ALVERNO COLLEGE

SUPERVISORS OBSERVATION
OF SPE 615 Field Student
Check One: 1st Observation ___
2nd Observation _X__
Date: 4/27/15
Number of Students: 3/ then 2 (one became ill)
Grade:
Subject(s): Language Arts
Diverse Student Needs Represented: 2M/1F 2H; 1W ;
at least one student with ADHD

Candidate: Tiffany Poritz

Supervisor: Pat Luebke
Cooperating Teacher:
School: Phoenix Middle School - Delavan
Disability Categories Represented: SLD

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

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

____Proficient

You correctly utilized the SPE lesson plan format as you planned
your lesson. Strengths of you planning included your knowledge of
your students needs and accompanying
accommodations/modifications, and your identification and use of
academic language.
Your planning included a scheduled break for students to use the
bathroom. You included a timeframe for all activities that accounted
for each minute of the class session. This assisted students in
maintaining focus on the activity.
Your essential question was again spot on it addressed a large,
large question that students may find in the text.
You planned a variety of activities to support your learning target and
objectives. This addressed the variety of learning needs of your students.

__X__Distinctive

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and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law.

ED FORM 711
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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)
Classroom Environment (AEA: Coordination/Integrative Interaction
WTS: 2, 3, 5 - DISP: Respect, Responsibility CEC: 2, 3, 5)

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)

The classroom is well organized with moveable furniture that allows

for flexible setup. On this day, tables were set up as individual
stations at which students completed specific and different activities
associated with the text the students are reading. The organization of
the room is warm and inviting, and geared toward academic work
and expectations. Target goals are posted on the wall along with the
common core standards that are associated with the goals.
You demonstrated respect for your students in all interactions,
calling them by name and encouraging them in their work. The
structure of your classroom and well planned activities again
contributed positively with student attention to task.

__X__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
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Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Instruction (AEA: Communication, Coordination, Diagnosis,

Integrative Interaction WTS 4, 6, 7 - DISP: Respect, Responsibility,
Communication CEC: 4, 6, 7, 8, 9)

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.

Evidence (Candidate and Student)

Your lesson was well-planned and well-executed. Your attention to

the details of instruction assisted the group in remaining on task and
completing their assigned work. The lesson was based completely
on the academic standards for seventh grade curriculum, including
vocabulary and use of academic language.
You began by having the students explain to this observer what they
were learning and what the lesson for the day was. This was a way
for the observer to know what she would be observing, and it also
gave students the opportunity to think about their work and
demonstrate their understanding of the lesson and your expectations
for them.
You incorporated various tasks into the lesson, utilizing student
strengths. You included listening to music, determining figurative
language in the piece they heard, creating a drawing of the students
conceptualization of what they heard. This assisted students who
learn in different ways each have access to the lesson and appeared
to be motivating for them. Following this activity, students took a
short bathroom break, followed by a 5 minute quiet ball game and a
brain break. For the next activity students were required to use their
Chromebook to listen and read from the text of Polar Dream. You
provided the students with a study guide for their reading, and
reviewed the information on the study guide prior to the students
beginning their reading. You walked the students through the study
guide. This ensured that students had sufficient background
knowledge to approach the reading. You provided assistance as
needed, asking clarifying questions and assisting students as they
thought through the processes necessary to complete the task.
Time was used productively throughout the lesson. You successfully
used a Smart Board timer to keep the pace of parts of the lesson

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, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

going, monitor break time and assist students in getting to and

remaining on task.
You included opportunities for the students to move around the
room, both with the short quiet ball game and coming to the
SmartBoard as part of the lesson. This clearly addressed the needs
of at least one student, who was having a difficult time remaining
still and focused for the entire lesson.

____Inadequate

____Emerging

____Proficient

__X__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

Evidence (Candidate)

Planning and Preparation (AEA: Conceptualization/Diagnosis

WTS: 1, 7 DISP: Respect, Responsibility - CEC: 1, 4, 5, 9, 10)

Evidence (Candidate and Student)

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

DISP: Collaboration, Communication CEC: 1, 5, 8, 9, 10)

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

____Proficient

Assessment was present in several ways during this observation:

Students shared their drawings from the first assignment in
the lesson and described what they saw in the music, Life is a
Highway by Rascal Flatts. You asked clarifying questions as
they spoke, helping them expand upon their initial responses.
You had students read the text aloud together to ensure that
all were following the text.
Students read aloud, which allowed you to assess their
fluency and their participation in the reading. After students
read aloud, you followed with a series of questions about the
reading, allowing you to assess response to determine student
understanding of what they read
You continually moved around the classroom, providing
students with real-time feedback on their work. You asked
clarifying questions to assist students in their understanding,
and checked the work they were doing.
You provided an formative assessment (exit slip) at the end
of class focused on comprehension questions about the text.

__X__Distinctive
Evidence (Candidate)

Professional Responsibilities (AEA: Communication/Integrative

Interaction WTS: 10 DISP: Responsibility, Collaboration,
Communication CEC: 2, 5, 10)

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

____Proficient

You present yourself professionally in demeanor and appearance.

You appear to be very well supported in this school, working with the
general education teachers in the grade level in which you teach.
Your enthusiasm for your work is evident in your interactions with your
students.

__X__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
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Summary Statement:

Tiffany- Your performance exceeds the expectation for students at this point in your program. You provide your students with challenging and
interesting material, are enthusiastic, positive and respectful in all of your interactions with your students, especially when you need to redirect them.
You are well on your way to becoming an entry level cross categorical special education teacher.

Overall Performance: ____Inadequate

____Emerging

____Proficient

__X__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