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ALVERNO COLLEGE

SUPERVISORS OBSERVATION OF ED 215-R Field Student


Candidate: Molly Rozga Assessor: Sandra Barkow Cooperating Teacher: Ms. Race School: Edgewood-Greenfield Planning and Preparation (AEA: Conceptualization, Diagnosis
WTS: 1,2,3,4,5,7 DISP: Respect) Plans instruction appropriate to students stages of development and learning styles. Plan includes a motivating opening. Activities and materials are well chosen. Plan reflects use of an effective theoretical model, such as Holdaway, Cambourne, Vygotsky, etc. 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. ____Inadequate ____Emerging __X__Proficient __X__Distinctive

Check One: 1stObservation _X_ Date: 4/27/10

2nd Observation __

Grade: 1

Subject(s): Literacy
Evidence (Candidate)

1. 2.

Molly prepares very well for each lesson. Her preparation enables her to address spontaneous comments and needs. 3. Mollys objectives are clearly connected to her assessments. 4. Mollys planning incorporated the Holdaway Model. 5. Mollys planning integrated several components of Cambournes Conditions of Learning.

Classroom Environment (AEA: Coordination, Integrative Interaction WTS: 1,2,3,4,5,6


DISP: Respect, Responsibility, Collaboration, Communication) Offers explicit praise to students.

Evidence (Candidate and Student)


Teacher Evidence: 1. Smiled and showed enthusiasm while working with students. 2. Molly shared personal experiences that she had personally that connected to the book that she read. 3. Listened intently to students contributions and commented on them, giving value to what they shared. 4. Respectfully discussed students feelings connected to their special attachment to a toy/blanket. 5. Offered some positive reinforcement; you might do even more of this 6. Molly is confident and patient with her students. Student Evidence: 1. Students returned Mollys smiles and commented spontaneously to parts of book. 2. Students eagerly shared their personal feelings and related them to Owens feelings, who was a character from the book. They were very comfortable in discussing this personal information in this safe environment
U:\ED\Barkow\Sup Assess Forms\Rozgamm, M.doc 0510

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. Clearly communicates expectations and procedures for behavior and assignments.

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.

____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.

U:\ED\Barkow\Sup Assess Forms\Rozgamm, M.doc 0510

Instruction (AEA: Communication, Coordination, Diagnosis,


Integrative Interaction WTS: 1,2,4,5,6,7,10 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 techniques-Blooms 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. (Holdaway Model, etc.) Is respectful of cultural and gender differences. Relates learning to students previous learning and/or to students personal experiences. ____Inadequate ____Emerging ____Proficient __X__Distinctive

Evidence (Candidate and Student)


Teacher Evidence: 1. Set context for lesson reading and discussing Owen. 2. Used book stand, so all could see. 3. Read with good expression, eye contact and facial expression. 4. Molly paused during reading of the book to ask specific questions at various intervals. 5. Molly reviewed new vocabulary words during the reading of the book. 6. Prepared questions in advance that connected to text, students feelings, etc. (Blooms Taxonomy) Student Evidence: 1. Students made text to self connections, sharing their own experiences as related to book. 2. Students eagerly answered questions asked by Molly. 3. Students made comparisons between Owen, the main character in the book and their personal feelings.

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


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. ____Inadequate ____Emerging __X__Proficient ____Distinctive

Evidence (Candidate and Student)


Teacher Evidence: 1. Leading questions enabled Molly to assess students comprehension and ability to make text to self connections, (Blooms Taxonomy) 2. Asked students to share/summarize what they had done in their reading experience, prior to telling them. Student Evidence: 1. Students responses provided the information needed for Molly to assess progress.

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.

U:\ED\Barkow\Sup Assess Forms\Rozgamm, M.doc 0510

Professional Responsibilities (AEA: Communication, Integrative Interaction WTS:


1,2,6,7,9,10 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) ____Inadequate ____Emerging _X___Proficient ____Distinctive

Evidence (Candidate)
1. Molly is very conscientious. Her work is submitted in a timely manner and is of quality. 2. Molly assumes responsibility and is dependable. 3. Molly actively participates in seminar discussions, sharing her ideas, experiences, and concerns. 4. Molly is working toward gracefully accepting feedback that is intended to make her a better teacher.

Additional Comments:
Molly, your work and your observed lesson were very well done. You related well with children and are on your way to becoming an effective teacher.

Overall Performance: ____Inadequate ____Emerging __X__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.

U:\ED\Barkow\Sup Assess Forms\Rozgamm, M.doc 0510