ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF ED 215 Field Student
Candidate: Amanda Dlugi
Assessor: D Habanek

Date: 5. 3.12

Cooperating Teacher: Mr. Sover

Observation # __2__

Number of Students: 22

School:

Grade: 9-10

Subject(s): Biology

Planning and Preparation (AEA:Conceptualization/Diagnosis WTS

Evidence (Candidate)

1,2,3,4,5,7, DISP: Respect)

Plans instruction appropriate to students stages of development

and learning style.
Plan includes a motivating opening.
Activities and materials are well chosen.
Plan reflects use of an effective reading strategy for the content of
the class.
Plan encourages student progress and engagement.
Plan includes adaptations for students with specific needs and
learning styles.
Questions are planned in advance.
A meaningful closure concludes planning process.

____No Evidence

____Minimal Evidence

____Sufficient Evidence

You planned a lesson that continued the study of organisms in ecosystems.

Your objectives were actually goals from the common core standards but
were worded appropriately in student centered assessable terms.
You planned a multifaceted lesson that emphasized the academic language
associated with this unit and engaged students in thinking and connecting.

____Extensive Evidence

Classroom Environment (AEA: Coordination/Integrative Interaction WTS

Evidence (Candidate and Student)

1, 2, 3, 4, 5, 6, DISP: Respect, Responsibility, Collaboration, Communication)

Offers explicit praise to students.

Teachers and students connect to one another by smiling, sharing
and helping.
Respects each child as an individual.
Supports students as they work independently and collaboratively.
Manages transitions efficiently.
Effectively uses resources and curriculum materials to develop the
ideas being taught.
Manages student attention by engaging them productively in learning
experiences.
Cleary communicates expectations and procedures for behavior and
assignments.

Your polite style is great. You show infectious enthusiasm for the topic.
You move around a lot, showing that you are comfortable being among the
students and providing personal encouragement.
You consistently coax responses from students and reinforce anyone who
offers a response with heartfelt appreciation.
You cold-call as well as asking for volunteers. Sometimes you pose the
question first, sometimes you call a name first. This is good practice. You
want all students to be thinking but sometimes you sort of warn a student
that he or she will need to respond. Other times you want to cold call or call
on students whose hands are raised.

Copyright 2009. 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 .

FORM NO. 714

1008 ED

School:

Grade: 9-10

Subject(s): Biology

Great signals: eyes up here, look at me, I need to know youre with me. This
shows that you are watching everyone to see that they are with you and
also gives them the message that you expect them to follow the
conversation and not tune out.
You attempt to use every minute that is available. Pacing is key and you are
figuring out how that works. As you gain more experience in different
classrooms youll find the various techniques that different teachers use to
inform their decisions about pacing.

____No Evidence

____Minimal Evidence

__X__Sufficient Evidence

____Extensive Evidence

Instruction (AEA: Communication, Coordination, Diagnosis,

Evidence (Candidate and Student)

Integrative Interaction WTS 1, 2, 3, 4, 5, 6, 7, DISP: Respect, Communication)

Demonstrates knowledge of content throughout delivery.

Presents content in developmentally appropriate ways.
Consistently demonstrates enthusiasm.
Models and supports active listening, discussion and thoughtful
responses in reading, writing & speaking.
Challenges and supports student thinking by using:
o different types of explanations
o various levels of questioning and discussion techniquesBlooms Taxonomy
o techniques that repeat and/or extend student responses
o a variety of modalities (visual, auditory, kinesthetic)
Focuses student attention on lesson objectives.
Actively engages students in meaningful learning and keeps them on
task.
Adapts plans as needed.
Varies role in instructional process (instructor, facilitator, coach,
audience) in relation to content, purposes of instruction and needs of
learners.
Is respectful of cultural and gender differences.
Relates learning to students previous learning and/or to students
personal experiences.

You started with DNA, which is the cooperating teachers technique for
helping kids move their thinking into the topic of the day. You moved quickly
into reviewing the response to DNA which moved also provided informal
assessment information about student understanding.
You moved to the presentation of new material. You directed students to
take notes. What processes do you know about that can help kids learn
how to take notes effectively and efficiently?
You handled the attempt at defining immigration with grace and humor. You
gave them a clue to remember the difference between immigration and
emigration.
You ask many why and how questions. This shows your expectation is not
just to learn terms but to also work with the new information and integrate it
into deeper understanding.
You listen to yourself. This is a fine talent. It means that you will hear
yourself and correct any mis-speaks as they occur. This may seem minor
but it is critical.

Copyright 2009. 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 .

FORM NO. 714

1008 ED

School:

Grade: 9-10

Subject(s): Biology

You used the textbook and the SMARTBoard effectively and easily.
You illustrated with diagram on whiteboard. The banana example was an
inspired example. You certainly had their attention.
You integrated skills with graphs into the lesson. This is an example of a
generalizable skill that students will use in many areas.
You continuously checked with students for understanding. You used thumb
signs and looked for nods and other examples of agreement .
It is obvious that you have deep understanding yourself of this material. You
can see how important that is.
____No Evidence

____Minimal Evidence

_X___Sufficient Evidence

____Extensive Evidence

Assessment (AEA: Diagnosis/Integrative Interaction WTS 1, 2, 3, 7, 8, 9,

Evidence (Candidate and Student)

DISP: Reflection)

Provides feedback to learners (oral and/or written).

Focuses the students attention on the process of learning rather
than just getting the correct answer or finishing an activity.
Assessment relates directly to objectives.
Students self assess (oral and/or written).
Assessment was well chosen for lesson content.
Uses information from lesson and assessment in planning of future
lessons.
Reflects on own performance in relation to student learning and WI
teacher standards.

____No Evidence

____Minimal Evidence

__X__Sufficient Evidence

Consider the real benefit of the DNA to give you info you can use right away
to adjust your lesson.
Consider keeping track of student participation so you can learn about
individual student styles.
You should be aware of how they will demonstrate mastery of the information
at the end of the unit. Exit tickets arent formal, neither are worksheets,
especially when they do worksheets together and check responses in whole
group.

____Extensive Evidence

Copyright 2009. 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 .

FORM NO. 714

1008 ED

Professional Responsibilities (AEA: Communication/Integrative Interaction

Evidence (Candidate and Student)

WTS 6, 7, 9, 10, DISP: Respect, Responsibility, Reflection, Collaboration,

Communication)

Demonstrates professionalism through timely completion of work for

Classroom_____ Seminar_____
Demonstrates professionalism through regular attendance, arriving on
time. School_____
Seminar_____
Relates professionally and effectively with students, cooperating
teacher____, staff____, and supervisor____ (including initiating
conversation, and problem solving). (Social Interaction at Level 4)
Completes self assessments, reflecting on planning and implementing
of lessons.
Is willing to give and receive help.
Demonstrates Effective Citizenship by attending a school/parent event
and completing an accompanying log.
Actively participates in seminar by offering ideas, sharing materials and
supporting peers. (Social Interaction at Level 4)

____No Evidence

____Minimal Evidence

__X__Sufficient Evidence

You demonstrate responsibility, timeliness and respect for yourself and those
you work with.
Mr. Sover is very impressed with your teaching at this early stage. He is
happy to share his classroom with you.

____Extensive Evidence

Copyright 2009. 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 .

FORM NO. 714

1008 ED

Additional Comments: You have a natural enthusiasm that draws students into the learning process. Keep working on pacing and assessment.
Successful Performance: __X__Yes ____No

Copyright 2009. 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 .

FORM NO. 714

1008 ED

 Copyright 2009. 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 .

FORM NO. 714

1008 ED