbally. When
WI-TEACH.9 needed, content was
explained in more than
one way.
Comments: Vocabulary reviewed: exoskeleton, molting, eggs, nymph, clutch, proboscis, thorax, abdomen, antennae
Lesson procedures match
objectives. • Provides
opportunities for active
engagement, manipulation
Planning:
and testing of ideas and
Engagement
1/6 (16%) materials. • Related
WI-TEACH.4, Materials (book, worksheet,
WI-TEACH.6, chart, music,) represent
WI-TEACH.7, content meaningfully for
WI-TEACH.5
this age group. •
Meaningful technology
integration when
appropriate
"Hands on" (through a zipped plastic bag of live milkweed bugs) observation of a population. School provides lab manuals for each unit for
Comments:
student completion.
16.000 pts | 80 %

Learning Environment (AEA: Coordination/Integrative Interaction – WTS: 1, 2, 3,

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Learning • Treated children with
Environment: respect, caring, warmth. •
Positive Created a positive learning
Relationships climate for children by
1/5 (20%) giving appropriate verbal
WI-TEACH.2, and nonverbal invitations
WI-TEACH.3,
WI-TEACH.4,
to children.
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.5,
WI-TEACH.10

The opening activity was guess the answer to a joke and to share good news from the weekend. If students did not give exactly the right
Comments: answer to the joke she told them they "were soooo close". Although a couple of students shared "unusual" activities, Carmen responded in a
kind and non-judgmental way.
Learning • Identified appropriate
Environment: expectations for children’s
Expectations performance and behavior,
and Support making adaptations when
1/5 (20%) necessary. • Demonstrated
WI-TEACH.2, sensitivity to needs of
WI-TEACH.3,
WI-TEACH.4,
individual children by
WI-TEACH.1, adjusting expectations or
WI-TEACH.5 modifying lesson.
Excellent pre-teaching of expectations for observing the bags of living milkweed bugs. "We are not going to shake it or touch it - we are just
Comments:
observing."
Learning • Saw potential problems
Environment: and responded. •
Redirecting/ Responded in an effective
Reframing and timely manner when
Behavior problems occurred.
1/5 (20%)
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.5,
WI-TEACH.10

Circulated to each group to guide observations, ask questions to encourage inquiry and answer student questions to clarify expectations. Did
Comments:
not notice one student who was bouncing between two groups, and not really recording any observations.
19 Mar 2019 Page 3 of 5
Learning • Allowed students to have
Environment: choices in their learning, as
Managing appropriate. • Organized,
Choice and allocated, and managed
Access to the resources of time,
Learning space, materials and
Materials children’s attention to
1/5 (20%) engage students.
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.7,
WI-TEACH.5

Comments: Used a kitchen timer to keep track of how much time groups had to record their observations. Students were put in groups of 4 to 6 people
Learning • Materials were organized
Environment: before lesson was taught. •
Resources Used media to enrich
and Materials learning opportunities.
for Learning
1/5 (20%)
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.5

Comments:
18.000 pts | 90 %

Instruction and Learner Engagement

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Instruction: • Showed awareness of
Connection to students' attention span. •
Students’ Linked new ideas to
Development, familiar ideas and makes
Content connections to students’
Understandings, life experiences. •
and Promoted student
Experiences participation and social
1/6 (16%) interaction.
WI-TEACH.2,
WI-TEACH.3,
WI-TEACH.4,
WI-TEACH.6,
WI-TEACH.7,
WI-TEACH.1,
WI-TEACH.5,
WI-TEACH.10

Recorded student responses on the white board for the question; "What are the characteristics of good observations about population?"
Comments: and related it back to a previous lesson which featured Jane Goodall and her observations of the chimps in Gombe. Good observations
have: details, dates, numbers and apply vocabulary.
• Brought multiple
perspectives to the
discussion of subject
Instruction:
matter. • Extended
Effective
learning and encouraged
Questioning
discussion through the
and Learner
effective use of questions
Engagement
1/6 (16%) • Asked questions
WI-TEACH.2, representing varied levels
WI-TEACH.3, of Depth of Knowledge
WI-TEACH.6, /Bloom’s Taxonomy
WI-TEACH.1,
including follow-up on
WI-TEACH.5
students’ initial responses
with questions that engage
critical thinking.
Referred back to the characteristics of good observations as they related to what the students would be observing in the milkweed bug
Comments: habitat. Example: Record the number of adult bugs you observe with today's date. That way, when you observe them on another date, you
can compare the data. Are there more bugs later, or fewer?
19 Mar 2019 Page 4 of 5
Instruction: • Spoke with interest about
Clear topic of lesson. • Gave
Communication clear directions and cues.
1/6 (16%) • Communicated clearly
WI-TEACH.2, and accurately in verbal
WI-TEACH.3,
WI-TEACH.4,
and non-verbal modes •
WI-TEACH.6, Modeled throughout
WI-TEACH.7, lesson
WI-TEACH.1,
WI-TEACH.5,
WI-TEACH.10,
WI-TEACH.9

Comments:
Instruction: • Used independent work
Supporting time to interact with
Individual children 1:1 in a positive
Learners way. • Used positive
1/6 (16%) encouragement effectively.
WI-TEACH.2,
• Offered individual support
WI-TEACH.4,
WI-TEACH.6,
and help.
WI-TEACH.8,
WI-TEACH.5,
WI-TEACH.10,
WI-TEACH.9

Comments: Circulated well among the lab groups.

Chose appropriate
teaching strategies,
learning experiences, and
Instruction: Use materials to achieve
of Effective instructional purposes and
Strategies to meet student needs •
1/6 (16%) Integrated a variety of
WI-TEACH.7,
approaches, including
WI-TEACH.8,
WI-TEACH.5,
Sensory Engagement,
WI-TEACH.10, Environmental Cues,
WI-TEACH.9 Scaffolding, Guided
Practice, Reflections,
Paraphrase, Modeling,
Questioning, etc.
Comments: Science curriculum has been established as a district.
Instruction: • Connected effectively
Adaptations with learners who required
During Lesson greater rigor or greater
1/6 (16%) support during lesson •
WI-TEACH.2, Adapted plans as needed
WI-TEACH.3,
WI-TEACH.4,
based on behavior,
WI-TEACH.5, schedule, and level of
WI-TEACH.9 understanding.
Carmen was mindful of which students would need more support, and checked on the quality of the observations being recorded as she
Comments:
moved about the room.
18.000 pts | 75 %

Assessment (AEA: Diagnosis/Integrative Interaction – WTS: 2,8,9,10 – DISP: Refle

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Assessment: • Assessment related
Connection to directly to objectives. •
Objectives Assessment was well
1/4 (25%) chosen for lesson content.
WI-TEACH.8,
WI-TEACH.1

Comments: Students identified elements of a population observation and applied that knowledge directly to their own observations of a milkweed habitat.
• Provides timely feedback
Assessment: to learners (oral and/or
Student Use written). • Focused the
of Timely students’ attention on the
Feedback process of learning rather
1/4 (25%) than just getting the correct
WI-TEACH.2, answer or finishing an
WI-TEACH.3, activity. • Feedback
WI-TEACH.6, focused on student
WI-TEACH.8
strengths as well as areas
to develop
19 Mar 2019 Page 5 of 5
Comments:
Assessment: • Used assessment and
Student Self feedback strategies to
Assessment involve students in self-
1/4 (25%) assessment activities and
WI-TEACH.2,
to help them become
WI-TEACH.3,
WI-TEACH.4,
aware of their strengths
WI-TEACH.6, and needs.
WI-TEACH.8

Comments: Carmen asked student groups various questions to help them better record their observations with the specificity expected.
Assessment: • Teacher used information
Teacher Use from lesson and
of Assessment assessment in planning of
1/4 (25%) future lessons. • Reflected
WI-TEACH.2,
on own performance in
WI-TEACH.4,
WI-TEACH.8,
relation to student learning
WI-TEACH.10, and WI teacher standards.
WI-TEACH.9

Comments:
7.000 pts | 87.5 %

Professional Responsibilities

Inadequate (1.000 pts) Emerging (2.000 pts) Proficient (3.000 pts) Distinctive (4.000 pts) N/A
Professional • In rationale, reflected on
Responsibilities: choices related to
Describing objectives, instruction, and
Teaching and assessment.
Setting Context
1/4 (25%)
WI-TEACH.6,
WI-TEACH.9

Comments:
• Evaluated the effect of
class activities on both
Professional individuals and the class as
Responsibilities: a whole, collecting
Analyzing information through
Teaching observation of classroom
1/4 (25%) interactions, questioning,
WI-TEACH.8, and analysis of student
WI-TEACH.10 work and reflected on this
in self assessment and in
discussions.
Comments:
Professional • Used classroom
Responsibilities: observation and
Data-Informed information about students
Reflection and as sources for evaluating
Continuous the outcomes of teaching
Improvement and as a basis for
1/4 (25%) reflecting on and revising
WI-TEACH.2,
practice, in discussions and
WI-TEACH.3,
WI-TEACH.8,
self-assessment.
WI-TEACH.5

Comments:
Professional • Information from
Responsibilities: cooperating teacher was
Collaboration used as part of planning
and process. • Sought out the
Colleagueship cooperating teacher to
1/4 (25%) support his/her
WI-TEACH.7,
development as a learner
WI-TEACH.10,
WI-TEACH.9
and a teacher.

Made adjustments with CT for dividing up responsibilities for this lesson in order to complete the feedback with the supervisor in time to get
Comments:
back to Alverno for her Ecology Poster Presentation.
12.000 pts | 75 %